Evaluation: L&T

As a lecturer at the university, I have consistently received positive evaluations from both students and moderators for my modules. This feedback continues to guide my commitment to delivering high-quality and intellectually stimulating education at the university. 

I have made earlier reference in the Curriculum development section of my portfolio about the importance of conducting module evaluation with students and the sharing and discussions of the results with the students (student voice) to collectively assess and plan improvements to the modules and my teaching and learning style for future student cohorts.  I use Google Forms (see example further below) because it offers an anonymous function for students to respond, the data results is immediately available to share with everyone and I am able to compare the data between different cohorts for the same modules that I teach.   

Students commend my ability to distill complex concepts into clear and comprehensible explanations, fostering a deeper understanding of the subject matter. Additionally, I have been praised for incorporating innovative teaching methods, such as interactive simulations and case studies, to enhance the learning experience.

Similarly the reports from moderators are equally important to me because of their independent opinion regarding the modules that I teach. Moderators consistently highlight the rigor and relevance of the academic content I deliver. My commitment to staying abreast of the latest advancements in the field ensures that the modules I teach reflect the cutting-edge knowledge expected in a university setting. Moreover, I actively seek and integrate feedback from both students and peers to continuously refine and improve my teaching methodologies and I strive to do the same for my peers in my capacity as external Examiner for UKZN in their Community Development undergraduate and postgraduate programmes .

My approach to lecturing combines pedagogical expertise (deeply influenced by educational theorists such as Bloom, Mezirow, and Freire) with a dedication to staying current with industry trends, creating an environment where students thrive intellectually and academically.  I ensure for this by embracing Kreber and Cranton’s (2000) Model of Scholarship of Teaching and Learning (SoTL) (see model example further below), focusing on reflective practice and knowledge development and their respective categories.  This model also guides my Learning and Teaching Reports as it provides both qualitative and qualitative indicators for the different which guide my reflection for reports as follows:

Reflective Practice: 

• Content Reflection: Regular review and updating of teaching methods and materials based on student feedback and scholarly research. 

• Process Reflection: Analysis of student evaluations and peer reviews to refine instructional strategies. 

• Premise Reflection: Challenging teaching assumptions and exploring alternative methods, fostering interactive, student-centered activities.

Knowledge Development:

• Instructional Knowledge: Staying current with teaching techniques, such as integrating problem-based learning (PBL) into the curriculum.

• Pedagogical Knowledge: Tailoring teaching to diverse learning styles and applying educational theories to foster critical thinking.

• Curricular Knowledge: Continuous revision of courses to ensure relevance and alignment with educational standards.

By following this model, I ensure my teaching practice is reflective, evidence-based, and continuously improving to enhance student learning outcomes.