….the beginning of a process… Dr Veena Singaram Teaching and Learning Office College of Health Sciences

SI- Benefits to Institutions alternate pedagogy variety of teaching and learning approaches more actively engaged during class time liaison between faculty and students Improves communication in and out of the classroom Improved student learning is reflected in final course grades, retention rate, and course evaluations

SI- Benefits to Students promote and model effective study strategies approach is inclusive and unintimidating students to make vital connections with classmates Elevates learning skills students - self directed independent thinkers Crosses the cultural divide – advanced collaborative learning

SI- Benefits to SI Leaders Gain perspective by developing relationships with staff Improves critical thinking skills Develop leadership and life skills Improved academic performance

Are we asking the right questions? When a student fails.. Did he get academic support? perhaps we need to ask Did the teacher use the appropriate methodology? Was he appropriately assessed? Did the institution fail the student?

our band aid comfort zone Academic Development

‘UKZN student ’ ADP Tuts SI Lectures mentoring Coaching Access / Projects Clinical etc Tuts Practs Lectures STUDENT SI mentoring Access / extended progs Student counseling Coaching

…new perspective..

‘different parts of the puzzle’ increased throughput and student success lecturers institution Schooling student

Our zones of influence… SYSTEM ACADEMICS STUDENTS

‘enhancing the teaching/learning’ the academic – Talent management CPD PGDHE (HETD unit) Teaching and learning Grants

Integrated Talent Management Policy Informed - Key policies: Language Policy Remuneration Policy Transformation Charter Academic Promotions Policy Recruitment and Selection Policy University values (R.E.A.C.H)

‘enhancing the system’ Social space Learning environment Curriculum Learning Resources Student Funding Residence

UG Curriculum Reform ‘transformational’ “Adding wings to caterpillars does not create butterflies. It creates awkward and dysfunctional caterpillars. Butterflies are created through transformation.” Stephanie Marshall (1996)

UG Curriculum Reform

Evidence based scholarship Inception of the AD commonsense theory and research is still evident mainstream academic staff

Ingredients for academic success

potion for academic success Academic Development

magic potion for academic success

Example of a mode-diverse student populations… Biggs's (1996) Presage-Process-Product (3P) model Example of a mode-diverse student populations…

What is the UKZN model for academic success?

..start the journey

Enhance capacity of Academic Dev ‘Professionalising AD’ LEADERSHIP for EDUCATIONAL EHANCEMENT PROGRAMME (LEEP) Learning and teaching pedagogy Learning strategies and styles Student personal development Collaborative learning Personality profiles Leadership styles and strategies Academic Development methodolgies Supplemental Instruction

Looking ahead Create a community of AD practitioners Develop a curriculum for LEEP appropriate assessment strategies Accreditation and quality assurance Aligned to HEQF Include it as part of UKZN talent management programme Extended Learning

Its time to LEEP forward