Graduate Certificate in Educational Studies (Higher Education)
At the conclusion of the designated degree students should be able to:
- have developed their awareness of the changing higher education context in which they are working, and how it affects pedagogy, curriculum and the academic profession
- understand the variety and forms of research and scholarship and their relationship to the practice and scholarship of teaching
- be able to plan teaching and research activities and priorities, on the basis of a knowledge of coherent epistemological positions
- have further developed their ideas and practice in student-focused, research-led and evidence-based teaching and learning in higher education
- have developed their practice in research higher degree supervision
- be capable of applying new technologies appropriately and effectively in higher education teaching and student learning
- have further developed their abilities to plan and implement personal and professional development programs to suit specific needs
- be capable of providing leadership in teaching and learning to address the University's strategic priorities at faculty and University levels
- have contributed to the enhancement of student learning in the University.
The Graduate Certificate in Educational Studies (Higher Education) units of study are offered in conjunction with the Institute for Teaching and Learning.
All intending participants must be currently engaged in some sort of university teaching.
Enrolment for the three-day program must be made through the ITL website. Please contact ITL early regarding actual dates and times. See: www.itl.usyd.edu.au/programs/gradcert/
To qualify for the award of Graduate Certificate in Educational Studies (Higher Education) candidates must complete 4 units of study (24 credit points) of core units to be chosen from the units of study table below.
Professor Keith Trigwell
Phone: 9351 4572
Location: Institute for Teaching and Learning
Level 2 South, Fisher Library, F03
Units of study table
|Unit of study
||A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition
University Teaching and Learning
Reflection and Practice in University T and L
University Teaching Portfolios
|| C EDPR5011 or EDPR6012
Scholarship of Uni Teaching and Learning
|| C EDPR5003 or EDPR6012
Developing Integ eLearning Env Higher Ed
Units of study listing
EDPR5001 University Teaching and Learning
Credit points: 6 Teacher/Coordinator: Dr Graham Hendry Session: Semester 1 Classes: 1x3hr meeting fortnightly, Fridays 1-4pm Assessment: 1x200wd posting(10%); 1x800wd annotated bibliography (25%); 1x2000wd project proposal plus 1000wd equivalent (65%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is one of two first semester units offered as part of a Graduate Certificate in Educational Studies (Higher Education) by the Faculty of Education & Social Work and taught by the Institute for Teaching and Learning. (The other first semester unit is EDPR5002 Reflection and Practice in University Teaching and Learning). The Graduate Certificate is specifically designed for university teachers seeking to develop a scholarly basis for their teaching practice. Course participants must be concurrently engaged in some form of university teaching. It aims to provide a broad introduction to teaching and learning in higher education. The unit is based upon a negotiated curriculum which seeks to develop participants' understanding of university teaching, learning, assessment and evaluation processes in the context of their own teaching. It will include an introduction to higher education teaching and learning principles and philosophy and to the components of a university curriculum.
EDPR5002 Reflection and Practice in University T and L
Credit points: 6 Teacher/Coordinator: Ms Kathryn Bartimote-Aufflick Session: Semester 1 Classes: 1x3hr meeting fortnightly, 1-4 pm Fridays 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 learning. An aim of the unit is to develop your ability to reflect on your own teaching practices in a scholarly way, and also to adapt your reflective skills in order to give useful and supportive feedback to peers on their teaching. Reflective practice is seen as a key to our continuing development as university teachers, and as an avenue for improving students' lelalrning experiences and outcomes. Through engaging with the scholarly literature and participating in a number of tasks (both individually and with your course colleagues), it is intended that you will develop ways in which to embed an ongoing reflective habit within your teaching practice work. This unit relates closely to the other first semester unit (EDPR5001) where you will explore the relationship between good teaching and student learning.
EDPR5003 University Teaching Portfolios
Credit points: 6 Teacher/Coordinator: Dr Tai Peseta Session: Semester 2 Classes: 1x3hr meetings fortnightly, Fridays 1-3 pm and individual consultations Corequisites: EDPR5011 or EDPR6012 Assessment: 1x800wd self-assessment (10%); 1x700wd draft teaching portfolio (30%); and 1x3500wd final teaching portfolio (60%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit aims to enhance university teachers' abilities to examine and articulate their own approach, practices and achievements in relation to university teaching, in ways that draw effectively on teaching and learning scholarship and practice-based evidence. Participants will prepare a university teaching portfolio document that is relevant to their particular context, needs and interests - the teaching component of an academic position or promotion application, a teaching award application, or a narrative inquiry about their teaching. The overall aim of the portfolio development process is to develop and effectively communicate a coherent, engaging, scholarly-based approach to teaching.
EDPR5011 Scholarship of Uni Teaching and Learning
Credit points: 6 Teacher/Coordinator: Dr Tai Peseta Session: Semester 2 Classes: 1x3hr meeting fortnightly, Fridays 1-4pm Corequisites: EDPR5003 or EDPR6012 Assessment: 1x600wd annotated bibliography (10%); 1x1500wd draft project proposal (25%); 1x300wd reflection on peer draft proposal (5%); and 1x2600wd final project proposal and oral presenation (60%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit explores what is meant by the 'scholarship of teaching' and aims to further develop participants' ability to inquire into their own university teaching practice, plan improvements based on scholarship, and to communicate the outcomes of such work in scholarly and practice-based contexts. The unit aims to encourage participants to further reflect on and improve their own teaching based on an understanding of the literature of the discipline of higher education as well as scholarship and teaching practice in participants' own disciplines. Participants will have the opportunity to explore a negotiated topic by planning a group inquiry project in university teaching and learning, developed with colleagues on the course. The process of inquiry is supported by seminars and mentoring.
EDPR6012 Developing Integ eLearning Env Higher Ed
Credit points: 6 Teacher/Coordinator: Associate Professor Robert Ellis Session: Semester 2 Classes: 1x2hr tutorial 10am-12noon Friday, weeks 1-5 and weeks 12-14, flexible delivery weeks 6-11 Assessment: 1x1500wd project report (35%); 1x2500wd integrated learning materials and oral presentation (30%); and 1x1500wd research and tutorial work (35%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study investigates theoretical and practical issues related to integrated learning environments involving eLearning for higher education. Participants will have the chance to consider their own teaching approaches in relation to relational, constructivist, socially-based and problem-solving approaches to learning, especially as they relate to technology-supported learning activities. Drawing on recently published and established research into student-centred experiences of learning, participants will design, develop and evaluate integrated learning activities that are relevant to their own teaching and learning contexts. On completion of the unit, participants will be able to apply the knowledge and skills they have learned to new learning contexts for the benefit of their students and learning outcomes.
Ellis, R.A. & Goodyear, P. (2010). Students' experiences of e-learning in higher education. London:Routledge. Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of educational technology (2nd ed.). London:Routledge