Using a student organisation to promote student-centredness at a South African university

Abstract

This reflective article focuses on the Chemical Engineering Students Association (CESA) at a South African university, which was  established as a voluntary student organisation to alleviate the problems of student isolation and inadequate orientation programmes by  promoting student-centredness and development. The article aims to examine CESA’s role in promoting student-centredness and to highlight CESA’s role in community engagement. CESA was initiated by two lecturers in the chemical engineering department who served  as departmental representatives. Following the Gibbs reflective cycle, data in the form of reflections were collected and analysed  from the CESA departmental representatives to ascertain CESA’s effectiveness in alleviating the problem of student isolation by creating a  student-centred environment and engaging students in community service. The community engagement activities consisted of a  Nelson Mandela Day stationery drive and a Women’s Day sanitary towel drive to contribute to a local women’s and children’s shelter. The  students actively participated in these activities, demonstrating their commitment to social responsibility and community service. CESA also organised various student development activities to equip students with essential skills and knowledge for their future careers.  The students actively participated in these workshops, showing a keen interest in their personal and professional growth.  Successfully implementing CESA was made possible through collaboration and support from other faculty members in the chemical engineering department, and the university’s community engagement and marketing departments. The article emphasises CESA’s  practical contributions and presents it as a model for other institutions in establishing effective student organisations. Overall, the  reflections indicated CESA’s effectiveness in promoting student-centredness.