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2021/2022

MA (TEACHING AND LEARNING IN HIGHER EDUCATION)

NFQ Level 9, Major Award

Note: Every effort has been made to ensure that the programme and module content as described in the University's Calendar and Book of Modules for the 2021-22 academic year are accurate. However, due to the Coronavirus (COVID-19) pandemic, no guarantee is given that programme/module content, delivery and assessment may not be altered, cancelled, replaced, augmented or otherwise amended. Any changes will ensure the same competencies and Learning Outcomes are met. Programme and/or Module Coordinators will communicate any such changes to students.

The MA in Teaching and Learning in Higher Education may be taken over a minimum of one academic year or a maximum of two academic years from the date of first registration for the programme.


Students take 60 credits as follows:

Part 1
TL6001 Research Methodologies Relating to Teaching and Learning in Higher Education (15 credits)

Part 2
TL6002 Dissertation in Teaching and Learning (45 credits)
(20,000 words, 7,000 - 8,000 words of which are in the format of a publishable paper)


Module Semester Information may be found here. Module Descriptions may be found here.

Examinations
Full details and regulations governing Examinations for each programme will be contained in the Marks and Standards 2021/2022 Book and for each module in the Book of Modules, 2021/2022.

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

  • Identify and apply principles of a Scholarship of Teaching and Learning (SoTL) approach in the college classroom;
  • Critically evaluate their teaching in the light of their students' learning;
  • Design a research project around a teaching and learning issue;
  • Apply appropriate research methodologies to harness data about student learning;
  • Research a teaching and learning issue and present in the form of a publishable paper;
  • Communicate effectively with other scholars in the field of teaching and learning;
  • Peer review their teaching within a SoTL community.

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