Postgraduate Diploma In Tertiary Teaching (PGDTT)

Approval Code N/145/7/0075; 02/2021
Accreditation Code MQA/FA7022
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 Kuala Lumpur
Intakes January and 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

e.g. 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%
Analysing, criticising and synthesising the importance of innovations in instructional strategies, teaching methodologies

 

Type of Assessment
Percentage
 
Practical Application
40%
 
Portfolio (Micro-teaching)
30%
 
Written Critique
30%
 
TOTAL
100%
Qualification
Academic Requirements
 
Master Degree
(Level 7, Recognised by MOHE) in any field
Master Degree
(Level 7, Recognised by MOHE) in any field
 
Bachelor Degree
(Level 6, Recognised by MOHE) in any field
CGPA 2.5 or above
 
Bachelor Degree
(Level 6, Recognised by MOHE)
CGPA below 2.5
AND 5-year work experience in a related field
 
Others equivalent qualifications recognised by Malaysian Government
To be reviewed by the faculty on a case-to-case basis

 

English Language Requirements

As is the medium of instruction for all postgraduate programmes at UCSI University is the English Language, applicants must meet one of the following requirements to gain admission:

  • TOEFL: a minimum score of 550 (written), 213 (computer-based), or 80 (Internet-based)
  • IELTS: a minimum score of Band 5.0
  • GCE 1119 English / O-Levels English: a minimum score of B3
  • MUET: a minimum score of Band 3

Applicants with Bachelor’s degrees that used the English Language as a medium of instruction are exempted from the above requirements but may be required to attend an interview or sit for a written test before they are accepted for admission.

  • Lecturer
  • Tutor
  • Trainer
  • Facilitator
  • Educational Training Consultant
 
Courses
Code
Credit
 
1
Philosophy of Education
ST501s/ST501
4
 
2
Sociology of Education
ST502s/ST502
4
 
3
Psychology of Education
ST503s/ST503
4
 
4
Critical Practices of Teaching & Learning
ST504s/ST504
3
 
5
Assessment, Evaluation and Feedback
ST505s/ST505
3
 
6
Curriculum Planning and Development
ST506s/ST506
3
 
7
Microteaching and Teaching Preparation
ST507s/ST507
3
 
8
Teaching Practicum
ST508s/ST508
3
 
9
Learning with Technologies
ST509s*/ST509*
3
 
10
Effective Communication Skills & Group Dynamics
ST510s*/ST510*
3
 
*Elective


 

Courses Synopses
 
 

ST501/ST501s Philosophy of Education

This course aims to provide educators in great depth with one of the foundation components for the discipline of education. It serves as the core knowledge for the education discipline in line with the Malaysian Teacher Standards and exposes learners to the different core values, philosophies and theories of education. The course covers four significant parts, namely social and cultural theories; philosophy as education; teaching and curriculum; and ethics and upbringing. This course discusses the theoretical philosophy that impacts education. It also constructs a personal philosophy of teaching for praxis teaching. This course also helps students to evaluate the core values of educational philosophies and theories critically.


ST502/ST502s Sociology of Education 

This course examines the relationships between education and society by reviewing a variety of theoretical perspectives on education. This course discusses the educational institution’s multiple social roles within the community, the social structures found within educational organizations and their implications for improving educational practice. The module covers four major parts, namely sociology of education: A unique perspective for understanding schools, equality of educational opportunities, the school as an organization and the education system and environment: A symbiotic relationship. Different parts of the module expose learners to the key concepts and theories in the sociology of education.


ST503/ST503s Psychology of Education

This course is one of the foundation components for the discipline of education and is in line with the Malaysian Teacher Standards. The course focuses on the application of psychological theories, principles and models to teaching and learning. It covers four major parts, namely developmental characteristics and theories of learning; student differences and diversity; learning and thinking; and creating a positive environment for learning and teaching.


ST504/ST504s 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 the best teaching practices in their classrooms. They will experiment with new teaching methodologies with an emphasis on inculcating critical thinking for effective instruction along with techniques on how to develop lesson plans and manage diverse learners and classrooms. Putting theories into 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 development journeys as educators.


ST505/ST505s 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 related to testing, measurement and evaluation for educators. Educators will learn to design functional formative and summative assessments with an emphasis on the item and test construction, analysis, interpretation and improvements of items in various assessment tasks. Practical evaluation is based on receiving feedback from students, peers and external assessors on the quality of the assessments. The principles and practices of practical 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.


ST506/ST506s Curriculum Planning and Development

This course is designed for educators to develop their essential knowledge and skills in developing, implementing and ultimately evaluating the curriculum for different learners in different contexts. This course will include topics such as curriculum principles and concepts, the different roles of faculty/department staff in curriculum planning and evaluation process, the components of the process as well as technology in curriculum and instruction. This module provides course participants with an opportunity to examine, explore, reflect on, and integrate a range of practical and theoretical issues relating to curriculum development in higher education. The aim is to develop a holistic view of curriculum development in higher education as a continuous process that includes planning, designing, implementation, evaluation and change as constituent parts. Module participants are enabled to develop a critical awareness of the complex contexts of higher education and how curriculum development can inhibit or extend opportunities for students from varied social and cultural backgrounds.


ST507/ST507s Microteaching and Teaching Practicum

Microteaching is a teacher training technique practised worldwide. It provides teachers with an opportunity to perk up their teaching skills by improving the various teaching techniques. With proven success among novice and seniors, microteaching helps promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills, help student-teachers to learn the art of teaching before their teaching practice in a real classroom. The course provides core training for the student-teachers. It aims to equip students with the ability to develop an understanding of how learners learn and the concept of the teacher as a reflective practitioner. It also aims to introduce students to contemporary approaches and a range of teaching skills through reviews, analysis, demonstration, peer coaching and guided feedback. Learners examine how to select specific teaching methods through a process of effective planning. They will design, implement and evaluate learning episodes and teach for 5-10 minutes while being recorded on digital video in the microteaching lab. They will critically reflect on each skill, performance and impact.


ST508/ST508s Teaching Practicum

This course enables students to acquire teaching competencies in education institutions and prepare them for the realities of teaching. This course plays a significant role in bridging theory and practice. Students have an opportunity to gain experience in the education industry by venturing into a 14-week practical training. During the practicum, students are mentored and guided by their mentors through systematic observations, guidance and advice.


ST509/ST509s Learning Technologies with Higher Education

Today’s younger generation is seeking more engaging and more vibrant learning experiences due to the vast exposure in the digital world. There is a need for using innovative ways to use technology to foster interaction, collaboration, and increased excitement for learning. Educators shall be exposed to the new participatory learning culture where learners build, tinker with, explore, share, and collaborate with others online, while utilizing free and open educational resources, learning portals, and open source software across educational sectors. 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 and 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.


ST510/ST510s 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 the successful negotiations in the corporate world. Through a good command in spoken and written English, excellent and appropriate language choice, proper body language, acceptable norms and behaviours 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.

 

All information is correct at the time of upload and UCSI University reserves the right to make amendments without prior notice.
Yes, as full time staff, you can only register as part time participant or student.
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.
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. Nur Fadhlina in FoSSLA.

For enquiries, please contact Ms. Nur Fadhlina at [email protected] or call her at +60391018880 ext 3318.