Amoni, M., Kelly-Laubscher, R., Blackhurst, D. and Gwanyanya, A., 2017. Beneficial Effects of Magnesium Treatment on Heart Rate Variability and Cardiac Ventricular Function in Diabetic Rats. Journal of cardiovascular pharmacology and therapeutics22(2), pp.169-178.

Allie, S., 2016. DC circuits: I. Evidence for fine grained contextual dependence. European Journal of Physics38(1), p.015701.

Allie, S., 2016. DC circuits: II. Identification of foothold ideas in DC circuits. European Journal of Physics38(1), p.015702.

Amosun, S.L., Hartman, N., Janse van Rensburg, V.C., Duncan, E.M. and Badenhorst, E.S. 2012. Process in widening access to undergraduate allied health sciences education in South Africa. African Journal of Health Professions Education, 4(1): 34-39.

Archer, A. 2012. Writing as design: enabling access to academic discourse in a multimodal environment. South African Journal of Higher Education, 26(3): 411-421.

Archer, A. 2014. Designing multimodal classrooms for social justice. Classroom Discourse, 5(1): 106-116.

Archer, A. 2014. Multimodal pedagogies and access to higher education. South African Journal of Higher Education, 28(3): 1123-1131.

Archer, A. and Parker, S., 2016. Transitional and transformational spaces: Mentoring young academics through writing centresEducation as Change20(1), pp.43-58.

Arend, M. 2015. Taming tensions: police docket production and the creation of trans-contextual stability in South Africa’s criminal justice system. Social Semiotics, 25(4): 501-516.

Badenhorst, E.S. and Kapp, R. 2013. Negotiation of learning and identity among first-year medical students. Teaching in Higher Education, 18(5): 465-476.

Badenhorst, E.S., Mamede, S., Schmidt, H. and Hartman, N. 2015. Exploring lecturers’ views of first-year health science students’ misconception in biomedical domains. Advances in Health Sciences Education, 20: 403-420.

Badenhorst, E., Hartman, N. and Mamede, S., 2016. How Biomedical Misconceptions May Arise and Affect Medical Students׳ Learning: A Review of Theoretical Perspectives and Empirical Evidence. Health Professions Education2(1), pp.10-17.

Bangeni, A. 2013. An exploration of the impact of students' prior genre knowledge on their constructions of 'audience' in a marketing course at postgraduate level. English for Specific Purposes, 32(1): 248-257.

Bangeni, A. and Greenbaum, L. 2013. An analysis of the textual practices of undergraduate and postgraduate novice writers in law. Per Linguam: A Journal of Language Learning, 29(2): 72-84.

Binder, P.M. and Taylor, D.L. 2015. How giraffes drink. Physics Teacher, 53: 518-520.

Booyens, M., van Pletzen, E. and Lorenzo, T. 2015. The complexity of rural contexts experienced by community disability workers in three southern African countries. African Journal of Disability, 4(1): 167(9pp).

Bozalek, V., Mitchell, V., Dison, A. and Alperstein, M., 2016. A diffractive reading of dialogical feedback through the political ethics of care. Teaching in Higher Education21(7), pp.825-838.

Bozalek, V., Dison, A., Alperstein, M. and Mitchell, V., 2017. Developing scholarship of teaching and learning through a community of enquiryCritical Studies in Teaching and Learning5(2), pp.1-15.

Campbell, A. and Rajaratnam, K. 2013. Avoiding frustrations of unprepared students with online quizzes. International Business and Economics Research Journal, 12(8): 969-977.

Campbell, A. 2015. Exploring boot camps for ‘gatekeeper’ service courses in mathematics. Pythagoras, 36(2): 298(9pp).

Cilliers, F.J. and Tekian, A., 2016. Effective faculty development in an institutional context: Designing for transfer. Journal of graduate medical education8(2), pp.145-149.

Clarke, J. 2015. The value of understanding students’ prior writing experience in teaching undergraduate science writing. Critical Studies in Teaching & Learning, 3(1): 21-43.

Clarke, J. and Gilmour, C.R. 2015. Pseudocompact σ-Frames. Mathematica Slovaca, 65(2): 301-312.

Cleland, J., Cilliers, F. and van Schalkwyk, S., 2018. The learning environment in remediation: a review. The clinical teacher15(1), pp.13-18.

Craig, T.S. 2013. Conceptions of mathematics and student identity: implications for engineering education. International Journal of Mathematical Education in Science and Technology, 44(7): 1020-1029.

Craig, T.S., 2016. The role of expository writing in mathematical problem solving. African Journal of Research in Mathematics, Science and Technology Education20(1), pp.57-66.

Davidowitz, B. and Potgieter, M., 2016. Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry. International Journal of Science Education38(9), pp.1483-1503.

De Villiers, M.J., Cilliers, F., Coetzee, F., Herman, N., van Heusden, M. and von Pressentin, K.B. 2014. Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning. BMC Medical Education, 14: 228 (10pp).

Dunne, T.T., Long, C., Craig, T.S. and Venter, E. 2012. Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory. Pythagoras, 33(3): 19(1-16).

Frith, V. 2012. A quantitative literacy course for Humanities and Law students: the challenges of a context-based curriculum. Perspectives in Education, 30(2): 41-49.

Frith, V. 2012. Quantitative literacy interventions at University of Cape Town:  effects of separation from academic disciplines. Numeracy, 5(1): 1-23.

Frith, V. and Lloyd, P.J. 2014. Students' difficulty with proportional reasoning in a university quantitative literacy course. South African Journal of Higher Education, 28(3): 940-960.

Garson, C., Kelly-Laubscher, R.F., Blackhurst, D.M. and Gwanyanya, A. 2015. Lack of cardioprotection by single-dose magnesium prophylaxis on isoprenalineinduced myocardial infarcation in adult Wistar rats. Cardiovascular Journal of Africa, 26: 242-249.

Garson, C.N., Blackhurst, D.M., Gwanyanya, A. and Kelly-Laubscher, R.F., 2016. Effects of acute pre-treatment with ethanolamine on isoprenaline-induced myocardial infarction in adult Wistar rats. SA Heart13(2), pp.112-118.

Glaser, M. and van Pletzen, E. 2012. Inclusive education for deaf students: literacy practices and South African sign language. Southern African Linguistics and Applied Language Studies, 30(1): 25-37.

Gwanyanya, A. and Kelly-Laubscher, R.F. 2015. Cellular targets of inhalational anaesthetic-and opioid receptor agonist-induced cardioprotection. Journal of African Association of Physiological Sciences, 3: 1-8.

Hamshire, C., Forsyth, R., Bell, A., Benton, M., Kelly-Laubscher, R., Paxton, M. and Wolfgramm-Foliaki, E., 2017. The potential of student narratives to enhance quality in higher education. Quality in Higher Education23(1), pp.50-64.

Hanekom, S., Unger, M. and Cilliers, F. 2014. Deriving criteria by which to determine core curriculum content: a high engagement process. African Journal of Health Professions Education, 6 (Supplement 2): 180-184.

Hartman, N., Kathard, H., Perez, G., Reid, S., Irlam, J.H., Gunston, G.D., Janse van Rensburg, V.C., Burch, V.C., Duncan, E.M., Hellenberg, D.A., Van Rooyen, I.W., Smouse, M.R., Sikakana, C.N.T., Badenhorst, E.S. and Ige, B. 2012. Health sciences undergraduate education at University of Cape Town: a story of transformation. SAMJ South African Medical Journal, 102(6): 477-480.

Henry, M., Wolf, P., Ross, I.L. and Thomas, K. 2015. Poor quality of life, depressed mood, and memory impairment may be mediated by sleep disruption in patients with Addison’s disease. Physiology & Behavior, 151: 379-385.

Huang, C.H. and Archer, A. 2014. Fluidity of modes in the translation of manga: the case of Kishimoto's Naruto. Visual Communication, 13(4): 471-486.

Huang, C.W. and Archer, A., 2017. 'Academic literacies' as moving beyond writing: Investigating multimodal approaches to academic argument. London Review of Education15(1), pp.63-72.

Hutchings, C.M. 2014. Referencing and identity, voice and agency: adult learners' transformations within literacy practices. Higher Education Research & Development, 33(2): 312-324.

Jacobs, M., Mhakure, D., Fray, R.L., Holtman, L. and Julie, C. 2014. Item difficulty analysis of a high-stakes mathematics examination using Rasch analysis. Pythagoras, 35(1): 220 (7pp).

Kapp, R. 2012. Students' negotiations of english and literacy in a time of social change. Journal of Composition Theory, 32(3-4): 591-614.

Kapp, R., Badenhorst, E.S., Bangeni, A., Craig, T.S., Janse van Rensburg, V.C., Le Roux, K., Prince, R.N., Pym, J.M. and van Pletzen, E. 2014. Successful students' negotiation of township schooling in contemporary South Africa. Perspectives in Education, 32(3): 50-61.

Kapp, R; Prince, R; Pym, J; Badenhorst, E; Bangeni, B; Craig, T., Janse van Rensburg, V; le Roux, K, Van Pletzen , E. (2014). ‘Out of order’: Negotiating working-class schooling and identity in post-Apartheid South Africa, Perspectives in Education, 32(3), 50-61

Kelly-Laubscher, R.F. and Luckett, K., 2016. Differences in curriculum structure between high school and university biology: The implications for epistemological access. Journal of Biological Education50(4), pp.425-441.

Kelly-Laubscher, R.F. and van der Merwe, M. 2015. An intervention to improve academic literacies in a first year university biology course. Critical Studies in Teaching & Learning, 2(2): 1-23.

Kelly-Laubscher, R.F., Muna, N. and van der Merwe, M., 2017. Using the research article as a model for teaching laboratory report writing provides opportunities for development of genre awareness and adoption of new literacy practices. English for Specific Purposes48, pp.1-16.

Le Roux, K. 2016. Re-imagining mathematics and mathematics education for equity and social justice in the changing South African university. Critical Studies in Teaching and Learning (CriSTaL), 4(2), 45-67.

Le Roux, K., & Adler, J. 2016. A critical discourse analysis of practical problems in a foundation mathematics course at a South African university. Educational Studies in Mathematics, 91, pp.227-246.

Lloyd, P.J. and Frith, V. 2013. Proportional reasoning as a threshold to numeracy at university: a framework for analysis. Pythagoras, 34(2): 234(9pp).

Lorenzo, T., van Pletzen, E. and Booyens, M. 2015. Determining the competences of community based workers for disability-inclusive development in rural areas of South Africa, Botswana and Malawi. Rural and Remote Health, 15(2): 2919(14pp).

Luckett, K.M. 2012. Disciplinarity in question: comparing knowledge and knower codes in sociology. Research Papers in Education, 27(1): 19-40.

Luckett, K.M. 2012. Working with 'necessary contradictions': a social realist meta-analysis of an academic development programme review. Higher Education Research & Development, 31(3): 339-352.

Luckett, K.M. and Hunma, A. 2014. Making gazes explicit: facilitating epistemic access in the Humanities. Higher Education, 67: 183-198.

Mhakure, D. and Mushaikwa, N. 2014. Science teachers' indigenous knowledge identities. Mediterranean journal of social sciences, 5(20): 1554-1563.

Mongwane, B., Dunsby, P.K.S. and Osano, O. 2012. Cosmic electromagnetic fields due to perturbations in the gravitational field. Physical Review D, 86(8): 083533(1-13).

Morgan, C., Craig, T.S., Schuette, M. and Wagner, D. 2014. Language and communication in mathematics education: an overview of research in the field. ZDM: The International Journal on Mathematics Education, 46(6): 843-853.

Nakedi, M., Taylor, D., Mundalamo, F., Rollnick, M. and Mokeleche, M. 2012. The story of a physical science curriculum: transformation or transmutation? African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) or African Journal of Research in MST Education, 16(3): 273-288.

Nimmermark, A., Öhrström, L., Mårtensson, J. and Davidowitz, B., 2016. Teaching of chemical bonding: a study of Swedish and South African students' conceptions of bondingChemistry Education Research and Practice17(4), pp.985-1005.

Osano, O. 2013. School, subject and gender: a case study of the validity of traditional performance markers in the South African education sector. International Journal of Science Commerce and Humanites: 1(5): 261-271.

Osano, O. 2014. The decoupling of scalar-modes from a linearly perturbed dust-filled Bianchi type-I model. Chinese Physics Letters, 31(1): 010402 (4pp).

Osano, B., 2017. Second-order perturbation theory: a covariant approach involving a barotropic equation of state. Classical and Quantum Gravity34(12), p.125004.

Osano, B. and Adams, P.W., 2017. Toward the analogue of a thermally generated electromagnetic field. Journal of Mathematical Physics58(9), p.093101.

Paxton, M.I.J. 2012. Student voice as a methodological issue in academic literacies research. Higher Education Research & Development, 31(3): 381-391.

Paxton, M.I.J. and Frith, V. 2014. Implications of academic literacies research for knowledge making and curriculum design. Higher Education, 67(2): 171-182.Pearce, H.T., Campbell, A., Craig, T.S., Le Roux, P., Ramesh Kanjee, K. and Vicatos, E.M. 2015. The articulation between the mainstream and extended degree programmes in engineering at the University of Cape Town: reflections and possibilities. South African Journal of Higher Education, 29(1): 150-163.

Paxton, M., Frith, V., Kelly-Laubscher, R., Muna, N. and van der Merwe, M., 2017. Supporting the teaching of the visual literacies in the earth and life sciences in higher education. Higher Education Research & Development36(6), pp.1264-1279.

Perez, A.M., Ahmed, N. and London, L. 2012. Racial discrimination: experiences of black medical school alumni at the University of Cape Town, 1945-1994. SAMJ South African Medical Journal, 102(6): 574-577.

Prince, R.N. and Archer, A. 2014. Exploring academic voice in multimodal quantitative texts. Literacy and Numeracy Studies, 22(1): 39-57.

Pym, J.M. 2013. From fixing to possibility: changing a learning model for undergraduate students. South African Journal of Higher Education, 27(2): 353-367.

Pym, J.M. and Kapp, R. 2013. Harnessing agency: towards a learning model for undergraduate students. Studies in Higher Education, 38(2): 272-284.

Pym, J.M., Goodman, S.L. and Patsika, N. 2011. Does belonging matter? Exploring the role of social connectedness as a critical factor in students' transition to higher education. Pins Psychology in Society, 42: 35-50.

Rajaratnam, K. and Campbell, A. 2013. Enhancing students' learning through practical knowledge taught by industry professionals. International Business and Economics Research Journal, 12(6): 717-724.

Rajpaul, V., Allie, M.S. and Blyth, S. 2014. Introductory astronomy course at the University of Cape Town: probing student perspectives. Physical Review Special Topics-Physics Education Research, 10: 020126 (20pp).

Simpson, Z. and Archer, A., 2017. Combining autoethnography and multimodal social semiotics: potentials for theory and method. Social Semiotics27(5), pp.656-670.

Smith, L. 2012. Measuring the impact of educational interventions on the academic performance of black academic development students. Southern African Review of Education, 18(1): 85-113.

Smith, L. 2013. Measuring the Impact of Academic Development Courses in First-and Second-Year Chemistry. South African Journal of Chemistry-Suid-Afrikaanse Tydskrif Vir Chemie, 66(1): 189-199.

Smith, L. and Ranchhod, V. 2012. Measuring the impact of educational interventions on the academic performance of academic development students in second-year microeconomics. South African Journal of Economics, 80(3): 431-448.

Smith, L., Case, J.M. and Van Walbeek, C.P. 2014. Assessing the effectiveness of academic development programmes: a statistical analysis of graduation rates across three programmes. South African Journal of Higher Education, 28(2): 624-638.

Smith, L., Pym, J.M. and Ranchhod, V. 2012. Explaining the first-year academic performance of commerce academic development students: A statistical analysis. SA Journal of Accounting Research, 26(1): 43-65.

Sonday, A., Anderson, K.A., Flack, C.F., Fisher, C.F., Greenhough, J.G., Kendal, R.K. and Shadwell, C.S. 2012. School-based occupational therapists: an exploration into their role in a Cape Metropole Full Service School. South African Journal of Occupational Therapy, 42(1): 2-6.

Tan, C.P.L., Van Schalkwyk, S.C., Bezuidenhout, J. and Cilliers, F., 2016. Mapping undergraduate exit-level assessment in a medical programme: A blueprint for clinical competence?. African Journal of Health Professions Education8(1), pp.45-49.

Taylor, D.L. and Booth, S. 2015. Secondary physical Science teachers’ conceptions of Science teaching in a context of change. International Journal of Science Education, 37(8): 1299-1320.

Taylor, D.L. and Lelliott, A. 2015. Dialogic talk in diverse physical science classrooms. African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) or African Journal of Research in MST Education, 19(3): 255-266

Taylor, D.L. and Cameron, A., 2016. Valuing IKS in successive South African physical sciences curricula. African Journal of Research in Mathematics, Science and Technology Education20(1), pp.35-44.

Thesen, L.K. 2013. Risk in postgraduate writing: voice, discourse and edgework. Critical Studies in Teaching & Learning, 1(1): 103-122.

Tupper, G.B., Govender, I., De Klerk, D.N., Richter, M.C. and Mainza, A.N., 2016. Testing of a new dynamic Ergun equation for transport with positron emission particle tracking. AIChE Journal62(3), pp.939-946.

Van Den Heever, A.P., Lazarus, J. and Naude, J.H. 2012. Retrospective outcome analysis of urethroplasties performed for various etiologies in a single South African centre. African Journal of Urology, 18: 127-130.

Van der Merwe, L.J., Van Zyl, G.J., St Clair Gibson, A., Viljoen, M., Iputo, J.E., Mammen, M., Chitha, W., Perez, A.M., Hartman, N., Fonn, S. and Green-Thompson, L., 2016. South African medical schools: Current state of selection criteria and medical students' demographic profileSAMJ: South African Medical Journal106(1), pp.76-81.

van der Merwe, M. 2015. Doctoral writing for publication at a leading African university: publication patterns and pedagogies. Perspectives in Education, 33(3): 92-106.

van Pletzen, E., Booyens, M. and Lorenzo, T. 2014. An exploratory analysis of community-based disability workers potential to alleviate poverty and promote social inclusion of people with disabilities in three Southern African countries. Disability & Society, 29(10): 1524-1539.

van Pletzen, E., Stein, D.J., Seedat, S., Williams, D.R. and Myer, L. 2012. Recall of early non-fatal suicidality in a nationally representative sample of South Africans. Ethnicity & Health, 17(1-2): 149-159.

van Pletzen, E., Zulliger, R., Moshabela, M. and Schneider, H. 2014. The size, characteristics and partnership networks of the health-related non-profit sector in three regions of South Africa: implications of changing primary health care policy for community-based care. Health Policy and Planning, 29(6): 742-752.

van Schalkwyk, S.C., Murdoch-Eaton, D., Tekian, A., Van der Vleuten, C. and Cilliers, F., 2016. The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104. Medical teacher38(5), pp.429-442.

Weiss, R. and Archer, A. 2014. A social semiotic approach to textbook analysis: the construction of the discourses of Pharmacology. Perspectives in Education, 32(3): 118-130.

Winfield, J.H. and Luyt, J. 2013. An evaluation of an exploratory intervention to improve progression in a first-year accounting course. SA Journal of Accounting Research, 27(1): 1-36.

Wolff, K. and Luckett, K.M. 2013. Integrating multidisciplinary engineering knowledge. Teaching in Higher Education, 1(1): 1-15.

Wolff, K. and Luckett, K.M. 2013. Integrating multidisciplinary engineering knowledge. Teaching in Higher Education, 18(1): 78-92.