student-employer speed networking and a Career Expo with a twist when final-year students display final-year projects/posters to visiting employers, discussing their research and its application to industry. During 2014, some 447 new employers engaged with UCT Careers Service. Graduate vacancies posted on our MyCareer portal increased by 41% from 3 079 in 2013 to 5 166 in 2014. There were in total 182,745 vacancy views by students during Semester 1 and 2. The Beyond School Careers Programme funded by the Vice Chancellor’s Strategic Fund held 131 events for learners making career decisions with a total of 1729 participants in these various activities. A trip to the Eastern Cape in June as a pilot outreach proved successful and was highly rated by participants. The Careers Service launched a new initiative called FLUX – two full-day business game styled workshops which allowed students to try entrepreneurship as a career option. Based on positive feedback these will be repeated during 2015 with strategic approaches being investigated around embedding entrepreneurship as a formal Career Service career choice offering at UCT. Focus on Africa The Career Service’s focus on African opportunities remains a priority for students at UCT returning home to employment after graduation. Employer and alumni visits took place to Namibia and Botswana during 2014 with research and findings currently being prepared for dissemination. The long-term vision is to create an Africa job-seeking portal with research on strategies per country, open access globally, with vacancies limited to UCT students only. Plans to scope this project are under way. Work with the Master Card Foundation Scholars will contribute to our Africa expansion plans during 2015. PhD Delivery Delivery to UCT postgraduate students saw an increased demand in 2014 with one additional career compass two-day workshop offered and one extra career conversation evening networking event added to the programme. The Career Service participated and presented on starting your PhD journey and post doc orientation programmes. UCT Graduate Exit Survey The Careers Service now fully owns the UCT Graduate Exit Survey administered annually at graduation. A full report of findings will be presented to the T&LC for discussion with plans to disseminate individual faculty reports to Deans. All UCT staff can receive the data in the survey should it be useful/relevant to their roles (for example Deans, Marketing/Recruitment Managers etc.). Data can be broken down by individual faculty on request to the Careers Service. Awards and Recognition Congratulations to all Careers Service colleagues, in particular the Communications and Marketing Manager, for putting the Careers Service forward for a national MACE Excellence Award for the
Strengthen the leadership capacity for T&L 2.1 Consult with faculties on how to support the deputy deans T & L 2.1 Implement proposals for of leadership in the faculties 2.1 Establish visible academic T&L ‘champions’ in each faculty DVC and Deans Done 2.2 Establish vibrant teaching and learning support hubs/EDUs in all faculties and improved levels of administrative support for the educational function 2.2 Ensure consistency of EDU type provision across all faculties DVC, Dean CHED, and Deans In progress Develop a Teaching and Learning Strategy 3.1 Establish working group 3.1 Agree on values and broad policy statement and solutions to key problems identified in other streams - adoption of strategy DVC Done Provide leadership in developing a comprehensive approach to improving throughput 4.1 Develop a T&LC position paper on a comprehensive approach to and broad strategies for improving throughput, and then workshop this with Deans, Deputy Deans (T&L) and relevant PASS department leaders in order to finalise an agreed document. 4.1 Request the Faculties to adapt the position paper for their own contexts and to operationalise it through their T&L Committees or equivalents. 4.1 In with the Faculties, continue to refine strategies for improving throughput in the light of experience. DVC; Dean of CHED; Deputy Deans (T&L) This has been addressed at the level of the Strategy. The TDG proposals also address the issue. The Committee resolved to consider additional mechanisms that need to be put in place, and to reflect on the strategies being put in place to improve PG throughput. 4.2 In collaboration with the Faculties, develop a framework and indicators for annual 4.2 Monitor progress towards improving throughput, and act on findings. DVC; Dean of CHED; Deputy Deans (T&L) Incorporated into the Teaching and Learning Report. A proposal has been submitted for funds from the TDGs for building capacity related to evaluation.
monitoring of progress towards improving throughput. 5.Contribute to improving throughput by supporting the provision of foundations in the undergraduate degrees 5.1 Develop a process for ensuring that service courses are responsive to the needs of the recipient programmes. To inform this, IPD to prepare a report on student success rates in service courses. 5.1 Collaborate with faculties and relevant departments to negotiate alignment between service course provision and needs of recipient programmes. 5.1 Align staffing resources to strategy. DVC to convene process; IPD A report was prepared by Jane Hendry. Service Courses working group set up and guidelines developed with reps from all faculties 5.2 Request each Faculty to commission a report on student success rates in ‘high risk’ courses, with commentary on possible explanations. 5.2 Collaborate with the Faculties to ensure that interventions are developed to address problems with specific courses, and integrate proposals for resourcing into the planning and budgeting cycle for 2014 5.2 Align resources Deans, HODs, Course conveners, IPD A report prepared by Jane Hendry to identify Courses that Impede Graduation (CIGs). She worked individually with some faculties and identified parameters. Faculties presented to the T&L Comm and Prof Saalih Allie has written a discussion document to take it forward beyond the data. . 5.3. Organise a seminar on large class teaching to disseminate best practice 5.3 Organise a symposium on large class teaching 5.3 Organise a conference on large class teaching HAESDU A/Prof Jawitz presented on this. Some committee members attended a seminar in Cape Town in April. 5.4 Commission report on the possible role of multilingual approaches in facilitating student learning 5.4 Request Language Policy Committee to explore ways of integrating multilingual approaches into mainstream provision and identify barriers to expanding credit bearing Afrikaans and Xhosa courses. 5.4 Collaborate with faculties to unlock barriers to promoting Multilingual Education Project; Language Group; Language Policy Committee A new Language Policy and Plan were approved by Senate in 2013.
6.Contribute to improving throughput by supporting the transition from school to University 6.1 Support the roll out of the First-Year Experience Project 6.1 Unlock barriers with regard to efforts of the FYE project to introduce interventions to address barriers identified e.g. computer and information literacy, training and timetabling issues. 6.1 Provide input on the long term direction of FYE Rochelle Kapp, FYE Steering Committee, T&LC A report on the first year experience project was presented to the Committee in 2013. The Director was appointed in October 2014 and the post is funded as part of the TDGs 6.2 Pilot EWS and extended orientation programmes 6.2Use the diagnostic information of the NBTs to assess the kinds of educational support likely to be required. Develop and provide incentives for staff to incorporate NBT insights and information into first year curricula Rochelle Kapp, FYE Steering Committee, Deputy Deans (T&L) Progress Report was tabled for noting in the meeting of 23 August. This is a substantive issue on the FYE advisory committee, which will be reporting to the T&LC. 7. Improve the Physical Teaching environment 7.1 Conduct audit of classrooms 7.1 Set minimum standards for classrooms DVC, ED Property and Services, ICTS In progress 7.2 Establish the Classroom support and identify other possible gaps DVC, ED P&S, ICTS Done 7.3 Budget for immediate interventions 7.3 Plan for ensuring ongoing improvements and maintenance of classrooms DVC, ED Property and Services, ICTS Ongoing. 7.4 Adopt a curriculum DVC, Dir Physical Ongoing. The Committee acknowledged that sub-
led approach to physical planning Planning online learning will play a role here. Some ideas on online learning will be presented to the Deans. 7.5 Promote the development of social learning spaces 7.5 Monitor the impact of social learning spaces on the quality of the student learning experience 7.5 Ensure ongoing planning for the expansion of social learning spaces DVC, ED Lib, Dir Physical Planning Done 7.6 Improve the quality of library support for UG students ED LIB Library Learning Commons launched. 8. Create an enabling environment for improving teaching and learning 8.1 Launch review of current ad hom promotion criteria 8.1 Monitor the impact of the ad hom promotion criteria on the status of teaching DVC T & LC, Deans, DVC Research The Committee felt that it was too soon for a review as the criteria had only been in place for 18 months. The Dean of CHED has asked for guidance from faculties on improving the system. The Committee will pick up the matter again in mid- 2014. 8.2 Finalise the teaching and learning charter 8.2 Monitor adherence to the teaching and learning charter DVC, Deans, HoDs A revised Charter was approved by Senate in 2012. 8.3 Plan for extending use of ICTS to support teaching and learning Dean CHED, DVC, ED ICTS, ED LIB Pilot laptop projects took place in Law, Chemical Engineering, Architecture and Physics and are being supported in 2014. 8.4 Strengthen the recognition and reward systems DVC The Teaching Awards committee has been established. The Distinguished Teacher Awards has resolved to continue to market the award and has increased nominations
for the award. 9.Increase the resource-base for teaching development & innovation 9.1 Clarify structures for the dissemination of Teaching Develop Grants 9.1 Administer grants 9.1 Work with DHET/CHE in developing awards for teaching DVC Not completed but the Teaching Awards was constituted. 9.2 Encourage applications for the grants from the staff development committee for teaching development and innovation 9.2 Encourage applications for the grants from the staff development committee for teaching development and innovation 9.2 Ensure adequate resources for promoting teaching an innovation Done 10.Strengthen research enriched teaching 10.1 Conduct audit of capstone and research projects in final UG year of 3 year bachelor’s and 4th year of 4 year professional bachelor’s degree 10.1 Establish research internships for UG students IPD, Research Office Task team was established to take this forward. Undergraduate Experience Research task team has launched a ‘good practices’ website and project. 11. Promote innovation in teaching and learning 11.1 Identify ways of expanding opportunities for providing breadth in the curriculum and the overall UCT experience to build desired graduate attributes articulated in UCT’s Mission 11.1 Address barriers to and develop plans and budgets for new initiatives 11.1 Apply for funding for expansion of opportunity for students to do breadth subjects and courses DVC, IPD, Deputy Deans The Curriculum Review task Team is in progress. 11.2 Develop strategies for promoting pedagogical innovation 11.2 Develop strategies for promoting pedagogical innovation Dean CHED This is subsumed in TDG proposals. 11.3 Launch review of current opportunities for research projects in UG degrees 11.3 Maintain database and organise seminar series DEPUTY DEANS See No 10. 12.Improve communication about teaching 12.1 Develop a strategy for creating awareness of the ad hom promotion ED Comms & Marketing Ongoing