What is it? As an academic support unit, various staff in the Centre for Teaching and Learning continuously implement scholarly practices and research the work we do using sound research methods.
Why is it important? These peer-reviewed publications contribute to the scholarly discourse on learning and teaching and disseminate CTL’s research within the higher education sector while ensuring that our practices remain evidence-based and impactful.
The following list of publications were published by CTL staff members
- Bernard, E. (2024). Creating a sense of “Aliveness” in a SoTL CoP on a rural campus. South African Journal of Higher Education, 38(2), 44–62. https://doi.org/10.20853/38-2-5991 [journals.ac.za]
- Joubert, M., & Clarence, S. (2024a). “Be More Pirate”: Harnessing the Power of Liminal Spaces in Creating Academic Literacy Practitioner Identity and Agency. In A. Ding & L. Monbec (Eds.), Practitioner Agency and Identity in English for Academic Purposes. Bloomsbury Academic. [bloomsbury.com]
- Sibanda, B., & Babili, D. (2024). Positionality stories as acts of walking away. In A. Pratt et al. (Eds.), Walking Away: Refusing and Resisting Reactionary Curriculum Movements. Information Age Publishing. [emerald.com]
- Strydom, J.F., Loots, S., & Meintjes, A. (2022). Developing an evidence-informed framework to guide quality blended teaching and learning in South African higher education. Kagisano, 14(1). (No direct online link surfaced.)
- Loots, S., Strydom, J.F., Meintjes, A., Posthumus, R., & Posthumus, H. (2021). Do Learning Management Systems Live up to their Potential in Times of Crises? In N. Amin & R. Dhunpath (Eds.), (Re)Learning to Teach in Contexts of Crises (Vol. 8, pp. 194–217). https://doi.org/10.29086/978-0-9869936-6-4/2021/AASBS08 [api.pageplace.de]