Sibusiso Mdletshe

Activities That Support the Personal Teaching Philosophy

1. Background

The teaching and learning policy of the UJ highlights specific principles and aspirations that academic employees should strive for. As an academic employee, my strategy therefore combines both my personal teaching philosophy and the principles and aspirations of the university. This section aims to present the activities that I use in the implementation of my teaching philosophy within the scope of the UJ teaching and learning policy. My approach can be summed up as shown in figure 1 below.

 

 

 

 

 

Since joining UJ as a Senior Lecturer on a full time basis at the end of 2009, I have been responsible for two modules within the Diagnostic Radiography Programme at the third year level which is also the exit level of the programme. These modules are Advanced Anatomy, Physiology and Pathology and Radiation Science (RS) III. Due to the difference in the content of these modules, I have to use different approaches in ensuring that students understand the content and context of the module. Being responsible for the 2 modules have assisted me in ensuring that I have a good platform of showing the students how the different modules link to each other and the other modules within the programmes, and how they link to the clinical environment. As of 2014, due to my new position as the Head of Department, I am only responsible for the RS. For the past five years my class sizes have averaged at about 80 per year. The campus I teach at is the Doornfontein Campus where the Faculty of Health Sciences programmes are located.

 

2. Use of the Learning Guide

The learning guide forms an important part of the contract between the student and the lecturer (appendix 5). It contains the important information that guides the students in their learning which allows them to pace themselves with their learning. It also guides the students in terms of the outcomes and assessment criteria of the module, the assessment strategy and schedule of lectures to be covered. I update / revise the learning guide annually in order to ensure that the information contained is in line with the current information and the latest developments within the discipline of diagnostic radiography. The revision of the learning guide also affords me the opportunity to review the assessment strategies which I tend to vary from year to year. The revision also allows me to improve the use of the ICT platforms which is detailed in section 7 below.

 

 

 

 

3. Focus on Student Learning

The personal teaching philosophy presented in the previous chapter was used to clearly demonstrate the use of student engagement as an important tool to focus on student learning. One of the approaches I use to focus on student learning is the provision of feedback to students on their assessments. When I mark their written theory tests or assignments / projects, I always ensure that I provide some feedback to each student, irrespective of their results. Those who are sitting below 50% are motivated and encouraged to aim for more than or far above 50%. Those who are sitting below 75% are encouraged to aim for 75% and above. Students who obtain distinctions are still encouraged to aim higher as well. For example a student that obtains 90% is encouraged to aim for 95% or more. When I give them comments on their assignments / projects I always indicate to them that I am preparing them for their B. Tech / M. Tech. All the comments given are to ensure that there is an improvement on student learning (appendices 6A, 6B, 6C and 6D).

 

 

 

 

 

 

Students, who are identified as having difficulty with the subject matter, are invited to come and see me face-to-face and we discuss the possible challenges and stumbling blocks to learning. Each formal face-to-face session that I have with the students is recorded in the consultation form and signed by both parties (appendix 7). Where indicted I then refer students to support departments like PsyCAD who will assess the student and assist accordingly (appendix 7 pages 1 and 2). In some cases they will also refer the student to the relevant department like Academic Development Unit who will further assist the student.

 

 

 

 

 

 

4. The Fostering of Independent and Lifelong Learning

As highlighted in the personal teaching philosophy, learning is not about mastering the learning material but my focus is the development of the learner as a whole. This involves career development, positive attitude towards self and others, positive outlook to life as a whole, and most importantly lifelong learning. A number of students who have been in my class have expressed their great interest in progressing with their studies due to the motivation they received from my lectures. Some are progressing within the discipline of Radiography while others are pursuing new careers (as previously demonstrated in appendices 3B-D).

 

I also always strive to promote self-study within both my modules. This is achieved through giving student directed reading, giving them tasks of sections to learn and present in class and through the use of various assessment strategies e.g. assignments; case studies; journal critique presentations, since these require the students to do a lot of self-study. In some cases I give students specific tasks to prepare for certain sections of work which they then present in class either as individuals or groups (as previously demonstrated in appendix 4 - slide 5 for the allocation of group tasks). On presentation of work the students are asked specific questions to gauge the level of understanding of the work and to ensure that they have mastered the work at the required level.

 

5. A High Premium on the Development of Teaching Competence

I consider the development of teaching competence to be critical for the effective discharge of the academic requirements. I therefore engage at various levels in ensuring that my teaching competence is enhanced and aligned to the current trends. My teaching competence is therefore dynamic and is informed by the needs of the students and the developments in the academia and my field. My view on the development of the teaching competence is that it must be linked to other aspects that forms part of the development of the lecturer as a whole. These aspects include the following:

• My personal teaching philosophy is based on reputable well researched principles that have been shown to enhance student success.  I therefore consider my teaching to be research-led. I am also currently registered for a D. Tech study (UJ student number: 201332382) which aims to develop the teaching of certain aspects of the curricular. The title of the study is ‘Computer Aided Detection (CAD) tool design for chest pattern recognition training of radiographers.’ The main aim of the study is to design a CAD tool that can be used in training students to develop an important skill of the profession. This study will therefore assist in developing my teaching competence and that of the colleagues through informed research. The study is done in collaboration with the Mechanical Engineering Science (MES) Department of UJ under the guidance of Professor Andre Nel assisted by my department colleague Dr Heather Lawrence. The MES Department is contributing significantly to the study due to the expertise that resides in that department in terms of image analysis software development. Apart from conducting the research, this is a great platform of collaboration between departments / faculties that the UJ is inculcating.

 

 

 

 

• Over the past few years I have gained recognition as an important member of the teaching profession especially within my department and profession (for further details see attached abridged curriculum vitae). I have therefore been involved as an external examiner / moderator nationally and in Africa. The latter is also in line with the UJ strategic objectives which has internationalization and global stature amongst the key attributes.

• I have supervised one colleague from my department in her M. Tech degree and she graduated in June 2014. I am also currently supervising another colleague who is expected to complete her M. Tech degree by the end of 2014. Both these colleagues have been part of the UJ staff qualifications project. In addition, between 2010 and 2013 I was an internal moderator for one of the colleagues for a module offered at the 2nd year level of study and this afforded me the opportunity to mentor this junior colleague (appendix 8). I also play the role of reviewing and approving of learning guides at the beginning of the year which I use as an opportunity to mentor and guide other colleagues in the design of their learning guides.

 

 

 

 

 

 

For an example of other activities completed in 2012 as part of continuous professional and teaching competence development see appendix 9.

 

 

 

 

 

I also develop my teaching competence in line with the findings of the students’ evaluations of myself and my modules (appendix 10A; 10 B; 10 C and 10D).

 

 

 

 

 

 

 

 

 

 

 

 

 

6. An Outcomes-Based Approach in Academic Programmes

The approach I use in the teaching and assessment of the subject matter is guided by the module outcomes which have specific assessment criteria aligned to it and both are included in the learning guide. The learners are therefore made aware of the outcomes of the modules on the first lecture and as the year progresses they are able to gauge the achievement of the outcomes. The outcomes are aligned with the scheme (schedule) of work for both the theory lectures and tutorials which guide the students and I on the dates that the various sections will be covered as well as the assessment dates.

 

7. Information and Communication Technologies (ICT)

I use the ICT platform to enhance my TLA strategy. I am currently using Blackboard in the form of Edulink (appendix 11) for the following:

• Communication with students. This is very useful since the announcements within Edulink are now linked to each of the learners email address. Our students are on a block system that requires them to alternate UJ attendance of lectures with the clinical placement for WIL. This platform therefore allows me to maintain communication with the students irrespective of their location.

• Sharing or posting of information / notes.

• Submission of assignments and the marking thereof through the Turnitin platform which also provides students with feedback on the similarity of their work with other sources (plagiarism).

• Directing learners to specific sources for directed learning.

 

 

 

 

 

 

In 2013 I started to use the Elsevier Evolve platform for assessment purposes. This is an online based assessment which is linked to their prescribed textbook. Students have to register themselves in this resource and complete specific assessments which I have set-up within this platform. The assessments can be completed at their own pace even though there is a deadline for the completion of all sections of the assessments. The assessments are graded and weighted accordingly to contribute to their final mark within the continuous assessment system used in the department. As their mentor, I can also keep track of the students who have registered, their progress with assessments and receive feedback on any difficulties the students may be experiencing. Apart from the completion of assessments, this platform also provides students with an opportunity to access extra information related to their prescribed textbook (appendix 12).

 

 

 

 

 

 

8. Work Integrated Learning (WIL)

WIL forms an important part of the curriculum within the Radiography programme. In line with this, I was allocated to make visits to the WIL sites for student mentoring and assessments (on average I had 2 – 3 clinical visits per term) (appendix 13).

 

 

 

 

 

 

My WIL sites visits afford me the opportunity to work with the students at various study periods (1st – 3rd years) while also ensuring that my rapport with the current developments in the field is maintained. My WIL engagement also afforded me the opportunity to represent the Faculty of Health Sciences at the institutional WIL forum (appendix 14). The representation helps me to develop my expertise in WIL as I engage with colleagues from other faculties / departments.

 

 

 

 

 

NB: As of 2014, due to my position as HOD, I had to relinquish my institutional WIL forum representation and the WIL sites visits.

 

 

9. A High Premium on Improvement on Student Retention, Throughput and Graduation Rates

I place a high regard on student success and have managed to improve and maintain the pass rates for students since taking over (2010) the two modules that I am responsible for (appendix 15). This is achieved by the effective use of my personal teaching philosophy which affords me engagement with students. I am able to identify the students who are at risk earlier in the year and provide guidance or support where indicated.

 

 

 

 

 

 

I also carefully monitor the attendance of the lectures by religiously keeping a register of all lectures and tutorials (appendix 16).

 

 

 

 

 

 

Through student engagement I also manage to keep students motivated to succeed and in some cases I had students reporting that they looked forward to attending my classes due to the motivation and engagement they experience. I also consider the importance of accommodating the different learning styles of the learners and their progress with learning, and vary my teaching approaches to accommodate the students. Where indicated I provide extra revision questions for students which they can attempt and submit back to me for review and comment on the accuracy of the responses given.

The assessment approaches I use are also designed to accommodate the learning styles of different learners. The assessment approaches include the following: written theory tests, OSCEs (practical assessments), assignments, case studies, group projects, journal critique presentations, online assessments (Elsevier Evolve) linked to the prescribed textbook (appendices 17A and 17B).

 

 

 

 

 

 

 

 

10. Summary

This chapter highlighted the activities that support the personal teaching philosophy in the implementation of my TLA strategy.