Associate Professor and Head of Department JE Vorster, BA(Hons), MA, PhD(Rhodes) Associate Professor
LE Quinn, BA(Hons)(Rhodes), MA(Rhodes), HDE(Natal), PhD(Rhodes)
Senior Lecturer
AI Hlengwa, NDip, BTech(Technikon Natal), MEd(Melbourne), PhD(Rhodes)
Lecturers
A Adams, NDE(Belville College of Education), BA(Hons), MA(UWC),HD HET(CPUT) M Booi BA(Hons)(NMU), MA(Rhodes) R. Chiappa, BA(Hons)(U Santiago, Chile), MEd, PhD(U Washington, Seattle)
N Kramm, BA(Hons)(Stell), MA(Stell)
N Pallitt, BA(Hons), MA, PhD, PGDip(HE)(UCT) K Solomon BA(Rhodes), BAH(Rhodes), MA(Rhodes)
KD Wilmot, BA(Rhodes), BA(Hons)(UCT), MA(UCT), MPhil(Cantab), PhD(Sydney) Extended Studies Unit Senior Lecturer K Ellery, BSc(Hons), MSc(Wits), MEd(Higher Ed)(Natal), PhD(Rhodes)
Lecturers
IC de Vos, BCom(Rhodes), PGDip(HE)(Rhodes) C Knowles BA(UPE), HDE(UCT), MA(Rhodes), PGDip(HE)(Rhodes)
S Mawonga, BA(Hons), MA(Rhodes) J Reynolds, BA(Hons), MA, PGDHE (Rhodes), DELTA (Cantab)
Junior Lecturer
A Magadza, NDip, HNDip(KPTC)
The Centre also functions as a resource to the University in support of the achievement of its mission and vision. To this end, it is involved in the promotion and assurance of quality in relation to teaching and learning and the development of academic staff as professional educators.
Educational Technology Specialists in the Centre provide support and management of RUConnected (Learning Management System). The Educational Technology team further supports learning technologies to enable blended and online teaching
and learning. The team supports academics by providing academic development opportunities to enable blended and online course design and technology integration. The Educational Technology Specialists also undertake research pertaining to the use of educational technologies in Higher Education and contribute to policy development and accreditation related to online education.
The Centre also incorporates an Extended Studies Unit which is responsible for the development, co- ordination and teaching of four-year degrees in the Faculties of Commerce, Humanities and Science.
The Centre for Higher Education Research, Teaching and Learning specialises in the study of the field of higher education. The Centre offers programmes leading to a range of qualifications in higher education including:
• Postgraduate Diploma in Higher Education (Lecturers)
• Postgraduate Diploma in Higher Education (Academic Developers)
• Master of Education
• Doctor of Philosophy
CHERTL staff also undertake research into higher education.
POSTGRADUATE DIPLOMA IN HIGHER EDUCATION [PGDIP (HE)]
The purpose of the Postgraduate Diploma in Higher Education (PGDip (HE)) is to facilitate the professional development of lecturers as reflexive practitioners in higher education by developing their knowledge of Higher Education (HE) as a field of study. The programme is designed to enhance participants’ competence in facilitating, enabling and assessing students’ learning. It provides professional accreditation for HE practitioners.
Shifts in higher education around globalisation and transformation imperatives, have increased
173 ACADEMIC DEPARTMENTS: CHERTL
CENTRE FOR HIGHER EDUCATION RESEARCH, TEACHING AND LEARNING (CHERTL)
Associate Professor and Head of Department JE Vorster, BA(Hons), MA, PhD(Rhodes) Associate Professor
LE Quinn, BA(Hons)(Rhodes), MA(Rhodes), HDE(Natal), PhD(Rhodes)
Senior Lecturer
AI Hlengwa, NDip, BTech(Technikon Natal), MEd(Melbourne), PhD(Rhodes)
Lecturers
A Adams, NDE(Belville College of Education), BA(Hons), MA(UWC),HD HET(CPUT) M Booi BA(Hons)(NMU), MA(Rhodes) R. Chiappa, BA(Hons)(U Santiago, Chile), MEd, PhD(U Washington, Seattle)
N Kramm, BA(Hons)(Stell), MA(Stell)
N Pallitt, BA(Hons), MA, PhD, PGDip(HE)(UCT) K Solomon BA(Rhodes), BAH(Rhodes), MA(Rhodes)
KD Wilmot, BA(Rhodes), BA(Hons)(UCT), MA(UCT), MPhil(Cantab), PhD(Sydney) Extended Studies Unit Senior Lecturer K Ellery, BSc(Hons), MSc(Wits), MEd(Higher Ed)(Natal), PhD(Rhodes)
Lecturers
IC de Vos, BCom(Rhodes), PGDip(HE)(Rhodes) C Knowles BA(UPE), HDE(UCT), MA(Rhodes), PGDip(HE)(Rhodes)
S Mawonga, BA(Hons), MA(Rhodes) J Reynolds, BA(Hons), MA, PGDHE (Rhodes), DELTA (Cantab)
Junior Lecturer
A Magadza, NDip, HNDip(KPTC)
The Centre also functions as a resource to the University in support of the achievement of its mission and vision. To this end, it is involved in the promotion and assurance of quality in relation to teaching and learning and the development of academic staff as professional educators.
Educational Technology Specialists in the Centre provide support and management of RUConnected (Learning Management System). The Educational Technology team further supports learning technologies to enable blended and online teaching
and learning. The team supports academics by providing academic development opportunities to enable blended and online course design and technology integration. The Educational Technology Specialists also undertake research pertaining to the use of educational technologies in Higher Education and contribute to policy development and accreditation related to online education.
The Centre also incorporates an Extended Studies Unit which is responsible for the development, co- ordination and teaching of four-year degrees in the Faculties of Commerce, Humanities and Science.
The Centre for Higher Education Research, Teaching and Learning specialises in the study of the field of higher education. The Centre offers programmes leading to a range of qualifications in higher education including:
• Postgraduate Diploma in Higher Education (Lecturers)
• Postgraduate Diploma in Higher Education (Academic Developers)
• Master of Education
• Doctor of Philosophy
CHERTL staff also undertake research into higher education.
POSTGRADUATE DIPLOMA IN HIGHER EDUCATION [PGDIP (HE)]
The purpose of the Postgraduate Diploma in Higher Education (PGDip (HE)) is to facilitate the professional development of lecturers as reflexive practitioners in higher education by developing their knowledge of Higher Education (HE) as a field of study. The programme is designed to enhance participants’ competence in facilitating, enabling and assessing students’ learning. It provides professional accreditation for HE practitioners.
Shifts in higher education around globalisation and transformation imperatives, have increased ACADEMIC DEPARTMENTS: CHERTL
CENTRE FOR HIGHER EDUCATION RESEARCH, TEACHING AND LEARNING (CHERTL)
Associate Professor and Head of Department JE Vorster, BA(Hons), MA, PhD(Rhodes) Associate Professor
LE Quinn, BA(Hons)(Rhodes), MA(Rhodes), HDE(Natal), PhD(Rhodes)
Senior Lecturer
AI Hlengwa, NDip, BTech(Technikon Natal), MEd(Melbourne), PhD(Rhodes)
Lecturers
A Adams, NDE(Belville College of Education), BA(Hons), MA(UWC),HD HET(CPUT) M Booi BA(Hons)(NMU), MA(Rhodes) R. Chiappa, BA(Hons)(U Santiago, Chile), MEd, PhD(U Washington, Seattle)
N Kramm, BA(Hons)(Stell), MA(Stell)
N Pallitt, BA(Hons), MA, PhD, PGDip(HE)(UCT) K Solomon BA(Rhodes), BAH(Rhodes), MA(Rhodes)
KD Wilmot, BA(Rhodes), BA(Hons)(UCT), MA(UCT), MPhil(Cantab), PhD(Sydney) Extended Studies Unit Senior Lecturer K Ellery, BSc(Hons), MSc(Wits), MEd(Higher Ed)(Natal), PhD(Rhodes)
Lecturers
IC de Vos, BCom(Rhodes), PGDip(HE)(Rhodes) C Knowles BA(UPE), HDE(UCT), MA(Rhodes), PGDip(HE)(Rhodes)
S Mawonga, BA(Hons), MA(Rhodes) J Reynolds, BA(Hons), MA, PGDHE (Rhodes), DELTA (Cantab)
Junior Lecturer
A Magadza, NDip, HNDip(KPTC)
The Centre also functions as a resource to the University in support of the achievement of its mission and vision. To this end, it is involved in the promotion and assurance of quality in relation to teaching and learning and the development of academic staff as professional educators.
Educational Technology Specialists in the Centre provide support and management of RUConnected (Learning Management System). The Educational Technology team further supports learning technologies to enable blended and online teaching
and learning. The team supports academics by providing academic development opportunities to enable blended and online course design and technology integration. The Educational Technology Specialists also undertake research pertaining to the use of educational technologies in Higher Education and contribute to policy development and accreditation related to online education.
The Centre also incorporates an Extended Studies Unit which is responsible for the development, co- ordination and teaching of four-year degrees in the Faculties of Commerce, Humanities and Science.
The Centre for Higher Education Research, Teaching and Learning specialises in the study of the field of higher education. The Centre offers programmes leading to a range of qualifications in higher education including:
• Postgraduate Diploma in Higher Education (Lecturers)
• Postgraduate Diploma in Higher Education (Academic Developers)
• Master of Education
• Doctor of Philosophy
CHERTL staff also undertake research into higher education.
POSTGRADUATE DIPLOMA IN HIGHER EDUCATION [PGDIP (HE)]
The purpose of the Postgraduate Diploma in Higher Education (PGDip (HE)) is to facilitate the professional development of lecturers as reflexive practitioners in higher education by developing their knowledge of Higher Education (HE) as a field of study. The programme is designed to enhance participants’ competence in facilitating, enabling and assessing students’ learning. It provides professional accreditation for HE practitioners.
Shifts in higher education around globalisation and transformation imperatives, have increased
ACADEMIC DEPARTMENTS: CHERTL
expectations that academics should negotiate new challenges and identities. These international changes have particular nuances in the South African context where historical disadvantage, social justice and transformation need to be redressed. This course aims to strengthen lecturers’
ability to respond meaningfully to these challenges and to meet the learning needs of their students.
The Centre offers three Postgraduate Diploma in Higher Education (PGDip (HE)) programmes:
• one for lecturers at Rhodes University
• one for lecturers from other higher education institutions
• one for academic developers
POSTGRADUATE DIPLOMA IN HIGHER EDUCATION [PGDIP (HE)] FOR
ACADEMICS AT RHODES UNIVERSITY The Diploma is registered as a 120 credit (Level 8) course on the Higher Education Qualifications Sub- Framework (HEQSF). Rhodes University is a registered provider for the course and the qualification is awarded by the Rhodes Education Faculty. Participants must complete normal registration procedures through the Faculty of Education at the beginning of each year.
Structure of the Diploma
In order to obtain the qualification participants are required to meet the outcomes of four compulsory modules and one elective module.
Core modules
Learning and Teaching in Higher Education:
9201001 (40 credits)
The purpose of this module is through participants’
reflection and critical practice, to deepen understanding of the nature of learning in higher education and to gain a practical understanding of the ways in which to facilitate students’ access to knowledge in the disciplines.
Curriculum Development: 9201002 (30 credits) The purpose of this module is to develop participants’ theoretical understanding of the different approaches to curriculum development in higher education and to enable them to design,
interpret and implement curricula that are aligned to the HEQSF.
Assessment of and for Student Learning:
9201000 (30 credits)
The purpose of this module is to deepen participants’ theoretical understanding of assessment and to enable the informed implementation of assessment principles and processes into their practice.
Evaluation of Teaching and Courses: 9201004 (10 credits)
The purpose of this module is to engage with the theories and principles of evaluation in higher education, thus enabling participants to evaluate their own practice as educators.
Elective modules: 9201009 (10 credits)
Participants are required to choose an area of their practice for specific investigation. Some examples from which participants can choose, include
• Supervision of Postgraduate Research
• Developing Student Writing
• Design and Implement eLearning
• Design and Implement Service Learning
• Social Inclusion in Higher Education (e.g.
Integrating HIV-Aids, Race and Gender Issues into the Curriculum)
• Decolonisation or Africanisation of Higher Education
• Integrating Sustainable Development Goals into the Curriculum
Candidates are required to discuss their choice of elective with the course coordinator.
Assessment of the course
The course as a whole will be assessed by means of an integrated teaching portfolio. Participants will be required to submit an assignment on completion of each module. The submission of these assignments constitutes a DP requirement for the course. The objective of the assignments is to provide formative assessment to support the participants in the building of the teaching portfolio and meeting the outcomes of the qualification
174
ACADEMIC DEPARTMENTS: CHERTL
appropriate to the purpose, exit level outcomes and HEQSF level of the PGDip (HE) qualification.
Participants are required to submit their electronic portfolios in November of the second year of their studies in order to graduate in April the following year. The portfolio will be subject to internal, as well as external, examination. A defence of the portfolio may be required.
POSTGRADUATE DIPLOMA IN HIGHER EDUCATION [PGDIP (HE)] FOR
ACADEMICS (NATIONAL)
The Diploma is registered as a 120 credit level 8 qualification on the HEQSF. Rhodes University is a registered provider for the course and the qualification is awarded by the Rhodes Education Faculty. Participants must complete normal registration procedures through the Faculty of Education at the beginning of each year.
Structure of the Diploma
In order to obtain the qualification participants are required to meet the outcomes of five compulsory modules.
Becoming a Reflective Practitioner in Higher Education: 9201024 (15 credits)
The purpose of this module is to provide an overview of the PGDip (HE) and to introduce participants to the field of higher education studies (HES). Higher Education is contextualised so that participants are able to reflect on and articulate their beliefs about teaching and their understanding of how students learn in their disciplines. They are introduced to criticality, reflexivity and praxis as core practices in the course.
Learning and Teaching in Higher Education:
9201018 (30 credits)
The purpose of this module is through participants’
reflection and critical practice, to deepen understanding of the nature of learning in higher education and to gain a practical understanding of the ways in which to facilitate students’ access to knowledge in the disciplines.
Curriculum Development: 9201019 (30 credits) The purpose of this module is to develop participants’ theoretical understanding of the different approaches to curriculum development in higher education and to enable them to design, interpret and implement curricula that are aligned to the HEQSF.
Assessment of and for Student Learning:
9201020 (30 credits)
The purpose of this module is to deepen participants’ theoretical understanding of assessment and to enable the informed implementation of assessment principles and processes into their practice.
Evaluation of Teaching and Courses: 9201021 (15 credits)
The purpose of this module is to engage with the theories and principles of evaluation in higher education, thus enabling participants to evaluate their own practice as educators.
Assessment of the course
The course as a whole will be assessed by means of an integrated teaching portfolio. Participants will be required to submit an assignment on completion of each module. The submission of these assignments constitutes a DP requirement for the course. The objective of the assignments is to provide formative assessment to support the participants in the building of the teaching portfolio and meeting the outcomes of the qualification, appropriate to the purpose, exit level outcomes and HEQSF level of the PGDip (HE) qualification.
Participants are required to submit their electronic portfolios in November of the second year of their studies in order to graduate in April the following year. The portfolio will be subject to internal, as well as external, examination. A defence of the portfolio may be required.
175 ACADEMIC DEPARTMENTS: CHERTL
appropriate to the purpose, exit level outcomes and HEQSF level of the PGDip (HE) qualification.
Participants are required to submit their electronic portfolios in November of the second year of their studies in order to graduate in April the following year. The portfolio will be subject to internal, as well as external, examination. A defence of the portfolio may be required.
POSTGRADUATE DIPLOMA IN HIGHER EDUCATION [PGDIP (HE)] FOR
ACADEMICS (NATIONAL)
The Diploma is registered as a 120 credit level 8 qualification on the HEQSF. Rhodes University is a registered provider for the course and the qualification is awarded by the Rhodes Education Faculty. Participants must complete normal registration procedures through the Faculty of Education at the beginning of each year.
Structure of the Diploma
In order to obtain the qualification participants are required to meet the outcomes of five compulsory modules.
Becoming a Reflective Practitioner in Higher Education: 9201024 (15 credits)
The purpose of this module is to provide an overview of the PGDip (HE) and to introduce participants to the field of higher education studies (HES). Higher Education is contextualised so that participants are able to reflect on and articulate their beliefs about teaching and their understanding of how students learn in their disciplines. They are introduced to criticality, reflexivity and praxis as core practices in the course.
Learning and Teaching in Higher Education:
9201018 (30 credits)
The purpose of this module is through participants’
reflection and critical practice, to deepen understanding of the nature of learning in higher education and to gain a practical understanding of the ways in which to facilitate students’ access to knowledge in the disciplines.
Curriculum Development: 9201019 (30 credits) The purpose of this module is to develop participants’ theoretical understanding of the different approaches to curriculum development in higher education and to enable them to design, interpret and implement curricula that are aligned to the HEQSF.
Assessment of and for Student Learning:
9201020 (30 credits)
The purpose of this module is to deepen participants’ theoretical understanding of assessment and to enable the informed implementation of assessment principles and processes into their practice.
Evaluation of Teaching and Courses: 9201021 (15 credits)
The purpose of this module is to engage with the theories and principles of evaluation in higher education, thus enabling participants to evaluate their own practice as educators.
Assessment of the course
The course as a whole will be assessed by means of an integrated teaching portfolio. Participants will be required to submit an assignment on completion of each module. The submission of these assignments constitutes a DP requirement for the course. The objective of the assignments is to provide formative assessment to support the participants in the building of the teaching portfolio and meeting the outcomes of the qualification, appropriate to the purpose, exit level outcomes and HEQSF level of the PGDip (HE) qualification.
Participants are required to submit their electronic portfolios in November of the second year of their studies in order to graduate in April the following year. The portfolio will be subject to internal, as well as external, examination. A defence of the portfolio may be required.
ACADEMIC DEPARTMENTS: CHERTL
appropriate to the purpose, exit level outcomes and HEQSF level of the PGDip (HE) qualification.
Participants are required to submit their electronic portfolios in November of the second year of their studies in order to graduate in April the following year. The portfolio will be subject to internal, as well as external, examination. A defence of the portfolio may be required.
POSTGRADUATE DIPLOMA IN HIGHER EDUCATION [PGDIP (HE)] FOR
ACADEMICS (NATIONAL)
The Diploma is registered as a 120 credit level 8 qualification on the HEQSF. Rhodes University is a registered provider for the course and the qualification is awarded by the Rhodes Education Faculty. Participants must complete normal registration procedures through the Faculty of Education at the beginning of each year.
Structure of the Diploma
In order to obtain the qualification participants are required to meet the outcomes of five compulsory modules.
Becoming a Reflective Practitioner in Higher Education: 9201024 (15 credits)
The purpose of this module is to provide an overview of the PGDip (HE) and to introduce participants to the field of higher education studies (HES). Higher Education is contextualised so that participants are able to reflect on and articulate their beliefs about teaching and their understanding of how students learn in their disciplines. They are introduced to criticality, reflexivity and praxis as core practices in the course.
Learning and Teaching in Higher Education:
9201018 (30 credits)
The purpose of this module is through participants’
reflection and critical practice, to deepen understanding of the nature of learning in higher education and to gain a practical understanding of the ways in which to facilitate students’ access to knowledge in the disciplines.
Curriculum Development: 9201019 (30 credits) The purpose of this module is to develop participants’ theoretical understanding of the different approaches to curriculum development in higher education and to enable them to design, interpret and implement curricula that are aligned to the HEQSF.
Assessment of and for Student Learning:
9201020 (30 credits)
The purpose of this module is to deepen participants’ theoretical understanding of assessment and to enable the informed implementation of assessment principles and processes into their practice.
Evaluation of Teaching and Courses: 9201021 (15 credits)
The purpose of this module is to engage with the theories and principles of evaluation in higher education, thus enabling participants to evaluate their own practice as educators.
Assessment of the course
The course as a whole will be assessed by means of an integrated teaching portfolio. Participants will be required to submit an assignment on completion of each module. The submission of these assignments constitutes a DP requirement for the course. The objective of the assignments is to provide formative assessment to support the participants in the building of the teaching portfolio and meeting the outcomes of the qualification, appropriate to the purpose, exit level outcomes and HEQSF level of the PGDip (HE) qualification.
Participants are required to submit their electronic portfolios in November of the second year of their studies in order to graduate in April the following year. The portfolio will be subject to internal, as well as external, examination. A defence of the portfolio may be required.
ACADEMIC DEPARTMENTS: CHERTL
POSTGRADUATE DIPLOMA IN HIGHER EDUCATION [PGDIP (HE)] FOR
ACADEMIC DEVELOPERS
The Diploma is registered as a 120 credit level 8 qualification on the HEQSF. Rhodes University is a registered provider for the course and the qualification is awarded by the Rhodes Education Faculty. Participants must complete normal registration procedures through the Faculty of Education at the beginning of each year. The purpose of this Postgraduate Diploma in Higher Education is to advance academic developers’
knowledge of higher education as a field of study and to enable them to conceptualise, design and implement formal and informal academic development initiatives appropriate to their contexts and the challenges facing contemporary South African higher education.
Structure of the course
In order to obtain the qualification participants are required to meet the outcomes of six compulsory modules (20 credits each). The total credits for the course are thus 120 credits.
The Higher Education Context: 9201011 (20 credits)
The purpose of the module is to enable participants to analyse the higher education context (at international, national, departmental and disciplinary levels) in order to understand specific institutional academic development needs (including the developmental needs of academic staff) in their contexts.
Teaching and Learning in Higher Education:
9201014 (20 credits)
The purpose of this module is to develop participants’ knowledge of the nature of student learning in higher education and to enable them to contribute to driving a teaching and learning agenda in their institutions.
Curriculum Development: 9201015 (20 credits) The purpose of this module is to enable participants to conceptualise the role of academic development (and their role) in relation to the design and quality
assurance of HEQSF-aligned curricula (at all levels) in their institutions.
Assessment of Student Learning: 9201016 (20 credits)
The purpose of this module is to enable participants to conceptualise the role of academic development (and their role) in relation to the design, implementation and quality assurance of student learning in their institutions.
Development, Enhancement and Assurance of Quality Teaching and Learning: 9201012 (20 credits)
The purpose of this module is to enable participants to critically examine the notion of quality assurance in higher education. In addition, the module will help participants to use evaluation processes enhance, develop and assure the quality of teaching and learning appropriate to their contexts.
Conceptualising and Designing Contextually appropriate Academic Development Initiatives:
9201013 (20 credits)
The purpose of this module is to integrate ideas and strategies conceptualised over the course of the Diploma thus far. In particular the module focuses on participants designing principled and theoretically sound academic development initiatives appropriate to their institutional contexts Assessment
Participants will be required to complete module tasks as well as an integrated final assignment for each module which will require them to document the design and implementation strategies for academic/ higher education development initiatives for their institution. This assignment will include inter alia discussion of theories and principles underpinning the proposed initiatives.
A candidate may only be allowed to proceed to Year 2 is they have passed at least two modules in Year 1.
Course assessment
The course will be assessed summatively by means of an integrated professional portfolio. The assignments from all the modules will be