Graduate Certificate in University Teaching

This subject focuses on effective presentation and/or facilitation to enhance student engagement in their learning in teaching contexts - specifically, lectures and/or small group settings. The diversity of teaching contexts is a feature of the subject with participants encouraged to consider their particular teaching setting and practice. Participants, in peer review groups, engage in reciprocal peer review of teaching, alternately taking on the roles of reviewer and reviewee. Participants also engage in a reciprocal peer review cycle with a department colleague.

The assignments for this subject involve peer review of synchronous teaching. Therefore, participants must have teaching activity scheduled during the period of study that allows for observing live student engagement during teaching with peers.

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The aim of this subject is to equip educators with a strong foundation in the fundamental principles of effective teaching and learning in higher education. Through interactive seminars and discussions, participants will critically explore key learning theories, and research-based approaches to facilitating effective learning in various settings, including online learning. Drawing on current educational research and participants’ own experiences, the subject will examine topics such as student engagement, inclusive teaching, technology-enhanced learning, and other topics relevant to the contexts in which participants teach.

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This subject explores principles and strategies for designing effective and inclusive assessments in higher education. Participants will critically examine assessment purpose, alignment with intended learning outcomes, feedback practices and the role of technology in assessment. Through research-informed discussions and practical applications, this subject aims to equip educators with the skills to develop assessments that enhance student learning.

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This subject provides participants with the opportunity to investigate an aspect of teaching and learning of mutual interest to them and to their departments. Supported by workshops, individual mentors and networks, each participant develops a complete and viable research proposal in an area of relevance to teaching and learning in their department/faculty. The completed report may subsequently be used as the basis for an application for funding and/or further research studies such as a Masters-level research project.

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This subject provides an introduction to the guiding principles of effective teaching for learning in blended and online environments. It begins by reviewing the general principles of designing for learning, and then moves to the online context to consider what it means to become an online teacher and how the community of inquiry framework can be applied to develop teaching, cognitive and social presence. The subject continues with a critical analysis of the key elements of effective, student-centred approaches in blended and online learning environments, including the flipped classroom, the design and facilitation of learning tasks (i.e., inquiry projects, role-play simulations, peer collaboration), discussion board activities, feedback and assessment.

The subject is evidence based, drawing on published research in the field, and also provides opportunities for participants to apply learnt skills by writing a proposal for, and creating a LMS mock-up of, a blended or fully online unit to use in their particular teaching and learning context. The subject is based around forming a Community of Inquiry (COI) exploring the Scholarship of Technology Enhanced Learning (SoTEL) to inform online learning design using a Design-Based Research (DBR) methodology.

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