The Graduate Certificate in Tertiary and Adult Education (GCTAE) will enable you to develop the knowledge and skills required of an effective educator in tertiary and adult education. You will design learning activities, resources and assessments suitable for a range of delivery modes and student cohorts. You will examine learning environments and relevant stakeholder needs to determine the attributes and requirements that provide positive learning experiences for your students. Through reflective practice and the application of the scholarship of learning and teaching you will develop the skills to provide relevant and authentic learning experiences for your students within a variety of contexts.
The course is work-based and promotes a balance between theory and practice, which enables participants to enhance their learning and teaching practices and contribute to their ongoing professional development as adult and tertiary educators.
|Duration||2 years part-time|
|Credit Points that Must be Earned||24|
|Number of Units Required||CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).|
|Expected Hours of Study||One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.|
|Course Type||Postgraduate Award|
|Qualification (post nominal)||GradCertTAEd - Tertiary and Adult Education|
|AQF Level||Level 8: Graduate Certificate|
Tertiary Admission Centre Codes (TAC) Codes
To be eligible for entry into the Graduate Certificate in Tertiary and Adult Education course an applicant must demonstrate the capacity to undertake the degree by meeting two of the following entrance criteria:
|Interim Awards||Not applicable|
|Exit Awards||Not applicable|
|Professional Accreditation||Not applicable|
|Learned Society Accreditation||Not applicable|
No Residential School for this course.
|Year||Number of Students|
Please note that in some instances there may be similarities between course, entry and inherent requirements.
If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting firstname.lastname@example.org. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.
|Course Learning Outcomes|
|Australian Qualifications Framework Descriptors||1||2||3||4||5|
|1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area|
|2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems|
|3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas|
|4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice|
|5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts|
|6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences|
|7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts|
|8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts|
|9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters|
|10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications|
|11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units|
|12. FOUNDATIONAL SKILLS sufficient to undertake qualifications|
|13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units|
|14. Course content drawn from higher education units|
|Number of units: 4||Total credit points: 24|
|Students must complete the following compulsory units:|
|OLTC20001||Design for Learning|
|OLTC20002||Assessment for Learning|
|OLTC20005||Adult Learning in Practice|
|Students must complete 1 from the following units:|
|OLTC20004||Scholarship of Learning and Teaching|
|OLTC20006||Learning in a Digital Age|
Professional Development for CQUniversity Staff
Engaged Learning and Teaching is a core function highlighted in the 2013 Corporate Plan and the Vice-Chancellor has prioritised the development of CQUniversity as a leading Distance Education provider in Australia (VCP 2) along with the Achievement of Teaching Excellence (ELT2.3) and Commitment to Enhancement (ELT 2.4). Professional Development is identified as an important performance indicator (PI 16).
Currently, staff can be appointed to academic positions where they have a major teaching role without teaching qualifications or significant prior experience. Research indicates that teaching courses are effective in encouraging teachers to adopt a learner-focused approach to teaching, which has a positive impact on learning outcomes and student experience (e.g. Gibbs & Coffey 2004, Postareff et al. 2007).
Within your probation (if you are in Higher Education Division), you must successfully complete the first unit ‘Nature of Learning and Teaching’ (unit code: OLTC20003) within the Graduate Certificate in Tertiary Education (GCTE), unless you have evidence of equivalent prior learning. This condition may be waived by the Pro Vice Chancellor of Learning and Teaching upon recommendation from the Dean of School. This unit is available across all teaching terms (1, 2 and 3.)
Further, if we want to respond to student feedback and the distance education enhancement agenda, then academic staff should consider continuing their academic professional development, including study towards a full higher education qualification such as the GCTE.
For further information, please contact Dr Julie Fleming, Head of Course, Graduate Certificate in Tertiary Education.
Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100.
Postereff, L., Lindblom-Ylanne., S., & Nevgi, A. (2007). The effect of pedagogical training on teacher education. Teacher and Teaching Education, 23, 557-571.