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09 May 2020
Dear Students

UPDATE ON DEVELOPMENTS AT THE UFS

I hope you are well, healthy, and safe. I also hope that you are engaging with your friends and lecturers regularly, and that you have settled into the online learning environment. As with communities around the world – including higher education institutions – Kovsies also feel the impact of the exceptional circumstances resulting from the global COVID-19 outbreak. So much has changed, and our lives are directly and indirectly affected. It is a true test of our resilience and ability to adapt to a changing environment.

I know that it has not always been easy for you – none of us were prepared for a global pandemic of this magnitude. But I also see this as an opportunity for us to develop our learning and teaching model and to find ways of further enhancing the university’s processes and systems.

The suspension of the academic programme and the national lockdown had a huge effect on our staff and students. We had to act fast to ensure the continuation of the 2020 academic programme. Our first priority was to develop low-tech online and distance approaches to learning and teaching. Consequently, we developed support for academic staff and students to navigate the new online learning environment. We also revised our academic calendar and rolled out a carefully planned emergency remote teaching and learning methodology.

It is encouraging to know that you began with online learning this week. Early indications are that the Transition and Orientation from 20 to 30 April 2020 worked well in preparing you for the online learning that started on 4 May 2020. It is also good to know that the #UFSLearnOn material helped you to get ready for the start of online academic activities. Be assured that your lecturers are working hard to deliver a quality teaching and learning experience in the current circumstances. Just as this is a new experience for you, it is also a new learning experience for your lecturers. You may still experience some challenges with your academics as we complete the first week of online learning. Please contact your lecturers and/or faculties so that we can find solutions for you. You can also visit the Digital Life Portal (under the Student Toolbox) on the KovsieLife website.

You have been away from your lecturers, friends, familiar surroundings, and campus facilities for a long time, and I know that you miss it. Unfortunately, the university is bound by Level 4 restrictions and it is not possible to allow any students back on our campuses until so directed by the national government. Only final-year MB ChB students are allowed to return to campus next week – as per the directive from the national government. The majority of staff are also working from home until otherwise indicated, and in accordance with national directives for the further easing of lockdown restrictions.

This is not a university decision but is prescribed in terms of national regulations. Be assured that the university has taken adequate measures to ensure the safety of all facilities, assets, and private belongings on the campuses. We will let you know as soon as we receive a directive that students may be allowed on campus – this will be done in a phased approach in order to contain the spread of COVID-19.

Your safety, health, and well-being remain our first priority. Look after yourself and your mental health – make use of the #WellnessWarriors campaign of our Department of Student Counselling and Development that is aimed at encouraging health and well-being among students.

Please remember to regularly check the official communication platforms to stay up to date with developments at the university. Avoid fake news, verify information, and only consult the official communication platforms. 

Obeying the lockdown restrictions is an act of kindness to yourself and to others; #StayAtHome and practise social distancing.

I wish you all the best with your studies and hope to see you on our campuses soon.


Best regards

Prof Francis Petersen
Rector and Vice-Chancellor


News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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