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20 April 2021 | Story André Damons | Photo André Damons
Hannes Erasmus, an assistant bioanalyst in the Division of Immunochemistry at FARMOVS, a wholly owned clinical research company of the University of the Free State (UFS), will be graduating on Friday with a Master of Science degree majoring in Human Molecular Genetics.

While working on his study for his MSc Human Genetics degree, a staff member of FARMOVS – who was a Gamete intrafallopian tube (GIFT) baby – not only got to meet the doctor who was responsible for his being, but the doctor also formed part of his supervisor team.

Hannes Erasmus, an assistant bioanalyst in the Division of Immunochemistry at FARMOVS, a wholly owned clinical research company of the University of the Free State (UFS), will be graduating on Thursday (22 April 2021) with a Master of Science degree majoring in Human Molecular Genetics. His dissertation is titled Genetic and Molecular Analysis of Male infertility in a private practice in South Africa. His supervisor team consisted of Mrs Sue-Rica Schneiders (supervisor), Dr Gerda Marx, Dr Olga de Smidt, and Prof PH (Paul) Wessels (co-supervisors).

“I feel very proud and fortunate to have the opportunity to complete this achievement. It was not easy, but it gave me more time during lockdown to write up my thesis. One of my biggest challenges was time itself. Late nights in the lab and writing up at night,” says Erasmus about studying and working during the year of COVID-19.

GIFT baby

According to Erasmus, he decided on this topic because he had an interest in infertility from an early age, since he was also a GIFT baby. 

“My parents struggled for a while to conceive after my older sister was born.  They decided on this assisted reproductive technique, and I was conceived. I then had the privilege to meet the doctor who was responsible for my being, Prof Wessels.  He then also formed part of my supervisor team and allowed me to sample my case group at his private fertility clinic.”

His wife, Bernadine, inspires him to be a better version of himself each day.  He strives to contribute to his workspace, his friends, family, and community to grow and better the future of South Africa and our children.

Dean’s Medal 
A colleague of Erasmus – Vicky Simpson, Marketing Manager of FARMOVS, is the recipient of the Dean’s Medal for achieving the best results in respect of a Bachelor Honours degree in the Faculty of Economic and Management Sciences at the UFS. 

Simpson, who graduated with a Bachelor of Commerce Honours with specialisation in Marketing during the virtual graduation on Monday, says she is shocked and at first did not notice that she was the recipient of this award. She obtained her degree with distinction.

“I will always be grateful! Not everyone gets the opportunity to study at a university. Yes, I had to work twice as hard to achieve my goals, but I think I craved success enough to overcome all the challenges.”

                            Vicky Simpson, Marketing Manager of FARMOVS,Picture: André Damons


Grabbed the opportunity with both hands

“I never had the opportunity to study before the age of 30. My family had very limited financial resources.  As a result, my main focus was day-to-day survival. So, I had to find creative ways to make this dream happen. When the doors of opportunity opened here at the UFS, I grabbed it with both hands and made the best of numerous challenging situations. It meant that I had to study and perform well at work, because both aspects deserved my full attention. In the end, I don’t regret the sacrifices I made. I also hope that I made those who believed in my potential very proud,” says Simpson.

“I will always remain grateful to Prof Jonathan Jansen, former Rector and Vice-Chancellor of the UFS, and his wife Grace. They gave me a valuable opportunity back in 2014, which transformed my life. My colleague Pat Lamusse also played a significant role in my development, because she believed in me when it mattered the most.” 

According to Simpson, it was difficult to stay motivated and focused (during COVID-19) while the world was in a state of turmoil and uncertainty.  It required more energy than it would have under normal circumstances. 

“Luckily, my partner Cornél, my friends, colleagues, and family were there to offer me support. I felt like quitting a few times, but grit and vision pushed me forward towards my goal. My amazing study leader, Prof Jacques Nel, was just so inspiring and helpful. We made a stellar team, and my dissertation remains the best document that I have ever submitted. The weekends and late nights spent on writing that document was worth it!”

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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