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Home  > Faculty of Social Sciences & Liberal Arts > Academic Programmes > Postgraduate Diploma in Tertiary Teaching (PGDTT)
Postgraduate Diploma in Tertiary Teaching (PGDTT)
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Approval Code N/145/7/0075
Classification Postgraduate Diploma
Subject Area Tertiary Teaching
Course Mode Full time and Part time
Course Duration Full time : 12 months, part time : 18-24 months
Course Location UCSI University, Kuala Lumpur Campus
Intakes January, July
 
Designed for both new and experienced educators, this Postgraduate Diploma provides a platform for you to discover the best methods to teach and assess your students. Explore being a critical, reflective practitioner and learn techniques to enhance your teaching and research. The programme also trains you to use and integrate the latest technologies into your academic practice to enliven the classroom and make your classes engaging, fascinating and fun. Explore the craftsmanship in designing curriculums appropriate to your purposes and outcomes while working with your inter-faculty colleagues in projects to attain multidisciplinary and interdisciplinary perspectives of teaching and learning. Imagine the flexibility to learn from your home, office or even a café while sipping on coffee as long as you are connected to the internet. Designed for dedicated educators with active schedules, our courses are 70% online. That’s not all. As the world gradually becomes borderless, seize opportunities to broaden your knowledge, obtain the necessary skills and experience different cultures through short study tours at the University of Melbourne and Durham University. Our versatile programme is guaranteed to make you into a better educator.

Key Features of the Programme
  1. Linking theory with practice. The majority of the assessment tasks and exercises are based on educators’ academic practice. These work-based assessments encourage educators to reflect critically on their own situations to demonstrate an understanding and application of theoretical principles in their work settings. In addition, educators share their work experiences with colleagues from different disciplines, thus fostering cross-disciplinary sharing and understanding;
  2. Flexibility. Educators may take a minimum of 1 course and a maximum of 3 courses per semester;
  3. Skills which are transferable across a range of domains and settings. They include skills necessary for teaching (different teaching scenarios), transforming assessment and feedback and facilitating deep learning.

Teaching-Learning Methods
  1. Face-to-face learning through lectures and workshops will provide the conceptual understanding for knowledge building. The practical, self-independent and other (observation of other classrooms) learning sessions will focus on the transfer of learning from theory to practice. There will be ample opportunities for inter-disciplinary and multi-disciplinary projects.
  2. 70% online and 30 % face to face teaching and learning.

Collaborations with University of Melbourne & University of Durham, UK
  1. Currently in talks with the Melbourne Centre for the Study of Higher Education (CSHE) on the collaboration;
  2. Currently in talks with Cork Institute of Technology, Ireland and Durham University on sharing of teaching resources, master-classes and on-line assessments;
  3. Proposal to have participants choose a 2 week study trip to the University of Melbourne or to one of our proposed collaborating partners.



Assessment Strategy

Eg. Critical Practices in Teaching and Learning

Task 1 – Practical Application 40%
Designing of lesson plan and demonstration of teaching methodology

Task 2 – Portfolio 30%
  1. Collection of personal data and educational goal
  2. Micro-teaching
  3. Teaching diary
  4. Teaching feedbacks by self, students, peers and mentors
  5. Evaluation of feedback (whether learning outcomes are met, whether class was engaging, etc.)
  6. Development, progress and outcome of action plan based on feedback
  7. Current achievements
  8. Reflection of critical issues in teaching and learning and impact of research on practice
Task 3 – Written critique 30%
Analyzing, criticizing and synthesizing the importance of innovations in instructional strategies, teaching methodologies
 
Type of AssessmentPercentage
Practical Application40%
Portfolio (Micro-teaching)30%
Written Critique30%
TOTAL100%
  1. A Master Degree (Level 7, recognised by MoHE) in any field or discipline
  2. Any other qualifications (equivalent to a Master Degree) recognized by the Government of Malaysia.
  Courses Code Credit
1 Critical Practices in Teaching and Learning ST101 5
2 Assessment, Evaluation and Feedback

ST102

5
3 Learning With Technologies ST103 5
4 Curriculum Planning, Development and Evaluation ST104 5
5 Effective CommunicationSkills and Group Dynamics ST105 5
6 Mentoring and Reflective Practice ST106 5
  Total   30


Courses Synopses

Critical Practices of Teaching and Learning in Higher Education
This course aims to provide educators with a deep understanding of fundamental learning theories and their application to achieve best teaching practices in their classrooms. They will experiment with new teaching methodologies with an emphasis on inculcating critical thinking for efficacious instruction along with techniques on how to develop lesson plans and manage diverse learners and classrooms. Linking theories to practice, educators will be involved in teaching observations, starting from the cycle of planning and implementing lessons, getting feedback from students, mentors and peers to improve practices. Using formal and informal approaches to learning and the use of pedagogical and andragogy research, there will be critical reflections on learning and teaching practices. This will enable educators to be more informed and critical in their personal development journeys as educators.

Assessment, Feedback and Evaluation in Higher Education
This course aims to introduce educators to the principles and practices of assessment in tertiary education. In understanding the principles, strengths and limitations of different assessment approaches, educators will be able to improve their skills in designing different assessments appropriate to their course needs. This course will also focus on the basic concepts pertaining to testing, measurement and evaluation for educators. Educators will learn to design good formative and summative assessments with an emphasis on item and test construction, analysis, interpretation and improvements of items in various assessment tasks. Effective evaluation is based on receiving feedback from students, peers and external assessors on the quality of the assessments. The principles and practices of effective assessments are thus based on the cycle of development, feedback and evaluation and educators will have opportunities to practise these principles in their contexts and increase their understanding with colleagues.

Learning with Technologies for Higher Education
This course introduces educators to an understanding of millennial learners, learning strategies with emerging technologies, blended and full-online learning and the different issues and perspectives associated with these topics. These include the use of MOOCs. Web 2.0 based technologies like Wikipedia, massive gaming, collaborative writing, YouTube for teaching and learning. Educators will be able to design learning units for a variety of educational settings in individual and group projects.

Curriculum Planning, Development and Evaluation
This course introduces educators to an understanding of millennial learners, learning strategies with emerging technologies, blended and full-online learning and the different issues and perspectives associated with these topics. These include the use of MOOCs. Web 2.0 based technologies like Wikipedia, massive gaming, collaborative writing, YouTube for teaching and learning. Educators will be able to design learning units for a variety of educational settings in individual and group projects.

Effective Communication Skills and Group Dynamics
This course aims to enhance educational practitioners’ communication skills pertinent to group dynamics and teamwork. Effective communication skills are crucial competencies not only in dealing with people from various sectors of society but also in the learning process of students and in the successful negotiations in the corporate world. Through a good command in spoken and written English, excellent and appropriate language choice, effective body language, acceptable norms and behaviors in group interaction, positive motivation, and strong interpersonal skills, educators and other practitioners can facilitate engaging discussions to achieve maximum success. There are additional competencies related to forming and sustaining groups, relating to various groups and individuals that would be learnt in this course. Practitioners thus, become more critical and reflective in applying the concepts learned to their respective work-places.

Mentoring and Reflective Practice for Higher Education
This course, Mentoring and Reflective Practice aims to support practitioners with knowledge and skills to develop critical and reflective practices and effective mentoring of students and peers. Within the last couple of decades, there has been recognition of the importance of mentoring as a means of developing, promoting and maintaining academic and professional relationships in tertiary education, as well as human resource and asset building. Equally important is the development of self-reflexive practices as an essential component of the educator’s own professional growth since effective pastoral care develops from self-aware engagement with others. Self-awareness as an educator emerges from critical and reflective practices that encourage identifying personal strengths, aspirations and goals, evaluating personal performance and making use of feedback from peers and students. Furthermore, the educator will be guided on functional roles of the mentor and mentee for effective mentoring within the academic profession, especially focusing on the mentoring of students and colleagues. Particular attention will be paid to exploring the role of the academic supervisor and pastoral care of students. Issues pertaining to the models and dynamics of mentor-mentee relationships, role expectations, ethics of conduct and boundaries will be considered.

All information is correct at the time of upload and UCSI University reserves the right to make amendments without prior notice.

  • Lecturer
  • Tutor
  • Trainer
  • Facilitator
  • Educational Training Consultant
  1. Is this a Part Time Course for me if I am working at UCSI University
    Yes, as full time staff, you can only register as part time participant or student.

  2. What are the semesters like in the PGDTT?
    The PGDTT runs for 2 semesters in a year, from January to June, and July to December. Online lessons, discussions, seminars and workshops run for 14 weeks, after which participants are given 4 weeks to submit assignments and portfolios.

  3. How do I register for the PGDTT?
    Great! Please fill in the UCSI Application Form and attach a copy of your National Registration Identity Card (for local); a copy of your Passport and Visa page (for international). Please send it to Ms. Loong Mei Chiun in FoSSLA.

    For external participants, please contact Ms Loong Mei Chiun at loongmc@ucsiuniversity.edu.my or call her at +60391018880 ext 3315.
 
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