From fixing to possibility: changing a learning model for undergraduate students

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dc.contributor.authorPym, Juneen_ZA
dc.date.accessioned2014-11-29T17:25:11Z
dc.date.available2014-11-29T17:25:11Z
dc.date.issued2013en_ZA
dc.description.abstractThis article engages with the work of an equity initiative, the Academic Development (AD) programme in the Education Development Unit (Commerce) at the University of Cape Town. The programme focuses on providing access, improving graduation rates and creating a 'value-added' experience, rather than a deficit model approach. The article concentrates on understanding how and why the model has evolved over time with an increasing awareness that the notion of 'disadvantage' needs a more critical engagement and stereotype threat is real issue in any separate programme. The challenge is to draw on students as a resource in the teaching and learning process and develop a way of working collectively and reflectively to help shift both teaching practices and students' level of engagement and reflection. This necessitates shifting away from the notion of a 'one size fits all' approach and moving away from 'preparing' the students to a joint undertaking of transforming both the teaching and learning environment, addressing the great diversity of strengths and challenges that the students bring to higher education. The article is a qualitative exploration of the key issues that guide this work, as well as outlining what this focus means in practice.en_ZA
dc.identifier.apacitationPym, J. (2013). From fixing to possibility: changing a learning model for undergraduate students. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/9819en_ZA
dc.identifier.chicagocitationPym, June "From fixing to possibility: changing a learning model for undergraduate students." <i>South African Journal of Higher Education</i> (2013) http://hdl.handle.net/11427/9819en_ZA
dc.identifier.citationPym, J. 2013. From fixing to possibility: changing a learning model for undergraduate students. South African Journal of Higher Education.en_ZA
dc.identifier.issn1011-3487en_ZA
dc.identifier.ris TY - Journal Article AU - Pym, June AB - This article engages with the work of an equity initiative, the Academic Development (AD) programme in the Education Development Unit (Commerce) at the University of Cape Town. The programme focuses on providing access, improving graduation rates and creating a 'value-added' experience, rather than a deficit model approach. The article concentrates on understanding how and why the model has evolved over time with an increasing awareness that the notion of 'disadvantage' needs a more critical engagement and stereotype threat is real issue in any separate programme. The challenge is to draw on students as a resource in the teaching and learning process and develop a way of working collectively and reflectively to help shift both teaching practices and students' level of engagement and reflection. This necessitates shifting away from the notion of a 'one size fits all' approach and moving away from 'preparing' the students to a joint undertaking of transforming both the teaching and learning environment, addressing the great diversity of strengths and challenges that the students bring to higher education. The article is a qualitative exploration of the key issues that guide this work, as well as outlining what this focus means in practice. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - South African Journal of Higher Education KW - learning community KW - a variety of cultural capitals KW - multifaceted approach KW - reflective practice KW - teaching structures and pedagogy LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM - 1011-3487 T1 - From fixing to possibility: changing a learning model for undergraduate students TI - From fixing to possibility: changing a learning model for undergraduate students UR - http://hdl.handle.net/11427/9819 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9819
dc.identifier.vancouvercitationPym J. From fixing to possibility: changing a learning model for undergraduate students. South African Journal of Higher Education. 2013; http://hdl.handle.net/11427/9819.en_ZA
dc.language.isoengen_ZA
dc.publisherUnisa Pressen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceSouth African Journal of Higher Educationen_ZA
dc.source.urihttp://reference.sabinet.co.za/sa_epublication_article/high_v27_n2_a10en_ZA
dc.subjectlearning communityen_ZA
dc.subjecta variety of cultural capitalsen_ZA
dc.subjectmultifaceted approachen_ZA
dc.subjectreflective practiceen_ZA
dc.subjectteaching structures and pedagogyen_ZA
dc.titleFrom fixing to possibility: changing a learning model for undergraduate studentsen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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