Browsing Scholarship of Teaching & Learning by Title
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Now showing items 10-16 of 16
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Lowther, Michael; McMillan, Wendy (Actuarial Society of South Africa, 2006)[more][less]
Abstract: This paper presents a model for what is termed Lifelong Professionalisation Learning for actuaries. The model is grounded on the proposition that professions are dynamic, offering the public varying quantities and qualities of professional aspects over time. The overall curriculum for the model is derived by ordering these aspects into cognitive, normative and organisational strands. Different aspects of the curriculum need to be addressed at the different stages of an actuary’s career. Delivery of the curriculum may take many forms, and should be planned by national actuarial associations under the guidance of an education expert. URI: http://hdl.handle.net/10566/58 Files in this item: 1
McMillan_professionalisation(2006).pdf (116.9Kb) -
McMillan, Wendy; Parker, M.E. (Routledge, 2005)[more][less]
Abstract: This paper discusses quality evaluation of health sciences mentoring programmes. The discussion highlights the way in which perceptions of what constitutes quality shape evaluative purposes. Potential tensions between the evaluative purposes of various stakeholders are brought to the fore. To this end, the discussion explores the ways in which accountability shapes the evaluative purposes of funders and how the desire for programme knowledge and development frames the evaluative purposes of academics. Various approaches to programme evaluation are examined. The potential of reflective practice as a tool for examining quality for knowledge and development of programmes is considered. The paper concludes by presenting a framework for evaluating various aspects of quality in mentoring programmes. URI: http://hdl.handle.net/10566/85 Files in this item: 1
McMillan_Quality2005.pdf (300.2Kb) -
McMillan, Wendy (Routledge, 2007)[more][less]
Abstract: Background: Current literature calls for the explicit teaching to health-science educators of the skills, knowledge and dispositions that are required for successful teaching in higher education. Aims: This paper draws on evidence from an Oral Hygiene department at a South African university in order to illustrate these teaching-competency needs. Insights from the evidence are synthesised with current literature regarding best teaching practice, in support of an appropriate framework for the development of teaching competencies to health-science educators. Description: A qualitative approach, using a case study, was adopted. The cohort comprised fifteen students in the first-year Oral Hygiene cohort class and the ten educators who taught their programme. Data was collected through semistructured interviews and open-ended questionnaires. The topics that emerged from the combined analysis of the interviews and the questionnaires were organised into a grid so that common themes could be identified. Current literature regarding teaching and learning was used as a framework for interpreting the empirical evidence, from which three categories emerged. The first category included suggestions from students regarding what to do to teach better. A review of the literature indicates that these competencies can be effectively learnt from self-help guides. The second category included requests for skills development. Literature review suggests that these might effectively be learnt from single-event workshops facilitated by more able peers. Responses in the final category highlighted the need for an underpinning theory of teaching and learning, and signalled the need for a more theoretically grounded and detailed approach to teacher development. Conclusion: The framework developed from the empirical study and current literature makes it possible for individual clinical teachers, and staff developers, to construct teaching-competency development plans that are pertinent to individual teachers’ needs, relevant and practical, educationally sound, and cost-effective in terms of time and effort. URI: http://hdl.handle.net/10566/84 Files in this item: 1
McMillan_Guidelines2007-1.pdf (399.7Kb) -
McMillan, Wendy (Maastricht University, 2007)[more][less]
Abstract: INTRODUCTION: Literature suggests that a diverse body of healthcare graduates could extend health service delivery. However, the literature also indicates that the throughput of minority, working class, and historically disadvantaged students is problematic. Poor throughput is attributed to the way that university environments alienate some students. This brief communication highlights lessons learned from exploratory interviews with four first-year oral hygiene students at a university in South Africa. It provides insight into the issues that contribute to academic success and failure. METHODS: Semi-structured, individual interviews, to gain information regarding students’ university academic experiences were conducted. Enablers and barriers to learning identified in the literature were used to capture themes. FINDINGS: The following three themes emerged: educational identity, language and finances. The analysis showed how a white middle class student recognized practices that are rewarded at university and how three, working-class, black students experienced tension between their expectations and experiences and the university culture. However, far from being victims, these students provided suggestions on how their transition might be facilitated. CONCLUSION: Evidence suggests that these students wanted both to be apprenticed into the new way of doing things while having their differences acknowledged. A model for education that initiates learners and also challenges the culture of power is suggested. URI: http://hdl.handle.net/10566/60 Files in this item: 1
McMillan_diversity(2007).pdf (141.5Kb) -
McMillan, Wendy (American Association of Dental Schools, 2005)[more][less]
Abstract: This article is located in the field of academic development in oral health science education. Specifically, it examines the academic difficulties experienced by oral hygiene students in their transition from high school to university. A qualitative approach was employed to elicit student and lecturer perceptions. Drawing on empirical evidence from a case study of a cohort of first-year oral hygiene students at a dental faculty in South Africa, the article contributes to an understanding of how first-year university students might be better prepared for the challenges of reading and writing in higher education. The voices of lecturers and students are used to highlight the nature of the difficulties that students experience in the transition from high school to university. The suggestions that students made regarding how the transition might be eased are also examined. The final section draws on these suggestions and presents a working model for an academic development module for first-year oral health students. URI: http://hdl.handle.net/10566/57 Files in this item: 1
McMillan_studying(2005).pdf (154.2Kb) -
Robinson, Maureen; McMillan, Wendy (Elsevier, 2006)[more][less]
Abstract: In this article we argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of change and identity. It then discusses the central features of identity amongst a group of teacher college educators who have been incorporated into a higher education institution in South Africa. The discussion focuses in particular on their new roles as researchers. We argue that the promotion of research needs to be based on what teacher educators already perceive to be their particular strengths and roles. The paper ends with some examples of strategies for research promotion in this particular setting. URI: http://hdl.handle.net/10566/59 Files in this item: 1
McMillan_teachers2006.pdf (258.0Kb) -
Clarence, Sherran (SUN Media, 2011)[more][less]
Abstract: Writing and reading critically are core academic practices that many South African tertiary students struggle with throughout undergraduate study. This is partly due to a lack of competency in English as a first language, and partly due to a lack of preparation at primary and secondary school level. Critical reading and writing practices need to be developed simultaneously, and contextually. The Writing Centre at the University of the Western Cape (UWC) is currently exploring ways to make itself a more relevant and focused part of the University’s teaching and learning interventions and strategies, and to make it more responsive to the multiple reading, writing and language needs of students. Influenced theoretically and practically by New Literacy Studies and Writing Across the Curriculum (WAC) approaches, the Writing Centre is working to position itself as part of a teaching and learning environment that develops and supports both student writers and disciplinary lecturers. We aim to do this by foregrounding, theorising, researching and building a culture of writing intensive teaching that imagines and uses writing as a tool for learning, thinking and evaluation, as well as for assessment. In order to become a significant part of teaching and learning in higher education more generally, Writing Centres will need to work increasingly with lecturers to address the writing and reading needs of students in a supportive, critical and collaborative space that better serves the needs of both parties. URI: http://hdl.handle.net/10566/599 Files in this item: 1
ClarenceWritingAcademy2011.pdf (721.0Kb)
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Now showing items 10-16 of 16