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Teaching, Learning & Scholarship, Graduate Diploma

Course Details

Available: Part- Time

Duration: 1 Year

Faculty: Arts, Humanities and Social Sciences

Course Type: Taught

Fees: For Information on Fees, see section below.

Application Deadline: Sunday, May 31, 2020

Contact(s):

Name:
Dr. Ide O'Sullivan
Address:
Centre for Teaching and Learning
Email:
ide.osullivan@ul.ie
Tel:
+353-61-234239
Web:
Apply Now

Read instructions on how to apply

Brief Description

This programme provides high-level, scholarly, practice-based professional development for faculty to ensure competence in the areas of teaching, learning and scholarship within their professional contexts. It equips them with a range of skills, competencies, insights and capacities, which will ensure that they will bring the highest quality teaching and learning experiences to the students that they teach, while also managing and progressing their own scholarly careers.

This programme, resulting from an extensive programme review of the Specialist Diploma in Teaching, Learning and Scholarship, has been developed in response to the National Professional Development Framework for mapping professional development in higher education from the National Forum for the Enhancement of Teaching and Learning.  An exit point is offered at 21 credits with the award of Graduate Certificate in Teaching Learning and Scholarship.

This programme will provide high-level, scholarly, practice-based professional development for faculty to ensure competence in the areas of teaching, learning and scholarship within their professional contexts. It will equip them with a range of skills, competencies, insights and capacities, which will ensure that they will bring the highest quality teaching and learning experiences to the students that they teach, while also managing and progressing their own scholarly careers.

Programme Learning Outcomes

On successful completion of this programme, participants will be able to:

  • Explore and apply the theory of learning, pedagogy, scholarship and innovation directly to teaching, learning, research and scholarly practice in higher education settings.
  • Deliver high-quality teaching, reflection, articulation and feedback skills and apply them to their own research and teaching development and to the learning and development of their students across disciplines.
  • Develop communication skills, interpersonal skills and confidence to provide valuable learning experiences for students.
  • Demonstrate the capacity to adjust competencies to different kinds of higher education participants from the newest students to advanced research practitioners within a specific field.
  • Generate a continued commitment to professional development as a teacher and researcher in a higher education context.
  • Examine and evaluate areas where further learning and improved practice are needed.
  • Develop an awareness of their own learning preferences and those of students within a particular setting.
  • Demonstrate professional competence and engagement within the context of higher education.
  • Be proactive in designing learning opportunities for students and innovative in the delivery of same based on an awareness and experience of the key pillars of their academic role. 

Programme schedule for Autumn 2020 (Dates are provisional pending confirmation of the  new academic calendar for AY 2020/21) 

  1. TL5131, PLANNING FOR TEACHING, LEARNING AND ASSESSMENT: Week 0 (TBC)
  2. TL5101, BLENDED LEARNING: Week 0 (TBC)
  3. TL5111, CONTEMPORARY LEARNING THEORY, REFLECTIVE PRACTICE AND PEER OBSERVATION IN HIGHER EDUCATION 1: Thursday and Friday of Week 3 (TBC)
  4. TL5091, PREPARING AN EFFECTIVE RESEARCH, WRITING AND PUBLICATION STRATEGY: Thursday and Friday of Week 6 (TBC)

 

This programme is structured over three semesters due to the interactive and practical nature of the modules and associated credit structures. It is planned to run two of the modules in advance of week 1 of the Autumn semester to allow the participants an opportunity to engage with the theory and practice at the most appropriate time before they begin their own teaching. Following the next two modules, which will be delivered during the Autumn semester, participants who wish to exit with the 21-credit Certificate in Teaching, Learning and Scholarship can do so. In terms of time commitment on the Certificate programme in the Autumn Semester, one module is blended and so there will be a maximum of 3 blocks of two/three days intensive teaching. Those continuing to complete the 60-credit award will complete four modules in the Spring semester.  A summer school will take place in the third semester (summer), where participants will explore and engage in a 12-credit module on Contemporary Issues in Higher Education.

Autumn Semester Spring Semester Summer Semester
  • Planning for Teaching, Learning and Assessment (9 credits)
  • Preparing an Effective Research, Writing and Publication Strategy (6 credits)
  • Blended Learning (3 credits)
  • Contemporary Learning Theory, Reflective Practice & Peer Observation in Higher Education 1 (3 credits)

Exit at this point with Certificate (21 credits)

  • Contemporary Learning Theory, Reflective Practice &
    Peer Observation in Higher Education 2 (6 credits )
  • Technology Enhanced Learning: Theory and Practice (6 credits)
  • Writing for publication: Scholarly Dialogue and Presentation (6 credits)
  • Feedback and Revision in Scholarly Writing (9 credits)
  • Contemporary Issues in Higher Education (12 credits)

Can graduate with award at this point or if achieving 2.1 hons can
progress to MA below

Masters of Arts in Teaching, Learning and Scholarship in Higher Education (90 credits)
  • Teaching, Learning and Scholarship in Higher
    Education Dissertation (30 credits)

 

  • Teaching, Learning and Scholarship in Higher
    Education Dissertation (30 credits)
 

Teaching and Assessment

This programme will be delivered through a blended model of learning, with a focus on engagement in best practice and application of theory to the role of the academic.  UL Graduate Attributes are fully incorporated and weaved into all modules within the programme. Throughout the programme, participants have lectures, interactive sessions and task-based plenary contact time, complemented by practical work throughout each module, thus encouraging a high level of acquisition and collaboration.  Plenary contact time will comprise formal, interactive workshops, with a significant level of engagement with the material outside those scheduled sessions, including working on activities on the learning management system.  Participants will be required to be proactive in their use of time and approaches.  In addition, participants will engage in reflective practice throughout the programme and develop their own views, strategies, innovations and enhancements for their teaching, learning and scholarship and be able to articulate these clearly.

Contact time for each module will be condensed into blocks of two or three days (depending on module credit), supported subsequently by on-line interaction, task completion, portfolio development and peer-supported professional development. Self-directed work, academic writing and self-evaluation activities will also form part of the participants’ engagement on this programme. There will be a high level of collaboration throughout the various modules both through participation and assessment.
Faculty.

Contributing faculty will be drawn primarily from the Centre for Teaching and Learning and faculty from interdisciplinary areas. In addition, invited speakers from international universities will deliver key inputs on the programme.
 

Applicants must hold a second class honours primary degree (2.2) (Level 8 - National Qualifications Authority of Ireland).  Applicants must be engaged in teaching in the higher or further education sector for the duration of the programme. Note: subject to the discretion of the course director an interview may form part of the selection process.

In the case of international students, the overseas equivalent as determined by the Course Team in consultation with UL Graduate School Admissions. Where candidates are non-native English language speakers, certified demonstrable achievement in a Standard English Language Competency Test will be required.

Please ensure that you provide evidence of the following in your application: 

  • Academic qualifications
  • Evidence of engagement in teaching in the higher or further education sector
  • If funded by an organisation, evidence of funding
  • Approval for dual registration, if currently registered on another programme in UL

*UL applicants should contact the course director for information on fee waivers and access to the CTL Further Study Application Form.  The Further Study Application Form should be submitted to Alison O’Regan in HR. A copy of the form submitted to HR should also be included in your programme application.
English Language Requirements

Applicants whose first language is not English must provide evidence of either prior successful completion of a degree qualification taught through the medium of English or meet one of the criteria below (no longer than two years prior to application):

Acceptable English Language qualifications include the following:

  • Matriculation examinations from European countries where English is presented as a subject and an acceptable level is achieved
  • Irish Leaving Certificate English –Ordinary Level Grade D or above
  • TOEFL – 580 (paper based) 90 (internet based)
  • IELTS – Minimum score of 6.5 with no less than 6 in any one component.
  • English Test for English and Academic Purposes (ETAPP) – Grade C1
  • GCE ‘O’ level English Language/GCSE English Language – Grade C or above
  • Cambridge Assessment English –Certificate of Proficiency in English - Grade C / Certificate in Advanced English Grade B
  • GCE Examination Boards – Oxford Delegacy of Local Examinations – Grade C / Cambridge Local Examinations Syndicate – School Certificate Pass 1-6 / University of London Entrance and School Examinations Council – School Certificate Pass 1-6

Results in examinations other than those listed above may also be accepted as meeting our English language requirements. Contact the International Education Division for advice.

This programme will provide high-level, scholarly, practice-based professional development for faculty to ensure competence in the areas of teaching, learning and scholarship within their professional contexts. It will equip them with a range of skills, competencies, insights and capacities, which will ensure that they will bring the highest quality teaching and learning experiences to the students that they teach, while also managing and progressing their own scholarly careers.