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

3. 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

4. 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

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

6. 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?

7. our band aid comfort zone
Academic Development

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

9. …new perspective..

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

11. Our zones of influence…
SYSTEM
ACADEMICS
STUDENTS

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

13. 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)

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

15. 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)

16. UG Curriculum Reform

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

18. Ingredients for academic success

19. potion for academic success
Academic Development

20. magic potion for academic success

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

22. What is the UKZN model for academic success?

23. ..start the journey

24. 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

25. 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

26. Its time to LEEP forward