Overview

(Online)

The Postgraduate Certificate in Teaching and Learning in Higher Education is a part-time programme delivered wholly online and is offered on a modular, credit accumulation basis. Participants will normally accumulate credits over a maximum of 12 months.

Progression to the Postgraduate Diploma in Teaching and Learning in Higher Education (NFQ Level 9, Major Award)

Students who successfully complete the Postgraduate Certificate in Teaching and Learning in Higher Education and who attain a pass grade for both modules are eligible to apply for the Postgraduate Diploma in Teaching and Learning in Higher Education up to 5 years after completing the programme.

Programme Requirements

For information about modules, module choice, options and credit weightings, please go to Programme Requirements. 

Programme Requirements

Module List

Code	Title	Credits
Students take 30 credits as follows - all listed core modules (25 credits) and 5 credits of elective modules:
Core Modules
TL6004	Practice Approaches to Teaching, Learning and Assessment	15
TL6017	Theories of Teaching, Learning and Assessment	10
Elective Modules
Students take modules to the value of 5 credits from the following:		5
TL6009	Digital Education for Teaching and Learning in Higher Education (5)
TL6010	Inclusive Academic Practice for Research Supervision (5)
TL6011	Making Thinking Visible: Visual Critiques and Methods for Teaching and Learning (5)
Total Credits		30

Examinations

Full details and regulations governing Examinations for each programme will be contained in the Marks and Standards Book and for each module in the Book of Modules.

Programme Learning Outcomes

Programme Learning Outcomes for Postgraduate Certificate in Teaching and Learning in Higher Education (NFQ Level 9, Minor Award)

On successful completion of this programme, students should be able to:

1
1-1
Recognise teaching as a valid form of research and scholarship;
1-2
2
Participate in discussions on teaching, learning and assessment as a community of scholars;
1-3
3
Design modules based on principles of student-centred learning;
1-4
4
Critique planning and teaching practice in the light of student learning/feedback;
1-5
5
Engage with a diverse, multi-cultural student population;
1-6
6
Hold a professional commitment to teaching and student learning.