Sustained improvement over time

Increased postgraduate supervision support, workshops and structured feedback systems have improved the quality of research proposals and aiming for improved postgraduate output in the department as well (see feedback from postgraduate students).

Strategies for enhancing student achievement

To improve and enhance student learning, I am committed to:

• Expanding technology-enhanced learning: Building on the success of ICT integration in BED753, I am refining lesson plans, interactive AI-based assignments, and multimodal learning materials for my undergraduate modules.

• Strengthening assessment alignment: Enhancing the use of rubrics, peer reviews and structured feedback (such as those used in SAL123 and TMA303) to align assessment with student learning outcomes.

• Increasing student-centred approaches: Expanding micro-teaching, case-based learning, and scenario-based assessments to develop students' ability to apply theoretical knowledge in real-world teaching contexts.

Public engagement and peer learning

I actively contribute to academic discourse through faculty initiatives, national collaborations and international teaching exchanges:

• Postgraduate research workshops: Hosting structured postgraduate support workshops to enhance academic writing, methodology development, and general research practices, for example the postgraduate schedule for LED students.

• Collaborative teaching initiatives: Working with international universities (HAN University, Ghent University) to develop collaborative student projects​, for example the HAN project in ELA221.

• Peer-reviewed publications & editorial work: Engaging in article reviews and contributions to journals in applied linguistics and Afrikaans studies, reinforcing the intersection of research and teaching.

Strengths as a lecturer

Innovative curriculum development

My teaching philosophy is grounded in creating dynamic, technology-enhanced learning environments that make complex linguistic and educational theories accessible and engaging. By integrating AI-assisted learning tools, multimodal assessments, and reflective teaching strategies into courses such as BED753 (ICTs in Language Education) and TMA303 (Afrikaans Methodology), I ensure that students are equipped with both theoretical knowledge and practical skills.

One honours student reflected on how this technology-driven approach transformed their perspective on teaching methodologies:

"Dr. Louw’s incorporation of AI and digital tools in our coursework has made academic writing and research so much more structured. I never thought I’d use AI for teaching, but through her guidance, I now actively incorporate it into my lesson planning and research."

Additionally, I prioritise practical application to ensure that my students experience firsthand how theory translates into effective classroom strategies. A PGCE student once noted:

"Before this course, I was intimidated by the idea of structuring a lesson plan. The hands-on digital activities and case-based assessments made me feel confident in my ability to design engaging lessons for my future learners."

Engagement with institutional goals

My teaching aligns with UWC’s graduate attributes policy, emphasising critical thinking, multilingual competence, and student-centred learning. I have actively contributed to initiatives that promote multilingualism in teacher education, ensuring that students develop the necessary skills to teach Afrikaans as an additional language and teach in a Western Cape community.

A student from SAL123 shared their appreciation for this multilingual approach:

"I always struggled with Afrikaans, but the way Dr. Louw structures her lessons made me feel comfortable engaging in the language. I appreciated how she included real-world examples and practical conversations instead of just rigid grammar exercises."

Another student from my third-year Afrikaans method module shared their appreciation via email with me:

“In dieselfde asem wil ek graag vir Dr Louw bedank vir die afgelope twee jaar se onderrig. Dankie vir al die raad en idees hoe om ons lesse interresant en volgens die verskillende beginsels in KABV aan te bied.”

Beyond language education, I engage in faculty-wide professional development, including research collaborations with HAN University and Ghent University, to broaden students’ exposure to global educational practices​ (see HAN project and staff exchange detail).

Commitment to student success

Mentorship and academic support are at the core of my teaching philosophy, particularly for postgraduate students navigating research challenges. Whether through structured research workshops, individualised feedback, or postgraduate coordination, my goal is to help students build confidence and progress in their academic journey,

A current master’s student shared their experience:

"Working with my supervisor, Dr. Susann Louw, has been an incredibly rewarding experience. She consistently provided unwavering support, ensuring I had all the resources and guidance necessary to succeed. Her feedback was always constructive and insightful, helping me grow both professionally and personally. Beyond her professional mentorship, she also offered emotional support when I needed it most, creating an environment where I felt truly valued and understood. Overall, my experience with her has been nothing short of inspiring, and I believe she is the ideal supervisor for any aspiring student."

• For first-year students, I focus on bridging the transition into higher education by implementing structured tutorials, interactive learning activities, and personalised feedback. One undergraduate student shared:

"Coming from high school, university felt overwhelming. But Dr. Louw’s class was one of the few places where I felt supported. She made sure we understood assignments, provided extra resources, and encouraged us to ask questions without feeling judged."

• Additionally, my involvement in teaching practice supervision ensures that students receive detailed feedback and mentorship as they transition into real-world classroom environments. A teaching practice student reflected:

"It was a great pleasure to have you as my supervisor; I learned so much from you, and I will definitely implement your feedback in my future lessons."

Through these personalised interventions, research mentorship, and pedagogical innovations, I strive to cultivate a learning environment where every student – regardless of background – feels equipped to succeed academically and professionally.