Published on BreakingExpress:
Institutional news release — University of Cape Town
By and Photo Hishamodien Hoosain.. Originally published November 6, 2026. Original source · Reuse terms. Text-only republication; media omitted.
Principal lecturer Thomas van Heerden from the Department of Mathematics and Applied Mathematics received the Faculty of Science’s 2026 Established Teacher Award on Wednesday, 28 October 2026. The award recognises his contribution to student learning, curriculum development and academic mentorship.
The Established Teacher Award recognises educators with more than seven years of tertiary teaching experience who have demonstrated sustained excellence in teaching and learning.
Van Heerden’s teaching is informed by a deep engagement with educational theory and a sustained commitment to student success. Drawing on his master’s in education, he uses a student-centred approach that helps them understand difficult concepts and build confidence while meeting high academic standards.
He teaches approximately 180 lectures each year, often to large undergraduate classes, and consistently receives outstanding student evaluations. Students frequently praise the clarity of his explanations, the organisation of his courses and his willingness to support their learning.
Commenting on the significance of the award, Dr Spencer Wheaton, the chairperson of the Faculty of Science Teaching and Learning Committee, said: “Excellent teaching is about much more than subject expertise – it requires careful thought, creativity and a sustained commitment to student learning. The Faculty of Science Teaching Awards give us an opportunity to acknowledge colleagues who make a real difference to students’ learning experiences and success. By recognising academics such as Thomas van Heerden, we also affirm the importance we place on teaching and the contribution it makes to the faculty.”
Van Heerden said: “It feels really good to receive the Established Teacher Award. It’s gratifying to be recognised for my teaching, and I’m especially pleased that the nomination came from one of my students. Teaching should be a student-focused activity, and having this positive feedback reflected back to me from them is confirmation that I’m getting my teaching right.”
Supporting students beyond the classroom
Nominations and student feedback consistently highlighted Van Heerden’s dedication to helping students navigate university life beyond the classroom. In addition to his formal teaching responsibilities, he presents short Friday mini-lectures on well-being, study strategies and broader life skills.
One student commented: “His understanding of the course content is so strong that, as he teaches it, the material becomes ridiculously simple to follow. The atmosphere he creates in the classroom also makes it an excellent environment for learning.”
“Teaching should be a student-focused activity.”
Another student reflected on the impact of the Friday presentations: “These small lectures have genuinely changed how I live. I firmly believe I am living a better life, with more beneficial habits, because of Thomas.”
Commenting on the inspiration behind these sessions, Van Heerden said: “I remember being a first-year myself; I managed the academics but struggled with almost everything else. I was fortunate enough that my mother was the Humanities faculty manager at the time, so I had a good idea of what was expected of me in an academic environment. Even so, I still got things wrong. Someone coming from a rural school with parents who may not have finished secondary education, let alone tertiary, faces enormous challenges. My Friday mini-lectures are an attempt to provide both guidance, and also a sense that UCT is a welcoming place where they belong.”
Developing the next generation of academics
Van Heerden’s impact reaches well beyond his own classroom. Since its inception, he has led the department’s Academic Teacher Internship Programme, which prepares postgraduate students for teaching responsibilities through educational reading, discussion, mock lectures and constructive feedback.
More than 50 postgraduate students have participated in the programme. Eight alumni have gone on to secure permanent academic appointments within the department, six of whom came from historically underrepresented groups.
Through this programme, Van Heerden has helped develop future academics and strengthen teaching within the department.
Shaping mathematics education
In addition to his teaching and mentorship, he has led curriculum renewal within mathematics. He helped redesign the department’s offerings into a more flexible system of quarter courses, improving both the student experience and the department’s ability to adapt its curriculum.
Through his excellence in teaching, leadership in curriculum development and commitment to mentoring future academics, Van Heerden has shaped both student experiences and the teaching culture of the Department of Mathematics and Applied Mathematics.
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