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SAULT update: Botswana meeting 16-17 February 2017

The 4th annual SAULT forum was hosted by the Centre for Academic Development (CAD) at the University of Botswana and was well attended by 30 participants from Botswana, Lesotho, Mozambique, Namibia, South Africa, Swaziland, Zambia and Zimbabwe The two-day forum meeting began with a number of presentations aimed at introducing participants to CAD. The first [...]

2017-05-19T13:39:48+00:00

National Benchmarking Tests Reports – What’s your view?

The National Benchmark Tests Project (NBTP) is an initiative of Universities South Africa (USAf) that started in 2008. The Centre for Higher Education and Development (CHED) at UCT is the implementing partner facilitating the national testing of students enrolling in Higher Education for the first time. While the NBT’s are an important diagnostic tool to [...]

2017-05-19T13:39:49+00:00

HELTASA Conference 2017 at DUT announced

On behalf of HELTASA, the Centre for Excellence in Learning and Teaching at the Durban University of Technology invites you to the HELTASA Conference 2017 to be held in the magnificent city of Durban from the 21st to 24th November 2017. We launch the Conference Call, connecting you to the Conference Website which contains details [...]

2017-05-19T13:39:49+00:00

Creating spaces for the development of the “whole human being”

The Univen Teaching and Learning Day took place on 16 March 2016 at the Univen campus. The theme of the event was “From Theory to practice: towards excellence in teaching and learning”. Vanessa Merckel a member of the HELTASA EXCO, was the keynote speaker. The title of her powerful presentation was “Creating spaces for the [...]

2017-05-19T13:39:49+00:00

Developing academic literacies through understanding the nature of disciplinary knowledge

Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates [...]

2017-05-19T13:39:51+00:00