Graduate Certificate in University Teaching

This course 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 university 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 university colleagues, and to design and undertake a small project into an aspect of higher education.Participants must be engaged in teaching in higher education and will normally take the course part-time, over two years although full time enrolment is possible.

Course structure

Students complete 50 points of study, typically over two years.

Students take 3 core subjects and 1 elective.

Entry requirements

1. In order to be considered for entry, applicants must have completed:

• an undergraduate degree (in any discipline), or equivalent.

Applicants must also be in current full time, part time or sessional employment in a position with teaching responsibilities at an Australian university. Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

• prior academic performance; and
• the professional experience.

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)

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School 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 the Graduate School’s programs. The core participation requirements for study in the Melbourne Graduate School 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 Disability Liaison.

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 will have developed:

• a critical understanding of the principles of effective teaching for learning in higher education;
• knowledge of some of the key research relating to teaching and learning at this level, and the major debates in the area;
• familiarity with the resources available to support teaching in higher education;
• a student-centred perspective on the nature of teaching and learning;
• an understanding of learning environments at the University of Melbourne, and of teaching approaches appropriate to those environments;
• skills in large and small group teaching, and in the use of e-learning processes and practices;
• an understanding of the place of assessment in higher education, and skills in using assessment design to enhance learning;
• curriculum design skills;
• awareness of innovative teaching procedures and confidence in experimenting with new approaches;
• an understanding of how information and communication technologies can be used to enhance and enrich student learning, and skills in designing programs which incorporate these technologies;
• skills of effective communication, both oral and written, with students of different backgrounds and needs;
• a readiness to reflect on their own teaching practice and to use this reflection as a means of continuous improvement;
• insight into the role of curricula in the development of students' English language skills.