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07 December 2020 | Story Eugene Seegers | Photo Jolandi Griesel
From the left; Tiana van der Merwe, Deputy-director: CTL; Prof Francois Strydom, Director: CTL, and Gugu Tiroyabone, Head of Advising, Access, and Success in CTL.

The UFS has taken an evidence-based approach to managing the impact of the COVID-19 pandemic. Within the first week of lockdown, the Rector and Vice-Chancellor, Prof Francis Petersen, put appropriate governance structures in place, consisting of a COVID-19 Senior Executive Team and seven task teams focused on managing the different aspects and responses to the pandemic. One of these task teams was the Teaching and Learning Management Group (TLMG), chaired by the Vice-Rector: Academic, Dr Engela van Staden. This multi-stakeholder group represents all the environments in the university responsible for teaching, learning, and support to the academic core.

The core function of the TLMG was to ensure that teaching and learning could continue in order to help staff and students to complete the academic year successfully. The first step in the evidence-based response was to understand students’ device access, data access, and connectivity.  The Centre for Teaching and Learning (CTL) developed a survey to which 13 500 students responded. The results showed that 92% of students had an internet-enabled device, 70% could get access to the internet off campus, and 56% had access to a laptop.

The survey was followed by the Vulnerable Student Index (VSI) developed by the Directorate for Institutional Research and Academic Planning (DIRAP), which helped the university to create a better understanding of the vulnerability of about 22 000 students at the UFS. 

#UFSLearnOn is born

Based on VSI results, the UFS immediately initiated the purchase of 3 500 laptops to be distributed to assist more students. In addition, the #KeepCalm, #UFSLearnOn and #UFSTeachOn campaigns were launched. These campaigns are aimed at creating the best possible support for academic staff and students respectively, by adapting existing support and practices most suited to an emergency remote-learning environment. The departure point of both campaigns was to design a response for the constrained environments of our students. 

The #UFSLearnOn for students creates materials that students can download on cellphones and that would provide them with skills and ideas on how to get connected and create an environment where they could study at home. The #UFSLearnOn website has been viewed by more than 77 000 students to date, and the resources were shared with other universities to support a collaborative approach to addressing the COVID-19 challenge. A total of 177 000 Facebook users have been reached by these #UFSLearnOn materials.

The #UFSTeachOn campaign focused on supporting staff to transform their materials and teaching approach to a new reality. Staff members who attended training sessions numbered 3 800, a testament to their commitment to create the best possible response. Both the #UFSLearnOn and #UFSTeachOn campaigns are continuing, with an overwhelmingly positive response from staff and students.

Multi-pronged approach

However, these campaigns would become two of the 16 strategies the UFS has developed to manage the risks created by the pandemic. Creating responses is, however, not enough; you need evidence that these initiatives are making a difference. Therefore, the CTL was tasked with creating a monitoring system using data analytics. To date, 34 reports have served at the weekly TLMG meetings. The reports monitor the number of staff and students on the Learning Management System (LMS), measuring how much time they are spending learning, and whether they are completing assessments. 

During the peak of the first semester, 90% of students were online, supported by academic and support staff. The average performance of students per faculty per campus was monitored. The use of data analytics allowed the UFS to identify students who were not connecting, as part of the #NoStudentLeftBehind initiative. 

A ‘no-harm intervention’

Gugu Tiroyabone, Head of Advising, Access, and Success in CTL, says that this intervention was designed to effect behavioural change while not scaring a student, in an effort to enhance chances of success: “Under the banner of No Student Left Behind (NSLB) at the UFS – a ‘no-harm intervention’ – the task team continuously reflects on the numbers, which provides insights on student behaviour relating to access/engagement on the LMS system. The quantitative data is integrated with students’ qualitative narratives to tailor individualised responsive support through academic advising, tutorial support, and other student-support services in faculties and student affairs. The NSLB was one of many other faculty and institutional initiatives deployed during the pandemic to promote equitable outcomes despite the disparities students face as a result of the pandemic. The NSLB has fast-tracked the use of analytics and student narratives to transform the way we support students and enhance student success by effecting behavioural change that promotes student and institutional agency. NSLB has been an exercise of shared efforts to cultivate effective learning, teaching, and support that has exemplified the UFS’ organisational growth-mindedness. Numbers and words tell a better story – this has helped us become an agile, focused, and responsive institution.”

Keep moving forward

This approach has resulted in 99,95% of students participating in the first semester. The 0,05% (or 204) students who were not able to participate are being supported to continue their studies successfully. 

The success of the UFS’ approach is not only borne out by quantitative evidence, but also by qualitative feedback, such as the following quote sent to an academic adviser on 24 August:

“Thank you so much (adviser’s name); if it wasn't for you, I would have dropped out, deregistered or even committed suicide during this pandemic. I want to say that I have passed all my modules with distinctions, all thanks to you. After all the difficulty of learning I have experienced during this period. Please continue your great work to others (you were truly meant for this job) and God bless you.”

There are hundreds more testimonials like these, which testify to the inspiring efforts of students and staff at the UFS to finish the academic year successfully with very low risk. Some of these testimonials have been captured in the CTL publication, Khothatsa, which means ‘to inspire or uplift’.

News Archive

UFS Department of Physics offers unique learning experience with on-campus radio telescope
2015-12-14

Athanasius Ramaila, an Honours student in the Department of Physics, and Dr Brian van Soelen, a lecturer from the same department, in the laboratory where the radio telescope is housed in the new wing of the Physics Building on the Bloemfontein Campus of the UFS. The telescope will be used to expose graduate students to the basic techniques of radio astronomy.
Photo: Charl Devenish

The university this year added a four-storey wing to the existing Physics Building on the Bloemfontein Campus. The new development, which includes four lecture halls and four laboratories, complements other world-class facilities such as the X-ray photoelectron spectroscope and the scanning electron microscope.

A unique asset that distinguishes the UFS Department of Physics from other similar institutions, is the Boyden Observatory situated approximately 27 km northeast of Bloemfontein. The observatory houses a powerful 1.5 m optical telescope, and several smaller, but well equipped telescopes.

According to Pieter Meintjes, Professor in the Department of Physics, the observatory has acquired a new addition - a 0.5 m optical telescope donated by the South African Astronomical Observatory (SAAO) and the National Research Foundation (NRF) to the UFS Astrophysics Group. This optical telescope is one of two powerful optical telescopes used to introduce students to techniques such as photometry and spectroscopy.

“The telescope at Boyden forms an integral part of the Department of Physic’s student training and research programme. Because the UFS is the only university in South Africa operating such a facility, and one of only a few globally, Astrophysics students at the UFS have the unique privilege of having unrestricted access to these telescopes for their MSc and PhD studies,” says Prof Meintjes. In addition, the department has also built a radio telescope as part of a post-graduate student project. The telescope, housed in the new wing of the Physics Building at the Bloemfontein Campus of the UFS, will be used to expose graduate students to the basic techniques of radio astronomy, especially in light of the fact that the SKA is nascent. Prof Meintjes would like to act proactively by grounding his students in the relevant techniques of radio astronomy. The telescope will be used to introduce students to the manner in which radio flux calibrations are performed in order to determine the energy output of an emitting source.

At undergraduate level, the radio telescope will be used, together with optical telescopes in the Astrophysics laboratory, to place students at a high baseline regarding the level of multi-wavelength astrophysics training received at the UFS.

Third-year and Honours students will also have the opportunity of practical training in a research laboratory with 15 computers. The laboratory is equipped with software used to reduce and analyse multi-wavelength data.

“My goal is for the UFS to become the major centre of multi-wavelength astrophysics in South Africa and a key role player in the international arena. To be able to do this, our training should be world class,” Prof Meintjes said.

Aided by its world-class facilities and research, the Department of Physics is competing with the best in the world. Research-wise, a group from the Department of Physics is intensively involved with the SKA Project (Square Kilometre Array), with 3 000 dishes reaching from Carnavon in the Karoo to Mauritius in the Indian Ocean. According to Prof Meintjes, many detailed studies can be conducted with the SKA system of sources, showing major eruptions and mass effluent from the systems. Athanasius Ramaila, a BSc Honours student in Astrophysics at the UFS, has also received a two-year SKA internship, where he will be engaged in the SKA software engineering programme to help with developing software for the telescope.

The UFS Astrophysics Group is focusing on the multi-wavelength study of high-energy astrophysics sources. “This multi-wavelength approach to astrophysics is in line with the recent announcement by government that multi wavelength astrophysics will be the main focus for astrophysics research in South Africa. It is also a very important focus for research in the international arena, as can be seen from the large number of international conferences having a multi-wavelength character,” Prof Meintjes said.


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