Moving on the continuum between teaching and learning: communities of practice in a student support programme

Naudé, Luzelle; Bezuidenhout, Hannemarie

doi:10.1080/13562517.2014.978752

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…The need for additional, often co-curricular, student support at university, faculty, 1 school, department, and/or course level, is prevalent throughout the South African and global higher education sectors (Andrews & Osman, 2015;Moser, Berlie, Salinitri, McCuistion & Slaughter, 2015;Naude & Bezuidenhout, 2015;Tovar, 2015). Nevertheless, factors contributing to the initial design and implementation of student-support interventions may vary significantly.…”

Section: Introductionmentioning

confidence: 99%

Paving the Road to Success: Reflecting Critically on Year One of an Undergraduate Student Support Programme at a large South African university

Klerk¹,

Spark²,

Jones³

et al. 2021

JSAA

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Student success, faculty and university throughput, and the need for adequate and appropriate student support remain prevalent issues in the South African and global higher education sectors. Subsequently, the Faculty of Commerce, Law, and Management at a large South African university applied forTeaching and Development Grant funding in order to address these areas of concern. The grant was awarded and initially intended to help students at risk by implementing appropriate interventions to prevent them from dropping out of university or being excluded. However, being labelled as “at risk”was not well received by students and so the grant holders designed a new programme, adopting a decidedly more holistic approach. As such, the Road to Success Programme was born. The first three months saw those involved conceptualise, plan, and develop strategies, material, and interventionsthat were implemented in January 2015. The vision was to scaffold and support first-year students, particularly those in danger of being academically excluded, through an integrated network of tutorials, workshops, online support, and a series of resources called Toolkits for Success, in an attempt to help students achieve their academic goals. Despite a number of challenges, ranging from funding shortfallsand food security to students’ emotional wellbeing and resilience, 2015 proved invaluable in terms of refining strategies, gaining insight, and programme growth. Preliminary data shows an increased pass rate for students who engaged with the RSP, with higher pass rates linked to greater RSP attendance. Consequently, this article serves as a critical reflection of the RSP at the end of its inaugural year and will share data, highlight lessons learned and challenges faced, and discuss how the programme has been taken to scale in 2016.

show abstract

Section: Introductionmentioning

confidence: 99%

Paving the Road to Success: Reflecting Critically on Year One of an Undergraduate Student Support Programme at a large South African university

Klerk¹,

Spark²,

Jones³

et al. 2021

JSAA

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Paving the Road to Success: Reflecting critically on year one of an undergraduate student support programme at a large South African university

Klerk

Spark

Jones

et al. 2017

JSAA

View full text Add to dashboard Cite

Student success, faculty and university throughput, and the need for adequate and appropriate student support remain prevalent issues in the South African and global higher education sectors. Subsequently, the Faculty of Commerce, Law, and Management at a large South African university applied for Teaching and Development Grant funding in order to address these areas of concern. The grant was awarded and initially intended to help students at risk by implementing appropriate interventions to prevent them from dropping out of university or being excluded. However, being labelled as "at risk" was not well received by students and so the grant holders designed a new programme, adopting a decidedly more holistic approach. As such, the Road to Success Programme was born. The first three months saw those involved conceptualise, plan, and develop strategies, material, and interventions that were implemented in January 2015. The vision was to scaffold and support first-year students, particularly those in danger of being academically excluded, through an integrated network of tutorials, workshops, online support, and a series of resources called Toolkits for Success, in an attempt to help students achieve their academic goals. Despite a number of challenges, ranging from funding shortfalls and food security to students' emotional wellbeing and resilience, 2015 proved invaluable in terms of refining strategies, gaining insight, and programme growth. Preliminary data shows an increased pass rate for students who engaged with the RSP, with higher pass rates linked to greater RSP attendance. Consequently, this article serves as a critical reflection of the RSP at the end of its inaugural year and will share data, highlight lessons learned and challenges faced, and discuss how the programme has been taken to scale in 2016.

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Fieldwork in Developing Countries

Vaughn

Swanson

Curriculum Internationalization and the Future of Education

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Twenty-first century teachers can become more culturally competent through thoughtfully planned opportunities designed to develop global perspectives. Cultural competence can be cultivated through service-learning experiences such as study abroad, thus maximizing pre-service teachers' global preparation and future success within diverse classrooms. In this chapter, the authors discuss preparing undergraduate and graduate students for fieldwork in Liberia, South Africa, and Belize. The purpose of trips to developing countries is to teach and serve but also requires planning that acknowledges issues experienced by pre-service teachers such as anxiety and low efficacy. Upon completion of the Mercer on Mission trips, several pre-service teachers expressed their views about the usefulness of the preparation activities, which are explored within student narratives. Ultimately, the goal of the service-learning program is to support the completion of fieldwork requirements in exceptional contexts while adequately preparing students to be effective across a variety of diverse settings and activities.

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Moving on the continuum between teaching and learning: communities of practice in a student support programme

Cited by 4 publications

References 13 publications

Paving the Road to Success: Reflecting Critically on Year One of an Undergraduate Student Support Programme at a large South African university

Paving the Road to Success: Reflecting Critically on Year One of an Undergraduate Student Support Programme at a large South African university

Paving the Road to Success: Reflecting critically on year one of an undergraduate student support programme at a large South African university

Fieldwork in Developing Countries

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