Specialist Certificate in Teaching for Graduate Researchers

The Specialist Certificate in Teaching for Graduate Researchers is a 25 point Specialist Certificate for PhD candidates who are engaged in substantial teaching activities at the University of Melbourne, and who may wish to pursue a Teaching and Research (T&R) academic role following completion of their doctoral studies.

The course is a truncated version of the Graduate Certificate in University Teaching (GCUT), comprising the first two subjects, Effective University Teaching (EDUC90002) and Designing a Curriculum (EDUC90516), taught intensively in the semester breaks. PhD candidates completing the SCTGR will have the subjects accredited towards the award of the GCUT.

Entry is on a competitive basis and the costs of the certificate are met by the University. The SGTGR will provide both formal training in University teaching to improve the quality of teaching provided by graduate researchers at the University of Melbourne, and a networking opportunity for young academics that will facilitate ongoing discourse about teaching and learning.

Participants will take the course part-time over one year,

The course combines research-based, theoretical seminars guided by experienced higher education researchers, with practical exercises. At the conclusion of the course participants will have developed:

• a critical understanding of the principles of effective teaching for learning in higher education;
• familiarity with the resources available to support teaching in higher education;
• a student-centred perspective on the nature of teaching and learning;
• an understanding of learning environments at the University of Melbourne, and of teaching approaches appropriate to those environments;
• skills in large and small group teaching, and in the use of e-learning processes and practices;
• an understanding of the place of assessment in higher education, and skills in using assessment design to enhance learning;
• curriculum design skills;
• awareness of innovative teaching procedures and confidence in experimenting with new approaches;
• an understanding of how information and communication technologies can be used to enhance and enrich student learning, and skills in designing programs which incorporate these technologies;
• skills of effective communication, both oral and written, with students of different backgrounds and needs;
• a readiness to reflect on their own teaching practice and to use this reflection as a means of continuous improvement;
• insight into the role of curricula in the development of students' English language skills.

There are two compulsory subjects.

1. The Selection Committee will evaluate the applicant’s ability to pursue the course successfully using the following criteria –

• concurrent enrolment in a PhD at the University of Melbourne; and
• current part-time, full time or sessional teaching at the University of Melbourne; and
• a documented level of support for the application provided by the applicant's PhD supervisor and the Head of Department, School or Dean.

2. The Selection Committee may conduct interviews and tests and call for referee reports and employer references to elucidate any of the matters referred to above.

Notes.

1. Strict quotas may be imposed.

2. The Selection Committee may consider the nature and extent of the applicant's teaching commitments and the extent of progress to date in PhD studies.

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Disability Liaison.