Graduate Certificate in Learning and Teaching for Higher Education - course descriptions
EDUC5009 Global Learning in Higher Education
This course takes a theoretical and historical perspective to explore the complexity of the current dual phenomena of internationalisation and globalisation of higher education. It explores both the global and the local manifestations of the phenomena of globalisation on Australian campuses and beyond. The course actively engages students in the application of their learning through the development of an authentic curriculum and learning and teaching practices that recognises student diversity with an emphasis on intercultural perspectives, international students, and importance of global citizenship of all students (domestic included). This foundation enables students (educators) to internationalise their pedagogy, discipline content, and teach and model the incorporation of the positive role of different cultural practices in preparing students for careers in a global economy.
EDUC5011 Introduction to the Scholarship of Teaching and Learning
Pre-requisite: EDUC5115 Introduction to Teaching in Higher Education, EDUC5116 Designing Curriculum for Effective Learning, EDUC5117 Principles and Practices of Assessment and Evaluation
Students are introduced to the Scholarship of Teaching and Learning (SoTL) and its identity as a discipline with a dedicated research base. It examines the role of SoTL in the practice of educators in higher education and how SoTL can be used to enhance and evidence positive student outcomes. It explores the means by which educators can engage in SoTL, share practice globally and improve their practice. It requires students to critically analyse their own and others’ learning and teaching practice and to reflectively plan for improvements.
EDUC5012 Aboriginal and Torres Strait Islander Peoples in Higher Education
This course examines the cultural, historical and socio-political determinants of the place of Aboriginal and Torres Strait Islander Peoples in higher education. Embracing a transformative learning paradigm it moves from cultural awareness and diversity, personal engagement and relevance, to the wider institutional context and finally the broader national movement towards Reconciliation. It prompts students to ask what leadership they can enact in their role within higher education. Students will also learn how to implement effective teaching strategies for Aboriginal and Torres Strait Islander students and create culturally responsive classrooms.
EDUC5013 Leadership in Learning and Teaching in Higher Education
Higher education requires leaders who are adept at managing continuous change, transparency, consultation, collaboration and accountability. This course takes a growth approach to assist academics to be effective leaders in learning and teaching and actively advance their careers. It does this through providing a foundation in leadership capabilities and competencies, contemporary leadership theories, and values-based strategic leadership frameworks.
EDUC5014 Learning and Teaching for Optimal Wellbeing
Students will be sensitised to the issues of wellbeing in the academy, and will be encouraged to take a proactive approach to self-care and support the wellbeing of those they teach. Designing curriculum for wellbeing from an evidence and strengths based approach is core to the course. Students will be prompted to consider how belonging, relationships, autonomy, and competence can be harnessed in designing curriculum. Design takes into account assessment tasks and feedback principles that support student wellbeing.
EDUC5115 Introduction to Teaching in Higher Education
This course introduces students to current perspectives on university teaching across the disciplines and professions. Educational theory and best practice are explored as a way to develop learning and teaching skills and encourage student engagement. As part of the course, students undertake a series of practical tasks related to the professional practice of learning and teaching in academic, workplace and clinical settings. Reflecting current trends, the course explores blended learning and mobile technologies and supports students in reflecting on their practice in relation to Australian standards for Higher Education.
EDUC5116 Designing Curriculum for Effective Learning
The lens used to create curriculum in this course is constructive alignment. Students will examine curricula as an iterative design that is a product developed through: shared deliberation on context, policy, politics; scholarship of teaching and learning; and pedagogical imagination. This includes opportunities to examine curricula paradigms for inclusion, blended learning, research, constructivist approaches and authentic workplace and service-learning. Curriculum is presented as space that should be negotiated, communicated, managed and improved within clear processes that reflect quality practices. With this grounding students can build and evaluate a teaching activity, module, course and / or a course.
EDUC5117 Principles and Practices of Assessment and Evaluation
Good assessment and evaluation in Higher Education has the potential to improve student learning, satisfaction, confidence in academic standards and retention. This course allows teachers in higher education to advance their understanding of contemporary assessment practice by a critical engagement with contemporary assessment literature. From this foundation, students have the opportunity to examine how assessment is woven into the teaching and learning cycle and design and develop assessment instruments appropriate to Higher Education.
EDUC5119 Supervising Postgraduate Research
A high standard of supervision is central to the retention of research students and the completion of their course requirements. The purpose of this course is to develop an understanding of what constitutes best practice for supervising research students and provide an opportunity for students to reflect on and enhance their own supervisory practice. Students will deepen their understanding of the processes involved, and develop their skills and personal resources to equip them with the capacity to manage the challenges of supervision. This course is designed for academic staff who are, or who intend, to supervise students undertaking all levels of research including Masters and Honours dissertations and Higher Degrees by Research.
EDUC6059 Designing a Pedagogical Action Research Project
Pre-requisite: MEDI5000 Research Methods, RSCH7002 Scholarly Reading and Writing
Co-requisite: MEDI5000 Research Methods, RSCH7002 Scholarly Reading and Writing
Students will apply their knowledge and experience of learning and teaching to design a pedagogical action research project which aims to enhance student learning. The focus is likely to be at the course level, and might investigate a specific practice such as assessment, work integrated learning/professional placement or learning strategies or activities. The design will utilise an action research framework which will require students to consider a targeted intervention, and critically select the most appropriate social research methods and tools, to collect and interpret data. The learning from this course will be synthesised in a mock Research Proposal and Research Ethics Application.