From Inky Pinky Ponky to Improving Student Understanding in Assessment: Exploring the Value of Supplemental Instruction in a Large First-Year Class

Erasmus, Mianda

doi:10.24085/jsaa.v5i2.2701

Cited by 2 publications

(3 citation statements)

References 46 publications

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“…This aspect is not widely addressed in the African HE context, but needs urgent attention with the current demand for increased postgraduate outputs. Research verified supplemental instruction, mobile technology, and a humanising philosophy (respecting individual identity) as crucial for diverse student populations and large classes to make learning accessible to students, when they are implemented more effectively in learning-assistance programmes (Boughey, 2015;Erasmus, 2017;Madambi & Mangena, 2016;Robbins et al, 2019;Schreiber & Aartun, 2011;Sedibe & Sedibe, 2009). Additionally, academic partnerships with key campus and community partners resulted in steering resources and policies (Berger et al, 2019).…”

Section: Learning-assistance Programmesmentioning

confidence: 99%

“…Assessment services are driven internally for evidence to improve service, and externally for accountability purposes, despite the constant changes in technology and student demographics. For example, supplemental instruction for large-class first-year students (Erasmus, 2017) has been found to improve student understanding. The professionalization of student affairs through assessment (Gansemer-Topf, 2013) is essential, but also requires mapping standards for outcomes assessment practice (Finney & Horst, 2019), and fostering theory-driven practice (Pope et al, 2019), as well as the utilization of institutional administrative and student affairs assessment resources (Groover et al, 2019).…”

Section: Assessment Servicesmentioning

confidence: 99%

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Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner’s Lens

Holtzhausen

Wahl

2022

Journal for Students Affairs in Africa

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The research question we pursued was: What are the variations in the themes of research in the African higher education context that will enable researchers to promote student development? This contribution addresses three aspects of student affairs research in the African higher education context. First, it commences with tracing the African position with a document analysis of 121 student affairs research articles published in 34 peer-reviewed journals over the past interval (2008-2019). Secondly, the thematic categorization of the Council for the Advancement of Standards in Higher Education (CAS 2019) was used to determine international publication trends as derived from this document analysis. Thirdly, we applied Bronfenbrenner’s Person-Process-Context-Time (PPCT) model, as an appropriate umbrella research design and guiding framework to review the mapping of African student affairs research. From a comparison between the international CAS categorization and the African categorization, it was concluded that the CAS mapping was largely confirmed by the African analysis, with nine main themes as the foci. Additionally, it was found that four first-hand African themes have not found in the CAS categorization, and significantly limited research was conducted into post-graduate programmes and services (hereafter referred to as PGP's, despite the demands for increased enrolments. The findings suggest that more accurate and continuous mapping of the field can assist policymakers, managers and student affairs practitioners in making more informed choices on supporting growth and development in African higher education, with special emphasis on postgraduate students.

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Section: Learning-assistance Programmesmentioning

confidence: 99%

Section: Assessment Servicesmentioning

confidence: 99%

Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner’s Lens

Holtzhausen

Wahl

2022

Journal for Students Affairs in Africa

View full text Add to dashboard Cite

show abstract

“…This can be attributed to increased efforts in advising, mentoring, orientation programmes, and early warning efforts to intervene with students at risk of failing, counselling, and Supplemental Instruction that has been shown to impact student success (e.g. Cassells, 2018;Erasmus, 2017;Manik, 2014;Masehela & Mabika, 2017;Mayet, 2016). Among these interventions, academic advising stands out in international contexts as having the greatest impact in assisting with timely degree completion (Angulo-Ruiz & Pergelova, 2013;Miller, 2013;Page et al, 2019), especially when it is comprehensive, effective, and combined with other support efforts.…”

Section: Introductionmentioning

confidence: 99%

Merging Academic and Career Advising to Offer Holistic Student Support: A University Perspective

Schoeman

Loots

Bezuidenhoud

2021

Journal for Students Affairs in Africa

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Higher education in South Africa has focused extensively on widening access to further inclusivity and to economic development. However, as students need to persist and succeed in their studies, access alone is not enough. Furthermore, the responsibility of higher education to help students succeed does not end with graduation; institutions need to produce graduates who are ready to enter the labour market. Therefore, it is important to integrate career information and concepts into these practices when conceptualising holistic academic advising. Since academic advising is still developing as a professional practice in the South African context, no clear, practical framework has been used uniformly at universities. Career advice is also not necessarily integrated into academic advising in a conscious manner. This may result in students who are struggling to integrate all the academic and career information provided to make informed decisions regarding their studies and career paths. This paper argues that the 3-I Process is an appropriate framework for the integration of career and academic advising in the South African context. In this case study, we draw from the experiences of nine advisors from the central advising office, faculties, and the career office at the University of the Free State to understand the extent to which they have been incorporating the elements of the 3-I Process into their existing academic advising practices and how they view the possibilities of following a more integrated approach. We also map how the framework can be adapted to the broader South African context to inform and develop more holistic and professionalised advising practices, as well as to contribute towards students’ success beyond university.

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From Inky Pinky Ponky to Improving Student Understanding in Assessment: Exploring the Value of Supplemental Instruction in a Large First-Year Class

Abstract: Large classes are a reality in many tertiary programmes in the South

Cited by 2 publications

References 46 publications

Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner’s Lens

Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner’s Lens

Merging Academic and Career Advising to Offer Holistic Student Support: A University Perspective

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