Introduction
Upcoming service workshops available include a date and time in the desciption. To regesiter, click/tap an active service workshop.
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· Theories
· SI International definition & features
· Differences between SI, tutoring and mentoring
· Benefits of SI/ Peer Collaborative Learning
· SI desired outcomes
The Supplemental Instruction (SI) programme was created at the University of Missouri-Kansas City (UMKC) in the early 1970’s. The programme was developed in response to the high drop-out and failure rate in historically difficult courses, particularly for minority and under prepared students. The programme is based on the principles of peer-collaborative learning and the integration of learning skills in a course-specific rather than remedial setting.
SI at Nelson Mandela University
SI has been offered, first at the former University of Port Elizabeth and now at Nelson Mandela University since 1993.
This programme was selected by the University after a detailed survey of existing student academic development programmes both locally and abroad. The SI model was adopted because it was felt that it could meet the holistic needs of its students; it could be instituted campus wide; it was cost effective; and had a proven track record.
SI SUPERVISOR TRAINING
By the end of the training delegates will be able to:
Develop a SI programme for their context, implement, monitor, and evaluate the programme, and train SI Leaders.
The name Supplemental Instruction is trademarked and may only be used in conjunction with the international recognised model of the programme.
Workshop format
For the convenience of delegates and to avoid online fatigue, the training is divided into four sessions. Attendance of all four sessions are compulsory to receive the internationally recognised SI Supervisor Training Certificate. With the certificate you may implement and manage a SI programme at the institution you are employed at and use the name Supplemental Instruction if the international model requirements are met.
The session held were as follows:
This workshop focuses on the importance of understanding students and being responsive to diverse student profiles in our institutional designs. In understanding who our students are, we can design learning and support them accordingly and enhance the chances of students’ success.
During this session, findings from two key national reports will be synthesised and reflection and discussion on how we understand and make sense of students’ learning will be facilitated.
Watch the recorded session, that took place on the 7 April 2022, here: https://youtu.be/MnRCeK7ferA
Diagnostic Assessment Series: Session 1 (24 November 2020)
Assessing strengths and weaknesses to inform the development of wrap-around support
Watch the recording of this session on our Youtube channel at https://youtu.be/892Z3pw09lM.
Diagnostic Assessment Series: Session 2 (16 March 2022)
The use of diagnostic instruments – Understanding the student profile
Introduction to the process, techniques, and principles of using diagnostic information. The webinar looks at the instruments that are used to collect this type of data to a) understand the instrument itself and b) understand the reports on results gathered with the instrument. The aim is to help participants make the necessary connections between the design of the instrument, the interpretation of results based on the instrument and what that means in terms of the student profile within their context.
Watch the recorded webinar at https://youtu.be/Ta8PwuliicQ
Diagnostic Assessment Series: Session 3 (23 March 2022)
Responding to student needs – a data-driven approach
This session aims to assist participants in putting diagnostic information in conversation with curriculum. This session picks up where the previous session in this series left off and is focused on using the student profile, drawn from diagnostic information, as a basis for the development of curriculum interventions, changes in the curriculum itself, or even, pedagogy.
Participants who did not attend the previous sessions are strongly encouraged to watch the recordings of sessions one and two in preparation for this session and to share the necessary information for us to generate relevant cohort reports ahead of this session.
With a cohort’s profile as starting point, the CEA Team will help participants engage with artefacts from a particular course in an effort to understand the implications of what we have learnt about the needs of the students that will be enrolling for a given course.
Watch the recorded session here https://youtu.be/qR3R3V9QUPo
To understand module reviews through a Course Analytics framework and implement reviews using surveys or structured interviews; structure data to facilitate informed decisions; and close the module review-loop with the 'Theory of Change'.
Dr Juan-Claude Lemmens, Head Higher Education Research an Innovation at UP hosted this webinar which was targeted at professional support staff that plan to facilitate module reviews at their universities.
Objectives:
Watch the recorded session which took place on the 10th February 2022 here: https://youtu.be/Q26i9YVI3Ow
To develop a service workshop to support the development of a First Year Experience intervention for the Siyaphumelela Network that makes use of data are a driver.
The purpose of the Mental Health Workstream is to explore existing interventions and to better understand the use of data to support students’ mental health challenges as well as to inform innovative solutions. In particular, the primary focus is on mental health interventions aimed at supporting student success.
The objective of the student tracking workstream is to build and use a tracking system for the South African higher education and training environment which will support student success interventions. The tracking system will be aligned to the DHET National Student Data Warehouse. A committee comprising representatives from Siyaphumelela Institutions has been established to lead this initiative.