This part-time programme is offered on a modular, credit accumulation basis. Participants will normally accumulate credits over a maximum of 24 months. For students commencing the programme from 2015/16 onwards, the programme will be delivered online.

The programme is intended for teachers in higher education institutions who have an active teaching timetable and could, therefore, review their courses and look for the evidence of student learning. The minimum academic entry requirement is an undergraduate degree or equivalent.

Postgraduate Certificate
Students take 30 credits as follows:
TL6003 Theories of Teaching, Learning and Assessment (15 credits)
TL6004 Practice Approaches to Teaching, Learning and Assessment (15 credits)

Postgraduate Diploma
The Postgraduate Diploma consists of 30 credits from the Postgraduate Certificate and 30 credits as follows:
TL6005 Disciplinary Approaches to Teaching and Learning in Higher Education (15 credits)
TL6006 Diversity in Student Learning (15 credits)

Examinations
Full details and regulations governing Examinations for each programme will be contained in the Marks and Standards 2020/2021 Book and for each module in the Book of Modules, 2020/2021.

Programme Learning Outcomes for Postgraduate Diploma in Teaching and Learning in Higher Education (NFQ Level 9, Major Award)
On successful completion of this programme, students should be able to:

• Investigate their teaching as an integral, ongoing part of their research;
• Appraise what is distinctive and integrative about their disciplines in promoting student learning;
• Generate new approaches to teaching, learning and assessment to maximise student learning;
• Evaluate module design to harness diversity and integrative learning;
• Value the contribution of students in developing research, teaching and learning.

Programme Learning Outcomes for Postgraduate Certificate in Teaching and Learning in Higher Education (NFQ Level 9, Minor Award)
On successful completion of this programme, students should be able to:

• Recognise teaching as a valid form of research and scholarship;
• Participate in discussions on teaching, learning and assessment as a community of scholars;
• Design modules based on principles of student-centred learning;
• Critique planning and teaching practice in the light of student learning/feedback;
• Engage with a diverse, multi-cultural student population;
• Hold a professional commitment to teaching and student learning.