Ogude, N.A., Combrinck, C., Mathabathe, K.C. & Mthethwa, N. (2019). Building Strong Educational Pathways from Early Childhood Development to University (lightning session). Coalition of Urban and Metropolitan Universities Conference, Philadelphia, USA.
Ogude, N.A., Mathabathe, K.C. & Mthethwa, N. (2019). Mamelodi Pre-University Academy: Aligning Campus Strategic Goals to Achieve its Anchor Institution Strategy Mandate (Poster). Coalition of Urban and Metropolitan Universities Conference, Philadelphia, USA.
Articles about the Mamelodi campus:
Ogude, N. A., Kilfoil, W. R., & Du Plessis, G. (2012). An institutional model for improving student retention and success at the University of Pretoria. The International Journal of the First Year in Higher Education, 3(1), pp.21-34.
Ogude, N.A., Meyer, I.J., Mwambakana, J. and Mthethwa, N.E., (2019). Can extended curriculum programmes be improved through engagement with students using appreciative inquiry? South African Journal of Higher Education, 33(4), pp.219-236. http://dx.doi.org/10.20853/33-4-2835.
Ogude, N. A., Mathabathe, K. C., Mthethwa, N., & White, R. (2020). Mamelodi Pre-University Academy: Aligning Campus Strategic Goals to Achieve a University’s Anchor Institution Strategy Mandate. Metropolitan Universities, 31(2), 33-52.
Ogude, N.A., Combrinck, C., Mathabathe, K.C. & Mthethwa, N. (2020). Building Strong Educational Pathways from Early Childhood Development to Tertiary Education: A Case Study of Mamelodi Township. In van Eeden, E.S., Eloff, I. & Dippenaar, H. (Eds), Community Engagement Research in South Africa: Methods, Theories, Histories and Practice. Van Schaik. (Book under review)
Rollnick, M. & Lubben, F. (2020). Proceedings of the 2019 Colloquium on Extended Curriculum Programmes. University of Pretoria
Articles by staff of the Mamelodi campus:
Mathabathe, K. (2019). Factors Underlying Metacognitive Judgements in Foundation Chemistry. EURASIA Journal of Mathematics, Science and Technology Education, 15(5), em1712.
Immelman, S., Carstens, A., Smith, S. & Masenge, A. (2020). Concept mapping as a strategy to scaffold concept literacy in accounting for extended programmes. South African Journal of Higher Education, 34(1): 116-136.
Moneoang Leshota (2020): Teacher–Textbook Relationships in Mathematics in Contexts of Limited Resources, African Journal of Research in Mathematics, Science and Technology Education, DOI: 10.1080/18117295.2020.1847833
Ebrahim, R. (2020). Students’ perceptions of a process approach in academic writing instruction designed for an extended curriculum programme. In M. Rollnick & F. Lubben (Eds.), Proceedings of the 2019 Colloquium on Extended Curriculum Programmes (pp. 53-58). University of Pretoria.