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To prepare for the academic year, all first-time entering students at Unisa were required to complete two non-credit-bearing courses on myModules post-registration. These courses have been in operation for the last three years and run for each academic registration cycle.

FYE 1500: Fundamental Skills for Student Success acts as a "toolkit" for students, guiding them as they begin their journey at Unisa. This learning course covers eight vital aspects, including exploring Unisa’s learning management system (myUnisa), understanding library services, acquainting students with student affairs, and providing insights on academic literacies, digital literacy, and numeracy. Additionally, the course equips students with basic study skills and introduces them to the mySupport Hub.

In a move towards inclusivity, FYE 1500 is currently being translated into the 11 official languages. During the first semester rollout for 2024, the SRU released five translated versions of FYE 1500 with 57 646 students being enrolled for the English version of the course. Interestingly, students also opted to complete the FYE 1500 in Zulu (2 642 enrolments), Pedi (1 606 enrolments), Tshivenda (728 enrolments), and Tsonga (865 enrolments).

The second course completed by students was FYE 1600: Academic Preparedness , which attracted an enrolment figure of 55 104 students for the 2024 first registration cycle. This diagnostic academic tool allows students to identify areas of basic academic literacy where they may be struggling. Consequently, the SRU can refer students to the necessary support departments to receive the academic assistance they require as first-time entering students at Unisa.

Students were automatically enrolled with the assistance of myModules staff support, and self-enrolment links were also provided. SMSs, bulk emails, and SRU telegram reminders were sent to students to ensure completion of the courses.

The road to academic excellence begins with preparation, and the FYE 1500 and FYE 1600 courses aim to lay the foundation for student success. At the SRU, we refuse to let uncertainty hold our students back – instead, we seize the opportunity for students to equip themselves with the knowledge and skills needed to thrive at Unisa.

For additional information on the First-Year Experience and other SRU initiatives, feel free to visit the FYE Support site or contact one of our Student Success Practitioners today.

*By Naseehat Ebrahim Dawood, Student Success Practitioner, Student Retention Unit

Publish date: 2024/05/15

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Submitting Assignments Using Turnitin

Turnitin is integrated within myunisa to uphold academic integrity by identifying non-original content in your assignments and to protect your intellectual property. here's what you need to know about using , turnitin for your submissions., when is turnitin used.

• Selective Application : Turnitin is not used for all assignments. It is applied selectively for certain modules or types of assessments. If your assignment requires Turnitin, this will be indicated in the assignment details.

Accepting the End User License Agreement (EULA)

• Mandatory Acceptance : If Turnitin is used for an assignment, you will be prompted to accept the Turnitin EULA. Accepting this agreement is crucial as it allows the system to check your submission for originality and protects your submitted work from being plagiarized by others in the future.

How to Submit Assignments with Turnitin

• Submission Process : You do not need a separate login for Turnitin; it is fully integrated with your myModules and myExams. Simply go to the specific module on myModules, find your assignment, and upload your submission as usual. The system will guide you through accepting the EULA and completing your submission.

Report Unavailable: Unable to generate a report, check that the file has enough text and that it is of the correct file type.

Error: A problem occured with the file. Resubmit the file or contact student support.

Result: Indicate the percentage originality.

• Originality Report : After submission, Turnitin will generate an Originality Report. This report will show a percentage that represents the similarity index of your work compared to other sources. This percentage helps identify how much of your work matches content from other documents, including internet sources, previous submissions, and academic publications.

Important Notes

• Draft Submissions : You can submit draft versions of your assignment to check the preliminary Originality Report. This allows you to make necessary revisions before your final submission without affecting your originality score.
• Permanent Record : All submissions are stored permanently on Turnitin to ensure that future submissions do not mistakenly flag your original work as plagiarized.

This integration of Turnitin in myModules aims to support your academic journey by providing a tool that encourages original writing and ensures fair academic practices. Always ensure to adhere to the guidelines set forth for each assignment and utilize Turnitin as a resource to help maintain your academic integrity.

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Dj lemahieu’s second yankees rehab assignment set to begin.

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MINNEAPOLIS — DJ LeMahieu is about to give a rehab assignment another try.

After his previous attempt lasted only one inning before he was pulled with soreness in his injured right foot, the Yankees veteran infielder is set to start a rehab assignment again on Thursday or Friday with Double-A Somerset.

Because it has now been nearly two months since he played in a game, when he suffered the non-displaced fracture by fouling a ball off his foot, LeMahieu will need more than a few games to build up his workload before being ready to join the Yankees.

“We don’t have a hard and fast [number of at-bats] with him, but definitely want him to play games and get some volume under his belt,” manager Aaron Boone said Tuesday before the Yankees beat the Twins 5-1 at Target Field. “Then we’ll see how comfortable he is as he goes at-bat wise.”

Boone said LeMahieu will play the field right away on his rehab assignment but he won’t immediately play a full game, instead building to seven to nine innings over time.

On Tuesday at the club’s player development complex in Tampa, LeMahieu took four or five at-bats against live pitching after doing so for the first time on Saturday.

Boone said he did not know whether LeMahieu would get more imaging on his foot before beginning the rehab assignment.

The 35-year-old had gotten imaging before his first attempt, with doctors wanting to see more healing and pushing back the rehab assignment by four days.

LeMahieu then played one inning and got one at-bat on April 23 before being pulled from the game and shut down for a week.

Also on Tuesday in Tampa, Gerrit Cole (elbow nerve inflammation) completed his fourth bullpen session in which he threw about 36 pitches, a step forward from the 29 on Saturday.

Cole had indicated over the weekend he would need to progress to a two-up bullpen session — meaning throwing the equivalent of one inning, sitting and then throwing more pitches — before advancing to live batting practice, but Tuesday’s session was still only one up.

“Just onward and upward,” Boone said.

Cole and LeMahieu were both flying back to New York later on Tuesday.

Jasson Dominguez (Tommy John surgery) began his rehab assignment on Tuesday with Single-A Tampa, serving as the DH and going 1-for-3 with a walk — the single coming against ex-Yankee Domingo German.

“It’s nice to be back on the field and do what I love,” Dominguez told reporters including the Associated Press. “It feels good. Everything going as planned,”

Dominguez will DH only for the first two weeks before adding outfield to the mix — he is currently throwing up to 150 feet — which will come late in his 20-day rehab clock.

If he has no setbacks, the Yankees will have to either activate him or option him to Triple-A (the latter being more likely, barring injuries to the big league club) by June 3.

Tommy Kahnle (shoulder) had his rehab assignment transferred to Double-A Somerset, where he struck out the side on 10 pitches Tuesday. It marked the third of what is expected to be five rehab appearances.

In addition to Dominguez, infield prospect Jorbit Vivas also started a rehab assignment with Single-A Tampa on Tuesday.

After sustaining a left orbital fracture on the final day of spring training, he had come back to play in two games for Triple-A Scranton/Wilkes-Barre in late April, but then went back on the IL after dealing with some aftereffects of the injury.

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New Adelaide University to operate $60m defence academy

14 May 2024

Lot Fourteen will become home to a state-of-the-art facility from 2026, which will provide digital training, education and research capabilities critical to the defence industry, while aligning with other sectors including space and cyber.

The Academy aims to strengthen South Australia’s skills and talent pool while providing a unique place where research supported environments benefit from deep industry expertise. It will leverage collaboration across industry and academia, while positioning the new Adelaide University as a significant institution for defence and national security.

A Memorandum of Understanding was signed between the Government of South Australia, University of Adelaide and University of South Australia on 13 May.

Infrastructure, Transport, Regional Development and Local Government Minister Catherine King said that the Advanced Defence Technologies Training Academy will benefit all of Australia by enhancing knowledge and human capital to strengthen the nation's sovereign interests.

“The Academy will create a global hub for the defence industry and position Lot Fourteen as a world-class innovation hub,” Minister King said.

South Australian Premier Peter Malinauskas said: “The Academy aims to strengthen South Australia’s skills and talent pool while providing a unique place where research-supported environments benefit from deep industry expertise.”

Professor David Lloyd and Professor Peter Høj AC, co-Vice-Chancellors of Adelaide University, said that the Academy signals the role of the new Adelaide University as a national leader for defence and national security research and education.

“South Australia’s role as a trusted partner in a dynamic world is underpinned by a commitment to research in partnership with industry, ensuring that students at all levels experience the latest thinking and technology innovations in a way that sets them up for future success," Profs Lloyd and Høj said.

“The Advanced Defence Technologies Training Academy will be unique in Australia. It will offer new fit-for-purpose premises which universities do not currently have access to, including sophisticated secure zones.”

Funded through the Adelaide City Deal, the project reflects an equal and joint investment by the Australian and South Australian Governments, providing $30 million each. The Adelaide City Deal is a 10-year agreement between the Australian Government, the South Australian Government and the City of Adelaide to grow Adelaide as an innovative and vibrant city.

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Office of Research Safety

Educational assignments, visiting scientists, and other research activities, to apply for an educational assignment, please complete the relevant forms below..

All students (external and UChicago) participating in programs that are not registered via University Registrar  are required to complete the Educational Assignment forms. This allows Employee & Labor Relations, the Office of Research Safety, and Risk Management to track presence, location, assess and record individual training, ensure compliance of laboratories, collect the risk & liability waiver, and other relevant information for safety and/or metrics purposes in adherence to the multiple University policies listed below.

CLICK HERE TO VIEW AN EDUCATIONAL ASSIGNMENTS AND OTHER RESEARCH ACTIVITIES DESCRIPTION AND PROCESS PRESENTATION

Whats the process?  In a nutshell...

Complete the correct forms (below)., send the completed forms to [email protected]., elr will send to ors if lab research is involved. ors will review the description and hazards to determine what safety training is required., elr will send to risk management if there are minors (age 17 and under)., after each unit makes their assessment, a follow up email with further instructions will follow., *all visitors in a research lab are required to take lab safety training which will require them to have a temporary cnet id for registrations and training records. please work with your hr partner to create one.*.

Our busiest season is the Spring. Please allow 30 days for processing. 

For questions, please contact ors  *.

--------------------------------------------------------------------------------------------------------

Forms for Visiting Students (uncredited Educational Assignments for experience only):

• Educational Assignment Proposal (minor <17)  
• Educational Assignment Proposal (adult >18)  
• Educational Assignment Proposal (groups)  (cohorts of individuals for formal programs, field trips, tours)

Forms for Visiting Researchers:

• Visiting Researcher Proposal  (visiting scientist, visiting postdoc, externships)

Please note, all proposals must first be sent to [email protected] to initiate the process and obtain Human Resources approval first.

Additional approvals may be required:

• Approval is required by the Office of Research Safety (ORS) if visitor will enter areas where lab-based activities occur (i.e., academic/teaching labs and research labs with chemical, biological, radiological, and/or other physical hazards are present). 
• All activities involving minors on campus will be reviewed by Risk Management .
• Environmental Health and Safety (EHS) will review activities which are not related to lab-based activities but include hazards (i.e., wood shops, art/theater shops, maintenance shops, and fabrication labs not directly associated with a PI/research).

LABORATORY SAFETY TRAINING

All Educational Assignments working in a research laboratory are required to take Chemical Hygiene Plan/General Lab Safety (lab-101). The course registration and schedule for one of the weekly sessions can be accessed here: https://ehsa.uchicago.edu/trainingregistration (CNET required). Additional training may be required depending on the activities, you will be notified by email after the proposal has been reviewed by the Office of Research Safety. 

Other Resources:

• What is an Educational Assignment or Other Research activity and the process?
• Educational Assignments vs. Volunteer Activities

Relevant Policies:

• Educational Assignments in the Lab Policy
• Minors in the Lab Policy
• Non-Degree Visiting Student Policy
• Volunteer Policy
• Research Safety Education and  Training Policy
• Personal Protective Equipment Policy
• Institutional Roles and Responsibilities

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• Implement Universal Design for Learning with Assignments

by Mohammad Ahmed | May 14, 2024 | Accessibility , How-tos , Instructional design , Services , Universal Design for Learning

This post is the second installment in a series on Universal Design for Learning. For more information, please see previous installments in this series .

When you are designing assignments to help your class practice new concepts, you can set up your students for success by implementing the principles of Universal Design for Learning (UDL).  This involves creating tasks that provide multiple means of representation, expression, and engagement to accommodate the diverse needs and preferences of all learners. Providing multiple options for assignments involves offering students various ways to engage with the material, demonstrate their understanding, and express their learning.

When implementing UDL in your course, be sure to explain the rationale behind different assignment formats. This will make it clear to students that through engaging with various formats they get a variety of ways to practice their knowledge and can develop far stronger skills in order to achieve greater mastery. Also highlight the link between the different formats, for example, that all of these formats contribute to the main learning objectives of the course and that one format is not “easier” or “harder”. Lastly, provide them with necessary feedback to improve their learning irrespective of the format they choose. Below are some strategies you can use to designing assignments with UDL:

• Provide Clear Instructions: Clearly articulate the assignment objectives, expectations, and grading criteria. Consider providing written, spoken, and visual instructions to accommodate different learning preferences. A format-agnostic rubric will help to organize this, and we have resources available for you .
• Offer Multiple Options : Provide students with choices on how they can demonstrate their understanding of the material. This could include options such as written essays, oral presentations, multimedia projects, artistic creations, or hands-on demonstrations.
• Use Varied Formats : Present assignment materials in multiple formats to accommodate different learning styles. Offer readings in text, audio, and video formats, and provide visual aids such as diagrams, charts, and infographics to support comprehension. Allow students to choose the format in which they present their work. Options could include written reports, oral presentations, multimedia presentations (i.e. videos, audios), posters or infographics, or digital portfolios. Some tools that can support this such as Immersive Reader , Panopto Videos , and the OneButton Studio .
• Support Accessibility : Ensure that assignment materials are accessible to all students, including those with disabilities. Use accessible document formats , provide alternative text for images, and consider the needs of students who may require accommodations such as screen readers or captioning.
• Offer Feedback Options : Provide students with options for receiving feedback on their assignments, such as written comments, audio recordings, or face-to-face meetings. Speedgrader is a great resource for written and audio comments. Tailor feedback to individual student needs and preferences. Offer students options for receiving feedback on their assignments. Allow them to choose their preferred method of feedback, such as written comments, audio recordings, video feedback, or face-to-face meetings.
• Promote Reflection : Incorporate opportunities for students to reflect on their learning process and evaluate their own progress. Encourage metacognitive strategies such as goal setting, self-assessment, and reflection journals.

Each one of these strategies can become overwhelming, so start small. Don’t implement all of them at once; instead choose one strategy and implement it into 1 assignment or assessment. This is what Thomas Tobin calls the +1 method 1 : one activity that you already do plus one new, easy strategy. To read more about his strategy you can download his free pdf book UDL for FET Practitioners: Guidance for Implementing Universal Design for Learning .

Let’s take feedback options, for example. After using SpeedGrader to grade the students’ exams, many faculty and instructors typically offer some text feedback; however, you can easily implement a UDL strategy by also offering verbal feedback through the recorded audio button near the bottom of the feedback panel in SpeedGrader. You can make this a 1+1 goal for the next quarter, and as you become more proficient with this strategy you can slowly increase it to monthly and then weekly implementations.

By providing multiple options for UDL assignments, you can accommodate diverse learning styles, preferences, and abilities, and empower students to take ownership of their learning experiences.

Further Resources:

• Review Academic Technology Solutions’ full list of Teaching Tools .
• Learn About Universal Design for Learnin g from CAST.
• Explore the University of Chicago’s   Center for Digital Accessibility .
• Request an instructional design consultation with LDT instructional designers.
• Request digital media consultation and development services in support of teaching materials and the presentation of research.
• Request custom workshops for departments or programs who want to tailor the content to their instructors or subject area.
• Join us in office hours , virtual or hybrid, during which you can ask any questions you may have.
• Join our online workshops on various topics related to teaching with technology.

1 Tobin, T. J. (2021). UDL for FET Practitioners. SOLAS. April 15, 2024, https://www.ahead.ie/udlforfet-guidance .

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Last modified: 2023/08/07