Education (Educational Studies - Higher Education)

Higher Education

Candidates for the Graduate Certificate in Educational Studies (Higher Education) must complete 24 credit points of core units of study.

Core units

EDPR5001 University Teaching and Learning

Credit points: 6 Teacher/Coordinator: Dr Danny Liu and Dr Jessica Frawley Session: Semester 1 Classes: 1x3hr meeting fortnightly, Fridays 1-4pm Assessment: 1x200wd posting or equivalent (10%); 1x800wd annotated bibliography or equivalent (25%); 1x2000wd final project proposal plus 1000wd equivalent (65%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit will offer you opportunities to enhance your understanding of good teaching and quality student learning in higher education. The main aim of this unit is to support you in applying your enhanced understanding of teaching and learning to planning scholarly and creative solutions to practice-based problems in your work as a university teacher. As a result of successfully completing this unit of study students should be able to explain relationships between good teaching and quality student learning using theoretical concepts from the higher education literature; and apply an enhanced understanding of good teaching and quality student learning to practice-based teaching and learning issues.
EDPR5002 Reflection and Practice in University T and L

Credit points: 6 Teacher/Coordinator: Dr Amani Bell Session: Semester 1 Classes: 1x3hr meeting fortnightly, Fridays 1-4 pm Assessment: 2x1000wd project (2x25%) and 1x2000wd project (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit will offer you the opportunity to develop your understanding of the role and importance of reflection in university teaching and student learning. The main aim of the unit is to develop your ability to reflect on your own teaching practices in a scholarly way. Reflective practice is seen as a key to our continuing development as university teachers. As a result of successfully completing this unit of study students should be able to apply aspects of the scholarly literature on the nature and role of reflection to developing your teaching; and critically reflect on your own teaching practice with a view to improving your teaching and the quality of students' learning.
EDPR5003 University Teaching Portfolios

Credit points: 6 Teacher/Coordinator: Dr Graham Hendry Session: Semester 2 Classes: 1x3hr meeting fortnightly, Fridays 1-3 pm and individual consultations Prerequisites: EDPR5001 or EDPR5002 Assessment: 1x500wd unpacking a teaching case (40%); and 1x3500wd final teaching portfolio (60%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
.This unit is designed to help you consider, articulate, develop and evidence your teaching aims, practices and achievements in a compelling and scholarly way, informed by the institutional context. By drawing on the research about teaching excellence and exploring how others have crafted cases about teaching excellence, you will have opportunities to reflect on how your disciplinary context shapes your aims and approaches to teaching, the evidence about your teaching effectiveness, and the impact of your teaching on student learning. As a result of successfully completing this unit of study students should be able to apply an enhanced understanding for crafting an engaging and rigorous account of your teaching that you can adapt for different purposes, audiences and contexts.
EDPR6012 Developing Integ eLearning Env Higher Ed

Credit points: 6 Teacher/Coordinator: Dr Danny Liu and Dr Jessica Frawley Session: Semester 2 Classes: 2 hr meeting most weeks during semester Assessment: 1x1500wd analysis and design equivalent (35%); 1x design solution presentation equivalent (30%); 1x2500wd design plan equivalent (35%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit will offer you the opportunity to develop your understanding of theoretical and practical issues in designing integrated eLearning environments in higher education. Participants will have the chance to consider their own teaching approaches in relation to students' experience of technology-enabled learning activities. Drawing on recent research into technology-enabled teaching and learning theory and practice, participants will design, develop and evaluate integrated learning activities that are relevant to their own teaching and learning contexts.
Textbooks
Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of educational technology (2nd ed.). London:Routledge