Page 25 - Transformation Report 2021

adaptation of workload models for academics. Poor (African, Coloured, Indian and Asian) and 51 percent
network coverage and connectivity, especially in rural female. Furthermore, more tutors have been enabled
areas, is a national problem that needs to be addressed. to conduct tutorials bi- or multilingually. Among the
Sustainable solutions were sought to provide all students multilingual strategies shared with tutors and academics
with monthly 30GB data packages. is code meshing with an online learning focus, which
improves students’ academic literacies.
4.1 First-Year Success programme
Each first-year student was connected to a First-Year 4.4 Integrated Data Tracking and Early Warning System
Success (FYS) buddy group facilitated by a senior student Success rates and student progress are monitored
in the same faculty. An enhanced website with many online throughout the year using an integrated data tracking
resources is another mechanism to connect with the FYS and early warning system (called RADAR). The system
team. To equip students to engage effectively in an online monitors student performance and optimises early
LT and assessment environment, we have multiple online intervention strategies to support academically vulnerable
resources that students can access at any time, including students. Academics also monitor student engagement in
multilingual support. Digi-Buddies and e-technologists learning by analysing Moodle LMS module site activity. It is
provide support and capacity building for students in encouraging to note that, in 2020, the University achieved
faculties, with all first-years’ enrolled in a computer literacy a success rate of 84 percent (compared to 79% in 2019)
module, and the LT Collab has a range of online self-help despite the challenges posed by the COVID-19 pandemic.
resources.
Although the reasons for this significant increase in
4.2 FYS Buddies, aka How2 Buddies success rate need to be established through research, the
The online Learning and Digital Literacy was the focal point widespread implementation of continuous assessment
for the Academic Year 2022 (AY2022) planning to ease the made it possible for students to be given several
anxiety of first-year students. In light of a largely successful opportunities for assessment, and this could have
online Orientation programme at the start of 2021, the contributed to this improvement. The Learning and
FYS team developed online FYS Buddy training using Teaching Committee will be approving consolidated
Moodle and MS Teams, reducing their carbon footprint as guidelines for continuous assessment and e-assessment
there are fewer printing and stationery requirements in an in June to promote consistency and academic integrity.
online offering. Flexible modes of delivery will be the core The coronavirus pandemic has highlighted the need to
of the AY2022 orientation programme, taking on a hybrid revisit rules, policies and our student disciplinary code
approach with Thrive activities being both online and mask in the light of the significantly expanded use of online LT
to mask. and assessment. We also need a clear policy on the use of
WhatsApp as a communication medium.
Online training of our FYS Buddies included a digital
literacy component. Our student peers, FYS Buddies / 5. Postgraduate Success Interventions
How2Buddies, also interacted with selected students via
WhatsApp groups and provided personal interaction with There are serious capacity constraints in terms of PG
these new students to guide them on how to access the supervision. To ensure sustainability and to mitigate this
digital platforms and help them understand what online risk, all academics who hold at least a master’s qualification
learning entails. Information relating to logistics and and have not acted in the capacity of supervisors before
venues needed simplification, and this model will remain are being mentored in terms of supervision while
integral to their training. A suitable balance between taking policy guidelines into consideration. The use of
online offerings and face-to-face activities was established postdocs has added capacity in terms of teaching and
to accommodate the requirements of both the pandemic research supervision, and so lightened the workloads of
and the need for human interaction in training to make our some academics. Emerging scholars are provided with
approach sustainable in the long term. opportunities to obtain a higher qualification or grow their
scholarly profile, for example, through supporting Black
4.3 Student Success Coaches Academic Advancement Programme applications, giving
A further source of academic support is Student Success time off to focus on research, and through a webinar series
Coaching, which focuses on reaching out particularly to where emerging academics share projects for input from
students from quintile 1, 2, and 3 schools to support their seasoned scholars. Regular writing retreats are arranged
transition into the university environment by enhancing in all faculties to grow academic writing and research
their academic strategies and skills. outputs.

The LT Collab provides numerous learning development 6. Language Policy
and support activities. All SI support continues online,
with SI Leaders trained and able to offer online support The Language Policy’s revision is underway and is aligned
to students. The platforms used serve to foster a feeling with the principles reflected in our Vision 2030 Strategy
of connectedness and belonging among students. The of being an inclusive University in service of humanity.
demographic profile of SI leaders is 83 percent Black The Faculty of Humanities implemented multilingual

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