Teaching and Learning Report 2022 by Cape Peninsula University of Technology

2022 LEARNING AND TEACHING REPORT

contents 1

Message from DVC Learning and Teaching: 1 Prof Balkaran

Faculty Voices Learning and Teaching

Learning and Teaching: academic support, innovation and creative futures 76

Holistic Student Support and Initiatives towards student success

127

2022 LEARNING AND TEACHING REPORT

one CHAPTER

1.1

Message from the DVC Learning and Teaching: Prof Balkaran

1.2

Student success and beyond

2022 2 LEARNING AND TEACHING REPORT

1.1 Message from the DVC Learning and Teaching: Prof Balkaran The role of technology in pedagogy cannot be understated. In this digital age, the quest for enhanced smart learning environments is at the forefront of educational discourse.

Prof Rishidaw Balkaran DVC Teaching and Learning

DVC Message for Learning and Teaching report 2022 As the year 2022 draws to a close, we once again take the time to reflect on our journey, recognising the achievements in learning and teaching at CPUT. In an era dominated by technology and innovation, the demand for progressive learning environments has never been more palpable. The role of technology in pedagogy cannot be understated. In this digital age, the quest for enhanced smart learning environments is at the forefront of educational discourse. CPUT’s acknowledgement of this shift is illustrated in our Smart Learning Environment project. This initiative represents our bold endeavour to integrate technological tools with effective pedagogy, affording our students an academic experience that is both interactive and tailored to their individual needs. Recognising this paradigm shift, CPUT has taken decisive steps towards reimagining its academic spaces, aligning them with modern and future pedagogic requirements. We consider the improvements made over the past few years by comparing the data from 2017 to 2019. It becomes apparent that our commitment to student success is unwavering which is evident in our improved throughput rates. Despite the challenges experienced over the past few years, we have to commend the many CPUT students who continue to demonstrate resilience and dedication in their academic pursuits. The introduction of the Higher Education Qualification Sub-Framework (HEQSF) qualifications has certainly brought a shift in student registrations. This shift, complemented by our strides in technological advancement, such as the incorporation of data analytics through Blackboard, has further enriched our teaching and learning experiences. Moreover, the Siyaphumelela Student Success Project, in conjunction with the Mathematical Sciences Department, has showcased the opportunities available to

2022 LEARNING AND TEACHING REPORT

CPUT students to support the academic project through various data analytic projects. We remain dedicated to holistic education, extending beyond the confines of traditional teaching. Our notable advances in work-integrated learning, service learning, and civic engagement bear testament to this commitment. These real-world experiences, like the unique opportunity afforded to our Marine Science students aboard the SA Agulhas II Polar Research Vessel, ensure our graduates are well-prepared for the dynamic challenges of the modern world. The Faculty of Business and Management Sciences (FBMS) has ensured that our students remain at the centre of our endeavours. The faculty’s adaptability in embracing hybrid learning models, along with the focus on embedding 21st-century skills in curricula, has allowed us to create bespoke learning experiences. The graduation ceremonies of 2022 were a testament to the hard work of both our students and staff, with a significant number of students crossing the graduation stage. Furthermore, our journey in internationalization has been nothing short of inspirational. Collaborations with global institutions have brought fresh perspectives and invaluable experiences for both our students and staff. In the Faculty of Education some of the notable successes are celebrated in this report such as the innovative strategies implemented to foster an optimal learning environment. The faculty stands out in its creative approach to teaching anatomy, leveraging a ‘flipped classroom’ approach and interactive methods like game-show formats and handson experiences. They also emphasise contextual learning by incorporating local reallife examples and encourage student creativity through projects like designing board games based on CAPS document topics. These pioneering methods in the Faculty of Education exemplify dedication to excellence, effective pedagogy, and student success. As we delve into the specifics from each faculty, we see a united front. Whether it’s the Faculty of Education’s commitment to pedagogical advancement, the Faculty of Health and Wellness Sciences’ alignment with the Strategic Plan for CPUT V2030, or the innovative approaches adopted by the Faculty of Informatics and Design, each faculty has showcased unwavering dedication to their vision and mission. As we move towards 2023, looking forward, we envision a university that continues to adapt, innovate, and lead in an era where technology and innovation set the pace. We remain steadfast in our mission to provide an academic environment that is not just contemporary but also future-ready, ensuring that our students are equipped to navigate the challenges and opportunities of tomorrow.

Umyalezo wengxelo yonyaka wama-2022 yokuFunda nokuFundisa evela kwi-DVC Njengoko unyaka wama-2022 usiya ekupheleni, kwakhona sithatha ixesha lokucamngca ngohambo lwethu, sinakana iimpumelelo ekufundeni nasekufundiseni e- CPUT. Kwixesha elilawulwa yithekhnoloji kunye nokusungulwa kwezinto ezintsha, imfuno yendawo yokufunda enenkqubela phambili ayizange icace ngakumbi njengoko kunjalo ngoku. Indima yethekhnoloji kwinzululwazi yokufundisa ayinakuncitshiswa. Kule minyaka idijithali imfuneko yokuphucula iindawo zokufundela kuphambili kwiintetho zemfundo. Ukuvuma kwe-CPUT olu tshintsho kubonakaliswe kwiproject yethu yobuChule beNdawo yokuFunda. Eli nyathelo limele umzamo wethu wokukhalipha ngokuhlanganisa izixhobo zethekhnoloji kunye nenzululwazi yokufundisa esebenzayo, linika abafundi bethu amava emfundo enentsebenziswano ngokunjalo nelungiselelwe iimfuno zomfundi ngamnye. Ukuqonda olu tshintsho lusisiseko sendlela yokusebenza, i-CPUT ithathe amanyathelo aqinisekileyo okucinga ngokutsha ngeendawo zayo zemfundo, ngokuzilungelelanisa neemfuno zenzululwazi yokufundisa ngoku kunye neyexesha elizayo. Siziqwalasela ukuphuculwa okwenziwe kwiminyaka embalwa edlulileyo ngokuthelekisa idatha esukela kunyaka wama- 2017 ukuya kowama-2019. Kuyacaca ukuba ukuzibophelela kwethu kwimpumelelo yabafundi akugungqi into leyo ebonakalayo kumazinga ethu okuphumelela aphuculiweyo. Nangona bekukho imingeni kwiminyaka embalwa edlulileyo, kufuneka sincome uninzi lwabafundi abaqhubeka bebonisa ukomelela kunye nokuzinikezela ukusukela ezemfundo.

Indima yethekhnoloji kwinzululwazi yokufundisa ayinakuncitshiswa. Kule minyaka idijithali imfuneko yokuphucula iindawo zokufundela kuphambili kwiintetho zemfundo.

2022 LEARNING AND TEACHING REPORT

Ukuqaliswa kwe Sakhelo- siKhokelo sesiQinisekiso kwiMfundo ePhakamileyo (HEQSF) kuzise utshintsho kubhaliso lwabafundi. Olu tshintsho lufezekiswa ngamanyathelo ethu enkqubela phambili kwithekhnoloji, njengokubandakanya uhlahlelo lwedatha ngoBhlekhbhodi, oluphucule ngakumbi amava ethu okufundisa nokufunda. Ngaphezulu, iSiyaphumelela iProjekhthi yaBafundi, ngentsebenziswano neSebe leNzululwazi yeMathematika, ibonise amathuba afumanekayo kubafundi base- CPUT ukuxhasa iprojekhthi yezemfundo ngeeprojekhthi zohlahlelo lwedatha ezahlukeneyo. Sihlala sizinikele kwimfundo egqibeleleyo, enabela ngaphaya kwemida yemfundo eqhelekileyo. Inkqubela phambili yethu ephawulekayo yokusebenza okuhlanganiswa nokufunda, ukufunda ngokunika inkonzo, kunye nothetha-thethwano noluntu bubungqina boku kuzibophelela. La mava ehlabathi lokwenyani, njengethuba elikhethekileyo elinikwe abafundi bethu beNzululwazi yoLwandle abakhwele inqanawa i- SA Agulhas II Polar Research Vessel, aqinisekisa abaphumelele isidanga ukuba balungiselelwe kakuhle kwimingeni eguqu-guqukayo yale mihla. IFakhalthi yoShishino kunye neNzululwazi yoLawulo (FBMS) iqinisekise ukuba abafundi bethu bahlala bekwindawo ephambili kwiinzame zethu. Ukuziqhelanisa kwefakhalthi ngokwamkela iindlela zokufunda ze-hybhridi ngokunjalo nokugxila ekuzinziseni izakhono zenkulungwane yama -21 kwikharityulam, isivumele ukuba senze amava ngokweemfuno ezizodwa zokufunda. Imisitho yothweso-zidanga yonyaka wama- 2022 ibibubungqina bokusebenza nzima kwabafundi bethu kunye nabasebenzi, ngenani elibonakalayo labafundi abawele inqanaba lokuphumelela isidanga. Ngaphezulu koko, uhambo lwethu lokuvulela izizwe belusoloko lukhuthaza. Intsebenziswano namaziko ehlabathi izise iimbono ezintsha kunye namava axabiseke kakhulu kubafundi nakubasebenzi bethu. kwiFakhalthi yezeMfundo ezinye zempumelelo eziphawulekayo zibhiyozelwa kule ngxelo njengezicwangciso zobuchule eziphunyezwe ngenjongo yokukhuthaza indawo yokufunda egqwesileyo. Ifakhalthi ibonakala ngaphezulu kwindlela yayo yobuchule boyilo lokufundisa i-anathomi, ngokusebenzisa indlela yokufundisa i-“flipped classroom” kunye neendlela zokusebenzisana ezifana neefomathi zomboniso womdlalo kunye namava okwenza. Bagxininisa ngokunjalo ekufundiseni ngokomxholo ngokubandakanya imizekelo yobomi bokwenyani basekuhlaleni kwaye

bakhuthaze ukuyila kubafundi ngeeprojekhthi ezifana nokuyila ibhodi yemidlalo esekelwe kwizihloko zoxwebhu lwe- CAPS. Ezi Ndlela zokuhlahla indlela kwiFakhalthi yezeMfundo ngumzekelo wokuzinikela ekugqweseni, inzululwazi yokufundisa esebenzayo, kunye nempumelelo yabafundi. Njengoko sigoca-goca iinkcukacha ezivela kwifakhalthi nganye, sibona ukumanyana koluntu. Nokuba kukuzibophelela kweFakhalthi yezeMfundo kwinkqubela phambili yenzululwazi yokufundisa, iFakhalthi yezeMpilo kunye neNzululwazi yokuba seMpilweni ngolungelelwaniso lwesiCwangciso sobuChule soMbono wama-2030 we-CPUT, okanye iindlela zokusungula ngokutsha ezamkelwe yiFakhalthi ye-Infomathiki kunye noYilo, ifakhalthi nganye ibonise ukuzinikela okungagungqiyo kumbono kunye nemishini yayo. Njengoko sisondela kunyaka wama-2023, sijonge phambili, sinombono weyunivesithi eqhubekayo ngokuziqhelanisa, ukwenza iinguqu, kunye nokukhokela kwixesha apho ithekhnoloji kunye nokwenza izinto ezintsha imisela isantya. Sihlala siqinile kwimishini yethu yokubonelela ngendawo yokufunda engeyiyo eyeli xesha kuphela, kodwa elungele Ikamva, siqinisekisa ukuba abafundi baxhotyisiwe ukuze bajongane nemingeni kunye namathuba osuku olulandelayo.

Adjunk-visekanselier se boodskap vir die Leer en Onderrig verslag 2022 Soos die jaar 2022 tot ‘n einde kom, is dit nodig om weer oor ons leer- en onderrig-reis te besin en genoegsame erkenning te gee aan ons prestasies by CPUT. In ‘n era wat deur tegnologie en innovasie oorheers word, is die vraag na progressiewe leeromgewings nog nooit so tasbaar nie. Die rol van tegnologie in pedagogie kan nie onderskat word nie. In hierdie digitale era is die soeke na verbeterde slim leeromgewings aan die voorpunt van opvoedkundige diskoers. CPUT se erkenning van hierdie verskuiwing word geïllustreer deur ons Smart Learning Environment-projek. Hierdie inisiatief verteenwoordig ons dapper strewe die

2022 LEARNING AND TEACHING REPORT

integrasie van tegnologiese hulpmiddels met effektiewe pedagogie sodat ons studente ‘n akademiese ervaring kan bied wat beide interaktief en aangepas is vir hul individuele behoeftes. Met erkenning van hierdie paradigmaskuif, het CPUT beslissende stappe geneem om sy akademiese ruimtes te herverbeeld, en dit in lyn te bring met moderne en toekomstige pedagogiese vereistes. Ons oorweeg die verbeterings wat die afgelope paar jaar gemaak is deur die data van 2017 tot 2019 te vergelyk. Ons verbintenis tot studentesukses is onwrikbaar en blyk duidelik uit ons verbeterde deurvloeikoerse. Ten spyte van die uitdagings wat die afgelope paar jaar ervaar is, moet ons die talle CPUT-studente prys wat voortgaan om veerkragtigheid en toewyding in hul akademiese strewes te toon. Die instelling van die Hoër Onderwys-kwalifikasie-subraamwerk (HEQSF)-kwalifikasies het beslis ‘n verskuiwing in studenteregistrasies meegebring. Hierdie verskuiwing, aangevul deur ons vordering in tegnologiese vooruitgang, soos die inkorporering van data-analise deur Blackboard, het ons onderrig- en leerervarings verder verryk. Boonop het die Siyaphumelela-studentesuksesprojek, in samewerking met die Wiskundige Wetenskappe-departement, die geleenthede wat aan CPUT-studente beskikbaar is, ten toon gestel om die akademiese projek te ondersteun deur verskeie data-analitiese projekte. Ons bly toegewyd tot holistiese onderwys wat verder strek as die grense van tradisionele onderrig. Ons vooruitgang in werkgeïntegreerde leer, diensleer en burgerlike betrokkenheid getuig van ons verbintenis tot hierdie doel. Hierdie werklike ervarings, soos die unieke geleentheid wat aan ons Marienewetenskapstudente aan boord van die SA Agulhas II Poolnavorsingsvaartuig gebied word, verseker dat ons gegradueerdes goed voorbereid is vir die dinamiese uitdagings van die moderne wêreld. Die Fakulteit Besigheids- en Bestuurswetenskappe (FBMS) het verseker dat ons studente sentraal bly tot ons strewe na uitmuntendheid. Die fakulteit se aanpasbaarheid en gewilligheid om hibriede leermodelle te omhels, tesame met hulle fokus op die inbedding van 21steeeuse vaardighede in kurrikulums, het ons in staat gestel om leerervarings te skep wat op maat gemaak is. Die gradeplegtighede van 2022 was ‘n bewys van die harde werk van beide ons studente en personeel, met ‘n aansienlike aantal studente wat graad gevang het. Verder was ons reis in internasionalisering niks minder nie as inspirerend.

Die rol van tegnologie in pedagogie kan nie onderskat word nie. In hierdie digitale era is die soeke na verbeterde slim leeromgewings aan die voorpunt van opvoedkundige diskoers. Samewerkings met globale instellings het vars perspektiewe en waardevolle ervarings vir beide ons studente en personeel gebring. In die Fakulteit Opvoedkunde word sommige van die noemenswaardige suksesse in hierdie verslag gevier, soos die innoverende strategieë wat geïmplementeer is om ‘n optimale leeromgewing te bevorder. Die fakulteit staan uit in sy kreatiewe benadering tot die onderrig van anatomie, deur gebruik te maak van ‘n ‘omgekeerde klaskamer’benadering en interaktiewe metodes soos speletjiesprogramformate en praktiese ervarings. Hulle beklemtoon ook kontekstuele leer deur plaaslike werklike voorbeelde in te sluit en moedig studentekreatiwiteit aan deur projekte soos die ontwerp van bordspeletjies gebaseer op KABV-dokumentonderwerpe. Hierdie baanbrekersmetodes in die Fakulteit Opvoedkunde is ‘n voorbeeld van CPUT se toewyding tot uitnemendheid, effektiewe pedagogie en studentesukses. Soos ons in die besonderhede van elke fakulteit delf, sien ons ‘n verenigde front. Of dit nou die Fakulteit Opvoedkunde se verbintenis tot pedagogiese vooruitgang is, die Fakulteit Gesondheids- en Welstandswetenskappe se belyning met die Strategiese Plan vir CPUT V2030, of die innoverende benaderings wat deur die Fakulteit Informatika en Ontwerp aanvaar is, elke fakulteit het onwrikbare toewyding tot hul visie en missie ten toon gestel. Terwyl ons na 2023 beweeg en vorentoe kyk, stel ons ‘n universiteit voor wat aanhou aanpas, innoveer en lei in ‘n era waar tegnologie en innovasie die pas aangee. Ons bly standvastig in ons missie om ‘n akademiese omgewing te bied wat nie net kontemporêr is nie, maar ook toekomsgereed is, om te verseker dat ons studente toegerus is om die uitdagings en geleenthede van môre te navigeer.

2022 LEARNING AND TEACHING REPORT

1.2 Student success and beyond

Year

Throughput rates reflect the efficiency of teaching and learning measured per cohort of students admitted to the University in a specific year. The statistics below reflect the throughput rate in 2017, 2018 and 2019 at CPUT. The numbers reflect the students who complete their qualifications in minimum time, indicated as “Graduates in Min time.” However, not all students manage to complete within the prescribed period; some take an extra year (“Graduates in Min + 1”) or an additional two years (“Graduates in min + 2”). During these years, CPUT started phasing in the Higher Education Qualification SubFramework (HEQSF) qualifications on the 10-level National Qualifications Framework (NQF). The newly introduced qualifications are included in the tables below, leading to a shift in student registration. a)

All qualifications: The overall throughput rate for all students in the 2017, 2018 and 2019 cohorts are as follows:

Graduates in Min time

Graduates in Min +1

Graduates in Min + 2

% Graduates

2017

4 127

1 257

644

186

50.57%

2018

1 007

249

136

46.38%

2019

612

172

36.93%

Baccalaureus Technologiae degree: The BTech is a one-year programme if done full-time.

Year

Cohort

Graduates in Min time

Graduates in Min +1

Graduates in Min + 2

% Graduates

2017

229

147

64.19%

2018

172

133

81.40%

2019

132

64.39%

Year

Total Cohort

Graduates in Min time

Graduates in Min +1

Graduates in Min + 2

% Graduates

2017

7 828

2 889

1 022

279

54.34%

2018

8 020

2 658

1 107

321

52.03%

2019

7 670

2 652

653

44.90%

Year

National Diploma: The National Diploma is a three-year qualification if completed full-time in minimum time. In the table below, in 2018 and 2019, the cohorts of students are significantly reduced compared to the 2017 cohort. The smaller cohorts are the result of the introduction of the HEQSF aligned qualifications

2017

Cohort

Bachelor’s degree (480 – NQF 7) is a full-time programme over four years. Cohort

Graduates in Min time

Graduates in Min +1

Graduates in Min + 2

% Graduates

1 013

640

70.48%

2018

1 021

576

120

68.71%

2019

1 003

639

63.71%

2022 LEARNING AND TEACHING REPORT

Diploma (360 credits) is a three-year full-time programme. The student numbers are increasing because these Diplomas are HEQSF-aligned qualifications replacing the National Diploma.

Postgraduate studies – Master’s and Doctoral qualifications aligned to the HEQSF have been offered in recent years at CPUT.

Master’s degrees: Year

Cohort

Graduates in Min time

Graduates in Min +1

Graduates in Min + 2

% Graduates Year

2017

893

208

204

51.62%

2018

4 027

1 187

605

183

52.05%

2019

3 835

1 243

459

44.38%

Bachelor Honours degree (120 credits) is a new qualification in the CPUT suite of qualifications, consisting of 120 credits, a one-year programme if done fulltime:

Year

Cohort

Graduates in Min time

Graduates in Min +1

Graduates in Min + 2

% Graduates

2017

440

37.73%

2018

305

34.10%

2019

306

25.16%

Graduates in Min time

Graduates in Min +1

Graduates in Min + 2

% Graduates

Doctoral degrees: Year

Cohort

Graduates in Min time

Graduates in Min +1

Graduates in Min + 2

% Graduates

2017

105

36.19%

2018

82.93%

2018

31.40%

2019

101

85.15%

2019

24.29%

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two CHAPTER

Faculty Voices Learning and Teaching 2.1

Faculty of Applied Sciences

2.2

Faculty of Business and Management Sciences

2.3

Faculty of Education

2.4

Faculty of Engineering and Built Environment

2.5

Faculty of Health and Wellness Sciences

2.6

Faculty of Informatics and Design

2022 LEARNING AND TEACHING REPORT

2.1 Faculty of Applied Sciences We have developed a deeper capacity to cater for student learning, to quickly adapt when required, and to implement innovative engagement strategies for both tech-ready and tech-emergent students.

Prof Muhammad Nakhooda Learning and Teaching Coordinator

Introduction Emerging from a couple years of lockdown and pandemic disruption, the Faculty found itself with a greater capacity to deal with uncertain times. It is this depth of learning which we carry into our academic activities, and it shows in the innovative pedagogies, adaptability, and renewed sense of student support with which the Faculty has approached the 2022 academic year. Technology plays a greater role in our understanding of student learning and needs. We have broadened our understanding of the use of data analytics to enhance our engagement with students, through the Blackboard learning management system. There has also been a number of Faculty conversations, some with invited expert guests, to engage with topical issues as they arise in the higher education space. The Mathematical Sciences Department has provided institutional support through data analysis and machine learning to understand student success indicators for national initiatives such as the Siyaphumelela Student Success Project. This highly innovative project was conducted by students, who were best placed to interpret their own needs, placing student-centredness high on the Faculty’s agenda.

Prof Josef Kioko Dean of the Faculty

2022 LEARNING AND TEACHING REPORT

FACULTY OF APPLIED SCIENCES

The report below outlines some notable advances and achievements in the area of Work-Integrated Learning (WIL), Service Learning (SL) and Civic Engagement (CE). Our students are keenly engaged with industry, preparing themselves well for the world of work, and through SL and CE, are meeting graduate attributes of responsible and ethical citizenry. Furthermore, the has supported cutting edge research opportunities for students, such as the learning experience that Marine Science students were afforded aboard the SA Agulhas II Polar Research Vessel. The strategic units in the Faculty continue to offer timely and appropriate support to academic departments as the needs arise, partnering with institutional support where this becomes necessary. New qualifications were offered for the first time in 2022, and further qualifications were designed and approved within the course of the academic year. The process of new qualification development is intensive, iterative, peer-reviewed and under tight quality control. As such, we are confident that the new qualifications that the faculty rolls out are niche offerings, and carefully designed to best serve student, discipline and industry needs. In the end, a total of 655 undergraduate and 24 postgraduate students successfully completed their qualifications during the 2022 academic year, and are due to graduate in April 2023. As ever, we are thankful to the academic, technical and support staff members in the Faculty who ensure that, despite any and all challenges, they remain dedicated to meeting the learning and teaching objectives, and are at the service of our students.

Curriculum development, learning and teaching Curriculum and academic development has strengthened in the Faculty with a number of notable achievements. The Faculty has worked diligently to conceptualise and design new qualifications to address particular needs, and to offer articulation pathways for students into higher levels of study. We are committed to ensuring that students get the best value out of their qualification choices by infusing curricula with work-ready skills and attributes, while also preparing them for life-long learning. Curriculum review is ongoing, and departments have been supported in their requests to better respond to constantly changing student and industry needs by adjusting curricula and widening access through various interventions. Following full CHE and SAQA accreditations in 2021, the following new qualifications were on offer for the first time in 2022: • Postgraduate Diploma in Agriculture • Postgraduate Diploma in Consumer Sciences Food and Nutrition • Postgraduate Diploma in Marine Science • Postgraduate Diploma in Environmental Management • Postgraduate Diploma in Horticulture • Master of Marine Science

In addition to these, three new extended curriculum programmes (ECPs) were launched in 2022: • Diploma in Environmental Management • Diploma in Agriculture • Diploma in Agricultural Management • Bachelor of Environmental Health Building upon the curriculum development capacity in the Faculty, Curriculum Officers continue to work diligently on designing and pursuing approval for new qualifications as the need arises. To this end, the following qualifications were accredited by CHE and SAQA during 2022, and the Faculty is preparing to offer these for the first time in 2023: • Advanced Diploma in Landscape Architecture • Postgraduate Diploma in Biotechnology • Postgraduate Diploma in Analytical Chemistry • Postgraduate Diploma in Conservation Science • Master of Environmental Management • Doctor of Agriculture • Doctor of Conservation Science • Doctor of Philosophy in Environmental Management

Enhancing the quality of learning, teaching and assessment in the Faculty Following the approval of CPUT’s revised Institutional Learning, Teaching and Assessment Policy in 2021, the Faculty used this policy as a framework upon which a guidelines document was developed to further enhance quality practices in the context of

the Faculty, given the unique programmes and the array of pedagogies that are used to engage students in both the theoretical and practical aspects of science curricula. The development of these guidelines drew on a Faculty community of teaching champions from all departments, who engaged with the unique contexts of learning, teaching and assessments in their disciplines. The output was welcomed by the Faculty and approved by the Faculty Board. With these guidelines in place, the Faculty as a whole is aligned in its vision of quality learning, teaching, assessments, moderation and curriculum development. And importantly, such Facultywide initiatives serve to build a community of best practice across disciplines, from which the Scholarship of teaching and learning (SoTL) emerges.

Building a community of learning and teaching scholars The Faculty held its Teaching and Learning Colloquium on the 1 November 2022, with the theme ‘Innovation in teaching and learning for transformation’. The book of abstracts can be accessed, and shows the extent of best practice showcased on the day. Lecturers discussed at length the interventions they put in place to prepare students for success in their studies and success in the working world. Much of this translates into rich and redesigned curricula to walk students through the journey of the disciplines towards meeting learning outcomes and graduate attributes. Such events reinforce and celebrate the emphasis that the Faculty places on learning and teaching excellence, and by showcasing the many practices in the Faculty, alert us to the range and depth of scholarship being developed. Through institutional structures such as Fundani, and the mechanisms on offer to further develop pedagogical practice and ideas, such as writing retreats, opportunities are available for disciplinary experts to transition into SoTL. Further workshops will be available for the university community in the coming years.

Conversations in learning and teaching Throughout the year, the Faculty hosted a series of conversations and workshops which responded to particular needs in learning and teaching. The aim is to continue professional development and to remain responsive to changing student and learning needs.

11 FACULTY OF APPLIED SCIENCES

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FACULTY OF APPLIED SCIENCES

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Language Support for Students and Staff First Year Orientation An important step forward towards language inclusion has been the support extended during Orientation. The Faculty Student Guide has been translated into isiXhosa and Afrikaans. This was a vital step in our vision to translate important documents in the Faculty to promote linguistic rights accessibility. The original authors of the document and Mr. R. Frans in particular, colleagues at the Fundani Language Unit (Ms N. Jantjies and Ms A. Anthonie) are commended for all the work that went into translating and verifying the documents to ensure that they reflect what is in the English version. It would be important going forward to find ways to generate analytics that show the extent to which the Afrikaans and the isiXhosa versions were accessed and used by students.

Africa Day Colloquium A Faculty colloquium to jointly commemorate Africa Day and the International Day for Cultural Diversity for Dialogue and Development was held on 25 May 2022, with the theme ‘Harnessing our linguistic diversity for the common good: cohesion, scientific and technological advancement’. The keynote address was titled: ‘Can technology be colonial? A gaze from the Global South and Imperatives for an African university of technology’. The Dean’s opening address served the very useful purpose of framing the engagements within the context of the work that the Faculty was already doing in terms of Africanising and decolonising practices.

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The Annual Applied Sciences Reading Quiz, aligned to commemorate International Literacy Day, kicked off on 6 September 2022. Students from many programmes in the Faculty participated, but in the end, a team from the Marine Science Programme and one from the Department of Food Science and Technology qualified for the final. The final round of the quiz was held on 13 October, which was eventually won by students from the Marine Science Programme.

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The theme of the day was: ‘Celebrating the rich crosspollination of our cultural heritage: languages, food, music and more’.

The 51 participants/attendees were thrilled with the moving artistic performances and informative presentations. It was not just a commemoration but an opportunity for very sophisticated engagements on the subject.

The successful collaboration between the Language Unit of the Faculty and the academic programme served as a valuable call for Faculty and Institutional entities to seek ways of functioning in collaborative spaces rather than in silos. The event was streamed live on the CPUT YouTube channel and enjoyed by close to 400 viewers.

Winners of the 2022 Faculty Language Quiz: Students from the Marine Science Programme

Heritage Day Colloquium A Heritage Day celebration event was organised in collaboration with Ms Theloshni Govender of the Department of Biotechnology and Consumer Science, and held on 22 September 2022 at the CPUT Pool House on the Bellville Campus.

Dr David Walker (third from right) and Dr Courtney Puckree-Padua (fourth from right) with the winning students from the Marine Sciences Programme

Applied Sciences Reading Quiz

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Anti-Plagiarism Workshop A very successful Anti-Plagiarism Workshop was held on 1 December 2022, in response to the challenge of plagiarism in higher education. The aim was to offer insights and tips that both academics and lecturers could implement for more ethical practices in higher education. The discussions centered on identifying plagiarism, ways to avoid it, and how to manage plagiarism using the online tools available at CPUT.

Industry engagement through WorkIntegrated learning (WIL) Product development in the Chemistry Department The increased demand for enrolments in the Diploma in Analytical Chemistry, coupled with the long-term industry effects of Covid-era lockdowns, saw a need to reimagine the way that work-integrated learning (WIL) was offered in the Chemistry Department. Combining WIL with a compulsory subject in the Diploma – Entrepreneurial Skills – the Department implemented a very innovative and well-received student product development project. Under the guidance of Dr Meredith Kunjawa, who is the WIL coordinator in the Department, groups of students were required to develop business and complete marketing plans for new chemistry-based products. Once approved, the students manufactured their products in the chemistry laboratories. This novel project incorporated many aspects of teamwork, fundamental principles of chemistry, entrepreneurial skills and community engagement. In the end, a range of soaps, body butters, lip balms and candles were manufactured and marketed to the communities within which the students found themselves.

Further to the industry engagements and partnerships that the Faculty nurtures, and through which our students learn, there are several opportunities for students to develop good citizenship through community engagement and service learning (SL) projects. The science of food production Drawing on her industry involvement, Ms Pauline Koen from the Consumer Sciences Programme sought opportunities to consolidate and strengthen relationships between the Faculty and Maker’s Landing, situated at the V&A Waterfront, Cape Town. Such relationships saw WIL students spend time in the industry, taking in handson experience of food product development, with all the novelty and innovation that characterise that space.

Consumer Sciences students enjoying working in industry, through partnerships between CPUT and Maker’s Landing, V&A Waterfront

A successful hybrid Anti-Plagiarism Workshop, with both in-person and virtual attendees

Soap products developed by Chemistry students as part of their WIL and Entrepreneurial Skills subject

Often, such industry-attached learning and teaching translates to entrepreneurship and job opportunities for our students, as was the case for Nomonde Tshabalala, who provided a food service at the weekly Oranjezicht City Farm Market.

‘journey with the students through their qualifications, imparting various skills and knowledge to narrow the gap between University and the Workplace’. This is the largest WIL partnership for the Mathematics and Physics Department to date and has a strong data science focus.

Nomonde Tshabalala working at the Oranjezicht City Farm Market over weekends

Going forward, we hope to leverage the demand for our Mathematical Sciences WIL students to create a more competitive WIL recruitment process, in which all our partners compete for the same pool of students, and all our students compete for the same opportunities. This process will result in a better match being made between company and student—a match that will hopefully result in a professional relationship continuing beyond graduation. Ideally, we would like to see the institution develop an online WIL recruitment platform that can be customised for all programmes. This would require significant IT resources but will be well worth it in the long run.

Pepkor Graduate Incubator Programme for students of the Diploma in Mathematical Science Over the years since its inception, the Mathematics and Physics Department has painstakingly built and maintained numerous, valued and loyal WIL partners, including Statistics South Africa, Eighty20, RCS Financial Services, Shoprite Holdings, Property24, The Foschini Group, Western Cape Department of Agriculture, Western Cape Department of Social Development, Western Cape Education Department, Western Cape Provincial Treasury, South African Graduate Employers Association, Centre for Science, Technology & Innovation Indicators at the Human Sciences Research Council, Cape Town Tourism, and POP Warehouse, amongst others. The most recent partnership presented an opportunity to collaborate with the Pepkor Group (the parent company of PEP, Ackermans, CapFin, and Incredible Connection, among others) to place WIL students in the Pepkor Graduate Incubator Programme, which is funded by the Wholesale and Retail SETA. This programme intends to

stipend during WIL. This is again a testimony not only to the effectiveness of the networking efforts of CPUT’s Advancement Department and WIL Coordinators at Faculty and Departmental levels, but also to the emergence of CPUT’s Diploma in Mathematical Sciences as a qualification that is recognised by employers, is worthy of investment, and from which students are in high demand. Truly, the Mathematical Sciences programme is ‘Creating Futures’ for its graduates.

A call from Pepkor, inviting students to apply for the Graduate Incubator Programme

Between the Wholesale & Retail SETA-funded Pepkor Graduate Incubator Programme and the BANKSETA funding secured by CPUT’s Advancement Department for the rest of the Mathematical Sciences students, the year 2022 ended with an unprecedented milestone for Mathematical Sciences at CPUT, leaving 2023 poised to be the first ever academic year in which all our Mathematical Sciences students would receive a

This shows that many years of hard work in developing the Mathematical Sciences programme at CPUT are bearing fruit, as our students and graduates are in ever-increasing demand. Tribute must be paid in this regard to Mr John Farmer, the founding Head of the Department of Mathematics and Physics at CPUT, who retired at the end of 2022 and was the visionary and architect of the Mathematical Sciences programme at CPUT. Of course, our alumni are also to be credited, as their career successes further the programme’s brand and blaze the trail for those who follow.

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Student Lithalam Nxano said the service learning was really useful to understand how focused one need to be in industry: ‘It showed the importance of time management and the importance of working as a team’.

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Service Learning in the Chemistry Department Many students in the Chemistry Department are involved in tutoring school high school Chemistry to learners from Grade 10 to 12, as part of a Service Learning STEM Project in that Department. In preparation, students were asked to gamify learning through the introduction of board games that the students themselves developed.

Second-year Mathematical Sciences students about to depart from Bellville Campus for their first induction event in the Pepkor Graduate Incubator Programme, 4 November 2022

As a pedagogical approach, this requires higher order thinking, based on Bloom’s Taxonomy. Students created a range of new board games that sought to develop critical understanding, through play, of key concepts in chemistry that are usually very difficult to grasp.

Learning with our communities Second year students from the Consumer Sciences: Food and Nutrition Programme, under the subject Food Production and Service Operations, recently convened a catering workshop for members of the Weskusmandjie at District Six campus. The Weskusmandjie consists of a group of subsistence fisherwomen, founded in 2018 by entrepreneur Hilda Adams, and is based at St. Helena Bay, Steenbergs Cove and Buffeljags Bay. The women rely on their familiarity with and knowledge of the ocean to produce home-made food items such as sour fig (suurvytjie) jam, pickled alikreukel (giant periwinkle), and rollmops (pickled herring fillets). The group use local raw materials to produce the products which are marketed via the ABALOBI Pantry, a digital platform for fishery product marketing: http://fishwithastory.org/abalobi-pantry/.

A workshop convened by second year Consumer Sciences students, for fisherwomen of the Weskusmandjie community

Programme Service-Learning Coordinator, Ms Raché Hanekom, said that after a round-table discussion with the women, a need was raised by the Weskusmandjie members to develop catering knowledge and/or skills. Six members of Weskusmandjie subsequently attended the workshop that was organised by the second year class. Hanekom said members of Weskusmandjie demonstrated a snoek fish cake recipe, which linked well with the Food Science and Practice 1 curriculum content. The day was celebrated with a feast table to showcase the unique items produced.

Examples of chemistry board games developed by students, as part of their Service Learning Project, to assist high school learners to grasp key concepts

Preserving our oceans Dr Koebraa Peters, a lecturer in the Marine Sciences Department, was invited by the Save Our Seas Foundation Shark Education Centre to be one of the first Ocean Ambassadors, to launch a programme which aims to create awareness around the conservation of our oceans. The project also intends to develop and mentor students from the department to become Ocean Ambassadors in their own communities. This is an ongoing project where CPUT students are involved with the organising and planning of regular beach cleanups, engaging community members on the concerning issues facing our ocean systems, as well as describing any marine life encountered during the community clean-up event.

This was undertaken by Dr David Walker and three students from the Advanced Diploma in Marine Science Programme – Amanda Buthelezi, Nicole Kieswetter and Onika Mabalabala. Amanda and Nicole were part of the scientific sampling team and were responsible for phytoplankton sampling, as well as chlorophyll sampling and onboard analysis. Onika was selected for the very competitive and prestigious SEAmester training programme which saw her receive 10 days of lectures and practical shipboard training from the leading marine scientists in South Africa.

Maholobela, under the supervision of Dr David Walker, and in collaboration with the University of Cape Town and the CSIR. The team was responsible for sampling water conductivity, temperature and depth (CTD) across the frontal zones of the Southern Ocean. In addition, two third-year Diploma in Marine Science students, Taygan Roberts and Shaakirah Sulaiman, worked under the auspices of the South African Weather Services on the same research expedition. They gained valuable experience in deploying ocean probes and performing weather observations at sea.

Sampling from the SA Agulhas II in the Marginal Ice Zone of the Southern Ocean.

Beach clean-up hosted as an Ocean Ambassador with one of our industry partners, Save our Seas Foundation Shark Education Centre

Learning through cutting-edge research opportunities SEAmester V: A research and training voyage was conducted to Marion Island during June 2022 on board South African Polar Research Vessel, SA Agulhas II.

Dr David Walker with students Amanda Mabalabala and Nicole Kieswetter (Advanced Diploma in Marine Science) with Marion Island in the background.

SCALE 22: This was a research voyage to the Marginal Ice Zone of the Southern Ocean onboard the SA Agulhas II during July 2022 by three students from the Postgraduate Diploma in Marine Science programme – Aldean Esau, Venecia van Balla and Benediction

Use of Machine Learning Models by CPUT students to predict academic performance Over the past three years, a partnership has developed between the Siyaphumelela Student Success Institutional Project at CPUT and the Mathematical Sciences programme in the Faculty, whereby some of the Advanced Diploma in Mathematical Sciences students do their WIL project on prediction of academic

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performance in selected CPUT programmes. This partnership reached new heights in 2022, as the Mathematical Sciences WIL Coordinator made a brief presentation to the institutional HOD Forum to invite HODs to express interest in having their undergraduate programmes subjected to this predictive analysis using machine learning models. There was strong interest from HODs, and in the end nine Advanced Diploma students conducted such projects, each student looking at a different programme. The programmes analysed were BEngTech in Chemical Engineering, BEngTech in Civil Engineering, Diploma in Product Design, Diploma in Public Relations & Communication, Bachelor of Nursing, Diploma in Environmental Management, Diploma in Analytical Chemistry, Diploma in Agriculture, and Diploma in Food Technology (Extended). The students worked with data sets sourced from the institutional HEMIS Office, which included matric results data, application and registration data, and CPUT academic results data. The data sets were cleaned,

merged, and anonymised (e.g., names, student numbers, dates of birth, contact details removed) before they were provided to the students for analysis. Machine learning models used included generalised linear models, classification and regression tree (CART) models, k-nearest neighbours, and random forests. The aim was to predict students’ academic performance in their first year of study using information available at the time of first registration. The uses of such machine learning models include informing a review of admission requirements, and developing data-driven methods of early identification of at-risk students. The findings varied from one programme to the next, but one interesting result was that the NSC Life Orientation mark—which is not counted by any programme for admission purposes, even for APS—is a significant predictor of academic performance in several CPUT programmes. This is an example of the novel insights that are emerging from our new approach and deep engagement with data. Such insights will certainly drive strategic plans in the coming years.

Conclusion The 2022 academic year saw a return to full contact engagement with students as an option for learning and teaching, in addition to the blended modes that characterised the previous two years. It was found that, as a Faculty, we essentially acquired a broader suite of strategies and pedagogical tools with which to support our students. Drawing on the experiences from the lockdown years, academics designed and implemented multimodal engagement, adapting to diverse student needs. As such, we have developed a deeper capacity to cater for student learning, to quickly adapt when required, and to implement innovative engagement strategies for both tech-ready and tech-emergent students. The Faculty remains committed to broadening student access and success, and in so doing, relevant curriculum changes are regularly visited, approved and implemented. We work with the appropriate institutional structures (Fundani, CIET, etc.) and remain active participants of national projects, such as Teaching Advancement at Universities (TAU), Siyaphumelela and Higher Education Leadership and Management (HELM) to drive student success and academic development so that we remain relevant and innovate in all that we do.

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2.2 Faculty of Business and Management Sciences Our endeavours are all aimed to produce graduates who are well-rounded and equipped with the knowledge, skills, and graduate attributes to participate in the challenging world of work and carve successful futures.

Prof Desiree Scholtz Associate Dean: Learning and Teaching

Since the unexpected pivot to hybrid learning, teaching, and assessment, the Faculty of Business and Management Sciences (FBMS) embraced the transforming pedagogic landscape. Staff members were resilient and flexible, continuously developing, and adapting approaches and practices, while simultaneously embedding bespoke graduate attributes and 21st century skills in curricula. This report highlights and celebrates the exemplary efforts of the Faculty of Business and Management Sciences in supporting and promoting student success to create futures under constantly changing circumstances. Graduation ceremonies are splendid occasions to celebrate our students and showcase the dedication and hard work of our staff in their efforts to enable student access and success. At the Autumn and Summer graduation ceremonies we saw our students proudly walk across the stage to receive their diplomas, advanced diplomas, and postgraduate qualifications. At the April 2022 graduation, 2580 students graduated while at the December graduation ceremony, 79 students graduated from across the sixteen departments. Gaudeamus igitur – let us therefore rejoice.

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Prof Paul Green Dean of the Faculty

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Back L to R: Mr Faraaz Omar, Prof Desiree Scholtz, Mr Nizaam Peck Front L to R: Dr Janice Hemmonsbey-Lodewyk, Prof Paul Green (Dean) and Dr Liiza Gie FBMS Graduation ceremony

Faculty Webinars

Internationalisation The faculty is making strides in the international arena, maintaining and building strong linkages with international tertiary institutions, and benefitting both students and staff with enriching international experiences and engagements. During Semester Two, 13 staff members and students visited European universities in Germany, the Netherlands and Portugal, among others, while the faculty hosted 17 staff members and 27 students from European universities. Simone Thomas, a Marketing doctoral student, traveled to Germany at the start of 2022 under the collaborative Doctoral Programme offered by the CPUT and Koblenz University of Applied Sciences. She is employed as a research assistant at Koblenz University of Applied Sciences and is co-supervised by Prof Holger J. Schmidt, a well-known international brand specialist.

Our students exploring Rotterdam

The faculty proudly hosted a range of webinars reflecting the multifaceted interests of our well-rounded staff.

Faculty Teaching Excellence Awards (TEAs)

Annual Best Practice Webinar 2022

The faculty awarded two faculty and two departmental Teaching Excellence Awards to our well-deserving staff, acknowledging and celebrating innovative teaching in the interests of student success. The faculty awards went to Dr L. Gie, Human Resource Management, and Dr Hemmonsbey-Lodewyk, Sport Management; while the departmental recipients were Mr F. Omar, Human Resource Management and Mr N. Peck, Tourism and Events Management. These staff members shared their pedagogical approaches with staff at the Annual Best Practice Seminar.

The Faculty’s Annual Best Practice Webinar under the theme ‘Engaging (hybrid) learning and teaching for access and success’ showcased learning and teaching in practice. The faculty celebrated academics, their innovation, dedication, and endeavour to rise with the challenge. The webinar focused on different ways and means of thinking, knowing, being and doing to respond effectively and efficiently to the academic project as the post-Covid academic environment remained fluid.

The keynote speaker, Dr Vincent Bosman, delivered a thought-provoking and stimulating keynote address titled, ‘The pedagogical imagination: Our response, a pedagogy of transformation’. He challenged the faculty to be critical, encouraging academics to form ‘collaborative circles of promising practice’, to document pedagogy of possibility and hope, and to rise with the challenge. The webinar was a resounding success. The presentations were apt, meaningful, and engaging and included: • ‘The use of storyboards as pedagogical tools for effective learning, teaching & assessment: Lessons from Theory & Praxis’ – using storyboarding as an instructional technique to plan and manage lessons, and to create exciting, engaging, and reflective learning environments that facilitate students’ growth through significant learning. • ‘The use of an artificial intelligence system for enhancing learning’ – improving the overall learning and teaching experience with AI as an additional resource to support the students. • ‘Learning and teaching with Jamboard: an interactive and visual collaborative teaching tool’ –collaborating in real time for more collaborative and engaging teaching and learning to enhance student participation. • ‘Collaborative Online International Learning (COIL) for effective student engagement’ – creating inclusive and alternative learning environments encouraging students to engage independently with subject content, discussions and knowledge sharing with peers through asynchronous learning and a student-centered philosophy. • ‘Student engagement vs. student motivation: changing lecturer’s expectations in hybrid learning’ – students’ communication and engagement has changed, and lecturers should change traditional expectations of student engagement, accepting that students engage based on their own level of self-determination. In the information and digital age, students absorb learning materials by engaging with and making them their own, in their own way.

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‘Vlogging as an Assessment Tool’ – an innovative way to inculcate 21stcentury skill and to assess outcomes in a real-world scenario. In the Tourism and Events Management department, this tool proved to be very effective, as it required students to demonstrate their public speaking skills, guiding techniques and travel trends on social media platforms and applying skills such as videography and camera techniques, editing, content creation (becoming a content creator/vlogger), and being a travel presenter.

The assessment aligns with current social media trends and students enjoyed it thoroughly as they were mastering the art of vlogging. These are some of the students’ vlogs: https://drive.google.com/file/d/1tRwgJVvkH7b6Q27a0H1WMRyl9UetuuTG/ view?usp=share_link https://drive.google.com/file/d/1FYDaxUZnfa1o474fPhuUGZ7ljyqshYVQ/ view?usp=share_link In the process of teaching, the lecturer, Nizaam Peck, became an avid vlogger and the links below are two of his YouTube vlogs. https://youtu.be/YroNC-w8igM https://youtu.be/VFQcmXcQA1g This type of project opens up new ways of teaching, learning and assessment, and prepares students to hone skills which complement emerging trends in the tourism industry.

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FBMS Heritage Day seminar The FBMS Language Committee hosted another vibrant Heritage Day seminar on 22 September 2022 at the Cape Town Hotel School Restaurant in Granger Bay, celebrating cultural diversity and our national heritage with the theme ‘Celebrating diversity through inclusion and belonging’. The programme line-up was impressive.

Nobuhle Luphondo in cultural song accompanied by Marimba Jam

Thamsanqa Wiseman Magasela performing isiXhosa poetry

Prof Liesel Hibbert delivers keynote address

Prof Liesel Hibbert delivered the keynote address titled ‘The flipped classroom – what’s in it for us?’ and set the scene for interesting engagement. Thamsanqa Wiseman Magasela, a student, recited a poem, followed by our own Nobuhle Luphondo performing a multilingual cultural song. The panel interview discussion was thought-provoking, and Marimba Jam provided live cultural music entertainment.

FBMS Language Webinar Aligned with the recognition of Sign Language as an official language, the FBMS Language Committee hosted a Language Webinar on Friday 28 October 2022, under the theme ‘Support to lecturers working with students with disabilities’, and probing the question ‘How can we as lecturers incorporate sign language in class?’ The experienced Delicia De Vos of the institutional Disability Unit was the keynote speaker sharing her knowledge and experience in our effort to better design our curricula for universal access. Mr Nizaam Peck is the lecturer for the subject Tourist Guiding in the Diploma Tourism Management programme. The subject is loved by students as they experience Cape Town’s beauty as tourists during four days of tour excursions arranged by the Department. Students participate in a walking tour of the city and visit the Winelands, the Cape Peninsula and popular townships in Cape Town. It is not all fun and games, as each student is required to guide on the excursion for 5-10 minutes as a practical assessment.

Shamila Sulayman leads intwrview panel discussion

FBMS Women’s Day Webinar

Staff in attendance

Paying tribute to all women, the Faculty of Business and Management Sciences hosted its annual Women’s Day event to honour and celebrate their contributions and accomplishments.

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This is in celebration of National Women’s Day, acknowledging the central role of all women in South African society. The event theme ‘Generation equality - #breakthebias’ speaks to realising gender equality and equity across all spheres of society. This resonates with the faculty as we stand on the shoulders of exceptionally courageous women who fearlessly marched to the Union Buildings on 9 August 1956, to bring about change, sustained protection, and fair treatment for all women. Sadly, more than 60 years later, issues such as domestic violence, prejudice, discrimination, and harassment continue to plague our society. The Faculty of Business and Management Sciences was honoured to share the platform with remarkable women who are trailblazers in their respective fields and who ‘breakthebias’. The audience was enthralled by the amazing talents of our own alumni and students, specifically with Caitlyn Kroukamp (singer/songwriter), Ortem Callaghan (spoken word artist), and the CPUT Cotsville Residence Student Choir.

Community engagement The FBMS Operations Management students got their hands dirty for several great causes as they engaged in various community engagement projects. The students identified community needs and developed possible solutions for implementation. They applied the fundamental principles and implemented the theory of project management in a community environment by understanding the community challenges and participating in a sustainable and beneficial community project. Students fostered a sense of care and encouraged voluntary, collaborative community engagement to achieve goals collectively. Students engaged with various stakeholders to sponsor their projects, by applying appropriate communication skills and enhancing life skills in implementing these community projects.

Students gained valuable insights and personal growth as they engaged with and learnt from our communities

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District Six conversations The faculty is keenly aware of the history and significance of its location in District Six. To keep this history alive and meaningful, the faculty collaborates with the District Six Museum. Through workshops, role play, enacted scenarios in the Avalon Theatre, storytelling, and guided tours, our staff and particularly the future generations, our students, have the privilege of gaining insights into this important history. These insights are further explored and integrated in subjects such as Diversity Management in the Business and Information Administration department, challenging student to find ways to make a difference and empowering communities. This awareness of history, and particularly the history of District Six, helps shape our own understanding of where we find ourselves and the influence it may have on our future.

Business and Information Administration Department Students in conversation with District Six past residents on the rooftop garden at the District Six Museum

Conclusion The Faculty of Business and Management Sciences celebrates the sterling work of staff. All staff are continuously contributing and evolving as we strive to meet the changing demands of higher education, providing a kaleidoscope of well-planned and innovative learning opportunities. These endeavours are all aimed to produce graduates who are well-rounded and equipped with the knowledge, skills, and graduate attributes to participate in the challenging world of work and carve successful futures.

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The Faculty of Education is spread over two campuses. One is an inner-city campus situated in Mowbray, which attracts many students from the greater Cape Town area as well as other provinces, especially the Eastern Cape, Limpopo and KZN. The language of instruction on the Mowbray campus is English. The other is a rural campus situated in Wellington, about 70 km away from Cape Town where the language of instruction is predominantly Afrikaans. Mowbray Campus As we reflect on the academic year 2022 as a Faculty, we take pride in the remarkable progress we have made in our collective pursuit of excellence in teaching and learning. Under the overarching theme of ‘Creating Futures,”’, this report highlights the diverse initiatives and achievements that have shaped the educational landscape within our institution. In our commitment

While recognising the everevolving needs of our students and the changing demands of the contemporary world, the above report reflects a year of remarkable progress and unwavering dedication towards the ideal of ‘Creating futures’.

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2.2 Faculty of Education

Dr Christa Thornhill Associate Dean: Learning and Teaching (Mowbray)

Prof Andile Mji Dr Hanlie Dippenaar Associate Dean: Quality (Wellington)

Dean of the Faculty

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Mowbray Campus

to lead pedagogical advancement, the Education Faculty was at the forefront of activities to explore emerging trends and innovative practices in teaching. These activities served as catalysts for innovative, transformative and technological advanced discussions, leading to the implementation of new strategies aimed at enhancing the learning experience of our students and staff. Outlined in this report are the details of our achievements, challenges, and future aspirations, as we continue to shape the future of education and empower generations to come.

Teaching Advancements at University (TAU) Prof Candice Livingston is currently part of the 2022/2023 TAU 4 cohort (https://taufellowships. org.za/tau-four/). In TAU, academics nominated from public higher education institutions across the country work collaboratively on a range of activities and tasks. In the current version of TAU, the individual TAU institutional projects are collectively intended to strengthen the teaching and learning environment for students and staff by advancing social justice and challenging the legacies of inequality inherited from the past.

Wellington Campus

Prof Dorothy Farisani (Unisa), Prof Sally Matthews (Rhodes University), Prof Mzu Mavuso (University of Fort Hare), Dr Nontobeko Khumalo (University of Zululand), Prof Vivienne Bozalek (University of the Western Cape) and Prof Candice Livingston (Cape Peninsula University of Technology) at the first TAU4 meeting in Johannesburg

The aims of the Programme are as follows: • To contribute towards the enhancement of teaching and learning in higher education in South Africa by supporting the development of a cadre of academics across institutions and disciplines as scholars, leaders, change agents and mentors in their fields;

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To foster an engaged and responsive understanding of teaching in varied institutional and disciplinary contexts; To enable TAU participants to develop their capabilities to engage in and insert themselves as change agents, individually and collectively, in building a socially just education.

Livingston’s project is entitled ‘Autobiographical learning for authenticity in the English classroom: A South African Higher Education decolonisation case-study’. Livingston also states:

Through faculty language coordinators and lecturers, the ongoing multilingual glossary project is gaining momentum. Additionally, efforts have been made to assist students in accessing discipline knowledge in their own languages by providing other multilingual classroom resources such as student guides, PowerPoint presentations, and audio-visual content. Students are then invited to verify the accessibility of the register used.

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Language Unit

Establishing and sustaining productive learning environments The change that I am hoping to affect within myself relates to my positionality regarding who and what is being decolonised. I must be honest enough to recognise that I am the one who needs to be decolonised first, and my own practices and pedagogy need to be decolonised too. I am fully aware that the change has to first happen with me. There is a lot of work to be done, especially as I am a white woman. I have already spent years working through books and attending Robin De Angelo’s workshops on white fragility, and I am a work in progress. The change that I am hoping to affect in my department and at my institution relates to curriculum renewal and pedagogy, specifically related to giving students a voice in the curriculum, which is a tenet in decolonisation. I am hoping to design a model that lecturers can use to ultimately help them choose or develop activities that will give students a voice in the curriculum and aid in decolonising English pedagogy. I have already experimented (with reasonable success) with the following: • • • •

Examining my own positionality in relation to decolonisation Using autobiographical learning to ‘storytell’ the curriculum Employing Pinner’s work on Authenticity in my teaching Embracing Africology as a paradigm for my teaching, learning and research. This has been done to counter the dominance of Euro-centric paradigms, specifically in my research.

In their efforts to create an optimal learning environment, Prof Boer and Dr Joubert have implemented various strategies. They begin by providing students with a comprehensive year plan during the initial week of the academic year. This plan encompasses essential dates, including tests, assignment submissions, weekly topics, practical activities, and external course requirements. By collaborating with other members of the Faculty of Education, they ensure a cohesive calendar that eliminates any discrepancies. This proactive approach enables students to plan their academic journey well in advance, resulting in a safe and effective learning environment. When teaching anatomy from a Physical Education teacher’s perspective, they have introduced innovative methods to enhance student engagement and knowledge retention. Instead of relying solely on theoretical knowledge, they employ a ‘flipped classroom’ approach. Students receive comprehensive example videos or articles before class, allowing them to conduct independent research. During class sessions, emphasis is placed on interactive learning, employing tools like skeletons to facilitate kinaesthetic understanding through hands-on experiences. Game-show formats, such as ‘Noot vir Noot’ or ‘Weakest Link,’ are utilised to encourage continuous interactive learning and assess the assimilation of learned content. To cater to diverse learning styles, they incorporate flashcards and painting exercises, with painting proving particularly effective for creatively inclined and right brain-oriented students. By incorporating case studies featuring renowned athletes or classmates who have experienced bone-related injuries, they provide practical applications for learning about bones, muscles, and injuries. Additionally, Prof Boer organises an annual café

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style poster presentation, providing students with an opportunity to showcase their assignments on anatomy.

in schools by external evaluators and a few part-time lecturers from the Foundation Phase in Wellington. All exit subjects were successfully written.

Moreover, Prof Boer and Dr Joubert employ creative teaching methodologies like rap, role play, and music to enhance the teaching of anatomy and exercise physiology. Visual understanding is facilitated through the use of colour coding, with red representing the arterial part of the circulatory system and blue denoting the venous part. Recognising the significance of movement in the field of Human Movement, they incorporate movement-based activities into lessons, benefiting students who struggle to remain seated or have attention-deficit hyperactivity disorder. Occasionally, guest lecturers, particularly esteemed sports figures, are invited to offer a fresh perspective and engage students in peer-oriented learning. Collaborating with a qualified gymnastics coach based in Wellington, they integrate complex gross motor movements like somersaults, forward rolls, and handstands into the curriculum.

Staff development

To ensure learning is relatable and contextualised, Prof Boer and Dr Joubert incorporate practical examples from the local Boland region, drawing from newspapers such as Stellenbosch or Wellington. By incorporating these real life scenarios, they strengthen learning by establishing connections with the students’ immediate surroundings. Furthermore, an innovative teaching method employed is assigning students to design a physical board game based on the topics covered in the CAPS document for personal and social well-being. This assignment fosters higher-order thinking skills and encourages creativity as students create their own versions of popular games like Monopoly or Cluedo.

The planning of the Staff Development Programme for 2022 was based on needs expressed by staff. The 2022 staff development programme covered mental health and well-being; assessment; new ways of thinking about community engagement; new subject areas (robotics); professionalism; sharing of collaboration with international partners; and marks administration. The presenters of the staff development sessions included faculty staff, staff from other faculties and other universities, as well as staff of the Western Cape Education Department and NGOs. In addition to the above, Professor Boer was selected as the fire marshal on the Wellington campus and will attend training in mid-September 2022.

The Diploma in Grade R Teaching – Wellington Campus The Diploma in Grade R Teaching faced a challenging year in 2022. The offering of the Diploma only commenced in May 2022, with 87 students enrolled in the programme. Mowbray’s part time lecturers stepped in to assist with online classes, and Wellington followed the Mowbray timetable. This posed many challenges to students and lecturers as the classes were mostly conducted in English, but most students faced the challenges and remained dedicated. Students were supported by regular feedback from the HOD and the Diploma in Grade R Coordinator to allay their concerns. Third-year students were evaluated

The staff development sessions were all delivered online and were well attended by staff from both campuses. All staff development sessions were recorded and made available to all staff so that those who were not able to attend could have access and provide input. The eight sessions took place on Wednesday from 13:00 to 14:00 when most staff were not lecturing. An online evaluation for each session was developed. Participation in the evaluation of staff development sessions was low. The Curriculum Officers participated in the teachinglearning forum of the faculty as well as the institutional Curriculum Officer Forum. Curriculum Officers (COs), as part of their MOU, participate in institutional and other conferences and explore collaboration with experts in other contexts to support and develop their practice. Dr Shaik and Dr Liebenberg presented their current research at the 2022 RITAL conference. The theme of the conference was ‘Beyond the pandemic:

Members of the Faculty Curriculum Officers Forum attended the following webinars, symposiums and seminars: • Institutional CO Forum on 4 May 2022: ‘Community engagement as a pedagogic space to cultivate transcendental professional identity/gaze.’ • International Symposium offered by CITE on 26 May 2022. The theme of this symposium was ‘Reimagining teachers, teaching and teacher education policy in the Global South: Current experiences and future implications’. • A webinar on ‘Gender diversity and transformation’ was hosted by CPUT on 14 June 2022. The purpose of this webinar was to facilitate conversation exploring the challenges and opportunities of embracing gender diversity and inclusivity in addressing gender transformation in education. • A webinar on ‘Africanisation and Decolonisation as strategies for curriculum development’ was hosted by CPUT on 20 September 2022. The purpose of this webinar was to hear how Africanisation and Decolonisation are implemented elsewhere: Prof J. Chimakonam shared with the attendees the essence of the philosophy of Ezumezu. The Curriculum Officers also participated in a process to reconceptualise the Faculty Quality Management System.

Technology in the classroom Among the most pertinent issues relating to the use of technology in the classroom are the inclusion of Coding and Robotics in the curriculum, as well as the involvement of our students in content creation for the SmolApp, or Smart Mobile Learning Application (an interactive mobile learning tool). We also have had some discussion with Curro Delft, a high school

in Delft, Cape Town, that provides Curro DigiEd education to learners from Grade 8 to Grade 11. There was an exploratory meeting to discuss how we could involve our students to support mathematics and science learning, at least initially. In return, our students would be exposed to a unique digital classroom environment. Other than that, it has been business as usual, with academics using the Blackboard LMS and other platforms to engage with students. Our challenge, mostly in Mowbray, has been poor Wi-Fi connectivity and the upkeep of ICTs in the classrooms (data projectors and other technologies), as well as theft from computer laboratories in Wellington.

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rethinking and revitalising our pedagogical practices in higher education institutions’.

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First Year Experience (FYE) Term One The first term of 2022 began with an online orientation programme for first year students, followed by live sessions on the Wellington campus on Thursday and Friday. The success of orientation is directly a result of dedicated and energetic Retention Officers (ROs), mentors and orientation workers as well as lecturers who were invested and supported beyond what was expected of them.

Impact and numbers reached This programme primarily impacts all first-year students entering the Education Faculty across phases, with 180 students in each of the Foundation and Intermediate Phases and Senior Phase/FET cohort. The FYE is a peer mentorship programme designed to use students to support students. The programme is focused on guiding students through their transition from high school to university life: orientating them physically on campus, as well as providing academic, social and health and wellness support. The comprehensive programme offers a variety of support services and resources for first year students with a holistic approach to student development. There is a weekly formal programme supporting students according to their needs with sessions such as Blackboard use, gender-based violence, academic writing, tips on practice teaching, personal safety in and around campus, social media and what students need to know, Student Counselling Services, etc. The informal programme entails senior students who have been trained as mentors supporting first year students (mentees) in smaller groups and who stay in contact via WhatsApp. The secondary focus of the FYE is the support and training offered to senior students as Retention Officers and mentors. These students are trained by the university and supported through the FYE, as well as by regular support from Student Counselling to mentor first-year students on campus. The aim is to provide the former with the necessary skills to guide first-year students and to put them into contact with the available support services that the university offers.

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FACULTY OF EDUCATION

On-campus orientation

ROs use Instagram as an additional platform to communicate with students. These are a few examples of posters that were released during orientation.

Examples of social media posts

The team challenges

Upon reflection on the programme, we are extremely grateful that processes were in place to roll it out and that our students could receive valuable information. There are, however, challenges that we need to sort out urgently which will in the future contribute to smooth running in the faculty and ease the burden on all parties involved from administrative processes on all

levels, including management, students, parents and support services.

Reflective harmonised teaching practice The Faculty of Education held a most successful online symposium on Saturday, 20 August 2022, which brought together numerous stakeholders within the field of education. The event united approximately 300 online delegates who dedicated time over a weekend to discuss matters enabling and constraining their professional growth towards becoming teachers. The focus of this online symposium was to engage in lastminute professional development discussions with all Foundation Phase and Intermediate Phase student teachers from the two respective campuses (Mowbray and Wellington) on the current Reflective Practice Model utilised within the initial teacher education programmes. Currently, the Reflective Practice Model is implemented for ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay,2008). Teaching practice, or teaching practicum, is globally acknowledged as a central component of any teacher education programme (Cochran-Smith & Keefe, 2022, DHET, 2015). The culmination of thirty-two weeks of inservice preparedness within the real-life South African classroom over four years amidst a global pandemic has finally come to an end. The final year Final Phase & Intermediate Phase student teachers for the academic year 2022, including their assigned mentor-teachers, teaching practice coordinators, teaching practice administrators, departmental staff and executive members, all critically reflected on the current Teaching Practice Model utilised in preparing future teachers

from this Faculty for the world of work. To aid in the preparedness of the final year group of student teachers, guest speakers joined the symposium. These guest speakers were: • Mr Ismail Teladia, Deputy Chief Education Specialist: Life Skills (Grades 4-6) & Life Orientation (Grades 7-9), • Ms Amiena Van Niekerk, Foundation Phase Student teacher (‘Presenting a shared reading lesson’), • Ms Michaela Gallop, Intermediate Phase Student teacher (‘Presenting a Shapes & Angles Mathematics Lesson’), • Ms Ella Mokgalane, Chief Executive Officer (South African Council for Educators) • Mrs Stacey Botha, Intermediate Phase Primary School Teacher and CPUT master’s degree candidate, and • Mr Henk Wichers, Coding and robotics specialist at Mikro Primary School. Literature that focuses on preparing student teachers for the world of work posits that ‘beginning teachers experience a reality shock and often feel disillusioned and stressed during their first years of teaching’ (Voss & Kanter, 2019). The dedicated symposium was created under the auspices of the Advisory Board established in 2021 to collaboratively engage with all stakeholders within education to ensure the preparedness of fully competent newly qualified teachers to take up teaching positions locally and internationally. The Reflective Harmonised Teaching Practice Online Symposium aligned with the Strategic Plan 2021–2030, which speaks of ‘One Smart CPUT’ (V2030), which focuses on the following two critical dimensions.

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• •

Dimension 1: Oneness – The oneness dimension of V2030 is focused on our human-centricity through our smart people and the smart CPUT community that values and embraces unity (ubunye) in diversity (ukungafani). Dimension 2: Smartness – The smartness dimension of CPUT’s strategy is focused on technological developments and innovations as considered by the current and future industrial revolutions.

The Dean of the Faculty of Education, Prof Andile Mji, commenced the online symposium by reminding student teachers that our country has a sad past which resulted in people being categorised because of their skin colour. He encouraged each future teacher to embrace diversity, and to focus on uplifting each learner in their care. The teacher’s work will flow over into the communities in which the teacher is employed, culminating in a positive transformation within our country. Mr Ismail Teladia, who has more than 29 years of teaching experience and is also the recipient of a national teaching award, rendered an insightful presentation which spoke to the kind of professional teacher the Western Cape Education Department envisages welcoming into its hundreds of schools. Mr Teladia encouraged student teachers to ‘grab as many opportunities to teach’ while simultaneously building a ‘brand’ for themselves. The brand should encompass ‘integrity, impactfulness and adaptability’. The talk by Ms Ella Mokgalane focused on ‘Professionalism according to the SACE’. The CEO of SACE discussed the safeguarding and best interest of all learners within schools throughout South Africa. She addressed matters of Provisional Registration, which finalyear student teachers would be confronted with and stressed the importance of ‘not having a criminal record’ when undertaking teaching as a career choice. It was the task of Ms Botha to guide student teachers in this symposium on the ‘daunting job interview process’. She commenced her talk concerning the WCED Online Job Registration Process, which further detailed physical preparedness for the interview. Mrs Botha also cautioned student teachers about their social media accounts being used as interrogating tools by prospective employees, and encouraged them to be vigilant about the kinds of images and videos posted on public platforms. Mr Clive Brown, the Intermediate Phase Teaching Practice Coordinator (Mowbray Campus) and simultaneously the Secretary of the Foundation Phase and Intermediate Phase Advisory Board, was able to lead this astute online symposium meticulously (see the link below). https://www.cput.ac.za/newsroom/news/ article/4543/enabling-professional-growthof-future-teachers#:~:text=Enabling%20 professional%20growth%20of%20future%20 teachers

Decolonising higher education curricula On 13 October 2021, Professor Zayd Waghid copresented a webinar titled ‘Decolonising the higher education curricula: A Global North and South perspective’ with Dr Norma Juarez and Karine Hindrix of the University College Leuven-Limberg, intending to unpack perspectives on what decolonisation of curricula means in the Belgian and South African higher education contexts. Based on the success of the webinar, Prof Waghid was invited to participate in the Global Academic Teacher Education 2.0 Research Visit that will be hosted by Katholieke Universiteit (KU) Leuven in Belgium and funded by Global Minds in June 2023. The research visit aims to bring researchers from universities in Africa, Europe, South America, and Asia to collaborate through sharing and debating educational research in teacher education. Professor Waghid published several articles in The Conversation Africa in 2022, including ‘Decolonising education in South Africa – a reflection on a learningteaching approach’, ‘I introduced social entrepreneurship to my trainee teachers – why it’ll make them better at their jobs’, and ‘Teachers change lives – but what makes a great teacher?’, with the latter receiving over 14000 reads nationally and internationally. These articles have focused on enhancing democratic teaching and learning by using the pedagogical approach of defamiliarisation to cultivate socially just mindsets among students and a community of consciousness. These publications led Prof Waghid to be interviewed by major talk show hosts such as John Maytham and Lester Kiewit on Cape Talk, John Perlman at Radio 703, and Channel News Africa. Links to some of these interviews below:

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and Mowbray staff of the Faculty of Education. During their visits, they had the opportunity to observe lectures, analyse documents, and interview lecturers. The MA students focused their research on studying the multilingual and multimodal literacy practices of students at the University of the Western Cape (UWC) and CPUT. Their aim was to gain a deeper understanding of students’ literacy beliefs and gather representative data on their perceptions.

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‘What makes a good teacher’: https://omny.fm/shows/the-john-maythamshow/what-makes-a-good-teacher#sharing

Work-Integrated Learning and Community Engagement

‘What makes a great teacher?’: https://omny.fm/shows/afternoon-drive-702/ what-makes-a-great-teacher

The Work-Integrated Learning (WIL) Coordinator, Dr Zena Scholtz, provided an update on WIL processes, highlighting their overall smooth execution. During the reporting period, adjustments were made to the criteria for selecting part-time evaluators. Previously, a master’s degree was a requirement for these evaluators, but this criterion has been adjusted. The revised requirements now include a teaching qualification and a minimum of five years of experience in the relevant phase.

‘Social Entrepreneurship in schools’: https://www.capetalk.co.za/podcasts/652/ views-and-news-with-clarenceford/695296/social-entrepreneurship-inschools ‘The potential of social entrepreneurship increasingly recognised’: https://omny.fm/shows/the-upside/ the-potential-of-social-entrepreneurshipincreasin ‘How Black Panther can inspire a generation of teachers’: https://omny.fm/shows/capetalk-breakfast/ how-black-panther-can-inspire-ageneration-of-teac

The revised criteria provide an opportunity for experienced educators to contribute their valuable insights and expertise, even without a specific advanced degree. Furthermore, the increased remuneration acknowledges the significant role played by part-time evaluators and aims to ensure their continued commitment and dedication to the WIL programme.

Internationalisation The inter-university VLIR-UOS TEAM Project: Training the Teachers of the Future, under the leadership of Professor Candice Livingston, achieved significant milestones (VLIROUS is an organisation that supports partnerships between Flemish universities and universities in partner countries). One of the key accomplishments was conducting a comprehensive needs analysis of the Faculty in 2018. The project also involved adapting a four-phase model of Language Across the Curriculum (LAC) implementation, which was developed by Prof Dippenaar and Dr Livingston. Furthermore, the project saw the graduation of two BA students and two MA students. BA students from Howest University of Applied Sciences embarked on a two-phase visit, split between the Wellington

The project facilitated seven academic exchanges between 2018 and 2022, fostering collaboration and knowledge sharing. In terms of staff training, various initiatives were carried out over the past four years. LAC training sessions and staff development took place at multiple universities in Belgium, including the University of Rotterdam, Hogeschool of Amsterdam, Antwerp, Howest in Kortrijk, Odisee University of Sciences in Aalst, Gent and Brussels, and the University of Leuven. Presentations on INNOYWIZ, Text Trainer, and Dipster were delivered to enhance educators’ understanding and implementation of these tools. Additionally, specific LAC training was conducted by An de Moor in both South Africa and Belgium. The project’s impact extended beyond training sessions. Dr Nomakhaya Mashiyi and Dr Livingston presented the project to the entire staff at Faculty Board meetings, ensuring widespread awareness and engagement. A fascinating Virtual Reality in Education training programme was organised by Flemish partner Carl Boel, which included visits to Fyxxilab for coding training and exposure to various augmented reality (AR) and virtual reality (VR) apps with a focus on STEAM education. Furthermore, staff members received training in best practices, learning pathways, peer feedback, text trainer, and student vocabulary.

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To address disciplinary literacy, specific training workshops have been led by Prof Anker and Mrs Fleischmann over the past four years. In 2020, the project hosted a symposium titled ‘Language across the Curriculum: A disciplinary literacy approach to meeting the language and literacy needs of a diverse student population’. Esteemed keynote speakers, including Prof Mbulungeni Madiba and Prof Cecilia Jacobs, along with plenary speakers Prof An De Moor and Prof Muhammad Nakhooda, enriched the event. The project resulted in the development of three multilingual glossaries on research, sociolinguistics, and information literacy, authored by a team of individuals. It also involved the implementation of the Text Trainer methodology and the creation of checklists to support ongoing staff training in the Sciences. Additionally, the Skryfhulp Academic Writing Assistant was implemented and an article on the topic was published. Staff training was provided to UWC in 2021, co-presented by Prof An de Moor. Moreover, an LAC Handbook for Lecturers was developed in collaboration with Dr Sibongile Shinga and Prof An de Moor. Recognising the importance of diversity and language issues, the project developed a course consisting of four modules, which will be housed on Blackboard and become a compulsory module for all Education students. The course development involved the

expertise of Prof Rinelle Evans, Dr Candice Livingston, and Dr Faiq Waghid. The project’s impact is also evident in the production of four videos on LAC tailored specifically for the South African context by Odisee. These videos serve as valuable resources for educators. Furthermore, the project team developed learning pathways for writing excellence, led by Dr Swart and Dr Livingston, providing students with guidance and support in their writing endeavors. In terms of research output, the project has achieved significant milestones. One article has been published, another has been accepted for publication, and three additional articles are in the final stages of completion. The project findings were also presented at the virtual Higher Education Learning and Teaching Association of Southern Africa (HELTASA) international conference in 2020, focusing on the integration of LAC and Disciplinary Literacy at a Faculty of Education. Lastly, the project contributed to enhancing the technological resources of the Faculty by purchasing 100 tablets and four VR headsets for use by the staff and students. These resources enable immersive and interactive learning experiences, aligning with the project’s goal of enhancing language and literacy skills through innovative approaches.

Conclusion While recognising the ever-evolving needs of our students and the changing demands of the contemporary world, the above report reflects a year of remarkable progress and unwavering dedication towards the ideal of ‘Creating futures’. Through symposia on advancement in teaching, activities focused on transforming the curriculum, an orientation programme for firstyear students, a commitment to excellence in teaching, the integration of technology in the classroom, and staff development initiatives, we have forged a path of innovation and growth. It is hoped that all our efforts in 2022 will serve as a platform for transformative discussions, propelling us towards the forefront of pedagogical advancements, both locally and abroad, by revising and redesigning our curriculum and ensuring its relevance and preparedness for the dynamic demands of the education field. Further, our continuous commitment to excellence in teaching leads to fostering a culture that inspires a passion for learning and facilitates the growth of our students. Additionally, our investment in staff development initiatives has empowered our faculty members to remain at the forefront of educational advancements, nurturing their professional growth and ensuring they continue to inspire and guide our students. As we move forward, we recognise the need to build upon the achievements of the past year while addressing current and future challenges, and as a faculty we remain resolute in fostering inclusive and transformative educational experiences, equipping our students with the skills, knowledge, and adaptability needed to navigate an ever-changing world.

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FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT

2.4 Faculty of Engineering and The Built Environment With a steadfast commitment to advancing knowledge through science, technology, and innovation, FEBE has strategically navigated challenges and opportunities to create a vibrant and responsive learning environment.

Prof Bingwen Yan Acting Assistant Dean: Learning and Teaching The Faculty of Engineering & the Built Environment (FEBE) has the following Vision and Mission statements in line with the Faculty Strategic Plan 2030.

Faculty Vision

Faculty Mission

To be a leading faculty in engineering and the built environment that advances knowledge through science, technology, and innovation for the benefit of society.

To be a self-sustaining faculty that is responsive and relevant; environmentally conscious; renowned for its innovation in learning and teaching, research, and technological development; and that produces graduates who contribute to society.

Prof Suresh Ramsuroop Acting Dean of the Faculty

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The Faculty is one of six faculties and the second largest at CPUT, with approximately 8 200 students registered in 2023. The faculty currently consists of eight departments operating over three campuses: Bellville, District Six and Granger Bay, and has approximately 200 academic and research staff supported by 100 technical and administrative support staff. The faculty offers over 50 HEQSF-aligned qualifications which include diplomas, advanced diplomas, degrees, honours degrees, postgraduate diplomas, and master’s and doctoral degrees. It covers a broad range of engineering, built environment, and related disciplines, which are summarised below: • Department of Chemical Engineering (DChE): Diploma, Advanced Diploma, Bachelor in Engineering Technology, Bachelor in Engineering Technology (Honours), Master’s and Doctoral qualifications in Chemical Engineering • Department of Civil Engineering and Geomatics (DCEG): Diploma, Advanced Diploma, Bachelor in Engineering Technology, Bachelor in Engineering Technology (Honours), Master’s and Doctoral qualifications in Civil Engineering Diploma and Bachelor in Geomatics and Geomatic Information Systems (GIS) • Department of Clothing and Textile Technology (DCTT): Diploma, Advanced Diploma, Postgraduate Diploma in Clothing and Textile Technology

• Department of Construction Management and Quantity Surveying (DCMQS): Diploma, Advanced Diploma, Postgraduate Diploma in Construction Management, and Quantity Surveying • Department of Electrical, Electronic and Computer Engineering (DEECE): Diploma (DET), Bachelor in Engineering Technology, Bachelor in Engineering Technology (Honours), Master’s and Doctoral qualifications in Electrical and Computer Engineering • Department of Industrial and Systems Engineering (DISE): Diploma and Advanced Diplomas in Industrial Engineering Advanced Diploma in Quality Postgraduate Diploma and Master’s qualifications in Engineering Management • Departments of Maritime Studies (DMS): Bachelor in Nautical Science and Bachelor in Marine Engineering • Department of Mechanical Engineering and Mechatronics (DMME): Diploma, Advanced Diploma, Postgraduate Diploma, Masters, and Doctoral qualifications in Mechanical Engineering Diploma and Advanced Diploma in Mechatronic Engineering Advanced Diploma in Mechanical Engineering in Renewable Energy.

The faculty celebrated the hard work and perseverance of students, and graduated a total of 964 students of whom 921 (96%) were undergraduate and 43 (4%) were postgraduates. A detailed breakdown of the number of graduates for different levels of qualifications can be seen in Table 1 below. Eight students received their qualifications Cum laude and 11 students received their qualifications Summa cum laude. Qualification type

Number of graduates

Diploma

498

Advanced Diploma

308

Bachelor’s Degree

110

Honours Bachelor’s Degree

Master’s Degree

Doctoral Degree

He has been actively involved in various national and international professional activities that directly contributed to chemical engineering education and the profession. He currently serves on several working committees at the Engineering Council of South Africa (ECSA), including the generation of the new suite of engineering qualification standards for SA, the accreditation of national and international engineering programmes, and is currently the chairperson of a task team for national implementation of new legislation on Identification of Engineering Work (IDoEW)

Faculty coordinators

Learning and teaching highlights

The eight departments in the Faculty are supported by a committed and enthusiastic team of six faculty coordinators. The coordinators play an important role in ensuring coordination and implementation of the faculty’s strategic projects and initiatives that lead to an enrichment of the students learning experience. They also design and develop interventions to enhance learning and teaching and promote student success. These are the Learning and Teaching Coordinator, Language Development Coordinator, Extended Curriculum Programme (ECP) Coordinator, IT Coordinator, Working Integrated Learning (WIL) Coordinator and the Student Engagement Coordinator. In addition to the coordinators, the faculty are aided by departmental learning and teaching representatives, curriculum officers, WIL placement officers, and language representatives.

The disruption of on-campus learning during the past few years had a widespread impact on students, staff, and operations in the faculty. It led not only to disruption of the traditional teaching and learning experiences, but to a shift to digital modalities, prompted a reconﬁguration of the delivery of programmes. Since 2020, the transition to online delivery broadened learning opportunities; however it also presented significant challenges to students and teaching staff alike. Moreover, the rise of emerging technologies and forms of artificial intelligence (AI) such as ChatGPT added another layer of complexity to an already complex situation. Notably however, rising above the challenges of a pandemic, FEBE emerged stronger and better equipped to face uncertain times. This newfound resilience and knowledge have profoundly influenced the approach to academic activities in 2022, fostering a culture of innovation, adaptability, and unwavering support for our students throughout the academic year. The impact of adapting to new remote learning environments to maintain student engagement, and ensure equitable access presented some significant challenges for programme delivery during the pandemic. Aligned with CPUT’s Vision 2030, FEBE responded by reviewing and re-imagining the delivery of programmes, considering crucial elements such as curriculum, pedagogy, technology, access, and inclusion.

Dr Joe John ECP Coordinator

Mr David Evans IT Coordinator

Ms Ayesha Reiners Language Coordinator

To prepare for recurriculation, FEBE successfully hosted a series of nine online workshops titled ‘Transformation and decolonisation of the curriculum’, featuring the esteemed external consultant, Prof Rozena Maart, from the University of KwaZulu Natal. These enlightening two hour workshops ran from 22 September to 14th December.

Mr Luvuyo Kakaza Student Engagement Coordinator

Dr Bronwyn Swartz Learning and Teaching Coordinator

Mr Walter Kohlhofer WIL Coordinator

During the series of workshops,

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Prof Maart skilfully and thoughtfully explored a diverse range of critical topics. The workshops commenced with an insightful introduction, providing participants with a clear understanding of the concepts of transformation and decolonisation in the educational context, emphasizing the significance of cultivating inclusive and representative curricula. Prof Maart delved into the legacy of colonialism, shedding light on its pervasive influence on educational systems and curricular content, while also uncovering and challenging the colonial biases deeply entrenched in traditional teaching materials. Central to the workshops was the emphasis on embracing diverse knowledge systems, acknowledging their value, and advocating for the incorporation of Indigenous knowledge and epistemologies into the curriculum. Furthermore, the workshops effectively addressed the pressing need to counter Eurocentrism and Western dominance in academic content, advocating for a more balanced representation of global knowledge. FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT

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Prof Maart shared strategies for decolonising pedagogies and teaching practices, urging educators to adopt student-centred approaches that promote critical thinking and inclusivity. Through engaging discussions, participants explored ways to incorporate African and local perspectives into the curriculum, recognizing the significance of contextualizing knowledge to reflect the rich tapestry of the African continent and beyond. The workshops also highlighted the intersectionality of social justice and education, underscoring the importance of promoting equality and inclusivity through curriculum design. Throughout the sessions, the facilitator encouraged active participation and student voices, fostering an environment that enabled students to share their insights and contribute to the ongoing transformation process. Additionally, strategies for implementing meaningful change were discussed, stressing collaboration and concerted efforts among faculty members and stakeholders. Prof Maart guided participants in evaluating progress and addressing potential challenges on the path towards decolonisation. The workshops concluded with a thoughtful exploration of creating inclusive learning environments and leveraging technology to

diversify educational resources and foster culturally sensitive learning experiences. Overall, the workshops served as an empowering platform, equipping educators with the knowledge and tools to effect positive change and advance the cause of a more inclusive and decolonised curriculum. Aside from recurriculation, the advent of easily accessible large language models like ChatGPT in November 2022, marked a transformative event in education, compelling FEBE educators to re-evaluate their approaches and methodologies. AI-powered adaptive learning platforms can identify students’ specific needs and deliver personalized content and support. Flexible student support systems, leveraging AI-powered chatbots or virtual tutors, can be implemented to ensure continuous assistance and guidance for students, irrespective of their location or time zone. In adopting hyflex/hybrid models, comprehensive dialogue and AI-supported data analysis are essential to anticipate challenges and ensure student success while maintaining academic integrity. Aligning activities and assessments with learning outcomes can be facilitated by AI-based learning analytics, which can provide valuable insights into students’ progress and help instructors make datadriven decisions. Thus, FEBE believes that investing in AI-focused training programmes for both staff and students will enable them to effectively utilize the available online platforms and interact with AIpowered tools in a more meaningful and productive manner. For this reason, the faculty has formed a task team lead by Prof Suresh Ramsuroop, Prof Oluwaseun Oyekola, Prof Atanda Raji, Dr Ngonda, Ms Lilian Ganduri, Mr Tinashe Tendayi and Dr Bronwyn Swartz. The AI task team plays a crucial role in guiding the faculty’s AI-related initiatives, fostering innovation, and ensuring that AI is implemented in a responsible and impactful manner to enhance the overall educational experience.

Professional body accreditation of qualifications The faculty currently offers approximately 50 HEQSF aligned qualifications, and approximately 90% of the diplomas; advanced diplomas, and bachelor’s degrees are professional qualifications that are accredited by various statutory professional bodies. The various statutory professional councils are established through various acts of South African legislation and are established by respective government ministries. These councils have the statutory mandate to govern and regulate the practice of specific occupations in South Africa. This mandate includes oversight and accreditation of learning programmes at educational institutions, registration of applicants in appropriate categories of registration, and oversight over the professional conduct of registered persons. During the programme accreditation process the various departments and their qualifications were assessed against predetermined criteria to determine whether the programmes meet the prescribed standards of educational quality, and specified minimum standards set by the professional body.

During 2022, the faculty hosted three professional body accreditation visits where a range qualifications were evaluated. The three statutory bodies were the Engineering Council of South Africa (ECSA), the South African Geomatics Council, and the South African Council for Project and Construction Management Professions. All the programmes evaluated during the accreditation visits received endorsement from the statutory bodies. The reports received from the accreditation visits not only identified areas for improvement but also highlighted exemplary areas of practise in the various disciplines. The endorsements received for all the engineering programmes further imply that these qualifications are also recognised internationally by several countries which are signatory countries to the Dublin and Sidney Accords and members of the International Engineering Alliance. (www.ieagreements.org).

New HEQSF-aligned programmes During 2022, the Faculty rolled out several new Level 8 HEQSF aligned qualifications. These included several new Bachelor Honours and Postgraduate Diplomas which provide the critical progression route to the various master’s and subsequent doctoral qualifications in the faculty. The Faculty also submitted the following Level 9 Master of Clothing and Textile Technology qualifications for approval to DHET, CHE and SAQA, with approved plans to phase these in in 2023 or 2024, depending on the approval dates. PQM clearance has

Furthermore, the Centre for Innovation and Educational Technology (CIET) hosted two workshops that FEBE actively engaged in. The first workshop, conducted on 22 August 2022, was designed to introduce faculty staff to LinkedIn Learn, a valuable resource for professional development and enhancing relevant skills. The second workshop, held on 6 September 2022, centred around the seamless migration from the old version of Blackboard to Blackboard Ultra, encouraging the adoption of this modern learning management system to improve the overall teaching and learning experience.

FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT

The accreditation reviews looked at programme curricula, staff, facilities, and institutional support and were conducted by teams of highly skilled professionals from industry and academia with expertise in the various disciplines.

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been obtained for this qualification. Currently, CPUT is still waiting for the approval from the CHE. The Faculty also received approval for and commenced with a new Master of Engineering in Engineering Management (coursework) in July 2021, with its first cohort of 12 students. This qualification opens prospects to product development, manufacturing, construction, design engineering, industrial engineering, technology, production, or any other field that employs personnel who perform an engineering function. According to Prof Yan, the HoD, this qualification develops students to practice management within engineering: ’Engineering management is a career that brings together the technological problem-solving ability of engineering and the organisational, administrative, and planning abilities of management in order to oversee the operational performance of complex engineeringdriven enterprises’.

Academic staff development In addition to the series of recurriculation workshops facilitated by Prof Maart, FEBE proudly organized and participated in several other enriching workshops. Funded through the University Capacity Development Grant (UCDG), these workshops included a session on ‘Student feedback on teaching and courses’, held on 23 June 2022, presented by Ms Anthea Adams, which aimed to enhance the Faculty’s understanding of student perspectives and further improve the teaching experience. Another workshop on ‘Teaching large classes innovatively’, facilitated by Dr Karen Dos Res took place on 8 September 2022, focusing on innovative strategies to engage and inspire students in large class settings. Both these workshops were well attended.

These workshops collectively underscore FEBE’s commitment to fostering a culture of continuous learning, innovation, and professional growth, while also embracing technological advancements to elevate the quality of education and support offered to both faculty and students. The active participation and positive response from attendees reflect the Faculty’s dedication to staying at the forefront of educational practices and ensuring the success and satisfaction of its academic community. Notably, online training and development enabled many more staff members to attend training in comparison with face to face training in the past; working from home and the multi-modal, remote, flexible and blended L&T approach freed staff up and enabled them to attend online training in greater numbers.

Teaching Excellence Awards In recognition of promoting academic excellence in learning, teaching and assessments, several staff in the faculty were recipients of the Teaching Excellence Awards (TEA). These awards are intended to recognise, promote, and reward teaching excellence; enhance

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the professionalism of university teachers; share excellent practice with the faculty and institution; provide opportunities for further professional development; and improve student engagement and success. The seven recipients for 2022 were:

Dr Balyan Vipin: Department of Electrical, Electronic and Computer Engineering Mr Mokuvhe Ratshitanga: Department of Electrical, Electronic and Computer Engineering Dr Senthil Krishnamurthy: Department of Electrical, Electronic and Computer Engineering

Other staff development and awards

Language development

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FEBE has implemented several initiatives to enhance the learning environment and student engagement. Language development and writing support • Multilingualism activities are integrated across the faculty, including workshops and support for academic writing in English. • An In-house discipline-specific Writing Centre was successfully piloted in the Chemical Engineering department in 2022, leading to improved student assignments. • Plans are underway to expand discipline-specific writing support to other departments within FEBE, with collaboration from Fundani. • Grammarly software has been acquired for the Writing Centre.

Top row: Dr Balyan Vipin; Mr Mokuvhe Ratshitanga; Prof Suresh Ramsuroop; Dr Senthil Krishnamurthy; Dr Mohammed Pourbehi Bottom row: Dr Ali-Mustafa Ali-Almaktoof; Dr Sweta Patnaik; Dr Bronwyn Swartz

Institutional TEA: Dr Sweta Patnaik: Department of Clothing and Textile Technology

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Faculty TEA: Dr Ali-Mustafa Ali-Almaktoof: Department of Electrical, Electronic and Computer Engineering

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Departmental TEAs: Prof Asis Patnaik: Department of Clothing and Textile Technology Dr Mohammed Sourabhi: Department of Civil Engineering and Geomatics

Dr Sweta Patnaik, along with Mr Shamil Isaacs (Manager, Technology Station Clothing and Textiles) was awarded third position at the 20th European Conference of eLearning, eLearning Excellence Awards Category, held in Brighton, UK, 2022.

Department of Chemical Engineering

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Department of Clothing and Textile Technology

• • •

Dr Nomnqa Myalelo completed Postgraduate Diploma in Higher Education Studies (UCT) in December 2022. Prof Mahabubur Chowdhury was one of the ten new members inducted into the prestigious South African Young Academy of Science (SAYAS) on 19 October 2022. SAYAS members are scientists below the age of 40, have PhDs and are deemed excellent in their fields of expertise. SAYAS members come from all disciplines including pure and applied sciences, humanities, social sciences and the arts. Mr Bongo Mabusela completed the Teaching Development Programme organised by Fundani in December 2022. Prof Mujahid Aziz completed a CHEC-accredited higher education leadership development course (‘Creating the executive-edge’) in December 2022. Prof Oluwaseun Oyekola was awarded and recognised as a TAU (Teaching Advancements at Universities) Fellow. The TAU 3 programme formally started on July 2021 with 52 academics from 24 public HE institutions and ended in September 2022.

Work-integrated learning and Community engagement Achievements and highlights The placement statistics are presented in the table below. Service Learning and Community Engagement projects:

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• • • • • • •

Completion of the library at Balvenie School. This includes construction and solar power. Aquaponics unit in Belhar. Association for Disabled Persons – a workshop was developed for the repair of used wheelchairs. This project combined Service Learning and Community Engagement (SL & CE) Initiation phases this year. Aquaponics SL project on campus. The unit was designed last year. Students from DEECE, DMME, Horticulture and Food Technology were involved in construction and experimentation. Rainwater harvesting on campus. The project was to build a harvesting system to collect rainwater for toilet flushing, and was under construction at Mechanical Engineering as an SL project. CE and SL: Design of a leg actuator for disabled persons in a wheelchair. A new SL project was the design of a solar powered car for a national competition. Design of a children’s playground where energy is generated from motion. Large fish display/rubbish container for festivals to create awareness of environmental impact of plastic. Portable water purification for rural areas.

Student support and experience In 2022, the Faculty had a number of student support initiatives. These included teaching and learning initiatives, student academic support, and on language and discourse, which are summarised below: • Appointment of mentors, retention officers, tutors and teaching assistants using ECDG and ECP funding. The mentors and tutors were used to assist small groups of students. • An international mathematics online platform was used for interactive activities. Students were able to do numerous examples and get instant feedback. • Online teaching and learning platforms, including WhatsApp groups and Telegram, were used in conjunction with the MyClassroom platform to garner more interesting student participation. • Psychosocial support programmes such as the coaching of at-risk students. The use of mentors to assist first-year students to cope.

• • • • • •

Reading for meaning exercises to improve cognitive skills. Sourcing of bursaries for qualifying students. Planning and implementation of student support programmes during an allocated time slot on Thursdays. Multilingual staff and student support is in place and will be an ongoing development. The language development committee (LDC) implemented academic writing workshops in every department in 2022. The focus will be on developing the language of teaching and learning by using mother tongue support. The First-Year Student Experience Development Plan of 2022 intends to use language lectures with the help of the LDC to improve student success.

FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT

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The student support appointments for 2022 in the various department are reflected in the table below: Semester 1 (final numbers) Dept CM&QS

Tutors

Mentors

ROs

Semester 2 (to date) TA

Tutors

Mentors

CTT 4

DISE

MME

ChE

MME

Total

DCEG

DEECE

ROs

Total

167

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Engineering First Year Experience Programme The Engineering First Year Experience (FYE) programme was developed by a dedicated core team comprising Ayesha Reiners, Naasirah Mohamad, Luvuyo Kakaza, Martina Ambe, and Dr Bronwyn Swartz, under the guidance of the Dean, Prof Suresh Ramsuroop. The programme was conceived with a vital mission – to support and empower first-year students during this critical phase of their academic journey, considering that research has shown a significant 30% drop-out rate among first-year students. The FYE aims to increase retention and ensure students’ successful progression towards completing their chosen qualifications. The specific aims of FYE encompass a holistic approach to student development, including instilling diversity tolerance and appreciation, encouraging diligent commitment to studies, fostering interpersonal interaction and collaboration skills, nurturing the formation of meaningful relationships, and cultivating awareness of learning styles, talents, strengths, interests, and the core values of the CPUT. A core aspect of the FYE is its dedication to developing graduate attributes in engineering, which are consistently applied across all courses up to and including final year. While these attributes prepare students in an academic capacity, the programme recognizes the need to incorporate the humanistic element, often overlooked in the practical domain of engineering. The FYE seeks to reintroduce humanism into the engineering space, ensuring that students are not only academically proficient but also equipped to thrive in their future working environments. Before its full-scale implementation in 2023, the FYE underwent a successful pilot study involving three of the eight departments in the third term of that year. Encouragingly, students provided positive feedback, expressing how the programme had immensely benefited them in various aspects of their studies, communication skills, teamwork, problem-solving abilities, and ethical considerations. In 2023, the Faculty enthusiastically commenced the broader implementation of FYE, making it a compulsory programme for all students. The programme was thoughtfully integrated into an existing first-year communications subject across all courses, and students were allocated 5% of module weighting for their participation. To accommodate this, the FYE was scheduled to run on Thursday afternoons from 2 pm to 4 pm, leveraging the designated time already set aside for meetings and extracurricular activities across the faculty. The comprehensive FYE programme consisted of five overarching themes delivered over ten weeks, each addressing crucial aspects of student development. These themes encompassed diversity and cultural

intelligence, identity, and gender; time management and study skills; physical and mental wellness, including addressing gender-based violence and substance abuse; financial wellness; and ethics. The successful execution of the FYE involved the concerted efforts of various stakeholders. Project coordinators played pivotal roles in planning, content development, management, monitoring, and evaluation. Lecturers actively contributed to content development, delivery, assessment administration, and providing feedback. Retention officers provided essential lecturer support, performance tracking, student assistance, and assessment evaluation. Mentors offered valuable psychosocial support to students, and tutors provided academic support. To measure the programme’s impact and effectiveness, a comprehensive mixed-method study is currently underway from 2023 to 2026. This study, granted ethical clearance, involves exploring student perceptions through surveys and focus groups, as well as gathering educator and FYE developer perceptions through reflections. An integral part of the study involves analysing student performance trends. Looking to the future, FEBE envisions the evolution of this programme into a compulsory first-year subject called ‘Engineering for social change,’ demonstrating its commitment to nurturing socially conscious engineers who contribute positively to society. FYE stands as a testament to FEBE’s dedication to its students’ holistic development, ensuring their success, well-being, and continued growth as future engineers and responsible global citizens.

Intercultural skills and wellness seminars •

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Wellness seminars were held during Women’s Month addressed topics such as Gender-Based Violence, Sexual Health, Anxiety, and Depression, with an emphasis on diversity and inclusivity. Positive feedback was received and similar workshops were planned for future Women’s Months.

Information Literacy •

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Training and assessment on information literacy were completed across departments in 2022, with support for meeting sub-minimum requirements. Information literacy refresher courses were suggested to reinforce first-year modules.

Sign language and cultural awareness Sign language courses were introduced in two departments, with plans to expand awareness and activities in 2023.

Faculty International Day •

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An annual event was held at SARETEC in October 2022, focusing on overcoming language and cultural barriers. Collaboration with postgraduate research students showcased engineering research along with themes of language, culture, interpersonal skills, diversity, and inclusivity.

These initiatives collectively contribute to fostering a smart teaching and learning environment, enhancing student engagement, and promoting a diverse and inclusive educational experience within the FEBE faculty.

Extended Curriculum Programme The enrolment target for the ECP in FEBE has been met and the in-person classes have started. The challenges of classroom venues have also been addressed with the assistance of other departments in FEBE. The foundational provisional activities for each have been planned, such as hands-on integrated projects to enrich the curriculum and get students engaged on a deeper level in the first-year subjects. The institutional ECP unit has provided options for two teaching assistants and one retention officer for each department to assist with student engagement activities in the ECP. The ECP also received a boost in funding from DHET. This will be used to mitigate the financial risks the ECP is currently experiencing

Scholarship of learning, teaching and assessment The Research Unit for Engineering and & the Built Environment Education (RUEBEE) is dedicated to advancing critical dialogue on curriculum design and

delivery, both within CPUT and the wider community, with the ultimate goal of enhancing our students’ educational experiences. This research unit aims to delve into contextual and discipline-specific factors influencing student success, employability, curriculum inclusiveness, and the pedagogy of teaching, learning, and assessment in related disciplines. By conducting scholarly research, RUEBEE seeks to establish principles, methodologies, and educational practices to continuously develop innovative and transformative curricula that produce graduates who actively contribute to society. RUEBEE embraces the collective term ‘engineering education’ to encompass education in engineering, construction sciences, and applied technology education. RUEBEE has defined clear objectives to drive its endeavours, including: 1. Conducting and disseminating scholarly research in education relevant to the Faculty of Engineering and the Built Environment. 2. Promoting the sharing of knowledge regarding teaching and learning best practices and studentcentred innovations among CPUT’s engineering Faculty. 3. Encouraging interdisciplinary collaboration across FEBE’s departments through initiating multi-department research projects and funding applications. 4. Developing and delivering innovative and transformative curricula that cultivate graduates who make valuable contributions to society.

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The scope of RUEBEE’s activities encompasses a wide range of initiatives, including individual and collaborative scholarly research in engineering education. One goal of the unit is to ultimately supervise postgraduate students using alternative supervision models, such as group supervision. Moreover, RUEBEE actively disseminates innovation, technology, and best practices in engineering education through various means, including journal articles, conferences, seminars, webinars, workshops, and MOOCs. The unit also advocates for the development of research and innovations in engineering education, promoting postgraduate studies in the field.

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44 44 44

To facilitate its research endeavours, RUEBEE is organized into four clusters, each addressing specific themes. These clusters focus on Transformative Curricula and Social Issues in Engineering Education, ICT in Engineering Education, Engineering Curriculum, and Student Experience, Engagement, and Performance. Each cluster is led by a dedicated researcher. Having been approved by the Faculty Board in 2022, RUEBEE is currently awaiting institutional approval from the Senate Research Committee to be officially recognized as a research unit. Nonetheless, the unit has already held several productive meetings that have resulted in various research projects and publications. The establishment of the RUEBEE research unit signifies our faculty’s commitment to elevating the quality of engineering education, fostering collaboration, and continuously advancing curricula to prepare graduates who are not only academically proficient but also equipped to make a meaningful impact in society.

Internationalisation activities International Day The FEBE is deepening its focus on internationalisation. FEBE hosted its first International Day on 18 October 2022 at SARETEC. The purpose of the event was to learn how to overcome language and cultural barriers. We invited a guest speaker from the UWC Centre for Humanities Research (Dr Rosette Sifa Vuninga) who shared how she overcame language and cultural barriers. Prof Mellet Moll, who read from his own poetry collection also did a presentation literature, poetry, and science. There were several different regions that were represented by staff and students. Each region had to do the following: International Day

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Decorate a table to display cultural aspects. Dress in cultural attire. Do a presentation on overcoming language/cultural barrier Prepare a poster on sustainable mining in their region (what is mined, in what technology it is used, and the current recycling efforts). The poster must be in the most widely spoken language for the region as well as English. Perform a traditional dance/poem/song. Fun was certainly had! Click here for video taken at International Day

Collaborative online international learning Collaborative online international learning (COIL) is a pedagogy and a way of building collaboration among academics and students around the world. The design, development and implementation of a COIL project is an example of internationalisation of the curriculum and internationalisation at home in action. COIL embodies applied and/or authentic learning in groups of students. COIL projects are designed and developed through collaboration between academic (professors/faculty) partners in two or more education institutions, and geophysical locations around the world. The project is jointly implemented by the academic partners with their groups of students interacting and collaborating. In our pursuit of promoting COIL, the faculty has taken significant strides towards establishing fruitful partnerships with esteemed institutions abroad. Notably, we have identified two exciting COIL

These partnerships signify the faculty’s dedication to fostering global citizenship, embracing diversity, and empowering our students to become adaptable, openminded, and globally aware individuals. Through COIL, we aim to nurture a new generation of graduates who are equipped to collaborate on international projects and address complex global challenges with ingenuity and cultural sensitivity.

FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT

• • •

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partnerships that hold immense potential for enriching the learning experiences of our students. The first partnership involves the Department of Clothing and Textile Technology, collaborating with Robert Gordon University in Aberdeen, Scotland. This collaboration opened up a remarkable opportunity for students to engage in cross-cultural exchanges, share knowledge, and collaborate on projects that transcend geographical boundaries. Through COIL, students from both institutions can gain a broader perspective on clothing and textile science, exploring diverse cultural influences and innovative approaches to the field. Additionally, the Department of Electrical, Electronic, and Computer Engineering has joined forces with the prestigious Egyptian Japanese University of Science and Technology in another exciting COIL partnership. This alliance holds great promise for students in the engineering domain, enabling them to collaborate on cutting-edge projects, tackle global challenges, and gain exposure to different technological perspectives and practices. Through these COIL partnerships, our students have the opportunity to transcend traditional classroom settings and embrace a truly global learning experience. COIL fosters the development of cross-cultural communication skills, critical thinking, and intercultural competence, attributes that are increasingly valued in today’s interconnected world. By promoting COIL initiatives, the faculty is demonstrating its commitment to providing students with transformative educational experiences that extend beyond national borders.

Other activities in departments The Department of Industrial and Systems Engineering has embarked on a community upliftment project where the department secured food sponsorship for our students in the second semester, 2022. With the help of the sponsor, The Little Olive Durbanville, the department was able to make a profound difference (both physically and mentally) in our students’ daily lives. The department is hoping to build on this initiative by acquiring new sponsorships for 2023 and on a community outreach level. We believe that by penetrating the greater community, community-wide upliftment will follow, which would then have a positive ripple effect on our students.

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CASTCO Precision Castings (Pty) Ltd industrial visit A group of students primarily from the Department of Industrial and Systems Engineering ECP participated in an industrial visit to Castco Precision Castings (Pty) Ltd on 6 September 6 2022. The visit, by 59 students, was organized in conjunction with Engineering Manufacturing Technology courses. The aim was to provide students with insights into industrial processes and the fundamental setup of industries. Castco Precision Castings specializes in thin-walled precision castings through the investment casting process. The visit included demonstrations of various processes, some of which are depicted in the figure below. Accompanying the students were Mr B. Sarema, Mr M. Rahman, and Ms. L Ganduri.

Castco Precision Castings Manufacturing Processes

To prevent overcrowding and ensure safety, the students were divided into three groups for the factory tour, each consisting of around 20 students. Mr Y. N. Turan, the Managing Director, guided the tour and provided detailed explanations of the processes.

This experience enabled the students to gain a better understanding of the responsibilities of industrial engineering experts in a manufacturing environment, encompassing product and process design, as well as quality control. The students were thankful to the company for the valuable opportunity to witness the investment casting process directly. The included photo gallery showcases snapshots captured during the industrial visit.

Department of Mechanical and Mechatronic Engineering DMME participated in the World Skills Competition, which is championed by DHET, in various skills categories such as Mobile Robotics, CNC Milling and CNC Turning. In 2021, the DMME hosted local and provincial competitions at SARETEC, while the national competitions were held in Durban. The CPUT World Skills team attended the national competition in the Durban ICC from 04-10 June 2022 in which five teams competed. CPUT teams clinched a total of six medals (three gold and three silver). CPUT also received tools for CNC milling to the value of R70 000 as part of upskilling the competitors and experts from DHET. The tools are now kept at CPUT CNC workshop for training of future competitors. The gold medal recipients represented South Africa at the International Work Skills Competition. Students Laeeq Jefferies and Mikhail Solomons represented South Africa in France in the Mobile Robotics category and Londeka Sibiya represented South Africa in the CNC category in Germany.

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In the current year, DMME is planning for the local and provincial competitions. We have already identified 28 students from DMME who will participate in various skills such as CAD, CNC Turning, CNC Milling, Mobile Robotics and 3D Printing. We have also received funding from FoodBev SETA to carry out these preparations for China in 2026.

Department of Industrial and Systems Engineering The Department of Industrial and Systems Engineering officially launched the 2022 edition of the Engineers Without Borders (EWB)-Engineering for the People Design Challenge on Friday 12 August 2022. The Design Challenge presents an opportunity for students to solve real life problems in communities through the Industrial Engineering Design subject. The challenge encourages university students to broaden their awareness of the UN Sustainable Development Goals. Students also learn to understand the social, environmental, and economic implications of their engineering solutions.

Conclusion In conclusion, with a steadfast commitment to advancing knowledge through science, technology, and innovation, FEBE has strategically navigated challenges and opportunities to create a vibrant and responsive learning environment. As of 2022, FEBE boasts an impressive student body of approximately 7 700, spanning a diverse array of HEQSF-aligned qualifications offered by our eight departments. These qualifications, which encompass disciplines from Chemical Engineering to Mechanical and Mechatronic Engineering, reflect FEBE’s dedication to nurturing a well-rounded and skilled cohort of graduates poised to make meaningful contributions to society.

Teaching Excellence Awards programme exemplifies its culture of fostering a dynamic and supportive learning environment. Moreover, FEBE’s proactive stance towards internationalization, as demonstrated by hosting International Day and embracing Collaborative Online International Learning, underscores its aspiration to produce globally aware and culturally competent graduates. These initiatives provide students with unparalleled opportunities to engage with diverse perspectives and develop essential skills for our interconnected world.

The faculty’s leadership, embodied by the figure of Prof Suresh Ramsuroop, has played a pivotal role in shaping FEBE’s trajectory. His guidance, expertise, and forwardthinking approach have been instrumental in fostering academic excellence, embracing technological advancements, and promoting student success.

In its pursuit of excellence, FEBE has undertaken strategic developments in programme offerings and academic staff development. The introduction of new HEQSF-aligned programmes and the establishment of the Research Unit of Engineering and the Built Environment Education showcase the faculty’s commitment to continuous innovation and research-driven teaching practices.

FEBE’s commitment to holistic student support is palpable through initiatives like the Extended Curriculum Programme and language development efforts. The emphasis on equity, inclusion, and quality education is further underscored by workshops on curriculum transformation, adoption of AI-powered learning platforms, and a dedication to teaching excellence. FEBE’s recognition of teaching achievements through the

Ultimately, FEBE stands as a testament to unwavering dedication, resilience, and a relentless pursuit of excellence. By nurturing a holistic learning environment, fostering international collaborations, and advancing scholarly research, FEBE continues to shape the next generation of engineering and built environment professionals who are not only equipped with technical skills but are also empowered to drive positive change, locally and globally.

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FACULTY OF HEALTH AND WELLNESS SCIENCES

2.5 Faculty of Health and Wellness Sciences

A proud African technology-driven faculty taking the lead in research-led health and wellness education and innovation with relevance both locally and globally

Mr Lloyd Christopher Acting Associate Dean

Introduction This is a report by the Faculty of Health and Wellness Sciences on teaching, learning, assessment practices, and interventions towards student success which aims to provide relevant information in respect of the academic performance of the faculty throughout the year, 2022. The purpose of this report is to be proactive by aligning itself with the Strategic Plan for CPUT V2030 and to promote a culture of co-creating ‘One Smart CPUT’ within the Faculty along with all the relevant structures, especially Fundani CHED.

Dr Nicole Brooks Acting Dean of the Faculty

Context The framework for this report considers a few critical areas addressed by the Faculty in its reflection of the year 2022 for implementation and improvement in 2023 and beyond. This learning and teaching report will show some of our achievements, challenges and items we wish

The Faculty has also focused on student wellness where social determinants in Covid-19 posed a huge challenge. Since May, 2021, monthly statements have been sent to the Faculty from the Student Counselling Unit with most cases reported as students suffering from depression, loss of family and friends during the pandemic, stressful events affecting home and student life, financial difficulty, and food security being threatened as a consequence. The ROs are working hard to mitigate these risk factors affecting the wellbeing and success of our students.

FACULTY OF HEALTH AND WELLNESS SCIENCES

to improve in future as we strive towards excellence in our faculty. To provide further context, the FHWS consists of seven departments where programmes are offered on Bellville, District Six, Groote Schuur Hospital and Tygerberg Campus.

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Learning and teaching strategy The Faculty of Health and Wellness Sciences aligns its Learning and Teaching Strategy to the institutional Learning and Teaching Strategy, that is to contribute to ‘building One Smart CPUT’ which fosters a sense of belonging and connectedness among staff and students (FHWS, LTA Strategy 2022 – 2030).

Campuses where our programmes are offered Virtual Environment for Radiation Therapy (VERT) used for simulated learning and teaching environments

Faculty of Health and Wellness Sciences vision and mission Our vision and mission as a faculty has been approved by Council and we strive to become ‘A proud African technology-driven faculty taking the lead in researchled health and wellness education and innovation with relevance both locally and globally’. Our mission: ‘To empower agile graduate health care professionals who are ethically responsive to industry and societal needs, through academic excellence and lifelong learning, together with the pursuit of relevant and pioneering research and clinical innovation which will improve the health of individuals both locally and globally’.

We are especially proud of our high-tech equipment (see example above) used in our laboratories where students are able to do their practicals on site under the supervision of educators and with peer assistance and support. As a faculty, our plan to reduce the dropout rate and increase throughput was realised by appointing Retention Officers (ROs) and Teaching Assistants (TAs) as well as mentors and tutors as early in the year as possible. With early identification of subjects at risk and student challenges addressed with the help of their lecturers and also the appointed students mentioned above, we managed to close off the year with only two at-risk subjects.

Tuition Strategy for FHWS – a Hybrid Learning Approach

Some of the challenges we face are equal access to resources. In particular, we are focusing on how we can possibly narrow the digital divide that is still our reality. On campuses we have tried to accommodate our students as best we can with Wi-Fi and access to computers, etc., although we can certainly still improve in this area. Rapid advances in AI have resulted in less control over reliability and integrity of assessments. We have thus moved towards tightening our security on online assessments and supervised/invigilated examinations.

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Blended orientation In 2022, we had a successful orientation and welcoming of all our first-year students in the faculty. All departments had games and fun-filled programmes planned and executed successfully. Although we were not yet out of the woods regarding safety and post-pandemic learning, teaching and assessment, we practised safe programmes which were well attended by our students.

Blended Orientation of first year students in FHWS

Revision programme supports STEM Project

A Covid-19 safe classroom was designed in a classical horseshoe shape, with desks spaced adequately far apart. The students were thus able to engage with the tutors who positioned themselves within the centre of the horseshoe while maintaining a safe distance.

Wynberg High STEM project

Many NSC Life Sciences learners have been further disadvantaged by the pandemic because they do not have access to Wi-Fi or smartphones, and thus online remote learning is not an option for them. The development of Science, Technology, Engineering and Mathematics (STEM) remains a focus area for the economic growth of the country. Supporting the STEM vision will thus provide socio-economically disadvantaged students with an opportunity to qualify and apply for science programmes at tertiary level. The collaborating departments created an environment in which the participating NSC learners were still able to physically attend a Life Sciences Revision programme while conforming to Covid-19 protocols. In 2021, a total number of 121 NSC learners benefited from this project.

Horseshoe-shaped setting of classroom

Prior to entering the classroom, a register was taken, all participants’ temperatures were recorded, and their hands were sanitised. In addition, all desks were sanitised before each session as well as after, and the classrooms remained well ventilated. It was compulsory to wear a mask that covered both the mouth and nose at all times.

Various departments in the Faculty of Health and Wellness Sciences have been working in unison to assist schools with a Life Sciences revision programme and plan to continue this year.

Learners assisted by FHWS Staff in Covid-safe environment

NSC students of a high school

Health and Wellness Sciences: Excellence Awards 2022 The Faculty of Health and Wellness and Sciences celebrated their 2022 Faculty Excellence Awards in January 2023, in honour of extraordinary staff members who go the extra mile to assist students in achieving success in every effort to attain the Faculty’s Vision of being, ‘A proud African technology-driven faculty taking the lead in research-led health and wellness education and innovation with relevance both locally and globally’.

At the event, held at the Cape Town Hotel School, Acting Associate Dean, Lloyd Christopher, said there were many staff members ‘[who] go beyond what is expected of them’ and excel despite challenges.

FACULTY OF HEALTH AND WELLNESS SCIENCES

This model proves that it is possible to conduct revision programmes for those who do not have access to basic technology such as Wi-Fi and smart devices under Covid-19 conditions. We were excited to run our revision programmes with the 2022 matric students and advance the STEM Vision at CPUT.

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‘I think today is really a celebration of the work we have achieved in the last year,’ he said. The winners per category were as follows: • Departmental Teaching Excellence Award – Rizqa Siebritz-Williams (Biomedical Sciences) • Departmental Teaching Excellence Award – Judy Sheahan (Emergency Medical Sciences) • Recognition of exceptional contribution to the Faculty Administration – Siyabonga Mntanywa • Two awards for excellent service of over 30 years upon retirement – Dental Administrators Maureen Anthony and Stephanie Isaacs. In the Department of Biomedical Sciences, Mr. Derriek Pieters was honoured for excellent service upon retirement in 2023. • Recognition of outstanding service and contribution in the fields of Mathematics, Physical Science and Chemistry in the Faculty – Michael Smith (Ophthalmic Sciences) • Research Award – Dr Kathleen Naidoo (Medical Imaging and Therapeutic Sciences) Faculty awardee for Teaching Excellence in 2021, Nkosikho Sogwagwa, also received his trophy at the event. A number of staff members were also recognised for completed service learning projects for 2021/22: • Llizane McDonald (Emergency Medical Sciences) • Roxanne Maritz (Emergency Medical Sciences) • Gerhardus Koch (Medical Imaging and Therapeutic Sciences) • Heather Hendrickse (Biomedical Sciences) • Nomfundo Mkhombe (Ophthalmic Sciences) • Moeneeba Jacobs (Wellness Sciences) Prof Kareemah Najaar (Emergency Medical Sciences) was awarded the Faculty Prestigious Achiever’s Award for convening the Life Science tutoring project across the faculty. The event was well attended by all staff in the faculty, including academic as well as technical and administrative staff members. As always, Granger Bay offered unspoilt views with a delectable menu, which suited all the guests’ tastebuds. Yet another unforgettable memory which would not be possible without Fundani CHED at CPUT and our funder, the DHET UCDP Grant. The Faculty of Health and Wellness Sciences remain most appreciative of this support. Some pictures captured in the moment.

WINNERS: Nkosikho Sogwagwa and Rizqa Siebritz-Williams were amongst the winners

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Long Service Awardees

Prof K Najaar receiving her Prestigious Achievement Award

Recipients of the Outstanding Service Learning project awards in FHWS Departments

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FACULTY OF FACULTY ENGINEERING OF HEALTH ANDAND THEWELLNESS BUILT ENVIRONMENT SCIENCES

2.6 Faculty of Informatics and Design As a faculty with a variety of disciplinary fields and programmes, we pride ourselves that we are resilient and creative when faced with challenges in learning, teaching, and assessments.

Prof Bennett Alexander Associate Dean

Introduction With the pandemic and its legacy mostly in the past, the Faculty of Informatics and Design has responded to the unique set of learning and teaching challenges in different and unique ways. As a faculty with a variety of disciplinary fields and programmes, we pride ourselves that we are resilient and creative when faced with challenges in learning, teaching, and assessments. With an assortment of learning, teaching, and assessment modalities, each programme responded to their programme needs to complete the academic years’ work with integrity and maintained standards. They responded to the lessons they had learnt from the online experience of the previous two years by reflecting on what worked and what improvements they could implement going forward. This report highlights the work of the various programmes, acknowledging learning, teaching, assessment, research, community engagement, WIL, language, digital technologies, and transformation.

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Prof Tembisa Nqgondi Dean of the Faculty

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Next the vision and mission statement of the faculty is provided, aligned with the institutional vision and mission. This provides the strategic framework for the rest of this report in terms of highlighting the success within the faculty and an indication of the way forward in realising our strategic goals and our reflection on new approaches used. Finally, this report will conclude with some conclusions that can inform our journey to become One Smart CPUT.

Faculty strategic focus and goals The following seven strategic focus areas are broad-based, long-term objectives that will move the Faculty of Informatics and Design towards actualising Vision 2030: One Smart CPUT. EXECUTING THE MISSION

Faculty vision, mission, and values

CPUT transforms its students, through world-class researchers who inspire knowledge production and innovation that are cutting edge.

Below the vision, mission and values for the faculty are presented that will guide our strategic engagement to 2030. The faculty strategic focus areas and goals are also included to provide an overview of activities executing and supporting our mission. This is in line with an integrated and comprehensive approach that aims to drive greater convergence in everything we do.

IN SUPPORT OF THE MISSION

Departmental learning and teaching reports The Faculty of Informatics and Design consists of: • The Department of Applied Design • The Department of Architectural Technology and Interior Design • The Department of Information Technology • The Department of Media Studies • The Department of Urban and Regional Planning

The Department of Applied Design This department offers four programmes: Fashion, Jewellery Design, Product Design, and Visual Communication. The department supports diversity and access through its extensive Extended Curriculum Programme (ECP). This programme ensures that students in their first year will be able to cope with the challenges of higher education in design disciplines. In 2022 the department continued with the carousel (hybrid) approach with a combination of online and face-to-face activities. The practice-based learning activities, where the students needed to use facilities on campus, were given priority to return to campus. The ECP and first-year students were prioritised to engage in face-to-face activities and additional venues were provided where there was a shortage of space. The following strategies were implemented to support student success: • Students who were unable to register on time (late

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registrations) were supported and given more time to complete their respective academic outputs. To improve the standard of their submissions, catch-up weeks were timetabled to supplement the regular academic cycle. For submitted assignments, one-on-one feedback and explanations were provided to ensure the learning outcomes were met in the final submissions. All learning materials were recorded and made available on Blackboard for students to revisit the content when needed. The department introduced a trans-language learning strategy to ECP students in their subject Academic and Professional Literacies. ‘Jam weeks’ were introduced in Product Design to focus on specific skills where these had been identified as needing more work.

These interventions were introduced in response to increasing numbers of students not having any drawing skills and having been accepted on APS scores only, without the submission of an entrance drawing portfolio.

Successes in the Applied Design Department Student support services in Fashion, Jewellery design and Manufacture, Product Design and Visual Communication The Applied Design department introduced more mentors and tutors in 2022 who upon reflection had a positive impact on the academic year. The ECP had fourteen mentors who actively participated to support

seventy-five students. They assisted with the Early Warning System and brought to light many cases which benefited from being referred to support units at CPUT, such as the Disability Unit and Student Counseling. In Fashion appointed five tutors and two teaching assistants were appointed, in Jewellery Design and Manufacture seven tutors were appointed. For Product and Industrial Design in 2022, the 4thyear students acted as unofficial mentors to the firstand second-year students. They gave informal talks, helped in a drawing class and made themselves available for questions. This was a successful idea and built a communication bridge between new and advanced students. Visual Communication Design appointed six mentors and three tutors. They provided support during orientation and throughout the year. They also participated in our annual eco project where groups of students explored the impact of litter on our environment through a documentary process leading to a specific targeted design. Tutors were available for assistance, particularly regarding the use of new software.

Successes in the Extended Curriculum Programme In August 2022, the ECP celebrated Womxn in Design with five guest speakers who came to give insights on gender and sexualities in design. The discussion theme was how design was complicit perpetuating patricidal and gender stereotypes.

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Guest speaker celebrating women

Guest speaker celebrating gender choice

societal views on nude figures, whose figure matters and why this is still a needed practice in design; and how to decolonise figure drawing. With the study of the great masters of figure drawing, they also considered how local arts, and even designs on social media, have chosen to visualise the figure and how it communicates in the African and global community. Staff were mindful of the students who chose to be non-binary, and they continued to learn how to use the different selfidentifying options available to humans. ECP Awards and exhibition

ECP students were able to participate in the Heritage exhibition. Their submission included an illustration of their heritage within the CPUT logo brand.

In Applied Design, the learner guides for ECP were translated into three languages, along with the assignment briefs. The staff allowed for students to use translation software; however, these were often troublesome due to the nature of design and visual language.

Challenging the figure notions, colour and traditional healer’s perspectives around figure

At the end of 2022 at their Awards Ceremony, ECP students hosted a fashion show and exhibition.

Heritage Day exhibition

ECP Fashion show

Design staff at CPUT Women’s Day event

Guest and staff lecturers promoting multi-language and transformation through drawing techniques

Another talk was on how traditional healers use design. Indigenous knowledge and design have always been related. During figure drawing, staff and students unpacked issues relating to gender, i.e., how we are complicit in the objectifying of womxn and their bodies;

Fashion In 2022, the fashion programme employed various WIL modalities, with guest speakers, guest workshops and outings to galleries and research activities. Senior students completed a community project at a primary school at Elizabethfontein. They co-designed costumes for the school’s Riel dance competitors. With the financial assistance of the Dean of Informatics and Design, they were able to manufacture the items designed and present these to the school.

Brief overview of the Elizabethfontein Primary school in-service project

Design staff exhibition

Elizabethfontein Primary school is a small rural school approximately 35 Km north of Clanwilliam. It is a non-fee-paying school. It has approximately 247 learners of whom many board at the school during the week as they come from low-income households that are often not conducive to learning. The school has a wonderfully dedicated team of teachers and hostel workers who, under the guidance of their head teacher Ms Annatjie Dames, perform miracles with the children. Despite limited resources and many obstacles, this school has gone above and beyond to support and empower their pupils. One way in which the pupils are encouraged and supported is through the Riel dance. The Riel is an ancient dance form that originated in the San, Nama and Khoi cultures. It is one of the oldest forms of entertainment in Southern Africa, used as a social, cultural and teaching tool. It is dance as a way of storytelling. The Riel dance troop at Elizabethfontein primary has won many competitions and is regarded as one of the best teams in the country. The CPUT Fashion Department was invited to do an in-service learning project through which our students and staff would make space for pupils to ultimately design their own special Riel dance outfits. We aimed to apply a human-centred design approach with an almost complete reliance on local and indigenous knowledge. CPUT Advanced Diploma Fashion students met the children at their school each day, in order to gain a holistic understanding of who the children are, what their needs are and how best to codesign outfits with, rather than for, them. CPUT Advanced Diploma students did research prior to the school visit and created mock-ups/templates of Riel dance outfits based on what they researched. These templates were be used as starting points when they engaged with the pupils and teachers. Adjustments were made during the week as students and pupils had conversations and creative explorations into the local knowledge around the dance. The outcome was new Riel dance outfits that were made at the CPUT Fashion Department’s studios. These outfits were then presented to the school along with a process poster in the form of a visually striking infographic. It was a kind of map for the school and its pupils to plan similar design projects in the future.

Research activities (panel discussion). Teaching and learning include reflective practises and the sharing of those practices through research activities.

Summer School with Hanover University, Germany

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A summer school workshop was held with students and lecturers from Hogeschule Hanover, Germany during the September 2022 recess and the focus of the workshop was on ‘Transformation and sustainability in the fashion industry’. Eight CPUT Fashion students and eight Hanover students were part of the Summer School. Valuable international interactions and experiences were shared. This project ran over one week. Both universities hope to continue with this project in the future.

project culminates in a fashion show where industry stakeholders come to view and make awards to the winning groups.

Most of the 2022 students who graduated have managed to join the clothing industry and some enrolled for the Postgraduate Diploma.

The Fashion programme completed a project where first to fourth year students work in smaller groups to create new fashion looks for a fashion show. The project was possible due to the generous donation of fabrics from the Clothing Bank. The students acquired valuable skills from discipline-specific to soft skills such as teamwork, time planning, etc. Industry partners from Twyg, Truworths and the South African Fashion Revolution office were present.

To support creating ongoing relationships with the industry, Advanced Diploma students had an opportunity to visit SMAC gallery.

Industry Day at the Summer School: Hannah Wilson, Cape Town Fashion Council; Cyril Naiker, Fashion Revolution; Prof Martina Glomp, Hanover University; Dr Annadine Vlok, CPUT; Walter Buchholz, CPUT; Lukhanyo Mdingi, Alumni International Fashion Designer; Dr Anja Venter, CPUT; Beatha Landsbek, Hanover University.

Fashion revolution and upcycling project Each year in April the students engage in the Fashion Revolution project to raise awareness of sustainable and ethical fashion practices. The one-week vertical

Students in their Fashion Revolution designs

Site visit: ‘Where Do I Begin’ group exhibition at the Stevenson Gallery In History and Theory of Design 1, the course concentrates on visual literacy and critical thinking. It begins with design principles and analysing different ways of seeing and interpreting information. The students then go on a journey through the history of humanity, using art and design as their guide. Starting from antiquity, they worked our way through the Renaissance and into the modern era while incorporating essential themes such as stereotyping, the gaze, cultural appropriation, and plagiarism. Although some of the periods mentioned are Eurocentric, they are taught from a Global South angle. The primary aim of this course is to stimulate a critical awareness of art and design history from a multicultural perspective, and to stress the importance of placing design within a social, economic, and political context. To emphasise the importance of looking, ways of seeing, and interpreting, they visited an exhibition at a leading contemporary gallery, the Stevenson Gallery. ‘Where Do I Begin’ is a group exhibition and educational experiment that plays with the concepts of curation and perception, drawing links from one artwork to many others. Following a game-like design, the viewer

is invited to begin with a close reading of Moshekwa Langa’s work, and then explore the connections between this and the other artworks on show. Like a spider diagram or mind-map, links are made through the prism of each person’s individual thoughts and interests. Sometimes direct, sometimes obscure associations can be drawn in relation to subject matter, medium, method, concept and feel, allowing for a playful and interactive experience for viewers of any age or level of artistic knowledge. The essence of the exhibition showed the group of first years how every individual has different visual interpretations and that this process can inform one’s practice.

Students at the Stevenson Gallery

A walkabout with the curator of the exhibition was hugely informative. The outing, overall, was very well received. The student group were fully engaged and asked many key and interesting questions. From the student feedback received, the lecturer would like to ensure that more of these experiences are incorporated into the programme.

Bridging language barriers The first-year students presented their work in their language of choice – a couple of students presented in their own language with more confidence, bridging the language barrier. Ms Bongiwe Kolisi was able to translate for the other lecturers.

Jewellery Design and Manufacture The programme had good enrolment in 2022, and it appears to be increasing year on year. In 2022 Jewellery second- and third-year students took part in the Anglo Platinum competition.

Top 10 PlatAfrica student category: Thembani Gobinga

Thembani, Jana and Vuyani

Top 10 PlatAfrica student category: Jana Basson

Product and Industrial Design Product and Industrial Design ran two successful industry-driven projects in 2022, one with SA Sailing and one with Xanita Boards. The Product Design 2 class was invited to design and develop educational toys for South African Sailing to get school learners more interested in sailing as a sport and as a possible career. SA Sailing invited the students and student mentors to hear from young people involved in sailing, and for a sailing experience to kickstart the project.

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Visiting the Xanita manufacturing premises

Students go sailing from the Royal Cape Yacht club

Prize giving at Royal Cape Yacht club

The second- and third-year students also partnered with Xanita, a local company which manufactures alternative boards from sustainable timber. The students visited the manufacturing premises, and some of the Xanita staff were also able to come to campus for consultations on the student designs. The students developed multi-functional furniture from these boards which were then entered into the Department of Trade and Industry furniture design competition.

Visual Communication Design In 2022 students in the design specialisation stream of Three-Dimensional Design participated in the annual Gold Pack Awards.

Display and Prize giving at Royal Cape Yacht club (2022)

After the students completed the project, they were invited to present it to the CEO and their partners at an evening event at the Royal Cape Yacht Club. The project was very well received by the judging panel, and students were awarded gift vouchers for art supplies for the most successful designs. Currently two students are in talks with SA Sailing about the commercial possibilities of their designs.

For Women’s Month, the Product Design staff held a workshop with Bellville Technical High School on a Saturday, in the Design Building on District Six campus. The Grade 11 learners were exposed to the design process, as well as to different materials in the workshop. They worked in ceramics, making objects that were fired and glazed, to be returned to them. To finish the workshop, their monogram designs were laser-etched onto Perspex phone stands, and they were able to take them home.

Visiting the Xanita showroom

The Advanced Diploma students took on a live rebranding project done for the Montebello Design Centre. Montebello is a creative community that supports local crafters and manufacturers. This was a work-integrated learning experience for students involving live client briefings, feedback, and final implementation.

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develop a logo, Media Innovation uses these in a lino design for a paper package illustration. Later, the lino design is reintroduced in a formal package design as a design element. Careful planning and consideration of the timetable allows these creative threads to happen, as in the example included below.

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Applied Design: The way forward and new approaches. Decolonising Figure drawing: students are encouraged the study the black figure and to allow the figures to talk about what it feels like to be drawn and seen in this way. Questions around objectifying of womxn bodies, and power were discussed and discussions should be ongoing.

The final design selected for implementation by Montebello

Applied Design: Challenges to creating futures Staff are having to make do with fewer learning materials and daily challenges such as lack of facilities, infrastructure, and services, sometimes as simple as no toilet paper or soap in the toilets, which is affecting general staff morale and staff wellness (depression and burnout). Our staff and laboratory computers are struggling to run the latest software to ensure that our students are future-ready. Our workshops were conceptualised with 20th century technologies in mind and these need to be upgraded for the 4th Industrial Revolution.

Study of the black figure – figure drawing studio.

Procurement of any item has become a serious challenge since 2021, and poses a significant risk factor to our ability to remain competitive and relevant in the design education landscape. The same can be said of procuring maintenance of the facilities and machinery, which now serve a greater number of students than before.

Visual Communication Design 1 is working across subjects collaboratively where it fits within the curriculum. This lessens the need for new research in each project so that different iterations of a theme can be used by different subjects and in different contexts. For example, Visualisation explores simplification and stylisation, Visual Communication Essentials uses these explorations to

Product Design has made great strides towards upskilling the students affected by distance learning and Covid restrictions as the core of the programme is grounded in studio facilitation and practical applications. An orientation programme was set up that ran at the beginning of the year where students had Using the same theme but for the opportunity to complete different design outcomes material- and process-specific tasks. A marked improvement in material knowledge, process understanding, and workshop confidence was noticed. The programme will continue to develop this during ‘Jam Skills Week’ in 2023.

Giving a voice to the subject – figure participation.

Hand skills: Jam Week in 2022

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Department of Architectural Technology and Interior Design

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The department comprises two programmes: Architectural Technology and Interior Design. The programmes offer an Extended Curriculum Programme, Diploma and Advanced Diploma. The Advance Diploma is currently offered on a two-year part-time basis with a one-year full-time basis option offered as well. Both Architectural Technology and Interior Design are professional programmes and are linked to the following professional bodies: the South African Council for the Architectural Profession (SACAP) and the African Institute of the Interior Design Professions (IID). In terms of future qualifications, both programmes are awaiting SAQA IDs for the postgraduate diplomas, thereafter we envision the writing and submission of a professional master’s for both programmes. Successes in the Department of Architectural Technology and Interior Design In each year of their programmes, the return to campus-based activity has allowed students to engage much more and face-to-face teaching has led to a greater pass rate. ECP students participated in a two-today workshop at the District Six Homecoming Centre, Museum and Site, learning about the colonial and apartheid impact on the spatial planning of the city and how that still impacts the city and its citizens today. In 2022, within the first year course, an exceptionally large class registered for Architectural Technology 1 and Interior Design 1. Despite the significant challenges of no venues, no drawing tables, limited support, no offices, no access to teaching and learning materials, no printing, no access to laboratories and a high student-to-staff ratio, the department managed to get an outstanding level of critical design thinking from many of their students. Amongst the many successes, despite the challenging year, one success story in particular is worth sharing, that of the top student: Khanyisile Kakaza. He was registered for the ECP in 2020. At the end of 2020 he struggled due to medical conditions. In 2021 he registered for first year and while still struggling with a medical condition, he managed to pass only one theory subject. In 2022 he is one subject short of making his first year an overall cum laude achievement. His overall drawing and understanding of work were exceptional, despite the physical and resource challenges he had to overcome. In Architectural Design 1, he achieved the highest marks ever awarded to a first year student by a panel of assessors. Image collage: ECP students in 2022

From June 2022, the second year transitioned from being an entirely remote teaching, learning and assessment experience during the Covid pandemic into a hybrid approach that incorporated both remote and face-to-face teaching and learning methodologies.

Architectural Technology Second Year work

Interior Design Second Year work

Some of the pencil drawings done by hand by Khanyisile Kakaza

Khanyisile Kakaza with his final project for 2022

The studio hosts synchronous teaching and learning through the delivery of specifically tailored online streamed sessions to meet subject-specific needs and, Blackboard My Classroom is the major platform for asynchronous teaching and learning – it is the primary means of accessing lectures and/or activities content, making submissions, engaging in discussions, and posting announcements. In addition, the on-campus face-to-face studio sessions supplement the topic-specific group discussions by having whiteboard feedback sessions and in-class design charrettes. Third Year continued to be delivered online through lectures, online forums, Blackboard tests, and online synchronous crits. Third Year concluded their academic year at the end of July, after which students either entered the architectural workplace (WIL) or worked on the inhouse SIM Office (a simulated office for the students who could not find work placements) in the second semester.

In 2022, the SIM Office Projects included two national competitions (PG Bison and Caesarstone) and five WIL projects: CPUT Belville Campus Sustainability Project, a library, Ruyterwacht infill housing, Lukhanyo Early Childhood Development Hub, District Six Memorial Park and three houses in one plot. We ran a joint/collaborative Simulated Office in 2022 with the CPUT Department of Construction Management, Engineering, Jakupa Architects and Nelson Engineering Consulting services. The goal of the Sim Office Studio is to simulate a real-life office environment where Architects are often expected to work across a range of projects which involve various scales of complexity. In September 2022, third-year Architectural Technology (AT3) students Daniel November, Ayesha Noordien and Danielle Adams were selected to represent CPUT’s top three student projects in the PG Bison Competition 2022. Subsequently, Daniel November was nominated as a Top 10 Finalist and was awarded the joint runner-up prize (including a certificate of merit and student cash prizes) with Yolanda Mpanza (UKZN) at the PG Bison 1.618 Education Initiative awards evening in Johannesburg.

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Nikheel Joshi and Gingirikani Maswanganye worked in a joint effort as AT3 lecturers to facilitate the unpacking of the brief, offering critical design and technical support to all students throughout the competition design process, while Dr June Jordaan and Rayner Moodley offered their invaluable guidance and support to students on managing their workflow throughout the competition process, allowing students to remain focused and effective. Our shortlisted student, Daniel November, was able to stimulate critical dialogue through his exploration of the brief and was able to show much heart in his work. Through our team’s support and encouragement, Daniel was also able to engage with the competition brief while remaining committed to his current internship programme.

PG Bison 1.618 Education Initiative

The Advanced Diploma in Architectural Technology team developed and implemented a blended learning curriculum based on eight full-time and four part-time block weeks of intensive online/on-campus interaction followed by weekly engagements in the form of online group crits and lunch-time sessions, supported by

weekly asynchronous feedback on progress work. Guest lectures were arranged as part of the blended learning block weeks, with an impressive line-up of local and international guest lecturers, including a lecture on Dunoon Library by Ashley Hemraj of the City of Cape Town.

The exchange students at Hasselt University also participated in the parallel studio Global Perspectives, and in 2022 three lecturers from our department (Dr Rudolf Perold, Dirk Naude and Carike Abrahamse) travelled to Hasselt on Erasmus ICM funding to participate in the year-end evaluations of the parallel studio.

In the first semester, students took part in a parallel design studio in collaboration with Hasselt University (Belgium), based on Dr Rudolf Perold’s relationship with Hasselt University as an affiliated researcher. Our students mapped sites in District Six and then swopped their work with Hasselt University students, before commencing with sketch design proposals for several sites in Brussels. This work has been exhibited in Brussels, at the City of Cape Town Central Library, and at the Cape Institute for Architecture. During the second semester we worked closer to home, using the District Six mapping to inform the design of an African Studies Research Library, focusing on themes such as decoloniality, intersectionality and Indigenous knowledge systems. We rounded the year of with a competition project focused on concept design, where our students had to design a ‘museum of emotions’ on a site of their choosing. The Advanced Diploma in Interior Design also arranged an online guest lecture by IID Director Juliet Kavishe, which was delivered to the CPUT Advanced Diploma students and the Interior Design students at the University of Derby, UK. The Interior Design Advanced Diploma students participated in a national interior design student representative group, which received mentorship by Nthabi Taukobong, the Managing Director of Ditau Interiors.

CPUT lecturers at Hasselt University Architectural Design Studio (image supplied by Hasselt University).

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For the Global Graduation Show/Prototypes for Humanity in Dubai in November 2022, an alumna entered her work under the supervision of Colleen Cocotos, senior lecturer in Interior Design. Bronwen Smith’s submission was the further development of her CPUT project into an application for households to track their consumption of energy and resources. The project description: The Integrated Sustainability Awareness System (S.A.S).

FACULTY OF INFORMATICS AND DESIGN

In the Advanced Diploma in Architectural Technology subject Environmental Design, Dr Rudolf Perold initiated a collaboration with TU Delft (Delft University of Technology, the Netherlands) on a Manifesto for a Just City in 2022. Students participated in a fourweek workshop and produced manifestoes that were included in an open-source publication by TU Delft.

Advanced Diploma: Architectural Technology – Dunoon Library Building

Advanced Diploma: Architectural Technology – Building in Bellville used for the SIM office

Advance Diploma: Architectural Technology – Brussels site development

These are the additional prizes awarded to students in the Advanced Diploma Interior Design: At the 2nd Edition of the BLT International Built Design Awards, the Jury’s Favourite in Interior Design Award was awarded to an institution, namely CPUT. The project description: the Oasis Medicare Clinic. The supervisor for the group was Colleen Cocotos.

The Oasis Medicare Clinic – students renderings of the final project

Bronwen Smith featured here with the application she developed based on her student project for Interior Design

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Jamie Scholz’s entry ‘KLOK’

In the LIT International Lighting Design Awards, CPUT Interior Design received several awards: Jamie Scholz’s entry ‘KLOK’ was the winner in the floor lamp category. Lebogang Natasha Raphiri received an honourable mention in the desk lamp category for her submission ‘LESEDI’. The LIT Design Awards™ was created to recognise the efforts of talented international lighting product designers and lighting implementers. We believe that lighting is both an art and a science, and it is one of the most essential elements of design. The LIT Awards was envisioned to celebrate creativity and innovation in the fields of lighting products and applications.

‘LESEDI’ by Lebogang Natasha Raphiri

For the Roche Bobois Furniture Design Competition 2022, CPUT received first prize for Valdina Manual’s entry ‘ZUNGUEIRA’; second prize for Cheri-Lee Cloete and her entry ‘DUNE’; and third prize for Johannes

Goosen in the alumni category with ‘AURORA’. The third prize was shared between CPUT, Tshwane University of Technology, and Greenside Design Centre. The supervisor was Colleen Cocotos.

forward to continuing our efforts to improve learning outcomes for our students and to push the boundaries of educational innovation using technology.

The way forward and new approaches After the return to campus, blended learning became a common feature of our teaching. From more regular use of Blackboard Classroom to a combination of faceto-face and online lectures, the post-Covid world has necessitated a combination of the two means to learn and teach. As an innovative method, the first-year staff simulcast to three venues to allow for the substantial number of students (approximately 120) to be taught simultaneously. Conclusion The successful integration of technology into our educational practices has not only improved the quality of teaching and learning but has also enhanced collaboration, communication, and resource sharing among staff members. With the strong leadership, vision, and guidance provided by senior peers and our head of department, we have been able to create a dynamic and innovative learning environment that caters to the needs of all our students. As a result of commitment to sound pedagogy and innovative teaching methods, we are proud to announce that the Department has been recognised for its exceptional learning and teaching activities by winning four awards at the Faculty Awards event held in December 2022: Academic Leadership, Community Engagement, Best Department, and Best Run Department. We look

staff turnover. Changes to application criteria and the selection system resulted in an increase of first year students. In addition, the success of the relatively new Advanced Diploma degree attracted a larger number of applications than previously experienced. Lecturers faced a larger student body while relying on the same material resources, namely, venues and computer laboratories. This required creative rethinking and problem solving, as well as reshaping of the curriculum, classes, workshops, and assignments. Three of our contract staff found permanent employment elsewhere, and the remaining staff faced a serious challenge in filling the gaps and meeting the programme’s commitment to ensure the success of our teaching and learning plan. Successes

The Dean’s Awards Function, 2022. Winners of the Best Run Department in FID and Best HOD. From left to right: Alex Noble, Imraan Begg. Gingirikani Maswanganye, Colleen Cocotos, Shamiela Saiet, Prof Tembisa Ngqondi (Dean of FID), Rayner Moodley (HOD of Architectural Technology), Lloyd Pretorius, Charlene Pietersen and Carike Abrahamse

Department of Media and Communications Studies The department offers programmes in Film Production, Journalism, Photography, Public Relations and Communication Management

Film Production Programme The Film Production programme experienced several significant challenges during AY 2022, particularly the increase in the number of first year students, and high

Through hard work, collaboration across courses and reimagining of the curriculum, while maintaining the outcomes and standards of the Diploma and Advanced Diploma qualifications, the programme completed all its courses successfully. A practical approach to hybrid learning that suits the specific requirements of our qualifications was adopted; gradually shifting the focus to project-based learning, which provides students with increased academic independence. The Department successfully ensured that no student was left behind and none of the courses were at risk. Resulting in an impressive number of high pass marks, and the feedback from the internships is overwhelmingly positive and one cum laude graduate. The way forward and new approaches The return to campus after the difficult hiatus imposed by COVID-19 resulted in major changes in the academic

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landscape. Film Production managed to navigate these challenges, especially in the areas of staffing and the larger student body. The application of imaginative and innovative hybrid teaching and learning is producing positive results. The same applies to strengthening the learning and teaching approach to project-based learning.

via class representatives. Open channels were always maintained.

The Film Production programme completed AY 2022 successfully, despite meeting unfamiliar, formidable challenges. Continuing to develop our implementation of hybrid learning and teaching and introduced further changes in this direction in AY2023.

In the 2022 academic year, we managed to achieve a good pass rate across all subjects. We did not have any at-risk subjects identified. The programme achieved an 84.8% pass rate.

Journalism In the Journalism programme, a hybrid approach of learning and teaching delivery methods has been implemented. This involves online lectures conducted through Blackboard Collaborate for theoretical subjects, and contact sessions on campus for practical subjects. Tutorial and mentoring support is provided to students in the programme. Teaching assistants and retention officers have been engaged to support and address atrisk students. Due to the courses being grounded in continuous evaluation methods, students are afforded resubmission opportunities and remedial activities. Assessments have been adjusted for online delivery, with practicals taking place on campus. Every student who was lagging behind was advised on an individual basis (via e-mail and student representatives) to submit their assignments. Communication was maintained through WhatsApp and Blackboard, and

The programme has been redesigned as a whole for multimodal learning. Successes

The first-year enrolment doubled in comparison to our 2019/2020 intake, giving more student access to study. A 100% WIL placement was achieved for our thirdyear students. Two students received Dean’s Awards for excelling in the media industry. One student was awarded for being the best Vodacom Junior Journalist in the Western Cape; the other awarded for being one of the best 10 writers in Media 24.

The way forward and new approaches In 2022, the programme coped successfully with a blended learning approach using various technologies. Most of the practical classes such as Radio and TV Production, Edit and Design, and other practically oriented classes were conducted in class and computer laboratories. The theoretical classes were conducted both Image courtesy of Africa Check: students participating in a fact in classroom and online checking workshop. depending on the nature of the topics. Guest lecturers were invited from both academic and industry to complement in-house lecturers. Students participated in various events and were exposed to various industries such as the Africa Check fact-checking workshop. A good pass rate was achieved across all subjects largely due to monitoring of at-risk students by both retention officers and lecturers. Tutoring and mentoring also supported the students.

Dean’s Awards to two journalism students. From left to right: Dr Blessing Makwambeni, Lisalee Solomons, Ms Phatiswa Tshangana Magopeni, Murohy Nganga, Prof Tembisa Ngqondi, Dr Hermon Ogbamichael.

Post-Covid, the programme adopted a blended teaching methodology, with some on-campus and mostly online engagements. The 3-year diploma course has seen an exponential increase particularly in first year numbers, and the programme has had to find ways to accommodate this with limited staff, resources, and infrastructure. Successes In lieu of CPUT struggling to fill a full-time vacancy, two part-time alumni staff were appointed in April 2022 specifically to look after the large first year group, and see to the teaching of software programmes to the senior students. Having two lecturers in charge of the first year group enabled us to manage the numbers, and resulted in a much bigger than usual throughput rate to second year in 2023. Despite various challenges, we managed an 80% pass-rate for the 2022 third year cohort. The way forward and new approaches The studio needs to be completed to the specifications as discussed with the Univeristy. This will enable both the photography and film programmes to optimally deliver on their core aim, which is to enable our graduates to professionally engage in the industry that they are entering. Despite challenging teaching circumstances, the Photography staff managed quite well. This is testimony to our dedication to make things work, and to continue looking at ways and means to improve even further.

Student staff in the form of tutors, teaching assistants and the retention officer supported the academic programme with student engagement and support opportunities. This student staff support has aided in addressing at-risk students and allowed for timeous interventions and remedial activities.

FACULTY OF INFORMATICS AND DESIGN

Photography

2022 LEARNING AND TEACHING REPORT

Public Relations and Communication Management The programme continued a hybrid approach to learning and teaching in 2022. Student staff have always been part of the DNA of the PR programme – they have a retention officer, teaching assistants, and several tutors. Student industry projects have always been a highlight in the Public Relations programme. It ranges from having industry guest lectures and practical workbased learning. 2022 was no different as students engaged with non-profit organisations, had a masterclass session with an industry expert, and the annual student excursion to the Holocaust Museum. The Dual Higher Education Project (DHEP) gained momentum in the programme in 2022 with the Phase 2 engagement with industry advisory boards. Phase 3 was an overview presentation with longstanding industry partners. The update and adoption of this hands-on work engagement project for students seem to be positive, and in 2023 Phase 4 will be introduced.

The application of theoretical knowledge in applied contexts is a continued practice in the programme. The second-year students apply their acquired skills at non-profit organisations closest to them. They are required to fulfil two PR activities at an NPO, NGO or NBO (community-based organisation) in the areas of visual communication, campaign development, media liaison and social media. They were based at such organisations from August to October in 2022. Students worked with 34 NPOs. As part of the learning in the subject Communication Science 2, students participated in a full day field trip and workshop at the Cape Town Genocide and Holocaust Centre on Monday 18 and Wednesday 20 July respectively. The activity included a formal lecture, guided tour and critical interactive group workshop with feedback afterward.

Successes The hybrid approach to learning consisted of asynchronous and synchronous activities, including online lectures conducted through Blackboard Collaborate for theoretical subjects, and contact sessions on campus for practical subjects. Lecture attendance for our online and contact sessions ranged from 50% to 70%.

The first-year students participated in a three-hour design masterclass with Atmosphere Communications Account Manager, Babalo Kohli, on Friday, 17 June. The session entailed visual design principles and website techniques to enhance brand and stakeholder identification.

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FACULTY OF INFORMATICS AND DESIGN

The way forward and new approaches The programme continues to develop the hybrid approach to learning and teaching. The DHEP project aims to enhance the WIL modalities in the programme and we will continue to explore its effectiveness.

Postgraduate Diploma in Media Leadership and Innovation

whose only experience in industry has been through internships. This has been implemented for 2023.

Innovations and Excellence under adverse conditions are discussed, and a way forward is presented.

With the return to campus post-Covid, a multimodal engagement has been implemented, with a balance of on-campus and online engagement.

Learning and teaching in a changing environment

The PGDip was successfully implemented in 2022.

Information Technology Department The PGDip in Media Leadership and Innovation was an entirely new qualification in 2022. It started late due to implementation delays at institutional and faculty level but was successfully concluded with a small first cohort of students. Staffing was a concern since three of the four staff members were appointed on part-time contracts, but this enabled the programme management to strategise the best approach for the first full cohort in 2023. During the first year of the qualification, the courses were successfully delivered within a tight timeframe, since the qualification could only begin after contract lecturers were appointed in April. The cohort was small (six students, one of whom postponed their studies to 2023), although the programme did result in one graduation summa cum laude. The programme was initially intended to serve students who had spent time in industry. In order to enable wider access, the minimum entry requirements were changed in 2022 to enable students to articulate directly from the Advanced Diploma, and with a minimum of 60% in line with other programmes. This meant revising the course material and delivery to accommodate people

Introduction While the worst of the pandemic was behind us in 2022, Covid-19 and its impacts continued to affect learning and teaching in the Department of Information Technology. Concerns about health, safety, and organisational readiness persisted as repeated high transmission and morbidity waves persisted. Against this backdrop, the Department of IT adopted an approach of agility and sensitivity to student challenges while it sought to balance changing operational needs, compliance, and high student numbers. To accommodate this philosophy, online and hybrid modes of learning and teaching were employed at various times to ensure that the curriculum was delivered according to the academic programme. At the same time, remote learning and teaching programming to very large groups of students are challenging endeavours that require a shift in teaching practices and the necessary support mechanisms for them to succeed. Despite the lack of the latter, the various successes that were achieved within these constraints are presented in the next section as Learning and Teaching in a changing environment; Teaching programming remotely to very large groups and

In 2022 the academic programmes in the Department of Information Technology commenced amidst uncertainty as it was unclear whether or when a full-scale return to campus would occur. And while this initially seemed imminent, the department sought to balance this ambiguity by implementing stability where possible. This was particularly important as extended periods of load shedding in the higher stages throughout the year challenged learning and teaching further. Academic content In response to these challenges, the department ensured that all subject guides were available on Blackboard and SharePoint. LinkedIn Learning material was integrated into the subject material where appropriate. Laboratory and technical support was available to students who needed access to equipment as laboratories were made available via a bookings system. At the same time, the uptake for this was largely by the undergraduate students who used the campus facilities and valued the availability of access and the stable power source. Our challenges are that students with international, accommodation and financial issues register late, which is problematic, as the staff must follow up, and assessments for the first term are carried over two terms even though the department use hybrid or blended learning. When the online modality was used, staff used various platforms to communicate with students,

Timetable To accommodate the changing needs, the timetable and mode of teaching and learning underwent several changes during 2022. Classes commenced online via Blackboard. For students in the second year and up, this was a continuation of the way curricula were delivered in 2021. As this approach was new for the first-year students, in-person sessions were set up on campus to assist in acclimatising them to this mode of learning and teaching, and to the specifics of setting up and using the various software systems in the subjects. Midway through term two, a hybrid approach was undertaken for the undergraduate courses. The subjects with very large groups and/ or the more theoretical in nature were offered online, and face-to-face teaching was conducted for the practical subjects and those that had historically been deemed at-risk. This opportunity provided access and assistance to students who needed individual attention and additional support. Teaching programming remotely to very large groups During 2022 there were over 450 students in the first year, 215 students in the second year, and 195 students in the third year who were learning to

In 2022, the department used the retention officers to contact students who did not attend the first-year programme.

FACULTY OF INFORMATICS AND DESIGN

like MS Teams, Zoom, Discord, Blackboard, etc. Staff have creative practices for online assessments. In some subjects, assignments/projects are marked online with students in Q&A sessions (in one-on-one or group sessions). In other subjects, for example, research, assignments are aligned according to the work covered.

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programme. Teaching programming online to large groups is challenging as the content can usually only be delivered asynchronously during class. This meant that a greater degree of self-learning was required of students, and staff were only able to assist via online messaging. Individual feedback, consultations, extra work, and informal discussions were limited. In these circumstances, the focus shifted from content delivery to increased assessment. These were often mostly formative assessments which either resulted in high marking loads or, in the case of automated marking, limited individual feedback to the students. A lack of lecturing and teaching support staff further complicated the situation. Consequently, many programming and related subjects were at risk and high-impact last year. Despite these challenges, staff continued creating as many materials and assessments as possible to support their online teaching and turnaround strategies. This worked well in some cases where 70%, 59%, and 92% pass rates were achieved in 2022. Assessment progress The department used various forms of assessments for 2022. At the end of the year, the department moved to written exams for the Advanced Diploma, Postgraduate Diploma and Master of ICT subjects. For the third year, the students came to campus, writing online invigilated exams. All subjects were invigilated, including written and practical online subjects. This assisted in reducing copying, as staff did not have control of the exams off campus. Attendance and content engagement were problematic at all levels, especially in the undergraduate programme.

Remedial activities Several issues impacted the remedial activities that the department put in place to support learning. Despite being allocated the needed teaching assistants, tutors, mentors and retention officers, the department has not been able to utilise these resources because of the poor mechanism in place to onboard these resources. Student engagement Student engagement took place online (on Blackboard) and face-to-face (on campus). Student engagement has been mostly poor when asked questions in class, and class attendance through the Blackboard reports and from observations is also relatively poor. However, it must be noted that class attendance is an unreliable source of student engagement – students may not be able to attend class but watch the recorded lecture, sometimes because of connectivity problems.

IT Staff from CPUT among colleagues from around the world

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Innovations and excellence

The Partners Day entailed discussions on shared experiences from all countries/universities and how to improve the programme. We also discussed challenges and how to overcome the obstacles faced. Despite setbacks over the years like Fees must Fall, the water crisis, and now the energy crisis, Cape Town remains a popular choice. Another aspect of the day included a research seminar. Effrei is eager to partner with us on research and other programmes.

During 2022 there were several high points in the Department of Information Technology. Most notable was an international award won by one of our Communications Networks students in the Huawei ICT Competition 2022-2023 National Finals; the international student exchange programme; and the large number of students placed in the industry even though many companies had not yet fully returned to business as usual since the pandemic. Huawei Academy and Award: A CPUT Student from the Department won the top Huawei Award in Cloud Computing. Edwin Taruvinga, a Department of Information Technology student, emerged as the top achiever in the Cloud Computing Track of the Huawei ICT Competition 2022-2023 National Finals. Recognising the importance of hard work, perseverance, and divine guidance in his success, Edwin also credits the Huawei Talent Platform website as a key resource for preparation. As a result of his dedication, he secured an internship with Huawei, which bolstered his cloud computing expertise and competitive performance. CPUT lecturer Waldon Hendricks, who serves as the administrator and instructor at CPUT’s Huawei ICT Academy, expressed pride in the achievements of students like Edwin’s. This marks the first time CPUT has received an award in the Huawei ICT competition regional finals in nearly three years. The Huawei ICT Competition is designed to promote the healthy development of the global ICT talent ecosystem and foster industry-education integration.

Huawei award for Edwin Taruvinga, with lecturer Waldon Hendricks

International collaboration with Effrei University: Two staff members of the IT Department (Dr Wilhelm Rothman and Mr Kruben Naidoo) were invited last year to attend Effrei International and Partners Day in Paris, France. The International Day was an opportunity to market CPUT and the IT Department offering a semester exchange programme abroad to the students at the Effrei campus. CPUT was among the many universities worldwide trying to attract these students to their programme. Our colleagues could easily compete with the more popular countries like Malaysia and Canada. Since the Effrei programme has been ongoing since 2016 (with minor interruptions during Covid), our past Francophone students have been happily marketing the destination and study at CPUT. We usually attract 20-40 students per semester.

CPUT stand in Paris, France, to recruit students for the Effrei programme

French student in Paris at the CPUT Effrei recruitment stand

Advancement Department provided stipends for 105 BANKSETA students and ten MICTSETA students. An external company – Luthungo Holdings – provided MICTSETA WIL stipends for 25 students. Unfortunately, the international students did not qualify for any of this funding. This funding assisted the WIL coordinator in placing the students at NGOs, etc. The way forward and new approaches

Kruben Naidoo making his presentation to students in France.

Work-integrated learning: 204 students qualified for WIL in 2022. Of these, 114 were placed in industry, and 90 students were allocated to work on industry-driven projects while working from the Hub at CPUT. The students in Applications Development and Multimedia Diplomas worked on seven projects ranging from a bursary management system, a game development system, a graduate recruitment portal, two rebranding projects, viz., one for the Tabeisa Café and another for trade business, and two web development projects for research heads in the department. In contrast, the Communications Networks students worked on setting up a multi-vendor lab within the department. Funding was secured from several sources for most students, especially those doing project work. The

When looking to the future, the Department of IT must build on efforts and gains made in 2022 and minimise the challenges that constrained it. Most importantly, there needs to be sufficient resources to cater for the remarkably high number of students. These include: • Laboratories: the department is operating with three fewer laboratories than it should. • Academic support: now that we are back on campus, there is an urgency for academic support to provide marking assistance, remedial sessions, individual feedback, etc., to students in need. An active retention officer could provide early intervention to students who are not active in subjects. • Recurriculation of the diplomas: the current diplomas have too many subjects and modules and need recurriculation as it seriously impacts learning and teaching. Inertia on this from the faculty and the current demands on staff have constrained efforts in this regard. The reductions of subjects in the qualifications, where the subject credits would be higher and similar subjects would be combined. - Human capital: contract issues and several unfilled posts challenged efforts during 2022.

•

Greater support is needed in processing contracts and securing staff. Staff are also experiencing fatigue from repeating each of their subjects multiple times daily. A point to note also is that there is a huge demand for qualified IT students by the industry. The country is not producing enough computer science skills and talent. There is compelling evidence in the sector that more computer science jobs are being exported to other countries. Research: several research activities were undertaken in 2022 by the Department of IT. 106 students enrolled in postgraduate studies (see the breakdown below), half of whom have already defended their proposals. Monthly sessions were undertaken where students were required to engage actively with their and others’ research. These occurred in various formats, including proposal defence sessions, seminars, and presentations. A symposium was held for the postgraduate diploma students in June 2022.

Postgraduate Registration in 2022 Passed proposal defense stage

No proposal defense

Doctorate

MTech

MICT

Total

106

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Conclusion

Blended approach

2022 was a year of turbulence when many factors outside the Department of Information Technology’s control impacted learning and teaching. Despite the lingering challenges brought on by Covid-19, load shedding, and new demands emanating from teaching many students with constrained resources, the department still succeeded in maintaining a supportive environment for learning and teaching. It achieved international recognition by winning an excellence award and cementing a partnership with a French university. At the same time, the response from companies that have employed a large number of students and the solid financial support from two SETAs reflect the demand and interest in our students and a willingness to employ them. All of this bodes well for the future of the IT department, its courses, staff and students, and should it get the support it lacked in 2022, the future can be even brighter.

The outbreak of Covid-19 and the subsequent lockdowns since March 2020 provided challenges where blended multimodal learning and teaching had to be adopted. In 2022, the department consolidated the following blended learning and teaching approach: In first year, the department adopted an approach which entailed simultaneous on‐ campus and online attendance. First-year students had three options of attending: (i) participating from home/residence; (ii) participating in the computer lab on campus (i.e., students who do not have devices) or (iii) attending in‐person. When staff delivered lectures face-to-face, the sessions were also streamed live (via Blackboard Collaborate) to accommodate the students who were not physically in class. To encourage peer interaction that is difficult to maintain virtually, students were required to attend crit/consultation sessions on campus for planning design-related subjects.

Department of Urban and Regional Planning The Department of Urban and Regional planning offers three HEQSF-aligned qualifications, namely the Diploma in Urban and Regional Planning, Advanced Diploma in Urban and Regional Planning, and Master of Urban and Regional Planning.

In second year, the students attended face-to-face lectures based on the traditional timetable.

NQF Level

SAQA Credits

Diploma in Urban and Regional Planning

360

In the third year and Advanced Diploma, the blocks for the two years were delivered either on campus or online. The blocks were staggered so that third year and Advanced Diploma students were not on campus at the same time. Around 47% of the third-year students (i.e., those who were not yet placed in industry) participated in the simulated WIL programme, and met on campus at least twice per week.

Advanced Diploma in Urban and Regional Planning

120

The master’s degree students met on campus three times per week.

Postgraduate Diploma in Urban and Regional Planning (undergoing approval processes)

120

Master of Urban and Regional Planning

180

Qualification

Simulated WIL The experimentation with other WIL modalities (simulated work-based learning and integration with community service learning) allowed the students to still benefit

In the endeavour to link simulated WIL, learning and teaching, and research, the department designed and started the Public Open Space Project in 2022. Upon successful completion of the project, the students would have demonstrated several competencies, which include the following: qualitative research skills (observing a site and engaging with site users and stakeholders); quantitative research skills (leveraging data to understand site context and/or how users utilise the site); ability to situate a site and urban phenomenon within its proper historical context; ability to analyse how city-wide urban systems relate to and impact usage of a site (transit systems, economic hubs, parks and recreation, etc.); capacity to observe and recommend improvements to a site using a physical planning or urban design lens; capabilities in navigating and communicating the local land use and zoning regulatory framework; integrated thinking between technical aspects of planning (maps, urban design, etc.) with the local policy and regulatory frameworks through a lens that prioritises culture, history, art, and economics; effective project planning and project management acumen; and increased proficiency in public speaking and presentation skills. In 2022, the Department of Urban and Regional Planning consolidated innovative learning and teaching strategies to respond to a post-Covid-19 lockdown

environment where the nature of education and the nature of work have changed for good. A focus on consolidating an integrated system for support of learning, teaching, and student success has been central in the delivery of the curriculum.

resources in more languages is becoming a necessity. As is the need to decolonise areas of historical perspective on studio modalities if we wish to become an even more inclusive faculty, opening access to all by making knowledge and skills accessible.

Conclusion

Soon, we hope to not only meet technological challenges but empower our graduates to become leaders in their respective fields. Our graduates are making a difference by solving one problem at a time. Being able to learn should not be adding to their problems but enable them to use critical thinking and design thinking to become resilient in an ever-changing environment.

FACULTY OF INFORMATICS AND DESIGN

from exposure to the work environment, making new networks as well as engaging with alternative curriculum delivery pedagogies that are defined by a changing world economy.

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The lessons learnt from 2020 and 2021 help structure new and innovative strategies in learning and teaching in 2022. Both staff and students have become comfortable with the use of online tools to supplement their learner management. The return to face-toface classes was met with enthusiasm for learning in a community of practice. Students could integrate between years and between courses once more. The ability to engage with industry and professional bodies on campus created room for exponential growth, as seen in the various success stories presented. The new challenge now is to sustain the momentum and the continued use of the valuable lessons learnt. There is currently more support available to students in terms of learning resources and venues through the blended learning modalities. The faculty envision the broadening of the multilanguage approaches by looking into how learning support can be provided by connecting students and staff. The wonderful work done on this already shows that a diverse, multilingual teaching and learning environment is possible. Further development in the area of design and visual literacy teaching and learning

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three CHAPTER

Learning and Teaching: academic support, innovation and creative futures 3.1

Fundani Center for Academic Development

3.2

Centre for Innovative Educational Technology teaching and learning report

3.3

Centre for Personal and Professional Development (CPPD)

3.4

Centre For Community Engagement And Work Integrated Learning

3.5

Library

3.6

Strategic Initiatives and Partnerships Directorate

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3.1 Fundani Centre for Higher Education Development From the Director’s desk The academic year 2022 marked a pivotal moment in the history of Cape Peninsula University of Technology. Numerous innovative projects were launched, each echoing the aspirations of Vision 2030 and reinforcing the commitment to human-centricity. These initiatives not only aimed at academic excellence but also deeply embodied the values of ‘One Smart CPUT’, intertwining technology with human connection, and education with empathy. This can be noted in CPUT’s transformative shift in its educational approach to prioritise ‘learning’ over ‘teaching’. This signifies a nuanced but crucial change, moving away from a primarily teacher-centric model to one where students’ experiences and growth come to the fore. At the heart of this transformation lies the African philosophy of Ubuntu, which underpins the goals and objectives of Vision 2030. This discernible shift encourages a move from a ‘teaching-centric’ to a ‘learning-centric’ model, into spaces and environments in which teachers and students are able to collaborate across the educational journey, resulting in deeper understanding and longer retention. This is supported by the philosophy of Ubuntu, ‘I am because we are’ that aligns perfectly with this approach. By embracing Ubuntu, we can reimagine education with an emphasis on human-centricity, collaboration, and the values of kindness, compassion, respect, and reciprocity. This is evident in the projects undertaken in Fundani CHED such as the CPUT Siyaphumelela Student Success Project as well as regional engagement. During the 2022 academic year, as part of the Siyaphumelela Project at CPUT, a carefully-designed survey, primarily aimed at First Time Entering students to CPUT was conducted. This survey assisted in understanding

By embracing Ubuntu, we can reimagine education with an emphasis on human-centricity, collaboration, and the values of kindness, compassion, respect, and reciprocity.

Dr Xena Cupido Director: Fundani CHED

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FUNDANI CENTRE FOR HIGHER EDUCATION DEVELOPMENT

the needs specific to the CPUT context, which aimed at extracting insights around student background, preparedness and needs, in order to better design and implement student success initiatives. The survey was offered in the three official languages of the institution. By incorporating these results into our future discussions and initiatives, we can work towards a more holistic and inclusive understanding of student success, effectively measure progress, address the factors impacting success, and provide the necessary support systems to enable students to thrive. Recognising the unprecedented challenges and invaluable lessons from the Covid-19 pandemic, CPUT has proactively responded by reimagining and reevaluating its conventional learning and teaching modalities. Through a collective effort, the concept of SMART learning environments with cutting-edge technology to personalise and augment student learning experiences was developed into a concept note. The overarching aim behind this SMART evolution is to develop a more responsive, adaptative learning environment which enables an immersive educational experience for all. As we do every year, in 2022 we were able to host the Annual Teaching Excellence Awards. This celebration aims to recognise the commitment toward outstanding teaching and pedagogical innovation. These celebrations are more than just ceremonial, they underscore the value of recognising the remarkable talent within the CPUT community. In this report, we reflect on the impact and outcomes of several initiatives implemented at Fundani CHED aimed at enhancing learning and teaching. These initiatives have been instrumental in shaping our educational landscape and fostering holistic growth among our students. Amongst the Student Success initiatives is the First Year Experience (FYE) programme that provides comprehensive support to first year students. FYE and the Student Learning Unit continue to grow by offering a range of initiatives, including the mentorship programme, academic tutoring, and academic literacy and STEM Support and services. This project has played a foundational role in nurturing our undergraduate students, ensuring they receive the support necessary to excel academically and make informed career choices. Advancing learning and teaching,

the Teaching Development Programme places emphasis on the quality of teaching and learning and is at the heart of our institution. Our efforts to enhance pedagogical practices, incorporating technology into classrooms, and creating innovative learning spaces, have yielded tangible results. Improved student engagement and enhanced learning outcomes reflect the positive changes we have experienced. Curriculum development remains a crucial project by engaging in dialogue that explores matters related to curriculum development and pedagogical innovation. The projects outlined in this report have collectively contributed to a richer, more meaningful learning and teaching environment at CPUT. They have empowered our students, elevated our teaching practices, enhanced our research and innovation capacity, and provided essential support to the university community. As we move forward, we remain committed to these initiatives, recognising their crucial role in shaping the future of our institution and the success of our students.

Siyaphumelela Network 2.0 Student Success The Siyaphumelela Western Cape Regional Network was established in 2021 with the aim of addressing issues related to student success. As part of its objectives, the network sought to establish a common understanding of student success, develop measurement methods, explore factors influencing success, and identify necessary support systems. In November 2021, the network organised its inaugural workshop, titled ‘Defining Student Success.’ Reflecting on this event, we synthesised a set of principles that should inform how we define success. First and foremost, it became apparent that the definition of student success should be context-specific, as it holds different meanings for various stakeholders. Therefore, it is crucial to consider multiple perspectives when formulating a comprehensive definition. The reflections from this first workshop laid a strong foundation for the Siyaphumelela Western Cape Regional Network’s subsequent efforts. By incorporating these principles into our future discussions and initiatives, we can work towards a more holistic and inclusive understanding of student success, effectively measure progress, address the factors impacting success, and provide the necessary support systems to enable students to thrive. The second workshop on measuring student success was held on 31 March 2022;

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it was an online event with thirty participants representing partner institutions, the University of Cape Town and the University of Western Cape, the regional participant institution CPUT, and guests from Walter Sisulu University. The workshop, focused on the topic of measuring student success. Building upon the insights gained from the first workshop on defining student success, the second workshop aimed to delve into the practical aspects of measuring success. Participants engaged in discussions and shared their experiences and perspectives on this critical issue. While a detailed summary of the second workshop was not provided, it is reasonable to assume that the discussions revolved around identifying effective methods and tools for measuring student success. Considering the principles established in the first workshop, the participants likely emphasised the importance of contextual relevance in defining success, the need to disaggregate success indicators to ensure equitable opportunities for all students, and the understanding that student success encompasses multiple achievements throughout their educational journey. Overall, the second workshop o served as a platform for collaborative discussions, sharing best practices, and exploring practical approaches to assessing and evaluating student achievements. By delving into the measurement aspect, the workshop aimed to provide valuable insights and guidance for institutions seeking to enhance their understanding and support of student success. The factors that affect student success, specifically pertaining to first-year students, were discussed on June 30, 2022. The challenges faced during the First Year Experience (FYE) were identified as a key aspect to understand in order to provide appropriate support. Firstyear students encounter multiple adjustment issues simultaneously, including social challenges such as leaving home, making new friends, and finding accommodation. The university recognises the importance of offering timely support to address these challenges effectively. In order to create a conducive learning experience and meet students’ needs, the university should consider the design of the institution. Several needs were identified, including basic needs such as accommodation, residence, food security, data, and devices. Safety needs, including personal safety during commuting and on-campus, as well as addressing genderbased violence (GBV) both inside and outside the classroom, were highlighted as areas requiring attention. Psychological needs, such as a sense of belonging and connectedness, and transition support into university life, were also recognised. Esteem needs encompassed achieving success, developing academic literacy (e.g., time management, goal setting, study skills, interpersonal skills), and self-fulfilment needs encompassed self-actualisation and the development of graduate attributes.

Reflection of the workshop

Despite the challenges faced by students, it was noted that many are progressing and succeeding. The university recognises the importance of understanding students’ lived experiences and challenges throughout their learning journey. To achieve this, a student-centred design process is advocated, where the student experience is thoroughly understood, challenges and opportunities are identified, and strategies are designed and implemented accordingly.

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A total of 2035 students completed the survey. A dashboard is being developed by interns employed through the Presidential Youth Employment Stimulus Programme

EDUCATION DEVELOPMENT

FUNDANI CENTRE FOR HIGHER

SMART learning environment workshop

The final student success workshop took place on 20 October 2022 and focused on supporting students along their academic journey to success. It was attended by 38 participants from UCT, UWC, and CPUT. The network decided to present services from their institutions that are closely involved with the Siyaphumelela project. The support services presented are not the only services offered by the institutions but were only limited and selected for this workshop. The presentations followed a theme, and presenters had to specify the objective of their service, the challenges they have, and desired improvements.

First Year Experience (FYE) at Cape Peninsula University of Technology First Time Entry Survey A first time entry survey was developed and distributed amongst first year students. The purpose of this survey was to allow the university to better understand students so that it can design and prepare the best possible support structures for students to succeed. We want to understand who our students are, what their needs may be, and how these needs change over time.

CPUT has embarked on a process of reviewing traditional learning and teaching spaces, with the aim of developing a SMART learning environment. Smart learning environments in higher education refer to the use of technology to enhance and personalise the learning experience for students. This can include the use of learning management systems, digital resources, and adaptive learning algorithms to provide personalised feedback and support for students. Smart learning environments can also include the use of virtual and augmented reality, and other immersive technologies to enhance the learning experience. The goal of a smart learning environment is to provide students with a more engaging and effective learning experience, and to help them achieve their goals more efficiently. A series of workshops was undertaken to engage a broad set of stakeholders internally and externally in

An initial workshop was held on 23 June 2022 with external stakeholders with previous experience in the development of Smart classrooms. The aim of the workshop was to explore what it would mean for CPUT to embark on a SMART classroom journey and to understand the available technologies and strategies required to design, implement and support a SMART classroom environment, aligned with CPUT’s Vision 2030.

• •

Explore what it would mean for CPUT to embark on a SMART Classroom journey. Understand the available technologies as well as the strategies required to design, implement, and support a SMART Classroom environment necessary to fulfil CPUT’s Vision 2030 of ONE SMART CPUT. Further: - To develop strategies to facilitate the creation and adoption of SMART learning spaces and SMART pedagogy. - To define guiding principles for learning spaces for CPUT and determine what the implications and actions are for each guiding principle. - To develop a design guide for the learning spaces. - To develop detailed specifications for each learning space. - Create a very specific and detailed design of the presenter’s desk in formal learning spaces. - Develop an effective support model to support learning spaces.

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the conceptualisation and the development of smart learning classrooms.

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An important consideration for the task team was to ensure that smart classrooms/ spaces are designed and implemented in ways that do not perpetuate existing inequalities or leave certain groups of students behind. It became evident through the deliberations and engaging in research that learning could take place in a variety of settings and contexts, including traditional classroom settings, online environments, hands-on experience and experimentation, as well as in real-world settings. The key to effective learning is engagement and active participation by the learner, as well as the provision of opportunities for learners to apply what they have learned in meaningful ways.

Smart classroom strategic alignment

This provided an opportunity to learn from other higher education institutions such as Stellenbosch University, University of Cape Town and a private service provider, Peripheral Vision. A task team was established to manage the project further and a terms of reference was established to guide the work of the team. The aim of this task team was to: • Oversee the design and implementation of the SMART Classroom project.

SMART Classroom Workshop - 10th November 2022 A design thinking approach was adopted for the November workshop. Design thinking is a workshop methodology that is used to solve complex problems and create innovative solutions. It is a human-centred approach that involves understanding the needs and perspectives of the end-users, prototyping and testing ideas, and iterating those ideas until a final solution is reached. A wide spectrum of delegates was included in the proceedings, viz., academic support, administrative staff and students. The following broad themes that emerged from the post-lockdown workshops guided the thinking on the day.

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•

Reimagining learning and teaching spaces

ways of presenting information, such as through text, images, audio, or video, to meet the diverse needs of learners. Multiple means of expression: this principle focuses on providing different ways for students to demonstrate their understanding, such as through written work, oral presentations, or hands-on projects. Multiple means of engagement: this principle stresses the importance of creating opportunities for students to actively participate in the learning process, such as through collaboration, problemsolving, or self-directed learning.

This has been captured in the illustrations which emerged from the workshop.

The universal design learning (UDL)Principles for SMART learning spaces were adopted at the workshop. It was agreed that the principles ensure that students from diverse backgrounds and abilities must be accommodated in the learning process. Ralabate (2011) suggest that ‘by facilitating the design and implementation of a flexible, responsive curriculum, UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning. UDL implementation provides the opportunity for all students to access, participate in, and progress in the generaleducation curriculum by reducing barriers to instruction.’ The principles include: • Multiple means of representation: this principle emphasises the importance of providing different

Research Innovation in Teaching and Learning Conference The Fundani Centre for Higher Education Development (CHED) hosted the annual Research Innovation in Teaching and Learning Conference (RITAL) to discuss and debate teaching, learning, curriculum and assessment issues related to higher education. The one-day conference, funded by the University Capacity Development Grant (UCDG), was themed ‘Beyond the pandemic: rethinking and revitalising our pedagogical practices in higher education institutions’ was held on the Granger Bay Campus. The RITAL conference brought together academics across the disciplines who are interested in discussing teaching, learning, curriculum and pedagogical practices beyond the Covid-19 pandemic at CPUT. The Research Coordinator at Fundani, Dr Najwa Norodien-Fataar, who chaired the conference, said their aim was to enable academics to rethink and revitalise their roles as lecturers beyond the pandemic. Academics who were recipients of the Research Innovation Fund in Teaching and Learning also presented their research findings to the CPUT academic community. Approximately 60 academics attended the conference and participated in debates on various teaching, learning, curriculum and assessment matters. The conference attracted academics from the Faculty of Applied Sciences, the Faculty of Engineering and the Built Environment, and the Faculty of Education.

CPUT SMART Classroom - Illustration A. Hornea

The Director of the Centre for Excellence in Learning and Teaching at the Durban University of Technology, Prof Mncedisi Maphalala, delivered a keynote address which was titled ‘Reimagining higher education online learning environments post-Covid-19 and beyond: A self-directed learning perspective’.

Teaching Excellence Award winner Dr Sweta Patnaik, from the Faculty of Engineering and the Built Environment, also provided a presentation and focused on how she consistently sought feedback from students regarding their understanding of the subjects she teaches. Patnaik emphasised that she

Institutional Learning and Teaching Awards 2022

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‘A key concern for all academics is to use technology meaningfully by placing pedagogy at the centre of student learning. Several presentations focused on pedagogy as central to productive learning at universities. A crucial aspect of pedagogy is to ensure that students engage with knowledge in a dialogical manner between lecturers and students and between students and students,’ Norodien-Fataar observed.

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always looked for innovative ways to ensure students learn effectively. ‘A crucial message of the conference was to emphasise pedagogy as central to student learning. Several presentations focused on the relationship between pedagogy and technology-enhanced learning, and how to ensure access to knowledge through our mixed, blended, and contact delivery modes,’ NorodienFataar observed. One of the presenters, Prof Jessy van Wyk, Head of the Food Science and Technology department, said the conference was ‘an enormous success, in my opinion. What really impressed me was the amount as well as the scope of the work done by so many staff at CPUT around delivering quality and studentcentred learning, teaching and assessment to our students. The scope covers a healthy mix of one, research based on tried and tested methods (e.g., the Socratic method) as well as new theories and methods (with a particular focus on the digital space) and two, implementing those methodologies in the classroom and laboratories and evaluating the impact towards continuous improvement’. In her presentation, Van Wyk stated that her department was able to develop new curricula aimed at producing graduates that are job-ready, practitioners capable of complex practice such as enhanced graduate employability. ‘Successfully developing and delivering these curricula are facilitated by the dep experience in the department, as well as input from our wide network of partnerships, with industry, local and international universities.’

Dr Sweta Patnaik, lecturer in the Department of Clothing and Textile Technology, received institutional recognition for her teaching style and dedication after winning the Institutional Award at the distinguished Institutional Teaching Excellence Awards (TEA) 2022 ceremony held at the Cape Town Hotel School. The awards recognise learning and teaching support programmes and services that make an outstanding contribution to the quality of student learning and the student experience. They also recognise and reward individuals who make a significant contribution to student learning in a specific area of responsibility and who are acknowledged for their achievements within a faculty or the wider university community.

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Among the recipients, were Prof Sjirk Geerts, Rache Hanekom, Dr Anthony Obilana, Dr Courtney Puckree-Padua, Faraaz Omar, Nizaam Peck, Dr Naseema Shaik, Dr Senthil Krishnamurthy, Prof Asis Patnaik, Dr Mohammed Pourbehi, Mukove Ratshitanga, Dr Vipin Balyan, Carike Abrahamse, Judy Sheahan, Rizqa Sibrietz-Williams, Johan van Rooyen, Dr Liiza Gie, Dr Janice Hemmonsbey-Lodewyk, Prof Pieter Boer, Dr Ali- Mustafa Almaktoof, Dr Bruce Snaddon, Dr Blessing Makwambeni and Alexandra Noble. The biggest winner of the night, Patnaik, said, ‘I felt happy, recognised, praised and motivated… Hard work pays off.’

Teaching Advancement at University (TAU)

FEBE top achievers

FID Top acheivers

CPUT participant Dr Lizel Hudson (FHWS)) and Prof Oluwaseun Oyekola (FEBE) successfully completed the TAU programme joining a network of fellows. In addition, 3 members of staff were accepted into the TAU Cohort 4, Prof Candice Livingston (FoE), Dr Cynthia Dube (FBMS) and Dr Ignatius Ticha (FAS).

Externally funded projects University Capacity Development Grant Budget reprioritisation: In November 2022, CPUT received the updated DHET Ministerial Statement indicating the revised university funding allocations. The total institutional allocation for the 2022 financial year was R31 188 000; the budget was reduced by R7 891 000 with a new allocation of R23 297 000.

Faculty of Education top achievers

Faculty of Business and Management Sciences

The Department of Higher Education and Training conducted a monitoring site visit to discuss the University Capacity Development Programme (UCDP) plans and the progress that was being made in implementing the plans. The main purpose of the visit was to assess progress on the implementation of the UCDP project activities and utilisation of allocated

funds for the programme, to identify and address implementation challenges and to provide clarity on any other UCDP issues that the university would like to address. The Department of Higher Education and Training approved the following: the extension of the use of the UCDG budget allocation and extension of the implementation of the 2022 institutional UCDP plans by three months from end of December 2022 to 31 March 2023. Currently, preparations for the new cycle proposal development will take place in preparation of the new DHET UCDP cycle call for 2024-2026.

New Generations Academic Programme (nGap) An addendum to the December 2021 Ministerial Statement on University Funding 2022/23 reduced the New Generation of Academics Programme (nGAP) funds for the financial year (2022/23) by 20.55%. The reprioritisation of funds was communicated to CPUT in 12 October 2022. A call for Phase 8 submissions was sent out on December 15. CPUT made a submission for five positions to be considered for approval.

Nurturing Emerging Scholars Programme (NESP) Funding for Phase 2 has been transferred to CPUT. Phase 2 applications closed on 5 August. Rhodes University (national coordinators) will send the final list of candidates. The phase 1 lecturers have exited the programme. The university therefore now takes full responsibility for the salaries of the lecturers. DHET has advised those who have not fulfilled all the nGAP requirements to submit reports to this effect. Also, those who have fulfilled the requirements of the programme are expected to submit a report detailing their experience and offer recommendations.

Unfurling Post School Project (UPSET) Funding has been received to support the development of new higher certificates through the UPSET DUT-DHET-funded project. The Articulation Implementation Plans for 2023 will include the following: • The tracking of TVETs into CPUT • CPUT’s Articulation policy • Strengthening the human capital in ICT • The Development of new Higher Certificates at CPUT

•

Student support Faculties and departments are encouraged to develop Higher Certificates that enable articulation pathways between TVETs and UoTs. Other articulation pathways via RPL are encouraged.

Academic Development Unit Teaching and Development Programme (TDP) 2022 The Teaching Development Programme (TDP) is an internal CPUT programme designed to help new university lecturers enhance their teaching repertoire. The 2023 TDP cohort was extraordinary, because it comprised new lecturers, existing lecturers, experienced lecturers and a professor. This is a non-formal programme that aims to promote critical reflexivity in new academics in order for them to engage with historical and structural difficulties that define pedagogic practices in order to assure student success. Furthermore, the TDP emphasises inclusive and interactive teaching and learning experiences that are sensitive to our UoT setting through its curriculum and approach. In addition, the TDP is framed around the dimensions of Oneness and SMARTness and is matched with CPUT V2030. The following are the broad subjects covered by the programme: • Teaching philosophy and alignment with pedagogic practices - towards Ubuntucentric smart pedagogies (Ramose, 1999). • Community Engagement – WPBL, Service Learning, Internationalisation. • ICT as a pedagogic resource to facilitate epistemic freedom. • Language in education and the quest for epistemic justice. The TDP was facilitated online by means of Microsoft Teams on Wednesdays from 13h00 to 15h00. The class was made up of candidates from the CPUT faculties listed below. The programme had 48 candidates at the start of February 2022. Some candidates were unable to engage in the programme throughout. Due to a rigorous workload and TDP sessions that coincided with their courses and departmental meetings, they deregistered. The programme finished with 41 participants. Twenty-six of the 41 TDP applicants successfully submitted their portfolios and graduated with their certificate.

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2022 LEARNING AND TEACHING REPORT

Faculty

Department

Faculty of Applied Sciences

Agriculture

Teaching Development Programme: Certificate Ceremony The group of TDP students at their Certificate Ceremony with the guess speaker Prof Chris Winberg seated in the centre in the front.

Biotechnology & Consumer Sciences Horticultural Sciences Conservation Management and Marine Sciences

Faculty of Health and Wellness

Environmental & Occupational Studies Medical Imaging & Therapeutic Sciences Nursing Science

Faculty of Business and Management Sciences

Human Resources Management

Faculty of Engineering and the Built Environment

Electrical, Electronic and Computer Engineering

TDP Class of 2022: Attending the Writing Retreat on Portfolio Development at Monkey Valley 24-26 August

Business And Information Administration Management & Project Management

Chemical Engineering Clothing & Textile Technology Chemical Engineering Maritime Studies

TDP candidates taking a break from their pomodoro technique (individual writing tasks).

Construction Management & Quantity Surveying Faculty of Education

Senior and Further Education & Training Phase

Faculty of Informatics and Design

Urban & Regional Planning

Intermediate Phase Studies Ms Christabel Harkins: Lecturer from Conservation Management and Marine Sciences receiving her TDP Certificate. Left Dr Xena Cupido, Fundani Director who officiated the ceremony. Right: Ms Puleng SefalaneNkohla. Lecturer at Fundani: 2022 TDP Coordinator.

Applied Design Public Relations Informatics and Communication Technology (ICT)

Fundani CHED

Student Learning

Mr Mtonjeni: Fundani representative talking to the house.

The TDP participants were appreciative of the chance to participate in the programme in the 2022 academic year. However, they believed that the online course was inconvenient for them since they had to attend to their teaching duties. They stated that they attended the meetings in order to gain access to the recordings and listen to them afterwards.

Curriculum Development Unit (CDU) Curriculum Officer’s Forum

The Curriculum Officer’s Forum is crucial in promoting dialogue and exploring topics related to the higher education curriculum. Meetings are held each term to address contemporary issues related to the higher education curriculum. The first topic focused on Ubuntu as a teaching approach for epistemic justice, presented by Mr Siya Sabata, which

orientation in undergraduate studies during Covid-19 pandemic’. His findings suggest that using a learnercentred online learning orientation with authentic learning activities that mimic course activities is crucial to online students’ success in online learning.

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Contribution of candidates to the programme

2022 LEARNING AND TEACHING REPORT

was followed by a presentation on ‘Sentipensante pedagogy’ by the Director of Fundani CHED, Dr Xena Cupido. Sentipensante pedagogy combines sensing, thinking and pedagogy. Discussions on CPUT’s revised learning and teaching strategy and policy were another significant part of the programme. Dr Tamara Singh presented on ‘Community engagement and internationalisation’ and highlighted the crucial role of internationalisation in the higher education curriculum in the second CO forum discussion. Four Fundani staff members presented the third CO forum. Dr Najwa Norodien-Fataar focused on establishing learning pathways between Technical Vocational and Education Training colleges and Universities of Technology to widen access to the university. Ms Frederika De Graaff explained Recognition of Prior Learning (RPL) as an access route to the university and the processes and procedures to gain entry through RPL. Ms Lauren Davids expanded on the Extended Curriculum Programmes (ECP) as alternate access routes to university education. She highlighted the history of ECP, the profile of the ECP student and the academic discourses on ECP students in higher education. Alexa Anthonie discussed utilising language as a primary pedagogical resource to promote inclusivity and focused on epistemic injustice, coloniality of language, language ideologies and decolonial options in the language debate. The last session focused on the impact of Covid-19 on higher education and was presented by Dr Vusi Mshayisa from the Faculty of Applied Sciences. He focused on his published paper titled ‘No Student left behind: students’ experiences of a self-paced online learning

A survey among curriculum officers (COs) indicated that they enjoyed the variety of topics and sharing of best practices. They appreciated using Blackboard to share the HEQSF information as they could utilise the resources when writing new qualifications. The CO Forum provided an opportunity to introduce new knowledge, perspectives and insights into various topics linked to curriculum in higher education, which otherwise is neglected as academics are busy with learning and teaching activities. The CO forum was an opportunity and space to engage with the uncertainties in higher education, and they were often thoughtprovoking. The CO forum sessions were recorded, and lecturers could return to them and engage with the content. Lecturers felt that engaging during the CO forum helped to ground their activities within scholarly frameworks.

Recognition of Prior Learning (RPL) learning and teaching report 2022 2022 was an interesting year for the RPL Unit, as coming out of the Covid restrictions gave the unit the opportunity to meet RPL applicants face-to-face. At the same time, the benefits of online mediation and assessment were also used, thus creating a hybrid environment in which RPL could take place.

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A highlight for the RPL Unit was a benchmarking exercise with six staff members from the Teaching and Learning centre at University of Fort Hare (UFH) who visited CPUT on 24 and 25 August to conduct a benchmarking exercise on RPL. The two days were very productive and interesting. Conversations were held about: • The RPL process at CPUT. • The underpinning philosophies, educational theory and practices of the RPL process at CPUT. • Discussion of practices used by various academic departments towards RPL, i.e., Applied Law, Architectural Technology, Medical Laboratory Sciences, Nursing and EMS.

Mathematics is a difficult subject for many scholars. This leads to many individuals not meeting the entry requirements of CPUT. RPL is an alternative route of entry into the University. To address the lack of mathematical knowledge, the RPL unit runs in Numeracy in the Faculty of Business and Management Sciences and also the Faculty of Health and Wellness Sciences. In 2022, the Unit developed a manual in numeracy to support the RPL applications in these workshops. The RPL Unit participates in a variety of institutional forms and policy development such as: • Curriculum Development Forum. • Participation in staff induction. • Finalisation of Admission policy with Registry. RPL Administration is the backbone of the RPL and oversees the entire process from application, screening of applications, running of workshops, tests and interviews, concluding in the approval or not of a RPL application. In 2022 a total of 118 RPL applications were approved: Type of RPL Access

Exemptions - RPL

Access and exemption

Non-diploma/ degree purpose subject(s)

Advanced standing

10-year rule

Total

Faculty of Health and Wellness Total

Faculty of Engineering and the Built Environment Frederika de Graaff facilitating an RPL Benchmarking exercise with University of Fort Hare colleagues

A six-week RPL training programme was held with academic staff involved in RPL. More than 40 staff members attended the first session on 13 October 2022. The aim of the training was to assist academic departments to develop RPL plans for both access, exemptions-RPL and postgraduate applications. The RPL Committee in the Faculty of Business and Management Sciences continues with its each work every year. This committee functions as a community of practice through implementation and overseeing the RPL process in the Faculty.

Total

Faculty of Education 1

D.Ed.

Faculty of Informatics and Design Total

Faculty of Applied Sciences PGDip: Marine Sciences

Faculty of Business and Management Sciences Total

Grant total

118

Extended Curriculum Programme Introduction Aligned with CPUT’s Vision 2030, the university remains committed to responsible access practices and pathways. Highlights for AY 2022 include the introduction of four new DHET-approved ECPs instituted in 2022, bringing the total programmes offered at CPUT to 42. First-time entering student headcount has grown steadily by 23% in 2021 and 2022 as interest from the public in ECP pathways continues to grow. Additional instructional staff members were also appointed to meet the demand. CPUT fully tapped into the DHET Foundation Grant of R 43 177 000.

CPUT Foundation Programmes In 2022, CPUT offered 36 extended Diplomas and six Bachelor offerings across five faculties: Engineering and the Built Environment, Applied Sciences, Business and Management Sciences, Health and Wellness, and Informatics and Design. All ECPs are credit-bearing, and the model provisions (Fully Foundation, Extended, Augmented and Augmenting) have been carefully considered to optimise learning and teaching. ECPs are intended to improve the completion rate amongst students who are at highest risk of non-completion due to academic underpreparedness at secondary school. ECPs are offered across the following CPUT campuses: District Six, Bellville, Mowbray, Wellington, Tygerberg Hospital, Roeland Street and Granger Bay. ECPs are coordinated at faculty level via a decentralised model. The following DHET approved ECP offerings were

introduced in 2022: • Diploma in Agriculture • Diploma in Agricultural Management • Diploma in Engineering Technology in Computer Engineering • Bachelor of Health Science in Dental Technology

Instructional staff in Foundation Provision Instructional staff teaching in ECPs are well equipped to facilitate quality teaching and learning experiences. Many ECP instruction staff are engaged in master’s and doctoral qualifications and bring with them extensive experience in industry. Upon entering CPUT, academics who have not previously taught in higher education are encouraged to attend the institutional TDP facilitated by Fundani CHED. The TDP is a one-year non-credit bearing programme aimed at equipping new incumbents with pertinent teaching and learning skills. Academics also have access to yearround formal, non-formal and informal academic staff development programmes and engagements offered by Fundani CHED. Academics pride themselves on the provision of innovative and responsive teaching methods, wellplanned learning activities and appropriate assessment strategies which contribute to creating positive student experiences in the foundation provision of ECPs.

Learning and teaching highlights

Orientation programmes are published to students and incorporate multiple stakeholders across the university landscape, e.g., Library, Disability Unit, Student Counselling, Fundani CHED and CIET. Senior students, guest speakers and other special guests are also invited to locate the given programme within the university and industry.

Excursions Excursions and site visits are appropriate methods to bring students closer to the world of work and them to places they may not have engaged with previously. In AY 2022, students in the Department of Civil Engineering and Geomatics visited Kirstenbosch Gardens and were introduced to the various types of building materials and engaged with their peer mentors. Students in the Department of Architecture and Interior Design also visited the Homecoming Centre, District Six Museum and the Bo-Kaap Museum. The latter visit was part of a group assignment which featured a research component. Students were encouraged to create a set of high level conceptual/design drawings, technical drawings and build a scale model of their mobile home design. Students in the Department of Construction Management and Quantity Surveying also participated in a virtual site visit to the Carlton Centre, in Gauteng which is the fourth tallest building in Africa. Furthermore, students in the Department of Maritime Studies visited the Royal Cape Yacht Club and were able to engage with experienced sailors who in turn offered students mentorship opportunities.

Student Orientations

Community Engagement and Service Learning

In AY 2022, departments hosted in-person, fully online and hybrid student orientations during the first term.

CPUT prides itself on fostering partnerships with communities in the Cape Metropole and surrounds.

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Covid-19 disrupted existing community engagement projects and resulted in the postponement of others. Some departments were able to resume projects which encouraged students to gain experience and exposure to engaged citizenship. The Department of Biomedical Sciences introduced a new service learning project in AY 2022 in which they partnered with an NGO in Nyanga called Ikamva Youth. The said initiative is aimed at providing mentoring support to school learners. Furthermore, the Department of Horticulture and Landscape Architecture undertook a Service Learning and Community Engagement project at a church in Bellville South. Students tapped into their theoretical knowledge and skills and worked together to enhance and beautify the church grounds with flowers and plants. It is envisaged that the project will expand in 2023 to incorporate the redesign of the church courtyard.

Guest speakers, competitions and conferences Departments also tap into industry networks to enrich classroom engagements. Food industry representatives from Woolworths and Excellent Meats engaged with students on trending food technology matters. Students in the Department of Industrial and Systems Engineering participated in the Engineering Without Borders Competition. Students enrolled in the BHSc Dental Technology were also treated to a site visit of a dental laboratory located in Cape Town. The Department of Food Technology provided second year students with the opportunity to attend the Virtual Food Safety Summit in June 2022 in celebration of World Food Safety Day on 7 June 2022. During the Summit, spot prizes were awarded and Dr Henning

(ECP Lecturer and ECP Programme Coordinator) and students were fortunate to walk away with a lucky draw prize which included a virtual training session on food culture in the food industry, presented by Food Safety Excel. The students and lecturer redeemed their prize by attending the online session in July 2022. Students enrolled in the Bachelor of Nursing participated in a night run event to honour nurses. The event was hosted by the Exceptional Nurse Campaign and students supported their peers by representing CPUT at the event. In addition, top performing nursing students were recognised and awarded at the CPUT Residence Academic Giant Awards. The ceremony celebrates students who have excelled academically.

Technology-enhanced learning and teaching experiences. Minor but meaningful digital upgrades were facilitated in a few of the classrooms in the Department of Maritime Studies located on the Granger Bay Campus. Technological devices and enhanced infrastructure go a long way in enhancing student learning and teaching experiences. Furthermore, the Department of Maritime Studies also introduced robotics to students in the form of the Marine Robotics and Design subject. The Department of Chemical Engineering also employs various interactive online learning platforms such as WileyPLUS UX and CENGAGE_WebAssign which have also been integrated into Blackboard. Lastly, lecturers in the Department of Mathematics record their online lessons and disseminate the recordings to assist students in assessment preparation. The recorded material can be accessed at time and place of the students choosing and the students can refer

to the material as often as they wish to enhance their understanding of the content.

Student support Peer support is a vital offering in the student success and retention ethos at CPUT. Departments are encouraged to tap into ECP funding coordinated by Fundani CHED ECP to appoint dedicated mentors and tutors to provide navigational and emotional support to first year students enrolled in ECPs. In addition, departments are also able to appoint suitable senior students to serve as teaching assistants and retention officer. This additional tier of departmental support is intended to support lecturer and track and monitor student attendance and performance in ECPs. In AY 2022, the Fundani CHED ECP Unit funded the following dedicated ECP student support appointments, namely: Mentors

Tutors

Teaching Assistants

Retention Officers

Student support enriches the student experience, enhances a sense of belonging and connectedness to the university at a time when students are navigating the academic and non-academic structures of the university.

Conclusion CPUT remains committed to advancing social justice, equity and transformation. ECPs provide alternative pathways into formal university diplomas and degrees

for students whose educational backgrounds have been impacted by historical and systemic challenges at secondary schools. Fundani CHED will continue to work closely with Faculties to bolster learning and teaching support to assist students enrolled in ECPs to navigate the transition to and through the mainstream with the purpose of enhancing throughput and completion rates. CPUT has also committed to strengthening student and lecturer STEM support through the office of Fundani CHED Student Learning Unit. STEM consultants are senior students who are carefully selected to provide teaching assistance and tutorial support to lecturers in Chemistry, Physics and Mathematics. Students enrolled in ECPs are over-represented in the STEM Boot camps. These boot camps are intended to support students deemed at risk of failing/ non-completion due to academic performance in STEM-related subjects. The STEM Club was launched in 2022 to encourage students enrolled in STEM qualifications to strengthen their interest, passion and network with other CPUT students.

Student Learning Unit Report The Student Learning Unit has two main branches, in Cape Town and Bellville. It also serves satellite campuses as a critical component of student academic support and development. The unit has competent and experienced staff who provide writing assistance to students, as well as STEM support to students identified as experiencing difficulties in STEM courses. Students are assisted through consultations, workshops, group and one-on-one consultations, team teaching, tutorials, and co-teaching. In 2022, the Writing Centre employed three learning facilitators, two for academic literacy and one for STEM support.

Academic literacy activities in faculties Academic literacy workshops and consultations provided students at all levels with writing support. Below are the academic literacy consultation statistics per Faculty.

Faculty of Applied Sciences Department

ECP

First year

Second year

Third year

Total

Analytical Chemistry

Conservation & Marine Science

Food Technology

Mathematics and Physics

TOTAL

160

Faculty of Business and Management Sciences Department

ECP

First year

BTech/ 4year

Total

Business & Information Administration

Entrepreneurship

Management

Human Resources Management

Tourism & Events Management

Marketing

Retail Bus Management

TOTAL

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Faculty of Education

Faculty Summary

Department

Second

Honours

Total

Education

Faculty of Engineering and the Built Environment Department

First

Electrical, Electronic and Computer Engineering

Mechanical and Mechatronic Engineering

Third

Total 1

TOTAL

Faculty

Total

Applied Sciences

160

Business & Management Sciences

Education

Engineering & the Built Environment

Health & Wellness

Informatics & Design

1 TOTAL

296

One-on-one consultations Faculty of Health and Wellness Department

ECP

First

Second

Biomedical Sciences

EMS

Third

BTech

Total 33

Public Relations & Communication

Department

Level of study

Topic

Second year

Academic support

Second year

Time management

Consumer Sciences in Food and Nutrition

TOTAL

Food Technology

Faculty of Business and Management Sciences

Faculty of Informatics and Design Department

Faculty of Applied Sciences

First year

Total

Department

Level of study

Topic

Marketing

First year

Feedback on assignments

Tourism and Events Management

First year

Feedback on assignments

First year

CPUT Students worldview to long term Life orientation vs short term Life orientation and traditional culture vs popular culture

Tourism and Events Management

Faculty of Engineering and the Built Environment Department

Level of study

Topic

Electrical, Electronic and Computer Engineering

First year

Academic writing support

Industrial and Systems Engineering

Second year

Extra time

Industrial Systems Engineering

Second year

Extra time

Total one-on-one consultations per faculty Faculty

Total number

Applied Sciences

Business & Management Sciences

Engineering and the Built Environment

Health & Wellness Sciences

Informatics & Design

2 TOTAL

Faculty of Health and Wellness Department

Level of study

Topic

Emergency Medical Services

First year

Essay Writing Study skills development

Second year

Academic support Study skills development

Third year

Academic support Research proposal Study skills development

Fourth year

Study skills development Academic writing

Faculty of Informatics and Design Department

Level of study

Topic

Graphic Design

ECP

Academic Support

Public Relations & Communication

First

Writing & Research skills

Academic literacy learning facilitator report Two academic literacy learning facilitators were employed and paid with funding from the Abe Bailey Fund, starting on 1 September 2022. The learning facilitators picked up that first- and second-year students had low proficiency in their use of English, leading to difficulties with grammar, sentence structuring, and inability to understand the difference between voicing an opinion and authenticating it with academic writing. Most first year students had problems with referencing, not knowing how to in-text reference, and mainly applying copy and paste on their assignments without validating the sources and listing the references (bibliography). The reference was also an issue for some BTech students; there was inconsistency with the references, some sections of the research were not appropriately applied, and others were very poorly applied, including the bibliography.

Challenges • • •

Students need significant assistance with academic writing. English as the language of learning is still a challenge for first year students. First and second-year students lack the necessary academic writing skills to write higher education academic essays effectively, and the situation is getting worse.

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Student Support in Departments - 2022

•

• •

STEM support The STEM support staff provided academic support to students and lecturers, offering diagnostic support, co-teaching, tutoring, individual and group consultations, and research activities. This year, targeted support was provided to six STEM lecturers in the following departments: Marine Engineering, Electrical, Electronic and Computer Engineering, Mechanical Engineering, and in the Applied Sciences Faculty.

Term 4

487 360 184

268

348 129

201

•

150

•

Developing material on the topics that students find challenging. In 2023, a proactive approach of offering workshops addressing the challenging topics to be employed. To go to faculties and facilitate workshops on what we have identified as student challenges. To follow up on the students who were assisted in finding out the impact their assistance had on the students’ results to see if the interventions are making any difference. Meet students face-to-face for language support. Source online material to support students with reading and academic writing

Term 3

493

Action plan •

Term 2

1025

Term 1

115

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Their assignments had a lot of grammatical errors, inconsistent legibility in writing, copying and pasting information without acknowledging the source and many careless mistakes, such as not using proper punctuation marks. • Plagiarism, grammatical errors from not reading the work after finishing, and other linguistic difficulties. • Online support is challenging for language support. • Poor time management. • Students not adhering to the proper essay structure.

171

2022 LEARNING AND TEACHING REPORT

120

MARINE ENG.

ELECTRICAL ENG.

APPLIED SCIENCE

TOTAL

The following tables indicate the number of students supported during 2022 The table below indicates the number of students supported during Term 1 Faculty

ECP

Marine Engineering Mathematics

Marine Engineering Physics Electrical Engineering Mathematics

First year

Second year

Total 75 75

120

Civil Engineering Mathematics Mechanical Engineering Mathematics

Food Technology

Total

285

90 78

363

The table below indicates the number of students supported during Term 2 Departments

Consultation sessions

Individual engagement

Total

Level of study (year)

The table below indicates the number of students supported during Term 3 Consultants

Consultations

Students in tutorial

Online marking

Total

Level of study (year)

Electrical Engineering Mathematics

First year

Marine Engineering Mathematics

First year

Electrical Engineering Mathematics

First year

Marine Engineering Mathematics

First year

Marine Engineering Physics

First year

Marine Engineering Physics

First year

Electrical Engineering Mathematics

Second year

Electrical Engineering Mathematics

First year

Applied Science

ECP

Electrical Engineering Physics

ECP

Applied Science

ECP

Electrical Engineering Mathematics

ECP

Mechanical Engineering Mathematics

First year

Electrical Engineering Physics

First year

Marine Engineering Physics

First year

Electrical Engineering Mathematics

Second year

Marine Engineering Physics

First year

Applied Science Physics

ECP

Applied Science Physics

ECP

Total

459

487

Marine Engineering Mathematics

ECP

Electrical Engineering Physics

ECP

Electrical Engineering Mathematics

First year

Total

931

1025

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The table below indicates the number of students supported during Term 4

Lecturer STEM Workshops

Departments

In the workshops, the learning facilitators/consultants engaged with the lecturers to customise the diagnostic tools to suit the students in a particular course.

Consultation sessions

Individual engagement

Total

Level of study (year)

Marine Engineering Mathematics

First year

Marine Engineering Physics

Electrical Engineering Mathematics

Electrical Engineering Physics

Electrical Engineering Mathematics

Faculty

Staff

First year

Applied Sciences

First year

Education

ECP

Engineering & the Built Environment

Fundani CHED

ECP

Total

Marine Engineering Mathematics

ECP

Electrical Engineering Physics

ECP

Marine Engineering Physics

First year

Marine Engineering Physics

ECP

Electrical Engineering Mathematics

Second

Applied Science Physics

ECP

Applied Science Physics

ECP

Marine Engineering Mathematics

ECP

235

303

Total

Consultant

Total

Why do students fail workshops? This workshop focused on identifying challenging topics for first-year students and discussing intervention strategies to support them. Below is the number of staff who attended the workshop: Faculty

Department

ECP

Staff

Total

Applied Sciences

Biotechnology

Mathematics & Physics

Natural Science

Engineering & the Built Environment

Electrical, Electronic and Computer Engineering

Fundani CHED

Student Learning

Total

STEM Material Development Workshop

Three day STEM Boot Camp 12 - 14 September 2022

The consultants developed a facilitator booklet for mathematics and physics students, and new consultants were trained on how to use the digital writing tablets for online consultations.

STEM support organised a boot camp for at-risk mathematics and physics students identified by lecturers. In the group work sessions, past examination papers were covered. A total of 104 students attended the STEM boot camp.

Faculty

Consultants

CIET

Staff

Total

Faculty

12-Sep-22

13-Sep-22

14-Sep-22

Total

Applied Science

Fundani CHED

Engineering

Total

Fundani CHED

Total

104

National Science Week Event - 5 August 2022 STEM students and lecturers from all the campuses attended the event. CPUT STEM lecturers presented their latest research as guest speakers; STEM Club members conducted science demonstrations. 29 (11 staff members and 18 students) attended the National Science Week Event. Faculty

Staff

Students

Total

Applied Science

Engineering

Fundani CHED

Total

Launch of STEM Club - 27 September 2022 The STEM group launched a STEM Club to support students doing STEM subjects. STEM committee members were introduced, and a constitution was shared with the members. 89 (35 staff members and 54 students) attended the launch of the club.

STEM learning facilitator report The Abe Bailey Fund employed one STEM learning facilitator from 1 September 2022. The facilitator had face-to-face and online consultations, and facilitated tutorials with Applied Sciences and Engineering Faculty students. The facilitators worked with STEM lecturers to understand what was covered and the problem areas where students would require support. Students either came individually for consultations or were referred by their lecturers. In the consultations, the learning facilitator systematically took the STEM students through a step-by-step approach to answering test and exam questions that positively impacted their mathematics and physics performance. The facilitator assisted the students with complex numbers in the STEM boot camp, and also met with other learning facilitators and shared ways of communicating with students, such as using videos.

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Challenges • • •

Lack of communication from lecturers regarding the cancellation of tutorials. Lecturers did not respond to emails. Updates were lacking regarding topics covered, course material, and areas where students were struggling the most.

Action Plan • • •

In 2023, STEM to develop material on those topics in which the students’ faced challenges. Facilitate workshops on the topics identified as challenging. Engage with lecturers teaching the STEM courses and develop working relationships with them.

Tutor development Faculties identify students from the second-year level with excellent academic results who are trained as peer tutors. The Student Learning Unit offers training on generic tutorial skills over two days, and the faculties/ lecturers provide course/subject-specific training after the generic training. The training empowers students to give tutorials to first-year and undergraduate students. Tutors facilitate tutorial sessions to assist the students with the content of their courses that they find challenging. In 2022 tutors continued with hybrid (both face-to-face and online) tutorial sessions. Teams and Blackboard were used for the training. In 2022, 298 tutors were trained in different faculties. The tutor

development team built a good working relationship with the Faculty of Business and Management Sciences (presented to their exchange students and participated in research on tutors in their faculty conducted by a staff member).

Tutors trained in 2022 Faculty

Number of students

Business & Management Sciences

Applied Sciences

Education

Informatics & Design

Health & Wellness

TOTAL

298

Trained TAs 2022 Faculty Business & Management Sciences

Applied Sciences

Education

Engineering & the Built Environment

Informatics & Design

Health & Wellness

TOTAL

105

Action Plan •

Teaching assistants The Student Learning Unit offers teaching assistant (TA) training to senior students, Advanced Diploma, Master’s, and Doctoral students. The TAs assist lecturers by providing general academic support to lecturers in faculties. In 2022, the Student Learning Unit trained 106 teaching assistants in faculties.

Number of students

• •

•

Prioritise lecturer support on peer-assisted learning. Support Faculties have their discipline-specific tutor training. Provide ongoing support for tutors and TAs by offering workshops – invite other Support Services and external bodies dealing with gender-based violence issues to educate Tutors. Develop an online portfolio system which will act as a system for monitoring and evaluating the tutoring programme.

First Year Experience (FYE)

FYE workshops facilitated in FBMS:

CPUT’s FYE is a carefully structured project designed to provide timely and effective interventions to first-year students from when they enrol in the university, and throughout their first year of study. This is done mainly through FYE orientation, FYE seminars, CPUT101, and FYE mentoring and the RO programme. FYE is a student-centred initiative that responds to the university’s Vision 2030, SMART CPUT, and Oneness. The FYE aims to increase student success and reduce attrition. It assists students in achieving a smooth transition from high school to university. This is done by helping students cultivate the abilities necessary for effective learning. It also aims to inspire students to become fully inducted into their academic disciplines and programmes, providing them with psychosocial and academic support that will inspire them to achieve academic excellence.

Department

Topic

Management & Project Management

Time Management

Accounting Information System

Orientation

217

Applied Economics

Orientation

100

Retail Business Management

Orientation

Tourism & Events Management

Time Management

136

Applied Legal Studies

Freedom Responsibilities, Covid-19, Personal Development

Hospitality

Study Skill, Time Management

Management & Project Management

Time Management

101

Hospitality

Personal Budgeting, Note Taking

FYE activities in faculties

Retail Business Management

Embracing Diversity

Faculty of Business and Management Sciences (FBMS)

Hospitality

Embracing Diversity

Retail Business Management

Time Management

Business & Information Admin

Time Management

Retail Business Management

Personal Budgeting

Business & Information Admin

Study Skills, Exam Success Part I & II

105

In 2022, the FYE offered hybrid (both online and face-to-face) delivery of its activities to first-year students in faculties. FYE seminars/workshops were facilitated online and face-to-face as preferred by the faculties. First-year students had access to FYE videos across various topics available on YouTube and the CPUT website. The same topics are covered in CPUT101 on Blackboard and are available for students’ engagement.

FBMS has an active FYE committee that meets quarterly to discuss issues pertaining to FYE and student support in general. Departments selected CPUT101 modules that could be facilitated at the opportune time, i.e., when the module was most useful for high impact learning. These modules formed part of a subject and were integrated into curriculum. Gender-based violence (GBV) is a mandatory CPUT101 module in the FBMS. FYE modules were also adapted for higher levels of learning. 28 FYE workshops were facilitated and reached 2336 first-year students in the faculty.

No of students

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100

2022 LEARNING AND TEACHING REPORT

Department

Topic

Financial Account & Taxation, Internal Auditing, Cost & Management Accounting

Fundani Services, Note Taking, Time Management, Exam Preparation & Study Skills

153

Business & Information Administration

Personal Budgeting

138

Financial Account & Taxation, Internal Auditing, Cost & Management Accounting

Importance of Intervention Support Services, Healthy Living

Business & Information Administration

How to Open a Bank Account

123

Entrepreneurship & Business Management

Exam Preparation & Study Skill

18 First Session, 79 Second Session & 9 Last Session

Business & Information Administration

How can my money make a difference to me/ Saving/ Investing

101

Management & Project Management

Exam Preparation

Note Taking Skills

133

Note Taking Skills

133

Applied Legal Studies

Exam Preparation & Study Skills

Management & Project Management

Personal Budgeting

Tourism & Events Management

Introduction to Support Services

Time Management

Exam Preparation & Study Skills

100

Real Estate Studies TOTAL

No of students

FACULTY OF APPLIED SCIENCES (FAS) The FAS has an active FYE committee where issues affecting first-year students are discussed. Retention officers and mentors have been working hard to engage with students and attend to all queries and concerns raised. There were a range of issues that required attention, but student accommodation and requests for food hampers were of particular concern. In the FAS, first year students did not write FISAs. Instead, given the support that these students needed to acclimatise to the higher education environment and the reduced semester time, the Faculty had resolved to implement continuous assessments for the first semester. This was welcomed by the students and the academic staff and allowed for greater flexibility in the engagements with first year students, especially in terms of assessments. Retention officers and mentors were included in certain staff development workshops, the Learning Analytics Workshop, and the Supporting Students in Distress Workshop as they can lent insight into student needs. These workshops were held virtually. Workshops were facilitated in FAS. Department

Topic

No of students

Consumer Science

Time Management

Study Skills, Exam Success Part I & II

FACULTY OF EDUCATION

2336 students

The Faculty of Education has an active FYE committee that deals with first-year students’ issues. The following workshops were facilitated to all first-year students in the faculty: • Harvard referencing • Social media: ‘What every student needs to know’ by Emma Sadleir • Mental health sessions for mentors by campus councillor with individual phases • Professional communication

• • •

CPUT101

Stereotypes and archetypes Care group meetings online Tips on teaching practice

In 2022, the faculty agreed to pilot the implementation of CPUT101 with three departments. This pilot ran in the second semester of 2022. The pilot proved a success and will be implemented across the Faculty in 2023.

One RO, two mentors and a first-year student volunteered to participate in the faculty language symposium and to make presentations. The theme was ‘GBV: Creating safe spaces: Gender identity and sensitivity in language use’.

The modules piloted were: • Time management • Study skills • Exam preparation and timetabling before examinations.

Challenges Mentors complained that first years did not reply readily to their messages or check-ins.

Student support

First-year students report the gap between school and university as very challenging – academic stress.

The faculty prioritised first-year students and at-risk subjects when allocating support.

FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT

Orientation In 2022, the Faculty held an orientation programme for first-year students. This was aligned with the VC’s address to first-year students so that students could hear the message from the VC during the orientation period. The orientation programmes were published on the FEBE orientation page. Registered students received a message via SMS from the Faculty notifying them that it had set up an orientation page where all related information could be found. The link is below: https://www.cput.ac.za/academic/ faculties/engineering/orientation The FEBE orientation page may be viewed on the link above. This will change shortly to accommodate the 2023 orientation.

Early Warning System (EWS) The Faculty experienced challenges with the implementation of the EWS. Marks were not made available by lecturers in time for some departments to undertake the EWS. Two departments completed the process successfully and undertook the Academic Enhancement Questionnaire administered by the Student Counselling Office.

2022 Student Support Plan (FYE) The FEBE’s plan for supporting first-year students and other levels of study included identifying and utilising Thursdays for student support activities. Thursday 13:00 – 16:00 was earmarked for all students to engage in additional activities outside of the classroom. This will allow staff and students to engage in developmental programmes available on campus and outside campus.

The modules were presented over three weeks each. Each ended with an assessment in the form of a quiz or a reflective piece by the student. More modules will be added in 2023 to cover the CPUT graduate attributes and topics such as diversity and GBV, among others. FACULTY OF INFORMATICS AND DESIGN (FID) The faculty identified an FYE Coordinator who will spearhead FYE activities in October 2022. The following FYE workshops/ seminars were facilitated in the Department of Town and Regional Planning: Department Urban and Regional Planning

Topic

No of students

Healthy Living

Embracing Diversity

Personal Budgeting

Class Participation Smart Study Skill Exam Preparation Note Taking Skills

Goal Setting

Healthy Living

86 86

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Mentors and ROs in faculties

• •

Summary for appointments per faculty • Faculties

Mentors

ROs

Engineering & the Built Environment

Applied Sciences

Business and Management Sciences

Health & Wellness Sciences

Informatics & Design

Education

TOTAL

168

Retention Officer and Mentor Coordinator The coordinator monitored mentor and ROs activities in providing online support to first-year students and identified opportunities and challenges faced by firstyear students and made faculties and Support Services aware of the challenges and effectively address them. Responsibilities of the Retention Officer and Mentor Coordinator included: • Coordinating the activities of mentors and Ros. • Responding timeously to RO’s and mentors’ queries in the WhatsApp group. • Communicating with mentors and ROs via WhatsApp. • Liaising with lecturers and students about the training of ROs and mentors.

Compiling portfolio reports. Referred students to the relevant student services. Allocating of mentees to mentors.

Issues from the RO and Mentor Coordinator reports

The RO and Mentor Coordinator attended and represented CPUT at the ‘Siyaphumelela, Western Cape Regional Network Workshop’, hosted at the University of Cape Town.

Multilingualism, multiculturalism and language education

Data and online resources For the short duration that the institution had decided to discontinue the student data allocations, many of the students found it hard to attend classes and to access the online resources that they required. Mentors however assisted by suggesting to those students who could to travel to campus where they had access to the Wi-Fi provided by the institution. This was made easier with assistance from the IT Centre where students could get their laptops and smartphones set up with the necessary passwords and settings to access the free Wi-Fi network elsewhere. Psychosocial matters Mentees needed emotional support as many faced personal and academic challenges. It turned out that many of the issues were directly linked to students struggling with finances. The mentors, however, referred these students to Student Counselling where they could be better assisted. Other activities The RO and Mentor Coordinator participates in the interviews to appoint ROs and mentors on the Wellington Campus.

The Institutional Language Unit is an entity whose goal it is to promote multilingualism and multiculturalism at CPUT. This enormous task requires partnerships not only within CPUT but with external key structures which share similar interests. CPUT, in collaboration with partners such as Iziko Museums of South Africa, Indigenous Languages Action Forum, Western Cape Department of Cultural Affairs and Sport, Konrad Adenauer Stiftung, Pan South African Language Board, Western Cape Language Committee, National Library of South Africa, Afrikaanse Taalraad and City of Cape Town Central Library, commemorated International Mother Language Day (IMLD) with a series of activities. Every year on 21 February, IMLD is observed to promote multilingualism, and linguistic and cultural diversity. ‘Using technology for multilingual learning: Challenges and opportunities’ served as the focus of the 2022 discussions which delved deeper into the role of technology in promoting multilingual education. This took place appropriately at the heels of the Covid-19 pandemic, when the world had to quickly adjust to online education to prevent the academic year from being lost and to make sure that no student was left behind.

The three-day collaborative programme was carried out by utilising the hybrid model, which had become a reality. A language debate involving teachers, academics, and students on the subject of mother tongue education in South African schools took place on 18 February 2022. Dr Courtney Puckree-Padua from the Faculty of Applied Sciences was one of the panellists. She contributed to the discussion from the viewpoint of a lecturer who had used multilingualism in her own teaching. Although she acknowledged the difficulties and the fact that there is still a long way to go, she spoke of the importance of knowledge production in African languages. CPUT students from various faculties also took part in these discussions as members of the audience. This was followed by two virtual discussions on 19 February and 21 February. These events touched on a range of topics. One of the events focused on indigenous films with film makers. The last event in the series included knowledgeable guests on the topics of representation of Khoekhoegowab, South African Sign Language and multilingual education, and mother languages and entrepreneurship.

The Heritage Day activities later in the year were jointly organised by the same partners under the theme ‘Conservation of legacy through storytelling – a dynamic language discussion.’ To discuss diverse strategies for language preservation, a symposium including film makers, poets, and language activists was convened at the Central Library.

Language Policy Framework The NRF SARChI chair for African language studies at Rhodes University and Community of Practice for the Teaching and Learning of African Languages (CoPAL) hosted a two-day symposium on 27-28 January 2022 on the new Language Policy Framework for Public Higher Education Institutions. The symposium’s objectives were to examine the successes and challenges South African universities have encountered since the introduction of the Language Policy for Higher Education (LPHE) in 2002 and to discuss how to move forward with the recently promulgated framework. Various universities discussed how they planned to implement the new framework. Universities which had developed language policies at the time committed to assisting those that had not done so yet. Ms Nomxolisi Jantjies and Ms Linda Manashe represented CPUT. They explained the language policy review process and how cooperation between the various stakeholders — management, academic staff, support staff, students, and the surrounding communities — was essential for its implementation.

Nomxolisi Jantjies and Linda Manashe with, Prof. Dion Nkomo (in the middle) at CoPAL, Rhodes University

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104 2022 LEARNING AND TEACHING REPORT 104 104 FUNDANI CENTRE FACULTY FOR OFHIGHER HEALTHEDUCATION AND WELLNESS DEVELOPMENT SCIENCES

3.2 Centre for Innovative Educational Technology (CIET) This report presents CIET’s work in 2022 towards learning and teaching with the aim of ensuring holistic student success. The following is covered in the report: • Staff and student development activities • Stakeholders engagement • Scholarship of learning • Teaching challenges

Staff and student development activities Towards the planning and management of the operations of CIET: the CIET draft strategy towards V2030 was completed; an implementation budget was drawn up; and the Director’s performance management KPAs were aligned with the centre’s and university’s seven V2030 focus areas.

Prof Eunice Ivala Director: CIET

Staff training was delivered online in 2022 with the aim of capacitating staff to utilise technology to teach and facilitate student learning for holistic student success. Table 1 shows workshops on the use of the Learning Management System and other emerging technologies offered to staff and students in 2022. The table indicates that 272 students and 939 staff members, and overall, 1211 participants were trained. Although training in the use of the LinkedIn Resource Center was done in 2021, utilisation of the resources was not good and in 2022, Faculty-based training of academic staff was carried out as can be seen in the Table below. This training increased the number of students using the Resource Center (see table below); however, to increase the usage, CIET deduced that student training was needed.

Table 1: Staff and student workshops offered in 2022

Number #0001 #0002 #0003 #0004 #0005 #0006 #0007 #0008 #0009 #0010 #0011 #0012 #0013 #0014 #0015 #0016 #0017 #0018 #0019 #0020 #0021 #0022 #0023 #0024 #0025 #0026 #0027 #0028 #0029 #0030 #0031 #0032 #0033 #0034 #0035 #0036 #0037 #0038 #0039 #0040 #0041 #0042 #0043 #0044 #0045 #0046 #0047 #0048 #0049 #0050 #0051 #0052

Date

Workshop/Webinar Name

20-Jan-22 Blackboard Basic 26-Jan-22 Blackboard Intermediate 03-Feb-22 Blackboard Advance 08-Feb-22 Organising your Content in Blackboard 15-Feb-22 Screencasting 18-Feb-22 Learning Design with the Conversational Framework 21-Feb-22 ePortfolio Development for Radiographic Management Students 22-Feb-22 Mastering Online Assessment and Safe Assign 23-Feb-22 Blackboard Orientation for FYS 25-Feb-22 Blackboard Orientation for FYS 02-Mar-22 Multilingual Glossaries 03-Mar-22 Creating Test Question Types Using Respondus 04-Mar-22 Introduction to Blackboard session with first year Film students 08-Mar-22 Creating Test Question Types Using Blackboard 11-Mar-22 Securing Online Assessments with Browser and Monitor 07-Apr-22 Co: Conducting WIL in Virtual Mode 14-Apr-22 Participating in Written Discussion with your Students 20-Apr-22 Developing an ePortfolio for Student Assessments 05-May-22 Increasing in-class participation- Promoting student engagement 18-May-22 Blackboard Intermediate 23-May-22 Self & Peer Assessment- promoting active learning 24-May-22 The Retention and Throughput of at-risk students at Course level 26-May-22 Blackboard Advance 01-Jun-22 Creating Test Question Types using Respondus 08-Jun-22 Creating Test Question Types using Blackboard ePortfolio Development for Nursing

Venue Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online

Type of Workshop/Webinar

CPUT CPUT CPUT CPUT CPUT CPUT Radiographic Management Students CPUT DEECE Students Business and Management Science Students CPUT CPUT Film Students CPUT CPUT FBMS WIL CPUT CPUT CPUT CPUT CPUT CPUT CPUT CPUT CPUT Nursing Department

21-Jul-22 Blackboard Basic Online CPUT 27-Jul-22 Blackboard Intermediate Online CPUT 01-Aug-22 The Conversational Framework: The Flipped Classroom Online CPUT 04-Aug-22 The Conversational Framework: The Flipped Classroom (Repeat) Online CPUT 04-Aug-22 Blackboard Advance Online CPUT 04-Aug-22 SafeAssign Training for Students: Business and Information Administration Online Business and Information Administration Students 10-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Informatics and Design (FID) 11-Aug-22 The Conversational Framework Series: Student Engagement Online CPUT 16-Aug-22 Integrating WhatsApp in your Teaching and Learning Using Connect Yard Online CPUT 16-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Applied Science (FAS) 17-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Business and Management Science (FBMS) 18-Aug-22 The Conversational Framework Series: ePortfolios for Student Assessment Online CPUT 19-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Education 22-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Engineering and Built Environments (FEBE) 22-Aug-22 The Conversational Framework Series: Storyboarding and the learning designer Online CPUT 22-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Health and Wellness Science (FHWS) 25-Aug-22 The Conversational Framework Series: Storyboarding and the learning designer (Repeat) Online CPUT 25-Aug-22 Respondus Training: Sports Management Department Online Sports Management Department 29-Aug-22 Support your course content deliver with LinkedIn Learning Material Online CPUT 01-Sep-22 Make your subject material more inclusive for all learners with Blackboard Ally Online CPUT 05-Sep-22 Instant Feedback about your Students Experience in your Course using Blackboard Surveys Online CPUT 05-Sep-22 Respondus: Creating Online Test Questions Online Dept Sports Mngt 06-Sep-22 Adoption of Ultra Courses to Support Acedemic Excellence at CPUT Face2Face CIET Champions/T&L and IT Coordinators/CIET 04-Oct-22 Creating Online Test Questions Using Respondus

Online

CPUT

Attendance 23 27 63 18 51 30 67 6 150 16 2 18 39 8 4 15 13 17 25 32 17 23 4 15 15 4

20 2 5 4 10 32 28 5 NILL 16 35 13 NILL 44 4 23 NILL/Postponed 4 8 NILL 12 24 3

Start of Term 1

End of Term 1 Start of Term 2

522

End of Term 2 Start of Term 3

180

Webinar Postponed

to the 5th of September

End of Term 3 Start of Term 4

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106

#0032 #0033 #0034 #0035 #0036 #0037 #0038 #0039 #0040 #0041 #0042 #0043 #0044 #0045 #0046 #0047 #0048 #0049 #0050 #0051 #0052 #0053 #0054 #0055 #0056 #0057 #0058 #0059 #0060 #0061 #0062 #0063 #0064 #0065

04-Aug-22 Blackboard Advance Online CPUT 04-Aug-22 SafeAssign Training for Students: Business and Information Administration Online Business and Information Administration Students 10-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Informatics and Design (FID) 11-Aug-22 The Conversational Framework Series: Student Engagement Online CPUT 16-Aug-22 Integrating WhatsApp in your Teaching and Learning Using Connect Yard Online CPUT 16-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Applied Science (FAS) 17-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Business and Management Science (FBMS) 18-Aug-22 The Conversational Framework Series: ePortfolios for Student Assessment Online CPUT 19-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Education 22-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Engineering and Built Environments (FEBE) 22-Aug-22 The Conversational Framework Series: Storyboarding and the learning designer Online CPUT 22-Aug-22 How to use LinkedIN Learning optimally Online Faculty of Health and Wellness Science (FHWS) 25-Aug-22 The Conversational Framework Series: Storyboarding and the learning designer (Repeat) Online CPUT 25-Aug-22 Respondus Training: Sports Management Department Online Sports Management Department 29-Aug-22 Support your course content deliver with LinkedIn Learning Material Online CPUT 01-Sep-22 Make your subject material more inclusive for all learners with Blackboard Ally Online CPUT 05-Sep-22 Instant Feedback about your Students Experience in your Course using Blackboard Surveys Online CPUT 05-Sep-22 Respondus: Creating Online Test Questions Online Dept Sports Mngt 06-Sep-22 Adoption of Ultra Courses to Support Acedemic Excellence at CPUT Face2Face CIET Champions/T&L and IT Coordinators/CIET

2022 LEARNING AND TEACHING REPORT

04-Oct-22 Creating Online Test Questions Using Respondus 06-Oct-22 Blackboard Basic 11-Oct-22 Creating Online Test Questions Using Blackboard 12-Oct-22 Blackboard Intermediate 18-Oct-22 ePortfolio Development for Higher Education 20-Oct-22 Blackboard Advance 25-Oct-22 The Learning Design Workshop 01-Nov-22 Integrity and security of online assessment 03-Nov-22 CIET Teaching with Technology Day 28-Nov-22 Pyramid Analytics Dashboards Day 1 29-Nov-22 Pyramid Analytics Dashboards Day 2 30-Nov-22 Pyramid Analytics Dashboards Day 3 01-Dec-22 Blackboard Course Analytics

Online Online Online Online Online Online Online Online Online Face2Face Face2Face Face2Face Online

CPUT CPUT CPUT CPUT CPUT CPUT CPUT CPUT CPUT CPUT CPUT CPUT Accounting Department

10 32 28 5 NILL 16 35 13 NILL 44 4 23

Webinar Postponed

NILL/Postponed 4 8 NILL 12 24 3 5 12 5 11 17 5 6 59 28 27 19 23

Overall number of trained staff in 2022

to the 5th of September

End of Term 3 Start of Term 4

1211

Figure 1: Student LinkedIn Learning Resources usage Courses students accessed and skills students developed are shown in Table above. Figure 2 shows that students were developing more of the hard skills than the soft skill. To enable students to engage with the resources in a manner which enabled them to learn both soft and hard skills, LinkedIn was asked to offer training to students in 2023. Soft skills are key in the 21st century workplace and hence the reason why LinkedIn was requested to do content mapping and offer training to students.

Downloads by Alternative Format type

Translated Version Tagged PDF OCRed PDF Immersive Reader HTML

On further training of Trainer Trainers (CIET staff) on the use of Blackboard Ally in 2022 and training workshops offered to academics, the following usage in Figure 3 was reported. It should be noted that the LinkedIn learning resources and Blackboard Ally feature were introduced to provided access to learning materials to all learners (LindedIn Resources) and epistemological access to all learners (Blackboard Ally). Thus, social justice issues are addressed in the usage of these resources and Blackboard feature. More training will be done with staff and students in 2023 to increase the usage of these resources and Blackboard feature.

ePub Braille BeeLine Audio 0

200

400

600

800

1 000

Figure 3: Usage of Blackboard Ally, 1 June 2022 – 22 November, 2022

Stakeholder engagements

Challenges

The Centre for Innovative Educational Technology staff were engaged in the following stakeholder engagements in 2022: • A paper by Dr Vusi Mshayisa – ‘No student left behind: Students’ experiences of a self-paced online learning orientation in undergraduate studies during the Covid-19 pandemic’ – was presented in several faculties at CPUT. • A presentation based on the FutureAbility Erasmus+ project was done at the SACCOM conference held at the University of Witwatersrand on 14-16 September 2022. This was towards an output of the Erasmus + project-multiplier event. • Some CIET staff were involved in a training collaboration with UCT, the University of the Free State, Rhodes University and the University of Mpumalanga. • CIET offered workshops for the staff academy and was involved in planning of the future of the staff academy offerings, and was also involved in coordination of Ad hominem promotion by giving access to the portal to assessors, and hosting of the portfolios.

•

Furthermore, some staff members were involved in institutional development through attendance of committee meetings; involvement in Institutional Audit working groups and steering committee; CHE institutional Audit Panel; CPUT staff research mentoring programme; HERS-SA mentoring programme; NRF panels; reviews for national and international journals; teaching in CHEC courses; participation in the FutureAbility Erasmus + project, with an MoU signed in June 2021 for the project to run from 2021 to 2023; external examination and moderation of final assessments; involvement in external and internal audits; audit of security of online assessments; also developed a document of security features of blackboard for use for different types assessment. The FutureAbility Digital Readiness Report was shared on Facebook: https://m.facebook.com/story.php?story_fbid=pfbid034mtoUpdjKX7LDboYxSjf9ng TD4eUdkDJrTom47UC1S97a9cbm4oJMDAzWV2LXtaGl&id=1000011981 fbid=pfbid034mtoUpdjKX7LDboYxSjf9ngTD4eUdkDJrTom47UC1S97a9cbm4o JMDAzWV2LXtaGl&id=1000011981

•

In executing their duties, CIET staff encountered the following challenges in 2022. Learn Space overuse, from 8 terabytes to 17. Most space is occupied by videos (4 terabytes). The proposed solution was to archive 2019 and 2020 courses and for academics to remove videos from Blackboard and save them on OneDrive and embed links to them on the Blackboard courses. Training students on the use of LinkedIn Resources was not successful. However, coordination was sought from Student Affairs, resulting in an agreement with Student Affairs that training will take place in 2023.

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3.3 Centre for Personal and Professional Development (CPPD) The year 2022 was both exciting and challenging for the short course environment. However, like the two preceding difficult years, 2022 was characterised by resilience among those involved in the short courses. Whilst the competitive environment within the short course landscape continued to become more challenging, it was further complicated by the need to adjust teaching and learning practices to the changing pandemic. This report highlights the successes and challenges the Centre for Professional and Personal Development (CPPD) and some of the Short Course Offering Entities (SCOEs) encountered during the 2022 academic year. The report focuses on efforts within the short course environment to adapt learning and teaching practices in response to the Covid-19 pandemic environment.

A working space for CPPD With CPPD staff having spent a few years working in three different offices between two campuses, handing the Ikamva building to CPPD following its restoration was a source of great relief and joy to our staff. The Ikamva building has great potential, not only as an administrative space but also as a space for teaching and learning. Efforts to include the Ikamva building in the university’s Smart Classrooms initiative are underway. In this regard, securing the building, and acquiring the right resources, such as furniture and facilities, will be crucial.

Shoni Khangala Director: Centre for Professional and Personal Development (CPPD) Ikamva building - A learning and teaching, and administrative space

Introduction of short course offerings

ICT Academy

2022 also saw the introduction of new offerings through cooperation among various stakeholders. The Leadership Development Coaching Programme, funded by the Education, Training and Development Practices SETA (ETDP), was launched through a collaboration between CPPD and the Learning and Development Department. The first cohort was the staff of the Student Affairs Department. Following successful delivery and a certification ceremony for the first intake, the ETDP promptly provided additional funding for the second intake.

Following a challenging start to the year, the ICT Academy managed to generate a healthy income scenario towards the end of 2022. The Academy held a huge graduation ceremony at the end of the year; this was hosted at the Bellville Auditorium. Most students who participated in the 2022 graduation ceremony had endured the challenging period of the Covid-19 pandemic. ‘Whilst our Lecturers had learned all the online teaching and learning technology at the height of the pandemic, it was exciting to see the beginning of the full return to classes towards the end of 2022,’ said Vaughn Beckerling, Academy Leader.

Another programme, the Management Development Programme (MDP), enrolled the second cohort in July 2022. This programme resulted from a collaboration between the Department of Management and Project Management, the Graduate Centre for Management (GCM), and CPPD. Other offerings which debuted in 2022 include the Vascular Ultrasound refresher course from the Department of Medical Imaging and Therapeutic Sciences and the Point of Care Testing from the Biomedical Sciences Department.

Year-end graduation of the ICT Academy

Graduate Centre for Management (GCM)

Representatives from the ETDP SETA, CPPD and Learning and Development Department, and the participants during the Leadership Coaching and Development Programme certification ceremony

2022 was challenging for the GCM, as one of the biggest SCOEs by student numbers and income, having lost key staff members. By the end of 2022, work to restore the organogram to its strength had been accomplished. In particular, recruitment for critical positions such as Special Projects and Short Courses Coordinator and Quality Enhancement Officer had been concluded. Efforts to renew Quality Council for Trades and Occupations accreditations were also initiated and were well on track. The above endeavours will restore GCM as one of the critical players in the generation of thirdstream income.

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Technology Station Clothing and Textiles (TSTC) Due to the practical nature of offerings from the TSTC, which require face-to-face interactions, it was challenging to be fully effective during the pandemic. ‘Due to reduced numbers during the Covid-19 restrictions, we had to complement our training by running workshops for the retail sector; we also had to customise some of our offerings,’ said Karin Hock of the TSTC. The return to normal operations free of Covid-19 restrictions will put the TSTC in good stead to recover and continue growing its offerings. Despite the pandemic-related challenges, the TSTC continued its operations and achieved its 2022 objectives. Thus in 2022, the TSTC completed a project with the Food and Beverages Manufacturing SETA involving 100 learners and 18 groups from NGOs, NPOs and small businesses.

Engineering Quality Centre (EQC) During 2022, EQC presented all their offerings except for Healthy and Safety, where there were some contractual challenges. By the end of 2022, efforts for the Health and Safety course to return to the fold had been finalised. In 2022 EQC adopted a hybrid model of teaching and learning. EQC has succeeded with online teaching and learning and has attracted several international students. ‘As we transition to faceto-face, we will need to take care not to lose our gains in the international market; we must make sure that our international students are not left behind’, said lecturer, Dr Des Jaftha.

F’SATI With F’SATI losing its director and other key staff members in 2021, the focus in 2022, which was not an easy year given staffing challenges, was on re-establishing the structure to its optimal functioning. Despite the above challenges, 78 students participated in the three cybersecurity courses offered by the Cybersecurity Institute (in collaboration with F’SATI); this comprised 70 students in the Certificate in Cybersecurity and four students each in Cyber Governance and Cyber Investigations,

respectively. By the end of 2022, the recruitment processes for the appointment of the Director had been finalised.

Survival Centre Due to the practical nature of the offerings, face-to-face teaching and learning is crucial for the Survival Centre. Towards the end of 2022, despite the lifting of Covid-19 regulations, social distancing still constrained numbers. Thankfully 2022 was the revalidation of the Standards of Training, Certification and Watch Keeping (STCW); this kept most of the classes and their related activities going for most of 2022. The Centre managed to keep accreditations up to date; these included the South African Bureau of Standards (SABS) certification after a successful clean audit. There were, however, some challenges. These included staffing problems due to resignations at the leadership level. Prompt measures were taken for interim staffing arrangements. During 2022, load-shedding impacted some of the day-long courses at the Centre, thus, much effort was spent looking for creative solutions to mitigate the impacts.

Conclusion In 2022, CPPD, the SCOEs and the rest of the stakeholders within the short course environment showcased their determination and resilience. Adapting to the changing competitive landscape and the pandemic’s impact, they continued to find ways to deliver quality teaching and learning experiences. Looking ahead, 2022 has set a foundation to inform future strategies and enable continuous improvement, ensuring the success and growth of the CPPD and Short Course environment.

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3.4 Centre for Community Engagement and Work-Integrated Learning

Vision To be a Centre of Excellence working smartly with industry, government and community, locally and globally, to provide co-operative education and community engagement opportunities for students to meet the challenges in this fast-changing world.

Mission 1.

2. 3.

To provide strategic direction and leadership for community and industry engagements with the university and quintuple helix partners regionally, nationally and internationally in promoting graduate employability and grant systems. To re-imagine the Work-Integrated Learning framework through appropriate curriculum development, research and quality assurance. To contribute to a sustainable economy and cohesive community in South Africa, the African continent and beyond, seeking to instil values, graduate attributes, employability, entrepreneurship, and social responsiveness in students, through staff and student development, engagement and research initiatives.

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Prof Lalini Reddy Director: Centre for Community Engagement and Work-Integrated Learning

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Proposed WIL modalities for futureproof curricula

FA2

Smart teaching and learning environments

Promote placement of WIL students in industry through quintuple helix partnerships.

Promote 4IR for future-proof curriculum, preparing students for employability.

Offer curriculum development support for LTA for WIL /SL subjects.

Offer future-proof work preparedness hybrid programmes for students.

Introduce entrepreneurial thinking and technopreneurship for staff and student development.

Offer support for Service Learning projects to all programmes.

Promote Dual Higher Education project in curricula (DHEP, CHEC).

Summary of WIL modalities implemented in Faculties

Faculty

Workplace Based Learning

Project Based Learning

Community Service Learning

Other, e.g., Simulated

Applied Sciences

+++

Business and Management Sciences

Education

+++

Engineering & the Built Environment

Health & Wellness Sciences

+++

Informatics & Design

Learning Work-Directed Theoretical Learning, Problem-Based Learning

Dual Education Model

SETA funding

CPUT has two pilot programmes in the planning phase, namely, the Diploma Public Relations and Bachelor Degree in Food Science and Technology. The curriculum is structured around these four competency groups as shown in the diagram below.

Funded WIL placements are vital to the university’s efforts to achieve the set goals for Vision 2030. The SETA funding projects provide the following advantages for the institution: • Increased number of WIL placements. • Improved management of WIL in the institution. • Improved quality of relations with stakeholders in our quintuple helix environments. • Improved marketing of the institution. The past year saw 582 WIL students benefiting from SETA stipends. The table below shows the distribution of SETA funding across the faculties, and the total amount received was R15 358 500.

SETA stipends awarded to CPUT

Graduate recruitment The Graduate Recruitment Programme (GRP) is a voluntary programme that runs throughout the year. Recent CPUT graduates who have graduated in the last two years submit their CVs for employment opportunities. These opportunities include part-time and full-time employment as well as internships. CPUT along with other higher education institutions are affiliate members of the South African Graduate Employers’ Association (SAGEA). Our students were invited to join the SAGEA VirtualGradExpos at no cost.

Name of SETA

Amount

Faculties

No. of beneficiaries

Stipend per learner

HWSETA

R8 400 000

200

R3 500

CATHSSETA

R840 000

R3 500

SASSETA

R175 000

R4 500

LG SETA

R322 500

R2 500

CHIETA

R680 000

R3 500

MERSETA

R3 849 000

R5 000

BANKSETA

R3 593 205

105

R5 500

MICT SETA

R420 000

R3800

CATHSSETA (Graduates)

R672 000

Health & Wellness Sciences Biomedical Sciences Radiography Dental Technology Business & MS Hotel Management Tourism and Events Management Business & MS Applied Legal studies Business & MS Public Management Health and Wellness Sciences Biomedical Sciences Applied Science Analytical Chemistry Engineering & BE Mechanical Engineering Electrical Engineering Industrial Engineering Informatics and Design Information Technology Business & MS Public Management Business & MS Tourism and Events Management

R5 000

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Presidential Youth Stimulus Project for Interns

WIL research development with UMASS

The Presidential Youth Employment Stimulus fund operated by DHET invited universities to indicate their capacity to host interns for six months (R 5 000 per month) to provide exposure to the university environment, and assist in operations and academic activities for work experience. CPUT was awarded funding for 70 beneficiaries, totally an amount of R 2 100 000. This was distributed across 18 departments and units.

Four WIL research staff development workshops were held during August 2022. Visiting professor Prof Iman Chahine from University of Massachusetts facilitated the workshops together with Prof Reddy. She also presented the keynote address at the National Science Week symposium at CPUT on Ethnomathematics.

VC Industry Event CPUT hosted a successful VCs Industry Event on 20 June 2022 at the Auditorium at Bellville campus. This was a hybrid event organised by Office of VC and Centre for CE and WIL. The VC, Prof C Nhlapo shared the highlights of Vision 2030 with more than 140 face to face and online industry guests.

EU/THENSA-HERESA study visit to Sweden Prof Lalini Reddy joined a delegation of South African WIL directors on the EU/ THENSA/HERESA study visit to KTH Institute of Technology, Stockholm, Sweden in October 2022. The following WIL strategy was prepared for CPUT ‘Preparing for 4IR and the future world of work against the backdrop of key global resource challenges’. This focused on developing programmes that will prepare students for the future; and reviewing and adjusting teaching methodologies and delivery modes in line with CPUT’s graduate attributes and student readiness for the future world of work. Graduate employability was enhanced at KTH with local industry creating opportunities for student innovation and entrepreneurial hubs on campus.

WIL Research and Internationalisation Conferences CPUT participated in the WIL Africa SASCE Conference held in East London in September 2022. Over 20 CPUT staff members attended, including Prof R. Balkaran, DVC: Learning and Teaching who presented the plenary address at the opening of the conference. Prof Lalini Reddy presented the following papers: Reddy, L. 2022. WIL Assessment practices at CPUT. WIL Africa, September 2022, East London.. Reddy. L. 2022. Preparing future proof curricula to boost the economy and contribute to social cohesion in the Western Cape, South Africa. WIL and Graduate Employment Global Virtual Summit, November 2022.

The KTH Institute of Technology library showcasing spaces created for students innovations and entrepreneurship.

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3.5 Libraries Introduction This report provides an overview of the library’s performance in fulfilling its core objectives related to learning and teaching support. We manage seven libraries across all of our campuses and the key areas of focus include the provision of information resources, the availability of learning and collaborative spaces, consultation services, and the implementation of information literacy programmes. This report highlights the progress made in implementing the strategies set forth to achieve these objectives.

Information resources With an annual budget of R23.8 million, the library provided extensive access to various information resources including books, e-books and many relevant databases. We introduced a new database from a world-leading producer and provider of science videos to empower effective teaching of science concepts, which was extremely well received by the relevant faculties. We also provide interlibrary loans services for resources that we do not have access to, and promote open access resources where possible and relevant. During the reporting period, the library has undertaken a project to enhance the collection for undergraduate programme resources, with a particular emphasis on course materials and prescribed textbooks. As part of this initiative, 920 new prescribed and recommended books have been added to the collection, aimed at providing comprehensive support for the various programmes offered. A total of 21 582 books were loaned by students from the library. In addition to the expansion of physical resources, the library has made significant strides in the digital realm. The e-books collection has proven to be an asset, and a total of 133 680 e-book downloads were made by library users, indicating a growing preference for digital resources among students and researchers, as compared with 21 582 printed books that were loaned by students from the library.

Learning and collaboration spaces In the past year, the library has continued to serve as a hub for learning and collaboration, accommodating a significant number of users within its premises. A total of 554 617 individuals entered

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Prof Elisha Chiwari Director: CPUT Libraries

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LIBRARIES

our libraries, indicating a substantial engagement with the library’s resources and facilities. To cater to the diverse needs of students and researchers, the library has provided various dedicated spaces for specific purposes. The 24-hour study facilities at our larger campuses have proven to be popular, with 5 048 users taking advantage of the extended study hours offered by the library. This service has provided a conducive environment for late-night studying and research. Additionally, the library’s computer rooms have played a crucial role in supporting technological needs. A total of 41 382 users utilised the computer rooms, which are equipped with computers and other necessary resources, ensuring access to digital tools for academic and research purposes. Moreover, the study spaces within the library have served as collaborative spaces for students to engage in group work, discussions, and other interactive activities. The significant number of 25 277 users took advantage of these spaces, promoting collaboration and fostering an environment conducive to knowledge sharing.

Consultations with librarians In line with the commitment to providing excellent support services, the library ensures that students and academic staff have access to qualified librarians who are readily available to address any inquiries related to their academic programmes. In the beginning of the year an orientation programme is available for all new students to visit and tour the library to meet their librarians and learn about the services and spaces available to them. This support is also available as an after-hours service at some library branches. Over the course of the year, a total of 1 543 queries were processed through the library online chat service.

This platform has enabled students and academic staff to engage with librarians, receiving prompt responses and valuable guidance pertaining to their academic programmes. The library chat service has been instrumental in offering quick and off-campus support to student studying online. In addition to virtual consultations, face-to-face interactions have played a crucial role in providing personalised and in-depth assistance. Throughout the reporting period, the library accommodated 17 114 face-to-face queries, allowing students and academic staff to engage directly with librarians.

Information literacy CPUT had an Information Literacy Policy since 2009 which was again recently reviewed and approved. The university has an Information Literacy Committee with representation from all faculties and other relevant stakeholders to monitor and report on all information literacy matters to the Senate Learning and Teaching Committee. The compulsory and Senateapproved Information Literacy programme is rolled out annually to first year students. During 2022, 213 training sessions were provided with 13 299 students attending. The library has been committed to develop and promoting information literacy among first-year students through this information literacy programme. The information literacy training is designed to cover a wide range of topics, including information searching strategies, learning about the various available information resources and tools, evaluating sources, copyright, plagiarism and citing references. The online Information Literacy resources are continuously developed and available in our Learning Management System, with some also available in isiXhosa and

Afrikaans to provide multilingual support. The aim was to equip students with the necessary skills to navigate the complex world of information and become critical thinkers and lifelong learners. Furthermore, the library ensured that all training and assessment activities were completed within the designated timeframe and according to the established schedule. This timely completion of training and assessment demonstrates the library’s commitment to delivering the information literacy programme efficiently and effectively. The library organised and hosted the 2nd Research and Information Literacy in the Workplace Seminar from 2-3 November 2022 to bring together industry partners, academics, librarians and alumni to discuss this important topic and to ensure that our Information Literacy programme continues to develop with the workplace in mind.

Conclusions The year under review proved to be less challenging compared to the previous year, as a significant portion of students were predominantly on campus, enabling the library to provide seamless support for learning and teaching activities. Despite the implementation of blended learning approaches, the library continued to play a vital role in meeting the needs of students and academic staff through various services and resources. The library successfully navigated the challenges posed by blended learning while maintaining its support for learning and teaching activities. The provision of consultation services, the expansion of information resources for course materials, the information literacy programme, and the availability of study and collaborative spaces contributed to an enriched academic experience for students and academic staff.

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3.6 Strategic Initiatives and Partnerships Directorate introduction The internationalisation of higher education is a contemporary discourse and phenomenon that seeks to add existing and new knowledge in all national, international, geopolitical, and cultural spaces (Sehoole & Knight, 2013). the broad definition of internationalisation is ‘the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education’ (Knight, 2008, pp. 1-2). Therefore, there is consensus on the definition of comprehensive internationalisation as a strategic response to international higher education (HE). It is an all-encompassing term which includes an institution’s strategy, policies, programme qualification mix (PQM), and the international ecosystem. The aim is to contribute to the global competitiveness of graduates in a diverse, interconnected, cross-border, transnational and geopolitical space. (https://www.acenet.edu/Research-Insights/Pages/Internationalization/CIGE-Model-forCcomprehensive-Internationalization.aspx, CPUT Vision 2030, Deardorff and Charles (2018). While this is a universal generic definition revised over the recent years, there needs to be a regional and continental relevance. South Africa is part of a broader ideological construct beyond its geographical location on the continent to include notions of the Global South, South-South and global peripheries. As we rethink strategies and methodologies to enhance the internationalisation of HE in South Africa, the continent and across our borders, globally, there has been a return to the drawing board to purposefully redesign a strategy for the internationalisation of HE in a post-Covid or post-Covid endemic world from 2020 to 2023. These global and geopolitical places and spaces become sites for diverse discourses in transnational, cross-border or global readings of the Internationalisation of HE in personal, synchronous, asynchronous and virtual spaces. Its impact is extended to the influences, outcomes, narratives, and counter-narratives in the subfields of higher education that include mobility, research and global learning outcomes. Applying the internationalisation of HE constructs in South Africa – a microcosm of a global world marked by volatility, uncertainty, complexity and ambiguity(VUCA) world ¬– critically responds to the decoloniality agenda and the political transformation of HE. A multiplicity of drivers inform these perspectives to reclaim histories, identities, economies and nation-states after the Enlightenment

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and colonial project and its legacies and centuries of imperial domination by Western Europe. While there is a commonality in understanding the core functions of internationalism, the construct is complicated in understanding the politics of nation-states: who are global citizens? Moreover, this is the responsibility of the nation-state, to drive an Africanised and decolonial agenda, recruitment of foreign international students and staff, asylum seekers and refugees.

CHAIR TITLE

RESEARCH CHAIR

South African Research Chair Initiative (SARChI) Cardiometabolic Health Research Centre (CHRC)

Prof T Matsha (Tier 2) Prof G Davison (Interim Chair)

Centre for International Teacher Education (CITE)

Prof Y Sayed (Tier 1)

Strategic research initiatives towards Smart RTIP

Innovative Small Satellite Technology & Applications for Africa (ISSTAA)

In progress

As the Research, Technology Innovation & Partnerships (RTIP) portfolio ushers in the new institutional strategy, One Smart CPUT, it is an opportune time for the university to contribute to economic growth and to the GDP of the country. CPUT is producing high quality postgraduate output, excellent research that has societal impact, and an injection of innovation output into the local economy. Focus Areas 3 of the One Smart CPUT Strategy emphasises Smart RTIP that is relevant and excellent in its knowledge production. Through the development of a range of activities in line with the needs of the 4th Industrial Revolution and Circular Economy developments, we move towards Mode 2 and Mode 3 knowledge production1, i.e. knowledge produced for application (Mode 2) and, more recently, fit for purpose research relevant to society (Mode 3).

Work-Integrated Learning (WIL)

Prof C Winberg (Tier 2)

Governance & Economics for Water & Sanitation Sector Institutions

Prof B Ncube (Tier 2)

One of the key interventions which emanated after the adoption of the RTI Blueprint in November 2012 is the Research Chair Initiative. To date, the office of the DVC: RTIP has expended substantive effort in respect of the implementation of the CPUT RTI Blueprint. Through a special grant, CPUT has been fortunate to institutionalise six research chairs with the intention that each research focus area will have at least one, if not more, research niche area supported by a chair. The strategic Research Chair Initiative aims to strengthen research and innovation capacity, enhance the training of a new generation of researchers, and the further development of established researchers in all knowledge areas, while responding to national priorities and strategies2. There are currently twelve research chairs at CPUT.

1 2

Cape Peninsula University of Technology Strategic Plan 2021-2030 – One Smart CPUT South African Research Chairs Initiative Consolidated Generic Framework, National Research Foundation

CPUT-funded Research Chairs Biotechnology

Prof JL Marnewick

Energy

Prof MTE Kahn

Innovation in Society (Service Design)

In progress

Literacy Development

In progress

Oceans Economy

Prof KP Findlay

Sustainable Tourism & Global Change

In progress

SETA Research Chairs Work-Integrated Learning (ETDP SETA)

Prof NJ Nduna

The RTI 10-year Blueprint (2012-2022), and its acknowledgment of Research Chairs as an important enabler of the CPUT mission, is supported by the CPUT Research Chair Operational Framework that guides the way in which the university supports the work done by the Research Chairs through the DVC and faculties. This includes, but is not limited to, integration, infrastructure and equipment, resources, administrative support and visibility.

The research focus areas are an important component of the CPUT research strategy and give voice to the transdisciplinary research approach used at CPUT. To this end, the university endorses the objectives of the NRF in its rationale for the research focus areas: integration and synergy between the social and physical/engineering sciences in support of One Smart CPUT’s two dimensions, i.e., human-centricity and technological smartness. Research focus areas are likely to evolve as strategic imperatives shift and CPUT’s strengths change, and so periodic reviews of these focus areas will be undertaken to assess their relevance to CPUT’s growth trajectory, national imperatives and orientation to Mode 2 knowledge production. Given the evolving nature of technology through the 4th Industrial Revolution, which strengthens CPUT’s contribution to the domain of technology, CPUT embarked on a review process of the research focus areas to align better to a new world of work based on human-centricity and ‘technology-enabledness’ (2018-2019). The research focus areas were redesigned to ensure alignment to chapters in the National Development Plan 2030 in terms of competitiveness and relevance to

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South Africa and identified elements of the 17 SDGs in terms of competitiveness and relevance to the global earth.

STRATEGIC INITIATIVES AND PARTNERSHIPS DIRECTORATE

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2022 LEARNING AND TEACHING REPORT

The research focus areas are populated with new niche areas aligned to the above objective. The review and redesign processes were finalised, and six research focus areas were approved in 2020: Research Focus Area 1: Bioeconomy & Biotechnology Research Focus Area 2: Space Science, Engineering & Technology Research Focus Area 3: Smart Energy Research Focus Area 4: The Environment, Climate Change & Sustainability Research Focus Area 5: Human, Health & Social Dynamics Research Focus Area 6: The Digital Society CPUT acknowledges in the operational framework that research chairs co-exist within discursive cultural constructs across academic faculties and entities as indicated in the table below. This is also to further promote an environment that actively supports transdisciplinary approaches and research.

FOCUS AREAS & LEADERS

RESEARCH CHAIRS

RESEARCH ENTITIES

FOCUS AREA 1 Bioeconomy & Biotechnology

Prof JL Marnewick

o o o o o o o o

Chair: Biotechnology Agrifood Technology Station (ATS) Applied Microbial and Health Biotechnology Institute (AMHBI) Bioresource Engineering Research Group (BioERG) Crystal Engineering Unit Functional Foods Research Unit (FFRU) Nuclear Magnetic Resonance Facility (NMR) Phytotherapy Research Group

o o o o o

Chair: Innovative Small Satellite Technology & Applications (in progress) Africa Space Innovation Centre (ASIC) Centre for Instrumentation Research (CIR) French–South African Institute of Technology (F’SATI) Quantum Physics Research Group

Dr M le Roes-Hill

FOCUS AREA 2 Space Science, Engineering & Technology Prof I Davidson

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FOCUS AREAS & LEADERS

RESEARCH CHAIRS

RESEARCH ENTITIES

FOCUS AREA 3 Smart Energy

Prof MTE Kahn

o o o o o o

Prof KP Findlay Prof B Ncube

o o o o o o o

Prof G Davison Prof T Matsha Prof NJ Nduna Prof Y Sayed Prof C Winberg

o o o o o o

Prof MTE Kahn

FOCUS AREA 4 The Environment, Climate Change & Sustainability Prof B Opeolu

FOCUS AREA 5 Human, Health & Social Dynamics Dr D Bester

FOCUS AREA 6 The Digital Society Prof I van Zyl

Chair: Smart Energy Centre for Distributed Power & Electronic Systems (CDPES) Centre for Power Systems Research (CPSR) Centre for Real-Time Distributed Systems (CRTDS) Centre for Substation Automation & Energy Management Systems (CSAEMS) Energy Institute

Chair: Governance & Economics for Water & Sanitation Sector Institutions Chair: Oceans Economy Chair: Sustainable Tourism & Global Change (in progress) Centre for Sustainable Oceans Centre for Water & Sanitation Research (CWSR) Environmental Chemistry, Toxicology & Remediation Flow Process & Rheology Centre (FPRC) [this research group is also involved with projects in FA 5] o Nanomaterials Research Group

o o o o o o o o

Chair: Cardiometabolic Health Chair: Literacy Development (in progress) Chair: Teacher Education Chair: Work-Integrated (ETDP SETA) Chair: Work-Integrated (SARChI) Adaptronics Advanced Manufacturing Technology Laboratory (Adaptronics AMTL) [this technology station is also involved with projects in FAs 4 & 6] Cardiometabolic Health Research Centre (CHRC) Centre for International Teacher Education (CITE) Centre for Sport Business & Technology Research (CSBTR) Centre for Tourism Research in Africa (CETRA) Clothing and Textiles Technology Station (TSCT) Literacy Development Unit Professional Education Research Institute (PERI) Sport Performance Laboratory (SPL)

o o o o o

Chair: Innovation in Society (Service Design) (in progress) Centre for Communication Studies Centre for Business Innovation & Incubation (BIIC) Product Lifecycle Management Competency Centre (PLMCC) Brand & Digital Research Hub (BDR)

At CPUT, research entities form a hub of centres of excellence in research and teaching. They are involved with promoting research, technology transfer, non-formal teaching, community service and outreach programmes, in ways that are not readily possible within faculties. The university’s research strategy aligns these research entities to the research focus areas and research chairs.

Research Forum The Research Forum is constituted of CPUT Research Chairs and is where discourse engagement and dialogue on strategic research initiatives take place. This year’s Research Forum was held on 3 March, 13 June, 20 October and 29 November.

Smart internationalisation Strategic international partnerships Internationalisation is a common thread that runs throughout CPUT’s activities. To remain relevant in the ever-changing world of the 4th Industrial Revolution, the institution has incorporated a comprehensive theme of smart internationalisation. CPUT’s approach to Smart partnerships is strongly embedded within the research focus areas listed above.

List of smart partnerships Partnership (local and international) agreements concluded in 2022) Local and national partnerships

Research Incoko

Name of University/Institution

Faculty/Department

University of Pretoria

FAS

Saldanha Bay IDZ Licensing Company SOC Ltd

SIP

Liquid Telecommunications South Africa (PTY) LTD

FEBE

Schneider Electric (PTY) Ltd

FEBE

University Capacity Development Grant (UCDG) – Focus Area 5

The South African Weather Services (SAWS)

FAS

ESKOM and CPUT (SARETEC)

SARETEC

The SIP Office leads the UCDG Focus Areas 5 for growing CPUT’s Rising Stars in Research and Innovation. This is aligned with Activity 4: Develop and facilitate activities and appropriate systems to promote and support research uptake. Five workshops and training sessions were held under the themes: ‘Dissemination of findings’; ‘Science communication’; ‘Stakeholder engagement between researchers and users’; ‘Social influence, societal impact’.

CPUT and AEL

FEBE

Eskom RT&D Memoranda of Understanding with Public Universities & Universities of Technology

FEBE

UCT

FEBE

Department of Transport

FEBE

The Research Incoko is a platform for quarterly research engagements on a variety of research-related topics to develop CPUT’s research capacity from within and allow research constructs and research-related issues to be addressed using a transdisciplinary approach. The Research Incoko was held on 16 February, 24 May, 31 August and 30 November.

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Name of University/Institution

Faculty/Department

Name of University/Institution

Faculty/Department

iThemba Labs

FEBE

CPUT and ASTROFICA Technologies

FEBE

F’SATI partners TUT

FEBE

EWSETA & SARETEC

SARETEC

Nansen-TUTU Agreement renewal (2020-2022)

FAS

SARETEC

Cape Nature and the Department of Conservation

FAS

RENEWABLE COOKHOUSE WIND FARM, Suzlon Wind Energy South Africa (Pty) Ltd and SARETEC

Mangosuthu University of Technology

SIP

Council for Scientific and Industrial Research

FEBE

National Professional Teachers Organisation of South Africa

FBMS

University of Cape Town

FEBE

Department of Science and Innovation and Japan

FEBE

City of Cape Town

Research Directorate

The Academic Institute of Excellence (AIE)

FEBE

University of Pretoria

AMHBI

Ocean Hub Africa

FEBE

Biotikum Ltd.

AMHBI

LBC Renewables

FEBE

Agriculture Research Council

AMHBI

Xylem Water Solutions South Africa (Pty) Ltd

FEBE

Stellenbosch University (Microbiology Dept)

AMHBI

GrowZa

FEBE

Stellenbosch University (Biochemistry Dept)

AMHBI

Africa Community Projects

FEBE

Stellenbosch University (Chemical Pathology)

AMHBI

Rewoven (Pvt) Ltd

FEBE

North West University (Centre for Human Metabolomics)

AMHBI

AAChem (Pvt) Ltd

FEBE

University of South Africa,

FEBE

South African Bank Note Company

FEBE

FP&M SETA

FEBE

SIOC Community Development Trust

FEBE

VTTV-SARETEC

SARETEC

Overberg Water

FEBE

DHET(NSF) SARETEC

SARETEC

University of KwaZulu-Natal

FEBE

CRSES-SARETEC

SARETEC

Centre for Proteomic and Genomic Research

FAS

CPUT/Liquid Telecom bursary funding agreement

FEBE

The National Metrology Institute of South Africa

FEBE

New International partnerships (over and above the two above)

African partnerships Name of University

Faculty

Country

Name of University

Faculty

Country

African Institute for Science and Policy

FBMS

Nigeria

Dassault Systèmes, the French Ministry

FEBE

France

Federal University of Technology, Akure (FUTA)

Faculty of Applied Sciences

Nigeria

University of Derby, United Kingdom and CPUT

FID

United Kingdom

Obafemi Awolowo University

FBMS

Nigeria

FID

France

University of Lubumbashi

FEBE

DRC

Universite Paris-Est Creteil (UPEC) France and CPUT

4 5

Redox Biology Research Laboratory, Department of Biochemistry, Federal University, Oye-Ekiti

AMHBI

Nigeria

CHEMIE Paris

FAS

France

Efrei Paris-CPUT

FID

France

University of Bejaia

AMHBI

Algeria

KAUNAS University of Technology and CPUT

SIP

Lithuania

University of Namibia

Faculty of Education

Namibia

The University of New South Wales

FAS

Australia

University of Botswana

Faculty of Education

Botswana

Canfield University

FEBE

United

University of Dar es Salaam

Faculty of Education

Tanzania

Halmstad University

FEBE

Sweden

Hochschule Dusseldorf – University of Applied Sciences

FEBE

Germany

PLMCC

FEBE

France

TU Delft

FEBE

Netherlands

Ernst-Abbe-Hochschule Jena University of Applied Sciences

FEBE

Germany

Osnabrück University of Applied Science

FAS

Germany

Technische Hochschule Ingolstadt

SIP

Germany

Fontys University of Applied Sciences

FAS

Netherlands

Lusophone University of Humanities and Technology – ULHT

FAS

Portugal

BRICS Name of University

Faculty

Country

African Institute for Science and Policy

FBMS

Nigeria

Federal University of Technology, Akure (FUTA)

Faculty of Applied Sciences

Nigeria

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Name of University

Faculty

Country

BIOMIN

AMBHI

Austria

United States Department of Agriculture

AMBHI

USA

OeAD-GmbH – Austria´s Agency for Education

AMBHI

Austria

University of Vienna

AMBHI

Austria

National Construction Academy

FEBE

Saudi Arabia

BSM Cadet Programme

FEBE

Cyprus

Howest Hogeschool

Education

Belgium.

Hochschule Hannover

FID

Germany

SUMMARY OF PARTNERSHIPS 2022

Erasmus+ partnerships International Institution

Faculty/Department

Country

Universitatea de Arte-George Enescu din Lasi

SIP

Polytechnic of Porto

FBMS

Portugal

EKA University of Applied Sciences

FAS

Latvia

Mendel University in Brno

FAS

Czech Republic

Technical University of Sofia

FEBE and SIP

Bulgaria

Hungarian University of Agriculture and Life Sciences (MATE)

AMHBI

Hungary

Local/national

African

International

Romania Summary of local, national and international partnerships

Staff mobility 2022

Inbound and Outbound exchange students 2022 •

•

Inbound exchange students to the Faculty of Informatics and Design, Faculty of Engineering, Faculty of Management and Business Sciences, Faculty of Applied Sciences. Outbound exchange students: Faculty of Business and Management Sciences, Faculty of Engineering and the Built Environment and Faculty of Informatics and Design.

Conference attendance and proceedings 2022 The Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE) 2022 Virtual Conference. Summary of inbound and outbound staff • •

Inbound staff mobility: Faculty of Applied Sciences, Faculty of Business and Management Sciences, Faculty of Informatics and Design, AMHBI. Outbound staff mobility: Faculty of Business and Management Sciences, Faculty of Applied Sciences. Faculty of Informatics and Design.

Association of Internationalization Educators Administrators (AIEA) – Board Leadership. AIEA 2022 Conference – 18-24 February, New Orleans, Los Angeles. First AIEA Forum hosted by CPUT on the 11 March 2022. Seminar by Professor Faizal Rivzi, 23 March 2022. HERS-SA International Women’s Day Webinar – 24 March 2022. Higher Education and Leadership Management (HELM), USAF Engage Webinar – 26 April 2022. Erasmus + Symposium for the EURO-ZA Capacity Building in the field of Maritime VitaGlobal Erasmus + Project Week. Workshop titled ‘Experiences with Maths Education in US and Africa. A cultural perspective’. First Inclusive Technopreneurship Forum (ITF 2022) 16 and 17 August 2022. SASUF goes Digital Event 19-23 September 2022. Embassy of Finland Social Entrepreneurship, 27 September 2022.

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International Educators Association of South Africa (IEASA) Virtual Conference, 24- 26 August 2022. Higher Education Forum Workshop, 31 August 2022. HER-SA Women in Leadership conference, 4-8 September 2022 Central University of Technology (CUT) Family Week Series Conference, 12 October 2022.

Delegation visits 16 February 2022

French delegation visit

6 June 2022

South African Swedish University Forum

24 August 2022

Meeting with Weihenstephan-Triesdorf University of Applied Sciences (HSWT), Germany

2 September 2022

Meeting with representatives from the South African Qualifications Authority (SAQA)

22-23 September 2022

SARETEC/GEAPP/Eskom Grant Agreement signing ceremony

18 October 2022

EDU Africa: CPUT – CCID: Delegation

18 October 2022

Consulate of China in Cape Town visit

10 November 2022

Meeting with Hochschule Munchen University of Applied Sciences in Germany

1 and 6 December 2022

Engagements with CIRAD Centre de coopération internationale en recherche agronomique pour le développement

5 December 2022

Japan Ministry of Foreign Affairs to Cape Peninsula University of Technology

5 December 2022

NESO delegation to Cape Peninsula University of Technology

6 December 2022

Visit by the Minister of Economic Affairs and Climate, Germany.

9 December 2022

Visit by Iranian Delegation

12 December 2022

Qatar, RBAT – Cape Peninsula University of Technology Engagement

four CHAPTER

Holistic Student Support and Initiatives towards student success 4.1

Disability Unit (DU) Teaching and Learning report

4.2

Student Counselling

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4.1 Disability Unit This report will cover the following: overview of the role of the disability unit (DU) inclusivity, accessibility and equality; types of disabilities; projects undertaken; available equipment and significant highlights for 2022.

Overview of the role of the disability unit The Disability Unit (DU) operates within the Division of Student Affairs and supports students with disabilities in partnership with other departments, units, and faculties. It is a multifunctional support service point of the university that strives to implement an accessible and welcoming learning environment for students with disabilities. The DU strives to empower and support students with disabilities to reach their full potential in an inclusive academic environment and promote the active inclusion of all students in all aspects of university life.

Dr Amanda Ismail HoD: Disability Unit

Inclusivity, accessibility and equality Fundamental to the DU’s work is human rights, inclusivity, accessibility, equality and social justice. Equality is one of the human rights that are guaranteed in the Constitution. This includes persons with disabilities, in all aspects of their lives. Equality means that all people should be treated the same, regardless of their age, race, religion or any other considerations. Everyone has inherent dignity and the right to have their dignity respected and protected.

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Everyone has the right to a basic education, including adult basic education; and to further education, which the state, through reasonable measures, must make progressively available and accessible. The DU therefore promotes inclusive education which considers the diversity of people’s attributes, abilities, experiences, and situations. The goal is equal access to opportunities and resources for students who might otherwise be excluded or marginalised, such as those having physical, sensory or intellectual disabilities. The DU is regulated by various legal instruments, policies and guidelines, chief amongst these is the South African Bill of Rights.

In line with the Constitution and Bill of Rights, the purpose of the DU is to advocate for reasonable accommodation, to level the playing field through ensuring that students with disabilities are provided with appropriate resources and tools and that systems barriers are removed, best depicted in the illustration below. During 2022, the DU assisted students with various disabilities • Physical: students who presented with paraplegia, quadriplegia, multiple sclerosis (MS), hemiplegia, cerebral palsy, an absent limb/reduced limb function, dystrophy and polio. • Specific learning conditions: students who presented attention deficit disorder, attention deficit hyperactivity disorder, dyslexia, dysgraphia and dyscalculia.

• • •

•

Visual: students with blindness and varying degrees of vision loss (not corrected by spectacles or contact lenses). Hearing: students who are deaf and have varying degrees of hearing loss. Mental health: students with stress-related conditions, major depression, bipolar disorder, anxiety, and schizophrenia were assisted by the DU in collaboration with the Student Counselling department. Other: students with speech disorders, auto immune disorders, terminal cancer, meningitis, brain tumours, head injuries, multiple sclerosis, epilepsy, stroke, autism/Asperger’s were all academically supported.

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DISABI9LITY UNIT

Projects undertaken by the DU in 2022 Project

Description

Direct support to students with disabilities

This included, assessments and consultations, reasonable accommodation/concession applications, provision of separate venue during exams, scribing, real time data capturing, as well as technical support (with assistive devices and equipment).

Visibility on campus and procuring assistive devices

These were projects funded by external funders. They increased inclusivity and accessibility on campus.

First Year Experience programme

The DU implemented a comprehensive orientation programme throughout all faculties and provided regular training sessions with the mentoring and retention officers.

Diversity and Inclusivity Champions

During 2022, the DU pioneered a diversity and inclusivity champions programme which was based on peer support across the campus community (residences, faculties, etc). This project aims to assist in early identification and intervention for at-risk students with disabilities.

Final Year Experience programme

The DU facilitated the diversity module in the final year experience programme and taught students about reasonable accommodation in the workplace. These sessions were face-to-face and online and required creativity and innovation.

Attendance of relevant committees, conferences, forums, and clusters

Representatives of the DU served on various structures to highlight the needs of students with disabilities. These include Senate Learning and Teaching Committee, Employment Equity Forum, and the Institutional Transformation Forum.

Operation of a lab and resource centre

The lab and resource centre ensures that students with disabilities are fully included in the academic environment as it provides access to assistive devices, software and other necessary equipment.

Group or one-on-one training on specialised software programmes and/or assistive devices

Regular training occurred to improve the utilisation of specialised software programmes and/assistive devices.

Disability awareness and sensitisation programmes

Disability awareness and sensitisation programmes occurred across the campus community with both students and staff members.

Outreach and marketing

The DU visited various schools and organisations that work with learners with disabilities. These include: DeafSA (Deaf Federation South Africa), Athlone School for the Blind, Seven Steps and Jan Kriel School.

Research and advocacy services

Research and advocacy were important activities within the DU. They ensured that staff were abreast with developments within the field. The DU supports universal access and universal design for learning (UDL). The three core components are multiple means of action and expression, multiple means of engagement, and multiple means of representation. Universal access and universal design for learning guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.

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This equipment is available for use by students with disabilities to improve their academic performance.

DISABI9LITY UNIT

Equipment in the disability unit

2022 LEARNING AND TEACHING REPORT

Significant DU highlights • • • • • • • • • • • • • •

February-March 2022: Comprehensive orientation programme. 08 April 2022: Outreach visit to Seven Steps Academy, an institution for learners with varying degrees of hearing loss. 12 May 2022: Software and assistive device training to students with disabilities. 13 May 2022: DU attendance and participation in the Virtual Open Day. 23 – 24 June 2022: Benchmarking exercise with colleagues from the University of Bamenda, Cameroon. 28 – 29 June 2022: Attendance of the National Bursary Support Providers Forum annual conference in Gauteng. 12 – 23 August 2022: DU participation in the Graduate Employability IFC Survey. 19 August 2022: DU outreach to Athlone School for the Blind. Assisting NSC students with applications to CPUT. 23 August 2022: DU facilitated the Final Year Experience webinar titled ‘The sky is the limit’. 30 August 2022: Attendance of the launch of the EmpowerHer SA-CPUT initiative. 01 September 2022: Webinar titled ‘Make your subject material more inclusive for all learners on blackboard’ with the CIET. 01 September 2022: Sign language dictionary launch by the Pan-South African Language Board. 06 September 2022: Attendance and participation in DeafSA’s career day. October – November 2022: Comprehensive academic support to students with disabilities.

Conclusion During 2022 the DU effectively facilitated and promoted equal access and participation of students with disabilities in CPUT’s teaching, learning and assessment environment.

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4.2 Student Counselling During 2022 the department continued to implement a blended support approach. The opportunity to engage students on campus saw the implementation of the Division of Student Affairs and Services #BeWise Healthy Living campaign. This was the first campaign since the advent of the Covid-19 pandemic and permitted on-campus activities to take place. The different departments within the division collaborated to create awareness of the impact of substance use and abuse, depression and anxiety, and wellness and mental health. The #BeWise Healthy Living campaign emanated from the need to empower the CPUT community with information, and resources on how to maintain the fundamental principles of a healthy body and mind. It also sought to promote wellness, mental health, and amongst others, to focus on the link between mental health challenges, substance use and abuse, and GBV. The Wellington campus campaign ran from 9 to 13 May, and the Bellville and District Six campus campaigns from 19 July to 18 August 2022. This campaign was implemented in partnership with the Department of Social Development (DSD), National Institute of Community Development and Management (NICDAM), the Department of Health (DOH), Al-Anon and Snake Nation. Various activities were implemented to create awareness and promote engagement, which included campus exhibitions, residence seminars, campus lunch time drama performances, round table discussion, creative illustration, and print and electronic media.

Ms Leanie Brits HoD: Student Counselling

Campus based activities had a combined reach of 880 students with the following activities hosted: • 9 – 13 May, Wellington campus: Student Counselling facilitated campus mental health exhibitions and five evening residence presentations. • 19 July, Bellville campus: Student Counselling, Campus Health Clinic, DSD, NICDAM, DOH exhibition on healthy living with health screening and resources on substance, GBV, wellness and mental health • 20 July, District Six campus: Student Counselling, Campus Health Clinic, DSD, NICDAM and DOH exhibition on healthy living with health screening and resources on substance abuse, GBV, wellness and mental health. • 19 July – 5 August, Bellville and District Six campuses: Student Counselling and NICDAM presented five evening residence seminars.

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•

28 July, Bellville campus: Student Development, in partnership with Al-Anon, the SRC, and Snake Nation facilitated a substance use and abuse awareness round-table. 17 August, Bellville campus: Sports, Arts and Culture facilitated a lunch time drama performance on substance and GBV. 18 August. District Six campus. Sports, Arts and Culture facilitated a lunch time drama performance on substance abuse and GBV. Student Development: Substance use and abuse awareness Creatives Challenge, in partnership with Snake Nation. Students were challenged to use digital media and visual arts to illustrate the effects of substance misuse. 17 and 20 August, Wellington campus: Student Counselling with an external facilitator facilitated two physical selfdefense workshops. Posters developed by Student Development were distributed on campus,, focusing on substance use and abuse awareness. As part of the online campaign, electronic resources on the topics of mental health, substance use and abuse and GBV were shared on Student Affairs social media pages for a period of a week. A virtual reach of 3 213 was attained, excluding post shares.

#BeWise Healthy Living Campaign poster

Student Counselling Mental Health Awareness Week Wellington campus

Student Counselling #BeWise Healthy Living Campus Exhibition Bellville Campus

Student Counselling #BeWise Healthy Living Exhibition District Six Campus

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134 2022 LEARNING AND TEACHING REPORT 134 134 Conclusion The campus and residence life experience is essential to the students’ academic and personal development journey at CPUT. The activities of 2022 created opportunities for engagement and collaboration between support staff and students. Collaboration and a unified effort towards holistic student development and support saw the campaign being a great success. Students had ample opportunity to participate and engage during the campaign; they especially were eager to have a positive campus experience following the lockdown and Covid pandemic. The strengths gained from online learning and teaching meant that Student Counselling could continue to support students both virtually and on campus with teletherapy services and workshop activities. Our activities had a strong focus on psychoeducation and skills development, empowering students to navigate the challenges of student life to promote mental health and wellness.

Student Development Awareness Event in partnership with Al-Anon, SRC and Snake Nation

Student Development Substance Awareness Creative Challenge in partnership with Snake Nation

#BeWise Poster

#BeWise Tough Climb

#BeWise Thinker

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