Graduate Certificate in the Practice of Tertiary Teaching
There is no new intake into this program.
This program is available for continuing students only
View the current program.
Program Description
The Graduate Certificate in the Practice of Tertiary Teaching (GCPTT) aims to provide participants with opportunities to develop a deeper understanding of the key principles, practices and theories of teaching and learning in higher education, and apply these to practice. Emphasis is on working with participants to extend their current levels of experience and knowledge through peer conversations. Participants will explore a number of strategies for improving teaching and learning within their own content areas and across a range of teaching and learning environments. As a formal higher education teaching qualification, the GCPTT is increasingly valued in Australian and international higher education institutions.
Courses within the program focus on student learning, curriculum design and development, supervision, assessment and online teaching and learning. The Graduate Certificate courses provide participants with structured opportunities to reflect on teaching and learning by drawing on higher education scholarship, their own experiences as learners and teachers, and the experiences of colleagues from across the sector. Enrolment in the program is open to any person currently employed within the university. The GCPTT can be used to articulate to a Masters degree at this and other universities.
The program requires participants to complete four courses equivalent to ten (10) units each. Six (6) course options are available. Principles and Practice of Higher Education (TEHE6010) and Course Design (TEHE6020) are compulsory and need to be successfully completed in sequence before enrolling in other courses.
Within the University of Newcastle, support is available to ongoing and new academic staff to undertake the GCPTT. Additionally, the University supports sessional and conjoint staff with fee waivers for the initial core components of the GCPTT. There is an expectation that this support ensures that graduates are available to assist future colleagues within the program. For any additional information contact the Program Convenor, Dr Alan Anderson, by email Alan.Anderson@newcastle.edu.auor Andrew Steinbeck (administrative support) Andrew.Steinbeck@newcastle.edu.au.
Active enrolment in the Graduate Certificate program prior to undertaking any GCPTT Course is essential for all participants. The Direct Admission Application Form (PDF), which enables entry into the Program, is available here [pdf - 291kB]. Specific course enrolment is available here.
GCPTT courses and offerings in 2013
- = not offered.
** This timetable may be subject to unavoidable change **
Course
| Availability | ||
|---|---|---|---|
| Trimester 1 | Semester 1 | Semester 2 | |
| TEHE6020 Course Design Participants will be involved in the development of a course which aligns learning outcomes, content, assessment and evaluation, through effective curriculum design and implementation strategies and practices. The course will also cover the alignment of courses within programs. |
- | - | ✓ |
| TEHE6030 Assessment of Student Learning This course aims to contribute to the continuing improvement of participants' teaching practice through activities that focus on practical and professional approaches to university teaching and learning. Using experience-based approaches to assessment, participants will be offered the opportunity to examine their current practice and develop an appreciation of the similarities and differences between the disciplines represented in the cohort. Participants are encouraged to share their assessment strategies and tools with others in the course. |
- | - | ✓ |
| TEHE6040 Supervision and Mentoring Research supervision is a form of teaching, and just like teaching, it is a complex process. For career-long growth, supervisors need to see learning to supervise as an ongoing, challenging process. It's impossible to know everything about supervising well, so look forward to a life time of learning about this extremely important academic role. With this in mind, as you work through the content in this course you are asked to focus on two key questions:
The course itself is designed to help you answer those two questions for yourself. The content of the course will introduce you to some of the literature in the field and ask you to engage with this through the module activities and course assessment tasks. |
- | - | ✓ |
| TEHE6050 Designing Online Learning Participants will be involved in the development of course material which effectively utilises the online environment of delivery. The impact of the learning environment on students will be considered as well as the issues associated with distance learning. The strategies for effective management of the student learning in the online and distance environment will also be covered. |
- | - | ✓ |
| EDUC6021 Advanced Educational Studies 1 This course is offered to those interested in developing a specialised topic with the close direction of a supervising staff member. The consent of both the supervising staff member to be involved and the Program Convenor is required. Consultation with the Program Convenor must be made prior to enrolling. A detailed proposal is required to be supplied to the Program Convenor on the Advanced Educational Studies proforma by the end of the second week of the semester. The proposal should be written in conjunction with the supervising staff member concerned. |
- | - | - |
