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Course Overview

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.

* This programme received a 100% graduate employability score in the Ministry of Higher Education’s Graduate Employability 2020. (Source: )

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%

Curriculum

FULL-TIME (12 months)

Semester 1

• Critical Practices of Teaching and Learning in Higher Education
• Assessment, Evaluation and Feedback in Higher Education
• Learning with Technologies for Higher Education

Semester 2

• Curriculum Planning, Development and Evaluation
• Effective Communication Skills and Group Dynamics
• Mentoring and Reflective Practice for Higher Education

PART-TIME (18-24 months)

Semester 1

• Critical Practices of Teaching and Learning in Higher Education
• Assessment, Evaluation and Feedback in Higher Education

Semester 2

• Learning with Technologies for Higher Education
• Curriculum Planning, Development and Evaluation

Semester 3

• Effective Communication Skills and Group Dynamics
• Mentoring and Reflective Practice For Higher Education

Entry Requirements

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)

(Level 6, Recognised by MOHE)
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

For Local Students

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:

IELTS

Band 5.0

GCE 119 English/ O-Levels English

Grade B+

TOEFL IBT

80

TOEFL PBT

550

TOEFL CBT

213

MUET

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.

For International Students

IELTS

Band 5.0

TOEFL IBT

40

Pearson Test

47

MUET

Band 3.5

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.

Career Prospects

• Lecturer
• Tutor
• Trainer
• Facilitator
• Educational Training Consultant