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Graduate Certificate in University Teaching (697AA)
Graduate CertificateYear: 2024 Delivered: Mixed Attendance Mode (Parkville) or Online
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
Contact
Currently enrolled students:
Future students:
Coordinator
Chi Baik
Overview
Award title | Graduate Certificate in University Teaching |
---|---|
Year & campus | 2024 — Parkville |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | 8 |
Credit points | 50 credit points |
Duration | 12 months part-time or 12 months part-time |
The Graduate Certificate in University Teaching supports the development of professionalism in higher education practice. Participants engage in a range of activities designed to draw upon their own particular involvements in higher education teaching and learning. The course explores the principles of effective teaching and learning in a range of contexts and formats, covering topics including large and small group teaching, assessment, evaluation, effective use of information and communication technology, curriculum design and cultural diversity. It affords participants opportunities to work collaboratively with colleagues, and to design and undertake a small project that investigates an aspect of higher education.
This course is delivered online or in a mixed attendance mode. Participants must be engaged in teaching in higher education and will normally take the course part-time, over one or two years.
Links to further information
https://study.unimelb.edu.au/find/courses/graduate/graduate-certificate-in-university-teaching
Entry requirements
1. In order to be considered for entry, applicants must have completed:
• at least a pass-level undergraduate degree or equivalent
or
• a minimum of five years documented, relevant work experience.
Applicants must also be in current employment at a university or higher education institution with significant curriculum design and/or teaching responsibilities (full time, part time or sessional).
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
• prior academic performance; and
• work experience if relevant.
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Inherent requirements (core participation requirements)
This course welcomes applications from students with disabilities. It is University policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in programs. The core participation requirements for study in the Faculty of Education are:
In all courses
1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Student Equity and Disability Services.
Intended learning outcomes
The course combines research-based, theoretical seminars guided by experienced higher education researchers, with practical exercises involving peer review of teaching, and negotiated projects. At the conclusion of the course, participants should be able to:
- Critically analyse theories and principles and apply them appropriately to a range of contexts;
- Discuss and evaluate some of the key research relating to teaching and learning in higher education and the major debates in the area;
- Identify the resources available to support teaching in higher education;
- Evaluate and adapt teaching approaches to suit various learning environments;
- Apply knowledge of teaching and learning theories to design curriculum and learning activities;
- Evaluate and use educational technologies to facilitate learning in large and small classes;
- Critically reflect on the place of assessment in higher education, and the strengths and limitations of various assessment designs to enhance learning;
- Experiment and evaluate innovative teaching approaches and procedures;
- Critically reflect on how educational technologies can be used to enhance and enrich student learning;
- Critically reflect on their own teaching practice and use this reflection as a means of continuous improvement.
Generic skills
On completion of this course, participants should be able to:
- Critically analyse theories and principles and apply them appropriately to a range of contexts;
- Prepare written papers for effective communication with colleagues;
- Present material in a clear, organised, stimulating and engaging way;
- Reflect upon and analyse the effectiveness of their activities; and
- Work constructively with peers to evaluate and support one another's work.
Graduate attributes
Graduates should be able to:
- Analyse contemporary issues influencing higher education and evaluate how they could affect teaching, learning and the student experience (academic distinction);
- Critically examine the role of higher education curriculum in shaping graduates' capabilities to address local, national, and global issues (global citizenship);
- Promote and foster diversity and inclusion in higher education teaching and learning (global citizenship; integrity and self-awareness); and
- Apply creativity and ethical judgement in responding to emerging challenges in higher education (integrity and self-awareness).
Course structure
Students complete 50 points of study, typically over two years.
Students take 3 core subjects and 1 elective.
Subject options
Note: Online Mode students must enrol in all subjects as Online.
Mixed Attendance Mode students are recommended to take EDUC9001 and EDUC90002 as On Campus, and the remaining subjects as Online.
Core subjects
The following subjects must be completed:
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90001 | Teaching in Practice |
Semester 1 (On Campus - Parkville)
Semester 1 (Online)
|
12.5 |
EDUC90002 | Effective University Teaching |
Semester 1 (On Campus - Parkville)
Semester 1 (Online)
|
12.5 |
EDUC90516 | Designing a Curriculum | Semester 2 (Online) |
12.5 |
Elective subjects
Students complete one of the following subjects:
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90517 | Project on Teaching and Learning | Semester 2 (Online) |
12.5 |
EDUC90970 | Facilitating Online Learning | Semester 2 (Online) |
12.5 |
Further study
Professional and Continuing Education Degrees
The University of Melbourne's Faculty of Education (FOE) is widely recognised as a leader in continuing professional education. If you wish to further your professional studies, you can consider a specialisation in the coursework Master of Education or a specialist Master’s degree. Entry to these is based on prior qualifications and academic merit, and may also require professional experience. For more information about continuing professional study in Education, see the Faculty of Education courses page.
Last updated: 10 February 2024