Directorate of Learning, Teaching & Student Success

The Directorate of Learning, Teaching & Student Success (DLTSS) is a unit in the office of the Deputy Vice Chancellor Academic. It is tasked with developing and implementing the University’s Strategic Plan on Teaching and Learning. The institution's Student Retention & Success Framework guides the implementation plan. The process involves working with Deputy Deans for Teaching and Learning and Teaching and Learning Specialists to  develop, guide and evaluate processes of curriculum, staff and student development across all seven faculties. This encompasses pedagogical and student support initiatives to enhance learning, teaching and student success.  Important to the process is the evaluation practices, delivery of the curriculum and the infusion of graduate attributes into curricula. 

Acting Director: 

Dr Sue Pather
supather@uwc.ac.za

Programmes:

The directorate is involved in programmes to support academics during their two year probation period. Two imports programmes that ensures academic transition into their new work environments include:
  • The Academic Induction Programme
    The three day induction programme, which is usually offered off campus, is a retreat offered to new academic members of staff. All academic staff have to complete it as part of their probationary requirements. It is usually offered twice yearly, in March and September/October. As a retreat from the everyday pressures of teaching and research, this is designed as an interactive workshop for lecturers from all of UWC’s faculties, helping to build a community of practice committed to creating the best possible learning environment for our students. The workshop programme is planned so as to introduce a range of pertinent issues
  • Towards Professionalisation of Teaching & Learning (TPoTL)
    This course is offered over two academic terms and is specifically focused on assisting academic staff with teaching and learning strategies. The programme follows a reflective approach. New academic staff are expected to complete this course during their second year of probation. This course is  a follow up to the introduction to teaching and learning in higher education. The course brings into focus the specific context of UWC, and is designed to assist academics to develop and consolidate their reflective learning and teaching practices in an e-portfolio. Academics are expected to reflect on their role as a teacher in higher education in their journey towards professional development. 
https://sites.google.com/site/teachingportfoliosuwc/home

Units in the Directorate:

  • Writing Centre 
    The University of the Western Cape’s Writing Centre ​​aims to help student writers to develop their academic reading and writing practices in a constructive and supportive academic space. Trained peer writing tutors help students to develop, revise and refine their writing assignment before it has to be submitted for assessment. The Writing Centre works in collaboration with the students through asking questions, engaging in discussion and giving advice and guidance. The writing centre also provides advice and support to staff.  All services are free of charge. A supportive academic environment is provided to all students: undergraduate, RPL and diploma students. Postgraduate students should approach the Postgraduate Enrolment and Throughput Programme (PET) for assistance.
Contact: Dr Arona Dison: adison@uwc.ac.za
For more information on the Writing Centre, please click here.
 
  • RPL 
    The University of the Western Cape has pioneered as a leader in the policy development and implementation of Recognition for Prior Learning (RPL) within South Africa’s higher education landscape. RPL is an integral part of the Admissions Policy at UWC and finds expression in a range of services to support mature students (23 years and older) seeking alternative access into higher education degree programmes at UWC. 

    “Recognition of Prior Learning (RPL) is the formal acknowledgement of the knowledge, skills, competence, expertise and capabilities that people possess as a result of prior learning that may have occurred through formal, informal or non-formal means,  through self-study, work or other life experiences.”  

    The domain of RPL is aligned to the main elements of the South African national policy discourse since 1994, with a specific focus of achieving transformation; accreditation; lifelong learning; and complying with the National qualifications framework (NQF) of South Africa. The main purpose of RPL is to facilitate access to, mobility across and progression within education, training and career paths.
Contact: Dr Rekha Rambharose:  rrambharose@uwc.ac.za
Website Link:  https://sites.google.com/uwc.ac.za/rplforlifelonglearning/home?authuser=0