Sydney Professional Certificate
Foundations in Higher Education
Graduates of this Professional Certificate will have specialised knowledge in the Foundations in Higher Education.
Graduates will have cognitive skills to:
- Critically reflect on their practice to enhance their integrated professional, ethical and personal identity around teaching
- Apply their understanding of higher education research and scholarship to the practice of teaching
- Design student-focused, research-led and evidence-based pedagogy, particularly in the context of applying technologies appropriately and effectively.
Unit outlines will be available though Find a unit outline.
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
Foundations in Higher Education |
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Sydney Professional Certificate in Foundations in Higher Education |
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| Admission requirements: | |||
| Bachelor from the University of Sydney or equivalent; and | |||
| Completion of postgraduate studies in Education or professional experience equivalent to one year full-time in a field considered by the Faculty to be appropriate to the program of study. | |||
| Students must complete: | |||
| (a) 12 credit points of 5000-level or higher units of study | |||
5000-level units of study |
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| EDPR5002 Reflection and Practice in University T and L |
6 | Semester 1 |
|
6000-level units of study |
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| EDPR6012 Developing Integ eLearning Env Higher Ed |
6 | Semester 2 |
|
Foundations in Higher Education
Sydney Professional Certificate in Foundations in Higher Education
Admission requirements:
Bachelor from the University of Sydney or equivalent; and
Completion of postgraduate studies in Education or professional experience equivalent to one year full-time in a field considered by the Faculty to be appropriate to the program of study.
Students must complete:
(a) 12 credit points of 5000-level or higher units of study
5000-level units of study
EDPR5002 Reflection and Practice in University T and L
Credit points: 6 Teacher/Coordinator: Please refer to the unit of study outline for individual sessions https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x3hr meeting (Friday 1-4 pm) Assessment: 1x600wd teaching philosophy statement (10%), 1x1500wd peer observation report (25%), 1x1500wd student interview report (25%), 1x2400wd reflective portfolio (40%). Please refer to the unit of study outline for individual sessions https://www.sydney.edu.au/units 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 student learning. The main aim of the unit is to develop your ability to reflect on your own teaching practices in a scholarly way. Reflective practice is seen as a key to our continuing development as university teachers. As a result of successfully completing this unit of study students should be able to apply aspects of the scholarly literature on the nature and role of reflection to developing your teaching; and critically reflect on your own teaching practice with a view to improving your teaching and the quality of students' learning.
6000-level units of study
EDPR6012 Developing Integ eLearning Env Higher Ed
Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x3hr meeting/week (Friday 1-4 pm) for 8 weeks Assessment: 1x1500wd Analysis and design report (25%), 1x2500wd Equivalent Multimedia Submission (40%), 1x2000wd Final design plan report (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit will offer you the opportunity to develop your understanding of theoretical and practical issues in designing integrated eLearning environments in higher education. Participants will have the chance to consider their own teaching approaches in relation to students' experience of technology-enabled learning activities. Drawing on recent research into technology-enabled teaching and learning theory and practice, participants will design, develop and evaluate integrated learning activities that are relevant to their own teaching and learning contexts.
Textbooks
Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of educational technology (2nd ed.). London:Routledge