Academic Practice

Key Features

Delivered flexibly (including online and blended offerings), this programme seeks to engage those who teach in higher education in an interactive and collaborative approach to enhancing academic practice which is grounded in evidence-based scholarly practice. The virtual learning environment (Moodle) is used to facilitate flexible engagement with the programme: module material is made available at the beginning of each week to enable asynchronous engagement with readings, recordings and online activities. Any synchronous (live) sessions are recorded and made available for those unable to attend, and peer and mentor meetings can be scheduled online or face-to-face at a mutually convenient time.



The programme is based on the specific professional experiences and interests of individuals who teach in Higher Education. In consultation with a mentor from the Learning Enhancement and Academic Development Centre (LEAD) and guided by scholarly literature, students will engage in an experiential academic practice cycle which involves periods of reflection on their existing academic practice context and personal professional development priorities, engagement with disciplinary literature in areas of professional interest, and the planning, implementation and evaluation of an evidence-based academic practice enhancement initiative.

Subjects taught

Typically, the course is offered over two semesters and is one academic year in duration. Students take one module of 15 ECTS credits in each of the two semesters and the programme is assessed through the creation (or updating) of a teaching and learning portfolio. Subject to minimum numbers, students have the choice of beginning the programme in either the autumn or spring semesters, thus offering maximum flexibility to accommodate varying workloads and availability.



Graduate Certificate in Academic Practice

EDU508 Enhancing Academic Practice 1: The first module aims to provide learners with a flexible, practice-based approach to enhancing academic practice in higher education. Through critical reflection, with reference to the National Professional Development Framework, learners will self-select an area of enhancement focus, grounded in current working contexts. In consultation with a mentor from the Learning Enhancement and Academic Development Centre (LEAD) and guided by scholarly literature, students will engage in professional learning activities which allow them to create an informed action plan to enhance student learning, grounded in their own working context. The digital badge in Universal Design for Learning is embedded throughout the module, thus offering learners a solid grounding in inclusive academic practices.

EDU509 Enhancing Academic Practice 2: The second module builds on the previous module and aims to provide learners with the opportunity to apply contemporary pedagogical approaches to learning and teaching in practice. Throughout this semester, learners implement and evaluate the action plan developed in Semester 1, and critically reflect on their own evidence-based approaches to enhancing student learning. Supported by a mentor and peers, learners consider their own identity as an educator and finalise a teaching and learning portfolio that captures their commitment to professional learning and the enhancement of academic practice throughout the programme. The module will provide learners with the time and space to engage in professional development in a critical, reflective manner while at the same time enhancing the student learning experience.

Entry requirements

The programme is intended to enhance the practice of all those who teach as part of their role in Higher Education, e.g. academic staff across disciplines, educational/learning technologists, educational/academic developers, research staff, library staff, support staff and students who teach others. In order to gain maximum benefit from the practice-based focus of the programme, applicants are required to be active in a teaching and learning context for the duration of the programme, which can be interpreted broadly at the discretion of the Programme Co-ordinator. Prospective applicants should contact the programme coordinator to discuss entry requirements.



The minimum academic entry requirement is an undergraduate degree at Level 8 (QQI).



English Language Requirements

Applicants for whom English is not a first language must provide evidence of their proficiency level in English in the form of an IELTS (International English Language Testing System) composite score of 6.5 – 7.0 with no less than 6.0 in any one component, or IELTS equivalent accepted by UL. Such applicants may also be required to undergo an interview through English.

Duration

1 Year Part Time - Online/Blended

Enrolment dates

Programme intake is once a year in September.

More details
  • Qualifications

    Minor Certificate (Level 9 NFQ)

  • Attendance type

    Part time,Blended

  • Apply to

    Course provider