HELTASA Think Piece: Stephanie Allais

The value of the lecture The lecture is commonly dismissed as an outdated form of pedagogy, both in relation to opportunities opened by new technologies and in terms of emphasis on student activity and discussion. I argue that the lecture is a key part of academic work, and should be seen as a core pedagogy—obviously [...]

2017-08-30T08:04:28+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

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

Generic gold standard or contextualised public good? Teaching excellence awards in post-colonial South Africa

by Kasturi Behari-Leak & Sioux McKenna Read the full article in the Teaching in Higher Education Journal and the abstract below. Let us know what you think in the comments section! Abstract Teaching Excellence Awards have raised the profile of teaching as a scholarly project. There are however a number of questions about what constitutes teaching [...]

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