“Much has been said about the under-representation of women in higher education, so for me, this certainly is a great professional development opportunity,” says Cupido. “But not just for me alone, for other women too who aspire for professional development and growth in higher education."
She adds that along the way of her professional development there had been several wonderful role models from which she learnt a great deal with some big shoes to fill. “But I am ready for the challenge, grateful and excited about the possibilities,” she enthuses.
“I am very excited and thankful to have been considered for the new role and look forward to working with my colleagues across the University community as we navigate through this very difficult time,” says the former Acting Head of the Fundani’s Student Learning Unit. “In 2020 we experienced unprecedented disruptions as a result of the COVID-19 pandemic, forcing us to rapidly think of alternative ways to complete the academic year.”
She argues that the lockdown regulations saw the University community, for the first time ever, sharing common experiences of displacement, dispossession and uncertainty.
“It is this shared experience that has heightened the need for deeper engagement between the University, staff and students,” adds Cupido. “So, this is both an exciting and daunting time in higher education.
“I welcome the opportunity to be a part of this next phase, where we begin to rethink University spaces and the role we can play as academic developers. In this new appointment, I hope to continue to pursue innovative strategies that keep moving us forward.”
She says that the pace at which we had to adapt to the current circumstances has been rapid, but during this transition, the University community became more attuned to the wellbeing of staff and students and the efforts required to teach and learn remotely. Cupido discusses her plans for the new role she assumed at Fundani at the beginning of the month. “Working collaboratively across disciplines where we are able to co-create teaching and learning experiences that are responsive to the needs of the University community is key.”
She says that this requires of the University to adopt an inquiry-based approach, an academic fluidity that will see lecturers able to develop new skills to enact a humanising and transformative pedagogy. “It is therefore important that we remain mindful of the very real and continuing inequities that create barriers to access and success, from which we all have to learn, unlearn and re-learn as the only constant.”
