Siyaphumelela
A STUDENT SUCCCESS INITIATIVE
Saide
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Introduction

Service workshops are provided by current and new partners, other higher education partners (including universities, SALDRU, SAAIR, USAf, DHET, CHE), international partners (ATD, UIA, Kresge Foundation) and Saide (as the backbone institution) to support the development of the Siyaphumelela Network. The list below includes service workshops available to Siyaphumelela Partners and Participants.

Upcoming service workshops available include a date and time in the desciption. To regesiter, click/tap an active service workshop.

Demystifying Supplemental Instruction
2022/06/08 13:00-14:30

Presented by:
Demystifying Supplemental Instruction (SI) (Hosted by Nelson Mandela University. Facilitated by Liesl Smith)

About:

Text

  • Brief history of SI
  • Theoretical perspectives on SI

· Theories

· SI International definition & features

· Differences between SI, tutoring and mentoring

· Benefits of SI/ Peer Collaborative Learning

· SI desired outcomes

 



Register

Online Supplemental Instruction Supervisor Training

Presented by:
Liesl Smith, International Certified Trainer Supplemental Instruction (Nelson Mandela University)

About:

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: 

  • Session 1: 11 April 2022, 13:30-16:00 (What is SI?  History & Theoretical perspectives)
  • Session 2: 12 April 2022, 09:00-11:30 (SI session facilitation and management)
  • Session 3: 12 April 2022, 13:00-16:00 (SI programme implementation A – institutional preparation and planning)
  • Session 4: 13 April 2022, 09:00-12:00 (SI programme implementation B – programme operations, management and evaluation)


Understanding students: A key to systemic success

Presented by:
Facilitated by Prof Francois Strydom and Dr Sonja Loots from UFS (UKZN will host the workshop)

About:

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 in HE: Responding to Student Needs Using a Data-driven Approach.

Presented by:
Robert Prince, Sanet Steyn, Precious Mudavanhu, and Tatiana Sango. (University of Cape Town (UCT) Centre for Educational Assessments)

About:

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

 

 

 



A Data-Informed Approach to Module Reviews

Presented by:
Dr Juan-Claude Lemmens: Head Higher Education Research and Innovation (University of Pretoria)

About:

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:

  • Understand module reviews through a Course Analytics framework
  • Implementing module reviews with a structured survey or interviews
  • Understand how to structure data to facilitate data-informed decisions [to improve the quality of teaching and learning]
  • Understand how to close the module review-loop with the “Theory of Change”

Watch the recorded session which took place on the 10th February 2022 here: https://youtu.be/Q26i9YVI3Ow  

 



Design Based Research

Presented by:
Alan Amory (Saide)

About:
The workshop introduces participants to the concept of design based research, its use, methodologies and practice. Participants will learn the iterative research process, identify a problem and design a process to find solutions

Academic Advising Development Programme (AAPD)

Presented by:
(University of Free State)

About:
The training provides participants with knowledge, understanding, practice in advising and engaging with students, as well as in the use and dissemination of information and technology.

South African Survey for Student Engagement (SASSE)

Presented by:
(University of Free State )

About:
SASSE promotes integration of the student voice in institutional planning to allow impact to be measured and to improve student success. It also enables effective use of data to plan and develop high impact institutional practices.

Holistic Student Support (HSS)

Presented by:
(Durban University of Technology)

About:
Through holistic student support, university services are customised, integrated, and timed to the student’s needs from first time entering and throughout the study period. Participant will learn best practices for providing student centric

Team and Data-based Module Review

Presented by:
(University of Pretoria)

About:
Introduce participants to team and data based module review approach.

Institutional Capacity Assessment Tool (ICAT)

Presented by:
Alan Amory - Coordinates with Coaches (SAIDE)

About:
The ICAT is an online self-assessment tool for universities to assess their strengths and areas for improvement in seven key dimensions. University staff assess the institution’s capacity to identify improvement actions.

At Risk Student Identification through Auto Scholar

Presented by:
Randhir Rawatlal and Ashton Maherry (UKZN and DUT )

About:
At Risk Student Identification through Auto Scholar focusing on performance assessments, gatekeeping courses, registration processes and financial wellness.

Design and implementation of the Biographical Questionnaire (BQ) online platform to support student success initiatives

Presented by:
Mxolisi Masango (University of the Witwatersrand)

About:
The objectives of the workshop was to share the types of student data to be collected, the use of data to support institutional student success initiatives and important data points for institutions to collect in the future.

Institutional Student Success Framework

Presented by:
Professor Diane Grayson (University of the Witwatersrand)

About:
To understand student needs and to develop holistic student support which promotes, customised, integrated university services aligned to the student’s needs.

Design Based Thinking - Introduction

Presented by:
Hasso Plattner School of Design Thinking (d-school) (University of Cape Town)

About:
To understand the cycles of analysis-exploration, design-construction and evaluation-reflection to develop and improve a solution to solve a particular problem or a number of related problems.

The Use of Diagnostic Tests to Improve Student Success

Presented by:
UCT CETAP (University of Cape Town)

About:
To understanding student needs and developing student-centred solutions, identify learning problems experienced by students assess the level of educational attainment and inform changes to be made on an intervention.

Introduction

Workstreams are discussion forums set up to explore issues related to student success, These may develop into service workshops for the Siyaphumelela Network.

First Year Experience

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.

Mental Health

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.

Student Tracking

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.