Human Vogel, Salome - CV 2014 · CURRICULUM VITAE 1. BIOGRAPHICAL SKETCH 1.1 GENERAL INFORMATION...
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CURRICULUM VITAE SALOMé HUMAN-VOGEL (PhD) 2014
Transcript of Human Vogel, Salome - CV 2014 · CURRICULUM VITAE 1. BIOGRAPHICAL SKETCH 1.1 GENERAL INFORMATION...
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CURRICULUM VITAE
SALOMé HUMAN-VOGEL (PhD)
2014
CURRICULUM VITAE
1. BIOGRAPHICAL SKETCH
1.1 GENERAL INFORMATION
Surname Human-Vogel
First names Salomé ID Number 6711160033086
Citizenship South African Title Dr Female X Male
Place of birth Sasolburg, Free State Date of birth 16 November 1967
Population group
African Coloured Indian White X Other (Please specify)
Department Educational Psychology Position Associate Professor
Direct Telephone 012 420 2770 Direct Telefax 012 420 5511
E-mail [email protected]
Date of appointment March 2001
Permanent full-time X
Temporary full-time
1.2 ACADEMIC QUALIFICATIONS OBTAINED
Degree/ Diploma
Field of study Higher education institution Year Distinctions
BA Psychology Vaal Triangle Campus of the Potchefstroom University
1989 Psychology
BA.Hons Psychology Rand Afrikaans University 1990
B.Ed Hons Educational Psychology
University of Pretoria 1994 UP Achievement bursary
M.Ed Educational Psychology
University of Pretoria 1998 Cum Laude
PA van Niekerk Bursary – Top achieving M.Ed student
UP Achievement Bursary
UP Academic Honours
PhD Educational Psychology
University of Pretoria 2003 Postgraduate Research Indaba Award - Best PhD thesis
1.3 WORK EXPERIENCE TO DATE
Name of employer Capacity and/or type of work Period: From
University of Pretoria Associate Professor 01/2014 - present
University of Pretoria Senior Lecturer 01/2007 – 12/2013
University of Pretoria Lecturer 03/2001 – 12/2006
Human Sciences Research Council
Senior Researcher 01/2001 – 03/2001
Human Sciences Research Council
Researcher 03/1999 – 12/2000
Child Guidance Clinic, University of Pretoria
Intern Educational Psychologist 01/1998 – 03/1999
Department of Labour Career information counsellor 01/1992 – 12/1997
Department of Labour Senior Administrative officer 01/1990 – 12/1991
2. TEACHING ACTIVITIES
2.1 Courses presented
Course Level Self
developed
OPV 153 and 154 First year (B.Ed/B.SocSci) No
OPV 122 :
Learning and development
First year (B.Ed undergraduate)
2012 - present No
OPV 359
Learning problems
B.Psych Third year
(2002 – 2003) Yes
OPV 458
Intervention in Maths, literacy
B. Psych Fourth year
(2002 – 2003) No
OPR 700
Educational Psychology practical
B.Ed Hons (Educational Psychology)
2002 - 2008 Yes
OSP 700
Psychometry
B.Ed Hons (Educational Psychology)
2002 - 2008 Yes
SLB 700
School Counseling practical
B.Ed Hons (Educational Psychology)
2005 – 2006; 2010 No
GBR 710
Family therapy
B.Ed Hons (Educational Psychology)
2009 - present Yes
LDS 710
Learning diversity
B.Ed Hons (Educational Psychology)
2001 - 2006 Yes
NOS 710
Research project
B.Ed Hons (Educational Psychology)
2004 – 2009; 2012 - present Yes
OUB 804
Family-oriented intervention
M.Ed (Educational Psychology)
2007 - present Yes
OPR 800
Educational Psychology practical
M.Ed (Educational Psychology)
2010 - present No
NMQ 810
Introduction to advanced research
M.Ed programme fundamental module
2013 - present No
3. TEACHING OUTPUTS
3.1 Educational publications and products
1. B.Ed Hons (Educational Psychology) course on WebCT since 2004
2. Human-Vogel, S. (2001-2002). Study guide for OPV 359. University of Pretoria
3. Human-Vogel, S. (2001 – 2002). Study guide for OPV 458. University of Pretoria
4. Human-Vogel, S. (2003 - 2005). Study guide for LDS 710. University of Pretoria
5. Human-Vogel, S. (2005). Practical portfolio - OSP 700. University of Pretoria
6. Human-Vogel, S. (2005). Report writing for psychometrists and school counsellors. University of Pretoria
7. Human-Vogel, S., Lubbe, C. & Olivier, H. (2005). Study guide for SLB 700. University of Pretoria
8. Human-Vogel, S., Lubbe, C., & Olivier, H. (2005). Study guide for OPR 700. University of Pretoria
9. Human-Vogel, S. (2005). Guidelines for supervision and joint statement of learning. University of Pretoria
10. Human-Vogel, S. & Moletsane, M.M. (2005-2008). Study guide for OPR 700. University of Pretoria
11. Human-Vogel, S., Lubbe, C. (2004 - 2005). Study guide for OSP 700. University of Pretoria
12. Human-Vogel, S. (2010,2011,2012). Study guide for GBR 710. University of Pretoria
13. Human-Vogel, S. (2004 – 2009; 2011,2012). Study guide for NOS 710. University of Pretoria.
14. Human-Vogel, S. (2008 – 2012). Study guide for OUB 804. University of Pretoria
15. Human-Vogel, S. (2011). Family-oriented intervention guide for practical work. University of Pretoria
16. Human-Vogel, S. & Coetzee, S. (2011). Challenges associated with ethics review at a South African University. Acta Academica, 43(2), 165-192
17. Human-Vogel, S. & Dippenaar, H. (2012). Exploring pre-service student-teachers’ commitment to community engagement in the second year of training. Higher Education Research and Development. Advance online publication. DOI:10.1080/07294360.2012.678307
4. OTHER TEACHING CONTRIBUTIONS
4.1 Membership of national and international bodies
1998 – 2000: International Association of Cognitive Education South Africa
1999 to present: Health Professions Council of South Africa (Educational psychologist)
2005: European Association for Research in Learning and Instruction (Earli)
2013 to present: IFTA (International Family Therapy Association)
2013 to present: EAGALA (Equine Assisted Growth and Learning Association)
2013 to present: EASA (Education Association of South Africa)
4.2 Participation in national/international teaching associations, bodies, committees
1. 2003: Accreditation of B.Ed Hons (Educational Psychology) for B.Psych status at the HPCSA: Member with Prof A C Bouwer and Prof I Eloff. I took a leading role in the re-curriculation of the B.Ed Hons (Educational Psychology) and prepared all documentation submitted to the Board of Psychology and the CHE
2. 2005: Facilitator of curriculum meetings for OPV 153 and OPV 154
3. 2007: HPCSA accreditation of the B.Ed Hons (Educational Psychology) and M.Ed (Educational Psychology) training programmes. Departmental representative and coordinator
4. 2010 - 2011: Coordinator and initial curriculum development of OPV 222 module
5. POSTGRADUATE SUPERVISION
5.1 Supervision or co-supervision of students who have completed degrees
Name of student Degree/Title of dissertation/ thesis and date completed
Supervisor Co-supervisor Duration
Lodewyckx, D M.Ed (EdPsych)
An interactive qualitative analysis of M Ed Psychology students’ self-efficacy beliefs in career counselling / completed 2005
Dr S Bester Dr S Human-Vogel
5
Du Plessis, S D.Phil (Communication Pathology)
The needs of teachers in a multilingual preschool
Prof B Louw Dr S Human-Vogel
4
Zimmerman, L M.Ed (Educational Psychology)
Parents’ construction of the role of the helping professional in learning support / 2006
Dr S Human-Vogel
Dr C Lubbe 4
Mahlangu, P M.Ed (Educational Psychology)
The contribution of the teaching-learning environment to the development of self-regulation in learning
Dr S Human-Vogel
Dr R Mampane 5
Nortje, M M.Ed (Educational Psychology)
A case study of pride and commitment in South African high school teachers
Dr S Human-Vogel
— 4
Meiring, CJ M.Ed (Educational Psychology)
Just-world beliefs, sense of coherence and proactive coping in parents with a child with autism
Dr S Human-Vogel
— 3
Nxumalo, T M.Ed (Educational Psychology)
Proactive coping, belief in a just-world and future aspirations of adults survivors of child sexual abuse
Dr S Human-Vogel
— 3
Whittingham, E M.Ed (Educational Psychology)
How educational psychologists conceptualise risk in research
Dr S Human-Vogel
— 5
Malan, M M.Ed (Educational Psychology)
The utility of a narrative approach to establish therapeutic alliance in a cross-cultural setting
Dr S Human-Vogel
Prof L Ebersohn
4
Mathebathe, K M.Sc (Science Education)
Accuracy of chemistry performance evaluation of BSc four year programme students: A case study
Prof M Potgieter Dr S Human-Vogel
3
Tabane, RJ PhD (Educational Psychology)
Integration and learners’ feeling of belonging in a former house of delegates school
Dr S Human-Vogel
Prof M Nkomo
5
Buckley – Willemse, B
PhD (Educational Psychology)
Cognitive emotion regulation, proactive coping and resilience in adult survivors of child sexual abuse
Dr S Human-Vogel
— 5
Rabe, P
PhD (Educational Psychology)
Self-differentiation, pride and commitment of university students
Dr S Human-Vogel
— 5
Georgiou, M M.Ed (Educational Psychology)
Investigating commitment to the family of origin as a correlate of subjective wellbeing in young adults
Dr S Human-Vogel
— 4
Sofocleous, CVM M.Ed (Educational Psychology)
The impact of family conflict styles on commitment to the family of origin
Dr S Human-Vogel
— 4
5.2 Current post-graduate students
Name of student
Degree and date of first registration
Project title Supervisor Co-
supervisor Year reg.
Lapite, A PhD (Educational Psychology)
Exploring the impact of Attributional Style on Mathematics Performance of Senior Secondary School Students in Lagos State Nigeria
Dr S Human-Vogel
— 2011
Mahlangu, PP
PhD (Educational Psychology)
Just world beliefs and proactive coping as correlates of commitment in a sample of undergraduate students
Dr S Human-Vogel
— 2010
Van Niekerk, M
PhD (Educational Psychology)
Relational requirements of attachment as the basis of meaningful family relationships
Dr S Human-Vogel
— 2011
Meiring, CJ PhD (Educational Psychology)
Motivational underpinnings of academic commitment from a self-determination theory perspective
Dr S Human-Vogel
Dr C Niemiec (Rochester University, USA)
2011
Viljoen, BD M.Ed (Educational Psychology) - 2010
The role of current intergenerational commitment on young adults’ capacity to form healthy interpersonal relationships
Dr S Human-Vogel
— 2011
Naggayi, E M.Ed (Educational Psychology)
Student-teachers’ experiences of social justice during community engagement
Dr S Human-Vogel
— 2010
Jansen, M M.Ed (Educational Psychology)
Meaningfulness as a predictor of intergenerational commitment
Dr S Human-Vogel
— 2010
Morkel, J M.Ed (Learning support, guidance and counseling)
Onderwysers en kinders se perspektief op dissipline en regverdigheid in skole
Dr S Human-Vogel
— 2010
Turner, F M.Ed (Educational Psychology)
Commitment and wellbeing in South African teenagers
Dr S Human-Vogel
— 2012
Von Backstrom, M
M.Ed (Educational Psychology)
Relevance of a family resilience framework to understand family functioning in SA
Dr S Human-Vogel
— 2011
Barnard, H M.Ed (Educational Psychology)
Topic will be related to family commitment
Dr S Human-Vogel
— 2013
Lamola, C M.Ed (Educational Psychology)
The role of community stakeholders in the emotional support of children affected by HIV/AIDS
Dr T Loots Dr S Human-Vogel
Morgan, L. M.Ed (Educational Psychology)
Second language learning and acquisition of reading skills
Dr F Omidire Dr S Human-Vogel
2013
Masiteng, NL M.Ed (Learning Support, Guidance, Counseling)
Attention deficit hyperactivity and learner behaviour in the classroom
Mr A du Plessis
Dr S Human-Vogel
2013
Nienaber, L. M.Ed
(Learning Support, Guidance,
Counselling
To be decided S Human-Vogel
1
Duvenage, S.
M.Ed (Learning Support, Guidance,
Counseling)
To be decided S Human-Vogel
1
Reetsang, PT
M.Ed
(Educational Psychology)
To be decided S Human-Vogel
1
6. RESEARCH FUNDING
6.1 Obtaining research funds
Origin of research funds Title of research project or
programme Duration
Money allocated (R)
UP Postgraduate Research Indaba Award
Children’s thinking in formal contexts: Accommodating chaos and complexity in cognitive intervention
Single payment
R25 000
UP research development fund The impact of positive subjective experiences on the development of self-regulated learning conceptions among undergraduate and postgraduate students
3 years R20 000 for 3 years
University of Antwerpen postdoctoral research award
Self-regulation and positive mood in Belgian school children
10 months 15 400 Euro
UP outbound staff bursary Belief in a just-world and commitment 3 weeks R26 000
7. RESEARCH OUTPUTS
7.1 Publications in peer-reviewed or refereed journals
Human-Vogel, S. & Dippenaar, H. (2012). Exploring pre-service student-teachers’ commitment to
community engagement in the second year of training. Higher Education Research and
Development. Advance online publication. DOI:10.1080/07294360.2012.678307
Human-Vogel, S. & Coetzee, S. (2011). Challenges associated with ethics review at a South African
University. Acta Academica, 43(2), 165-192
Tabane, R.J. & Human-Vogel, S. (2010). Sense of belonging and social cohesion in a desegregated
former HOD school. South African Journal of Education, 30, 491-504
Human-Vogel, S. & Mahlangu, P.P. (2009). Commitment in academic contexts: First year Education
students’ beliefs about aspects of the self, the lecturer and instruction. South African Journal of
Higher Education, 23(2), 309-328
Human-Vogel, S. & Van Petegem, P. (2008). Causal judgments of positive mood in relation to self-
regulation: A case study with Flemish students. Contemporary Educational Psychology, 33(4),
451-485
Human-Vogel, S. (2008). The role of identity in self-regulation: When do students cope and when do
they commit? Journal of Psychology in Africa, 18(1), 115-122. Invited contribution
Human-Vogel, S. (2006). Students’ mental models of positive mood and self-regulation in learning.
South African Journal of Psychology, 36(3), 613-633
Human-Vogel, S. & Bouwer, A.C. (2005). Creating a complex learning environment for the mediation of
knowledge construction in diverse educational settings. South African Journal of Education,
25,(4), 229-238
Human-Vogel, S. (2004). The use of mediation as a strategy to enhance the development of cognitive
flexibility in self regulated learning. Education as Change, 8(1), 3-27
Human, S., Bouwer, A.C. & Ribbens, I.R. (2001). The development of five cognitive skills cards for
grade 6 and 7 disadvantaged learners to identify main ideas in reading. South African Journal of
Education, 20(1), 25-30
7.2 Books and/or chapters in books
Human-Vogel, S. (2013). A self-regulatory perspective of commitment in academic and interpersonal
contexts. In M. Wissing (Ed). Wellbeing research in South Africa, Volume in A della Fave (Ed).
Cross-cultural advances in positive psychology. Dordrecht: Springer. Forthcoming in 2013
Human-Vogel, S. (2004). Cognition and Learning. In Keys to Educational Psychology. I. Eloff & L.
Ebersöhn (Eds). Pretoria: Juta, pp 13-31
7.3 Non-refereed publications or popular articles
Khumalo-Valentine, Z. (2013). Just because it’s your culture, does it make it right? Your Baby, issue
202. Expert consulted
Human-Vogel, S. (2008). Complexity in Education: Does chaos and complexity require a different way
of learning and teaching? Educational Research Review, 3, 77-100
7.4 Technical reports
Human-Vogel, S. (2005 – 2009). Annual Reports of the Faculty of Education Ethics Committee for the UP Research Ethics and Integrity Committee
Human-Vogel, S. (2008). Chapter for the UP Research Audit 2008 report. Faculty of Education
Human-Vogel, S. (2007). Policy guidelines on the inclusion of minor children in research investigations. Faculty of Education Research Ethics committee
Human-Vogel, S. (2007). Faculty of Education Guide for the application of ethical clearance. Internal Faculty of Education ethics policy guidelines
Human-Vogel, S. (2005 - 2007). The impact of positive subjective experiences on the development of self-regulated learning conceptions among undergraduate and postgraduate students. Research report for UP Research Development Fund
Human, S. (2000). Proposed framework for the development of a model of cognitive skills instruction in
South Africa and the development of cognitive skills exercises for the Foundation Phase. Internal
HSRC report
Human, S. (1999). Data Analysis: University of the Witwatersrand. Graduate School of Business
Administration and Graduate School for Public and Development Management. Internal report
for the Unit: Psychological Assessment and Instrument Development, HSRC
8. OTHER SCHOLARLY RESEARCH-BASED CONTRIBUTIONS
1 Human,S was also the convenor and organiser of this HSRC funded conference.
8.1 Participation in conferences, workshops and short courses - specify type of contribution
Inhouse and national:
Human-Vogel, S. (2013). Becoming and being a postgraduate supervisor. Workshop presented to
Faculty of Education postgraduate supervisors. 8 February 2013
Human-Vogel, S. (2012). Academic integrity. Seminar presented to postgraduate students. University
of Pretoria, PhD support programme. 24 January 2012
Human-Vogel, S. (2011). Pride, Meaningfulness and Commitment in South African Teachers. PsySSA
congress, 2011, South Africa. 14 – 16 September 2012
Human-Vogel, S. & Rabe, P. (2008). The academic triumvirate: The relationship between
temperament, emotion regulation and commitment in an academic context. EASA conference
2009, Illovo, Durban. 13 January 2008
Human, S1. (2000). A South African model for Cognitive Education. Keynote address delivered at the
National Conference on Cognitive Education and Curriculum 2005 hosted by the Human
Sciences Research Council, Pretoria. 22 February 2000
Human, S. (2000). Cognitive Skills Assessment and Instruction: developing an indigenous model for
South African Foundation Phase Learners. 14th PsySSA Congress, Johannesburg, Gauteng,
South Africa, 26-29 August 2000
8.2 Teamwork and collaboration with others
International
2012 – Dr Christopher Niemiec, Rochester University, New York, USA – Research
collaboration. Hosted this researcher in the Department of Educational Psychology,
UP in 2012. Dr Niemiec has been appointed as co-supervisor of one of my PhD
students, Ms Jeanne Meiring and is one of my co-researchers on the project
Antecedents and Consequences of commitment in family and academic contexts
2009 – Prof Claudia Dalbert, Martin Luther University in Halle (Wittenberg), Germany –
Research collaboration. Hosted this researcher in the Department of Educational
Psychology, UP in 2010
2005 – 2006 Prof Peter van Petegem, University of Antwerpen, Belgium - postdoctoral research
award
National
2013 Invited on basis of expertise by NRF panel for South Africa / Argentinia and SA/Finland
panel meetings
2010 – Collaboration with SAVF (Suid Afrikaanse Vrouefederasie) in the Thuthukani project to
provide family-oriented assessment and intervention services to vulnerable families in
Mamelodi
Human, S. (2000). Embedding cognitive education in Curriculum 2005: The role of the teacher. 27th
Annual Southern African Society for Education (SASE) Conference, Richardsbay, KwaZulu-
Natal, South Africa. 31 August – 2 September 2000
Human, S. (2000). Cognitive skills assessment in the Foundation Phase: Issues and Challenges.
Annual conference of IACESA, Stellenbosch, Western Cape, South Africa. 11-12 September
2000
International
Human-Vogel, S. & Dalbert, C. (2012). Justice and wellbeing in South African adolescents.
International Congress of Psychology, Cape Town, South Africa. 23-27 July 2012
Human-Vogel, S. (2009). Commitment among students in higher Education. Presentation to the
Department of Educational Psychology, University of Halle – Wittenberg, Germany. 8 April
2009
Human-Vogel, S. (2005). Promoting complexity in diverse educational environments for the
development of self-regulated learning dispositions. Complexity, Science and Society
Conference, Liverpool, England. 11-14 September 2005
Human, S. & Bouwer, A.C. (2003). Creating a complex learning environment for the mediation of
knowledge construction in diverse educational settings. European Association for Research in
Learning and Instruction, Padova, Italy. 26-30 August 2003
Human, S. 1999. The development of five cognitive skills cards for black grade 6 and 7 learners in a
historically African school. 11th European Conference on Reading, Stavanger, Norway. 1-4
August, 1999
2005 – 2009 Faculty Chairperson Ethics Committee responsible for formulating Faculty policy for
ethical research in collaboration with ethics committee members. Monthly review of
applications for ethical clearance
1999 – 2001 Project leader of the CATS (Computerised Administration Testing System) - Human
Sciences Research Council (HSRC). Budget of R400 000
1999 – 2001 Project leader – Cognitive Skills Assessment and Instruction project
1999 – 2001 Team member of several HSRC projects such as TIMSS – R; Systemic Evaluation of
Grade 3; monitoring of implementation of Curriculum 2005
8.3 Membership in national and international bodies
Health Professions Council of South Africa – Registered educational psychologist – independent
practice
Psychological Society of South Africa (PsySSA) – Full member
PsySSA Educational Psychology division – Full member
IFTA (International Family Therapy Association) – Full member and Training Division member
EAGALA (Equine Assisted Growth and Learning Association) – Full member
Education Association of South Africa – Full member
8.4 Visits to local and overseas universities or research institutes as guest professor or researcher
2005 – 2006 Postdoctoral fellow at the University of Antwerp, Belgium
2009 Visiting researcher, Department of Educational Psychology, Martin Luther University
(Halle, Germany)
9. MANAGEMENT AND ADMINISTRATIVE DUTIES
Department of Educational Psychology
2002 – 2003 Module coordinator for OPV 153 (Education)
2002 – 2008 Module coordinator of OPR 700 (Counseling) and OSP 700 (Psychometry)
2003 – 2006 Program coordinator for B.Ed Hons (Educational Psychology) course
2004 – 2009 & 2011 Module coordinator of the NOS 780 (Research project)
2007 Program coordinator for M.Ed (Educational Psychology)
2007 Program coordinator for M.Ed (Learning Support, Guidance and Counseling)
2008 – Program coordinator for PhD (Educational Psychology)
2008 – Program coordinator for PhD (LSGC)
2010 – 2011 Coordinator and curriculum developer for OPV 222
Faculty
2004 Member of the Education Innovation Committee
2005 – 2009 Chairperson of the Faculty of Education Research Ethics Committee
2005 – 2009 Member of Faculty of Education Research Committee
2008 Department of Educational Psychology Representative for HPCSA accreditation of
professional programmes – B.Ed Honours and M.Ed (Educational Psychology)
2009 Revision of postgraduate research policy – team member responsible for ethics
2009 Research Information Systems Committee member
2010 – Reviewer for Postgraduate Research Indaba Committee
2010 – PHD Research support coordinator - Educational Psychology
University
2005 – 2009 Member of UP Research Ethics and Integrity Senate Sub-Committee
10. COMMUNITY SERVICE OR PROFESSIONAL SKILLS
10.1 Outreach projects
2010 Mamelodi Family Day – in collaboration with Stanza Bopape Community Development
Centre for children in Mamelodi
2010 Presentations with M.Ed (Educational Psychology) students to Mamelodi schools on child
trafficking
2009 - Mamelodi Educational Psychology Family Project : Educational Psychology assessment
and intervention to vulnerable families in Mamelodi
10.2 Professional service performed
Human-Vogel, S. (2011). Ethics of Qualitative Research. South African Research in Management
Association skills training workshop, Tshwane University of Technology, 5 August 2011. Invited
presentation
Human-Vogel, S. (2010). Postmodern Ethics – Power, knowledge discourse. Presenter, 4 hour seminar,
Vista CPD programme, 12 March 2010. Invited keynote presentation
Coetzee, S. & Human-Vogel, S. (2009). Ethics trends in the Faculty of Education. Faculty of Education
Ethics Seminar
Human-Vogel, S. (2008). The ethical researcher as a caring researcher. 6th South African Association
for Research in Mathematics, Science and Technology Education (SAARMSTE) Research
school, 24 June 2008. Invited presentation
National Research Foundation (NRF): Invited panel reviewer for SA-Finland joint research proposals in
2013.
10.3 Clinical service
2004 – Clinical supervision to B.Ed Hons and M.Ed (Educational Psychology), particularly
family-oriented intervention and family therapy
2009 – Clinical services to vulnerable families in Mamelodi
2010 – Collaboration with SAVF social workers to provide educational psychology assessment
to vulnerable children in fostercare
2008 – 2010 Supervision of intern educational psychologists
2000 – 2003 Limited private practice as educational psychologist
10.4 Involvement with other universities/scientific institutions
External examiner of several Masters and Doctoral dissertations for the University of Johannesburg,
University of the Free State, University of South Africa, Stellenbosch University, North West University.
2011 – 2012
Lubbe, A. The contribution of play-based assessment to the psychological assessment process. M.Ed
(Educational Psychology) dissertation, University of Johannesburg. (2011)
Visser, J. Challenges and support needs of mature postgraduate part-time Masters students at a higher
educational institution. M.Ed (Educational Psychology) dissertation, University of Stellenbosch.
(2011)
Andresen, M.R. What do conversations reveal about Grade 7’s needs and knowledge of sensitive
topics? M.Ed dissertation, University of Johannesburg. (2011)
Smith, L. Expected and reported diversity experiences of first-year students at the University of the Free
State. M.Ed dissertation, University of the Free State. (2012)
2008 – 2010
Thwala, S.K. The effects of orphanhood on the psychosocial development of orphans and vulnerable
children in Swaziland. PhD thesis, University of South Africa. (2008)
Ladbrook, M.W. Challenges experienced by educators in the implementation of inclusive education in
primary schools in South Africa. M.Ed dissertation, University of South Africa. (2009)
Muller, E. The big five model of personality and academic achievement at university. PhD thesis,
University of Johannesburg. (2010)
Kruger, P. Exploring the experiences of caregivers attending self-care creative expressive art therapy
workshops in Gauteng. M.Ed (Educational Psychology), University of Johannesburg. (2010)
2000 – 2005
Ameen, N. The needs of orphaned children with hearing impairments in a mainstream school. M.Ed
(Educational Psychology) dissertation, University of Johannesburg. (2005)
Le Roux, M. Die opvoedkundige sielkundige as konsultant in die bemagtiging van onderwysers by die
implementering van ‘n engelse leesprogram in ‘n histories ondervoorsiene skool. M.Ed
(Educational Psychology) dissertation, University of Pretoria. (2000)
External examiner for
M.Ed (Educational Psychology) module in Inclusive Education (University of Johannesburg) – 2004
M.Ed (Educational Psychology) module in Learning Support (University of Johannesburg) – 2006
B.Ed Hons (Research project) moderation of module (University of Johannesburg) – 2008; 2012
M.Ed (Educational Psychology) practice module (University of Johannesburg) – 2011
10.5 Referee duties
I regularly review journal manuscripts and have reviewed for the following journals:
National Peer-Reviewed Journals (ISI And IBSS)
South African Journal of Education (SAJE)
South African Journal of Psychology (SAJP)
South African Journal of Childhood Education (SAJCE)
Education as Change (EAC)
Acta Academica (AA)
Tydskrif vir Geesteswetenskappe (TGW)
International Peer-Reviewed Journals (ISI)
Educational Research Review
Journal of Happiness Studies
Journal of Education
Higher Education Research and Development
11. AWARDS AND SCIENTIFIC/SCHOLARLY RECOGNITION
11.1 Evaluation status as scientist/scholar
NRF C3 rated researcher
11.2 Research awards and prizes
1998 PA van Niekerk Bursary – Top achieving M.Ed (Educational Psychology) student
2003 Postgraduate Research Indaba Award – best PhD thesis
11.3 Teaching awards and prizes
Education Innovation Award – 2010: Family-oriented educational psychological services to
vulnerable families in Mamelodi.
This award was for a community project that integrates clinical practical work of Honours and Masters
students with the B.Ed Hons and M.Ed curricula in Educational Psychology.
SECTION D
SELF-EVALUATION OF TEACHING AND RESEARCH
SELF-EVALUATION OF TEACHING
My identity as a teacher of postgraduate students is firmly rooted in a constructivist philosophy
and the belief that teaching changes not what we know, but who we are. In the past 12 years I
have taught and learned from both undergraduate and postgraduate students in Education and
Psychology. Developing a teacher identity has been central to my development as an academic
scholar. Any definition of good teaching must take into account some basic premises about
what it means to be an effective learner. Research evidence points to several factors on
personal, interactional and social levels. In my teaching approach I have adopted and revised a
framework by Westhoff and Kluck (2008) that describes all [learning] behaviour as the function
(f) of an interaction (i) between environmental (e), organismic (o), cognitive (c), emotional (e),
motivational (m), and social (s) variables, as evidenced in interactions between social systems
(axbxc) – social systems being social groups (families) and contexts (schools, churches,
universities). The formula can be expressed as B = fi(e,o,c,e,m,s)axbxc
Adhering to the formula above, essentially implies a recognition of the fact that effective learning
requires many prerequisites to be met, some of which a teacher may not have control over fully
(e.g. environmental and organismic factors). However, as a teacher I want to create a
responsive learning environment that maximises a student’s opportunity to learn. I create a
responsive learning environment by accommodating complexity and cognitive disequillibrium in
learning (Human-Vogel & Bouwer, 2005), expecting students to develop the ability to regulate
their own learning (Human-Vogel, 2004), and by encouraging them to construct mental models
of their learning experiences (Human-Vogel, 2006). In doing so, I believe I create an enabling
learning environment that supports academic commitment (Human-Vogel & Mahlangu, 2009). I
expect students to prepare and participate, to take responsibility for structuring their learning
experiences, to formulate goals for the level of learning they would like to achieve, and to
remain accountable for the depth of their learning, while I take responsibility for the scope of
their learning (See example of an OUB 804 assignment on Masters level in Section F: Teaching
Portfolio). I require students to organise their approach to learning by introducing assessment
tasks that are presented above their zone of proximal development, and by encouraging them
to organise, plan, monitor and evaluate their learning. This teaching approach was recognised
and acknowledged by an award for Education Innovation in 2010 for the way in which I
integrated teaching, research and clinical supervision in the M.Ed (Educational Psychology)
practical work.
I believe effective teaching is about mediation and not facilitation only, thus I ensure that class
activities, discussions, and assessment tasks are presented in a complex format to encourage
students to make personal meaning. I rarely “break down” a complex task in simple steps for
them, and so students’ ability to respond to complex tasks are part of their assessment.
Evidence of these principles can be found in all of the modules I have developed, the clinical
supervision of Masters students’ practical work, and the way in which I formulate learning and
assessment tasks. The modules I teach is rated consistently of a very high standard, and
students also attain those standards.
My research on commitment has indicated how important identity (reflected by one’s self-
knowledge and self-reflection) is to one’s learning (Human-Vogel, 2008). This has allowed me to
appreciate fully how investment in a particular identity can lead to productive and engaged
learning behaviors. As a result, I encourage my students to reflect not only on what they are
learning, but who they are, and to what extent they are being changed by what they are
learning. I want my students to have a sense of who they are so that they can better integrate
what they learn and then learn to act in accordance with who they believe themselves to be.
When I interact with students in class, I view them as teachers, educational psychologists and
clinicians and I encourage them to focus on the development of their professional or research
identity and hold them accountable accordingly (See examples of assessment criteria I have
developed for research students in NMQ 810 (with colleagues) and OPR 800 in Section F:
Teaching portfolio). My experience is that students are more likely to learn effectively if they
already think of themselves as teachers, professionals or researchers, rather than continually
investing in a student identity that tends to be characterised by less responsibility taking, more
passive learning and a general reliance on structures provided by the lecturer.
I have had the pleasure of teaching very diverse classes and students, from undergraduate, to
postgraduate programs, and I have been involved in postgraduate supervision for a decade
now. My student evaluations have been consistently high. I have developed several modules on
undergraduate and postgraduate level and I take great care that the learning content draws on
and reflects the most recent scholarship in the particular field. I am particularly pleased with the
structure of the NOS 780 module which I developed to ensure development of students as
researchers, where assessment takes place in a conference format and students present their
research projects as a research team. From informal comments and discussions with the
majority of my students I have been led to believe that they felt proud that I expected so much
of them because they felt it communicated a belief in them that they can succeed.
I regularly request peer-review of my teaching and the reports (please see Section F: Teaching
portfolio) are generally positive, recognise my subject expertise, as well as my teaching skills. I
am grateful for the suggestions that colleagues have made for improvement, and I have been
careful to accommodate them as far as possible.
SELF EVALUATION OF RESEARCH
Over the past decade I have developed a research programme that focuses on examining the
correlates of commitment in academic and family contexts. Central to my research focus, is the
question how people regulate their behaviour in academic and interpersonal contexts with
reference to the role of satisfaction, quality of alternatives, investment and personal meaning in
maintaining commitment. I have formulated the following hypotheses to examine the question,
namely i) commitment leads to consistent self-regulation of behavior when commitments are
experienced as meaningful, and ii) commitments are experienced as meaningful when they are
identity-relevant. The formulation of these hypotheses is the result of several years’ of studies in
which I came to terms with the concept of self-regulatory behavior from a chaos and complexity
perspective. I have positioned myself on the subject of complexity in self-regulation in my PhD
thesis, as well as several peer-reviewed articles, but I am particularly pleased that a submitted
manuscript was also published in the international journal Educational Research Review (Vol 3,
number 1, 77 – 100) as one of eight of the “most solid responses” from around the world – that
included respected scholars – to the position paper by Jörg, Davis and Nickmans (2007) entitled
“Towards a new complexity science of learning and education”.
I have been fortunate to develop my arguments in the company of established and
distinguished scholars both nationally and internationally. Having received funding in the UP
research development programme (RDP) to study positive subjective experiences in relation to
learning, I embarked on a programme of research that enabled me to develop expertise in
Interactive Qualitative Analysis (IQA) methodology by conducting and publishing studies using
the methodology; the development of instruments to assess family commitment and other
variables, and teaching and supervising four postgraduate students (three Masters and one
PhD student) in my research programme.
During a fulltime postdoctoral fellowship funded by the University of Antwerp, Belgium, I spent
10 months in collaboration with Prof. Peter van Petegem, researching mental models of self-
regulation and what these mental models tell us about the role of positive mood in self-regulated
learning. The results of this study was published in one of the top educational psychology
journals world-wide – Contemporary Educational Psychology – which has an impact factor of
2.204. This article was followed by other international publications in ISI peer-reviewed journals
such as Journal of Psychology in Africa, Higher Education Research and Development. All but
one of my research articles are first-authored, with some sole-authored, attesting to my
scholarly voice and my ability to conceptualise, plan and conduct research studies of substance.
Besides my peer-reviewed journal articles, I was invited to submit a chapter for a book edited by
Prof. Marie Wissing that summarises wellbeing research in South Africa and forms part of an
international series by Springer publications with Prof. Antonella della Fave as the series editor
(to be published in 2013). I am proud of this accomplishment because it has allowed me to
position my research programme nationally and potentially internationally, and because all the
contributors to the book are seasoned, well-respected and established South African scholars.
As my research programme evolved to a sharper focus on the role of commitment in self-
regulation, I made contact with and visited Prof. Dr Claudia Dalbert, Head of Department for
Educational Psychology at the Martin-Luther University in Halle, Wittenberg, Germany. Prof.
Dalbert is internationally recognised and well respected for her contributions on the theory of
personal just-world beliefs. This collaboration was followed up by a visit from Prof. Dalbert to
South Africa and a plan for collaborative research on justice beliefs and commitment. To this
end, I presented a study on justice and wellbeing in South African teenagers (co-authored by
Prof. Dalbert) at the International Congress for Psychology in Cape Town in 2012. Besides this
collaboration, I have also been approached by Dr Niemiec of the University of Rochester, USA
to participate in a cross-national study of self-determination theory and motivation in students for
which I am collecting the South African data. Additionally, we are also collecting data for a study
of self-determination and family commitment both in the USA and South Africa. As my research
programme has developed, I have continually strived to include postgraduate students in my
research. Of the twelve postgraduate students that I have supervised / co-supervised, eight
students contributed directly or indirectly to my research programme. I currently supervise five
doctoral students in my research programme and another nine Masters students. I co-supervise
an additional three Masters students. My record of supervision attests to the fact that I am a
productive postgraduate supervisor. I encourage my students to participate in our Faculty’s
annual Research Indaba and one of the students who completed his research under my
supervision – Dr Ramodungoane Tabane – won an award recognising his research as high
impact in 2009. I regularly act as external examiner for Masters dissertations and Doctoral
thesis in both Educational Psychology and Psychology for various universities.
I continually disseminate my research by contributing to national and international conferences
(a total of 12 presentations). I have been invited, based on my scholarly expertise, to participate
in an institutional review of the University of the Free State to take place in 2013. Recently, I
have also been invited to serve on the panel review of the NRF South Africa / Argentinia and
South Africa / Finland proposal calls – also in 2013. I have been invited as guest speaker on
ethics in research and clinical practice on three occasions by the South African Association for
Research in Mathematics, Science and Technology Education (SAARMSTE) in 2008; Vista
Clinic Professional continuing education programme in 2010; and the South African Research in
Management Association in 2011. For these presentations, I drew heavily on my experience as
Chairperson of the Faculty of Education Ethics Committee from 2005 – 2009, during which time
I took a leading role in developing the policies and procedures for ethical research in the Faculty
of Education.
SECTION D
REVIEWERS
REVIEWERS WHO CAN CONFIRM CRITICAL ASPECTS OF MY CV Prof. A C Bouwer Department of Educational Psychology University of Pretoria Tel: 082 375 6716 Email: [email protected] Dr Nicolaas Claassen Psychological Assessment and Instrument Development Unit Human Sciences Research Council (Retired) Tel: 072 373 9477 Email: [email protected]
REVIEWERS WHO ARE SUITABLE TO REVIEW MY RESEARCH Prof. Christopher Niemiec Department of Clinical and Social Sciences in Psychology University of Rochester Tel: (585) 275 - 0106 Email: [email protected] Prof. Dr. Claudia Dalbert Department of Educational Psychology Martin Luther University of Halle (Wittenberg) Tel: +49 345 5523822 Email: [email protected] Prof. Chris Venter Department of Psychology Northwest University Tel: (018) 299 1728 Email: [email protected] Prof. Ronelle Carolissen Department of Educational Psychology Stellenbosch University Tel: 021 808 2306 Email: [email protected]
REVIEWERS WHO CAN REVIEW TEACHING OUTPUTS Prof. Gerda Bender Department of Education Leadership and Management (Head of Department) University of Johannesburg Tel: 011 559 5240 Email: [email protected] Dr Helen Dunbar-Krige Department of Educational Psychology University of Johannesburg Tel: 011 559 2673 Email: [email protected]
