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Undergraduate teaching at UWC
Undergraduate teaching at UWC
Year Semester Module Class size Pass Rate Evaluations
2013 2 POL 312: Ideology and Political Thought 75
2014 2 POL 312: Ideology and Political Though 76 92%
2015 1 POL 231: South African in Comparative Political Perspective 177 90%
2016 1 POL 131: Introduction to Political Studies 546 74% Evaluation
2016 2 POL 231: South Africa in Comparative Perspective 211 87% Evaluation
2017 1 POL 131: Introduction to Political Studies 462 88% Evaluation
2017 2 POL 231: South Africa in Comparative Perspective 168 91% Evaluation
2018 1 POL131: Introduction to Political Studies 494
2019 1 POL131: Introduction to Political Studies 485 Evaluation
2020 1 POL 131: Introduction to Political Studies 473
2020 2 POL 231: South African in Comparative Perspective 190
2021 2 POL 231: South Africa in Comparative Perspective 328
2022 1 POL 231: South Africa in Comparative Perspective 300 Evaluation
2023 2 POL 231: South Africa in Comparative Perspective 285
Post graduate teaching at UWC
Post graduate teaching at UWC
Year Semester Module Class size
2013 1 POL 811: Research Methods 9
2015 1 POL 719: South African Politics - see evaluation 13
2016 1 POL 719: South African Politics 12
2017 2 POL 811: Research Methods 10
2018 1 POL 701: Research Methods 18
2019 2 POL 723: Democratic Theory and Practice 2
2019 2 POL 822: Democratic Theory and Practice 5
2019 2 Module taught at University West, Sweden 12
2021 1 POL 719: South African Politics 14
2021 1 POL 819: South African Politics 9
2022 2 POL 822: Democratic Theory and Practice 7
2023 2 POL 723: Democratic Theory and Practice 8
2023 2 POL 822: Democratic Theory and Practice 4
Post graduate courses
Post graduate courses
In 2013 and 2014 I ran a support programme for Masters and PhD students in the Department of Political Studies. We met on a monthly basis for two hours to discuss concerns from writing style to emotional support. This support increased the throughput rate of the students.
In 2013 I ran a one day workshop for post-graduate students in the department of Political Studies on LogFrame design.
In 2014 I designed and facilitated two of post-graduate research workshops where students worked in groups with a staff member to present their work and gather feedback. Each workshop had a theme and was structured with activities to generate progress for the students.
From 2015, every year I design and co-facilitate the Political Studies post-graduate orientation day, attended by between 20-40 students.
In 2018, under the auspices of the South African Cities Research network, I set up and co-facilitated a three day PhD workshop for 20 PhD students from around the country, representing six universities. (See Appendix B)
In 2019 I pioneered the design of a Work Integrated Learning (WIL) module in post graduate studies.
In 2018 I piloted WIL with Political Studies Honours students by arranging field visits to PJS section in Khayelitsha and parts of Salt River, respectively. I did so in conjunction with DAG, a development NGO. The visits were part of an ongoing pedagogical review in the delivery of the research methods module to Honours students. The overall aim was to give them a more hands-on research experience. Students were tasked to apply the theory they had covered in seminars (particularly research ethics-related issues), observe ways in which residents engage with the government and identify potential areas of research. They then had to feedback to community activists in a 'Community in the Classroom' presentation at UWC. The process was supported through a partnership between the Department of Political Studies and the global Participedia network, to experiment with new forms of conducting social science research into new channels of citizen involvement in government.
In 2019 I am designing and launching a new WIL module with post-graduate students from UWC and Sweden's University West. I will teach this in both Sweden and Cape Town over a 20 week period. It includes working with a range of activist NGOs who will facilitate students working with community based organisations in marginalised settings (in Sweden this will be with refugee groups). Students will be given formal seminars on topics of citizenship, democracy, participatory governance and ethical research and then spend time working with a community organisation of a co-identified research project. Reflective work and formal public presentations will be included in assessment tasks. This is an innovative and essential way to assist our student to broaden their employability skills as well develop networks and confidence outside the university setting.
Post graduate supervision
Post graduate supervision
PhD supervision
PhD supervision
Graduated:
Kiara Worth (field work funded with support from my NRF Thuthuka grant)
Mmeli Dube (part funded with support from my NRF Thuthuka grant)
In progress
Lidokhule Mandyoli
Eyong Tarh (funded through an NRF project)
Aaron Siwale
Sbahle Cele
Masters supervision
Masters supervision
Graduated:
2023 Pontus Bengtsson, Madoda Cuphe
2022 Thuthuzelekani Mvimb; Mfundo Majola; Kanyisile Brukwe; Boitumelo Papane
2021 Eyong Tarh
2020 Ipeleng Brodie
2019 Elaine Pypers; Lindokhule Mandyoli
2016 Garth van Rooyen
On-going
Thinam Mali
Lindokhule Mbaso
Miguel Isaac
Babongile Bidla
Supervision of Honours Students Dissertation
Supervision of Honours Students Dissertation
Graduated:
2022: Tshidi Green, Thinam Mali
2021: Babongile Bidla
2020: Petra-Anne Williams; Liezel Dreyer; Chante Martinus
2019: Zimbini Nombewu; Boitumelo Papane; Kauthar Slemang
2018: Luxolo Billie; Eyong Tarh
2017: Mfundo Majola, Ipeleng Brodie
2016: Louvadia Andriano; Conrad Meyer; Zandile Tshamlambo
2015: Angela Mketo; Justin Bassuday; Lindelwa Mguli; Hayley Roman; Patrick Lehmann-Grube
2014: Charmaine Iwu
Dr Fiona Anciano was my supervisor for my Honours research project, she is a supervisor that challenged me to improve my writing skills and analysis. As student, it is important to have supervisor that is available and makes time, Dr Anciano was always available for face-to-face meetings, would respond via email and over the phone. She demanded quality work and time management, under her supervision I was always learning how engaged research works and how to improve my writing skills.
Continue to: Engagement with Student Learning Needs
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