gche

gche

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  Graduate Certificate inHigher Education (GCHE) Monash University Sunway Campus (MUSC) Frequently Asked Questions (FAQ) 7 May 2012 1. Why should I be interested in the GCHE? You’ve just completed your PhD in Engineering or Science or Nursing or….. and you’ve been hired to be a lecturer at the university. Do you know what it means to be an academic? People working in higher education have 3 primary roles: teaching, research, and service to the university and community. The GCHE is the opportunity to understand and achieve excellence in these roles, and to earn an internationally-recognized credential certifying your competence. The GCHE process provides individual skill development while building learning communities within the university and contributing to the Scholarship of Teaching and Learning. 2. Exactly what is the GCHE? GCHE is a 4-unit course offered on a part-time basis and completed over 4 semesters. It is a graduate-level course (potentially to be laddered into a Master’s Degree in Higher Education in the near future). GCHE offers training and skill development in all 3 primary academic roles: teaching, research and service. 3. What will I be able to do if I finish the GCHE? You will learn to:  Create effective plans for teaching and assessment of learning, with particular attention to the students and the situational context of higher education in South East Asia  Demonstrate effective teaching aimed at a variety of learning styles, using appropriate variety of delivery methods, and incorporating high quality materials  Assess learning in a variety of ways and ensure that learning takes place in your classes  Foster engaged, independent and lifelong learning in your students  Actively demonstrate leadership in academic research, community and university service  Draw on and contribute to relevant literature that informs academic practice  Articulate a personal teaching philosophy  Create a teaching portfolio, a lifelong learning ePortfolio, and a personalized professional development program  Apply teaching and learning theory in the context of your discipline  Participate in peer review processes and in a community of practice  Use learning technologies and innovations to advantage  Contribute to the Scholarship of Teaching and Learning Through the GCHE, you will develop the confidence and the strategies to be a superb educator and professional academic.
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  4. Can anyonetake the GCHE? No. The GCHE is offered only to individuals who are teaching in institutions of higher education (HE: university, college, technical institute). All GCHE students must be actively engaged in teaching/tutoring, i.e., they must have classrooms that act as their learning laboratories. 5. Are there any prerequisites for registration in GCHE? Yes, an undergraduate degree is a pre-requisite. As well, students must be proficient in English and be working with students in a teaching/tutoring setting. GCHE numbers are controlled and eligibility is determined by MUSC. 6. Who organizes the GCHE at MUSC? GCHE at MUSC is developed under the auspices of the School of Education of Monash University, accredited and credentialed by Monash University – one of Australia’s leading universities. GCHE at MUSC is recognized by the Ministry of Higher Education in Malaysia. GCHE is organized and supervised at MUSC by the Office of Educational Excellence. It is led academically by trained and experienced education experts, and administratively supported by all services at MUSC. GCHE students register at MUSC and pay fees to MUSC. GCHE students are categorized as Graduate Students. 7. What content does the GCHE cover? GCHE prepares academics to function fully and successfully within the higher education environment. Topics covered include, but are not limited to:  Basics of higher education in the local context – nature of students and the society  Theories of curriculum in higher education  Basics of teaching – unit/course development and delivery  Basics of learning – styles, measurement and evaluation  Presentation and communication skills including appropriate student feedback  Theories of change, diversity, quality assurance, innovation, accountability  Basics of academic roles in university and community service – leadership and management  Basics of research planning, support and leadership  Project development and management 8. How is the GCHE organized? There are four 6-credit units in the course and they must be completed sequentially, i.e., all students start in HED5051 and end with HED5041. Developed on a cohort basis, students form a “community of practice” and support each other over the 4 semesters. As well, students acquire mentors from their own discipline or school, individuals with considerable teaching experience relative to the field of study. Master teachers which form the core of the GCHE are experts with advanced degrees in education.
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  9. How isthe GCHE structured? The GCHE course comprises these four units taken in this sequence: HED5051 – Teaching and Learning in Higher Education in South East Asia (SEA)  Overview of theory and best practice in teaching, learning and assessment of learning, with particular attention to the socio-economic context of students, institutions and employers in SEA  Designed as a structured unit with detailed learning objectives  Begins with 3 days of pre-service workshop (STEP Program), subsequent tutorials  Group instruction and interaction, maximum class size 20  Instruction and assessment by unit instructor/leader HED5052 – Contemporary Issues in Higher Education in South East Asia  Overview of theory and best practice in professionalism, leadership and community engagement higher education with attention to internationalization and the MUSC context  Offered as modules by various experts under management of unit leader  Semi-individualized approach, maximum 20 per section  Assessment across modules by self, peers and unit leader HED5031 – Higher Education Project: Design and Literature Review  Special project designed and produced by individual students  Related to student’s academic discipline  Individualized approach, maximum 20 students per section  Assessment by self and unit leader/instructor HED5041 – Research and Post-graduate Supervision  Overview of the roles and responsibilities related to academic research and supervision  Designed as combination of modules and a special project  Semi-individualized approach, maximum 20 per course  Assessment by peers and unit leader/instructor GCHE is designed around stated learning objectives, expectations of digital evidence of achievement/competence, and transparent marking rubrics.
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  10. What arethe course and unit objectives or outcomes? GCHE 2550 Outcomes HED5051 Outcomes HED5052 Outcomes HED5031 Outcomes HED5041 Outcomes 1. Demonstrate approaches to the support of learning and teaching that influence, motivate and inspire students to learn  Understand the context for HE teaching and learning in South East Asia  Apply, modify or integrate key concepts when planning and/or employing assessment tasks  Demonstrate a commitment to innovation and continuous improvement  Examine teaching excellence and learning innovations within the context of one’s discipline  Demonstrate the principles of research- led teaching and learning 2. Develop curricula, resources and services that reflect a command of the field of study  Recognize the importance of teacher engagement and its impact on active student learning as the primary objective of teaching  Demonstrate scholarship in teaching and learning  Demonstrate understanding of the principles of community service /engagement  Integrate theory and practice to promote excellence and continuous improvement in teaching and scholarship  Demonstrate the skills associated with planning and implementing academic research of various types 3. Implement approaches to assessment, feedback and learning support that foster independent learning  Construct a teaching and learning program and sessions to engage students in active learning  Correlate the purposes of assessment practices with learning outcomes within SEA  Demonstrate the principles of lifelong learning  Integrate theory and practice to promote excellence in student learning  Demonstrate the ability to conduct research analysis in a variety of ways 4. Employ strategies that demonstrate respect and support for the development of students as individuals  Evaluate and select learning materials objectively to address cultural and linguistic barriers to learning  Devise, create or adapt techniques for providing quality and timely feedback to students  Attend to the learning needs, styles and tools of contemporary students  Design a comprehensiv e teaching and learning enhancement project aimed at MUSC students  Demonstrate support and supervisory skills for student research skill development 5. Design scholarly activities or service innovations that influence and enhance learning and teaching  Instigate effective and purposeful peer- review of teaching  Understand a variety of inter- related contemporary issues in Higher Education in South East Asia  Demonstrate understanding of the principles of university service  Contribute to the resources and leadership for excellence in teaching and learning at MUSC  Demonstrate knowledge and skills associated with research as an academic responsibility  Demonstrate ability to edit and write research reports and publications
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  11. What isthe GCHE schedule? The GCHE operates on the MUSC schedule of 2 semesters per year, adhering to the MUSC registration timelines and processes. GCHE is deliberately offered on a semester basis relevant to the specific university so that GCHE students can work with their own class(es). The onsite intensive sessions that begin each unit are scheduled for the week before the semester officially begins. Modules are scheduled on Saturdays and seminars are scheduled intermittently throughout the semester. For GCHE students, the seminars they attend may be offered by any school or group within the university or the community (e.g., conferences) that are directly related to unit learning objectives. Unit presentations are scheduled for the examination week of each semester. Unit Intensive pre- semester Modules during semester Seminars during semester Semester-end Presentations Independent Work (totaling 120 hrs) HED 5051 18 hrs (3 full days) 20 hrs (5 half days) 6 hrs 76 HED 5052 12 hrs (2 full day) 32 hrs of approved local events 6 hrs 70 HED 5031 6hrs (1 full day) 10 hrs (2 half days) 6 hrs 98 HED 5041 6hrs (1 full day) 18 hrs (3 full days) –HRD Supervision Training 18 hrs (3 full days) SoTL conference 78 12. How is GCHE delivered? GCHE is a blend of (1) local, onsite delivery and (2) virtual/online delivery, assessment and supports so that students complete the GCHE where they live and work. Using technology to advantage, GCHE at MUSC incorporates:  online information and registration processes  ePortfolio management of intended and achieved student learning  digital evidence of learning GCHE uses a blended teaching approach whereby students are (1) initially inspired and instructed onsite by international leaders, (2) continuously supported onsite and online by mentors and markers, and (3) engaged in interactions with students from other locations GCHE is deliberately designed to move from instructor-led to self-directed, technology-supported learning, and it is delivered in English only. Unit 1 (HED5051) for all cohorts is instructor-led. A Master Teacher:  begins the unit with 3 intensive on-site days;  delivers (or organizes with local experts) 5 modules either onsite or online;  supports students throughout online;  assesses students presentations and ePortfolios against stated outcomes.
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  Unit 2 (HED5052)follows and expands on theories identified in Unit 1. It begins the process of locating and utilizing local resources – experts and events that contribute to achievement of intended learning outcomes, as identified by the EdEx office. In Unit 2, the Master Teacher  sets expectations with students in intensive on-site days;  supports EdEx and students throughout in selecting appropriate seminars  assesses student ePortfolios against stated outcomes. In Unit 3 (HED5031), the Master Teacher  begins by setting out expectations and relevant theoretical constructs  sets students on the course of planning a SoTL research project  supports, directs and assesses individual students. Students operate in a largely self-directed fashion, and discipline-related mentors support students individually. In Unit 4 (HED5041), students conduct their research project and plan a “conference” to present their findings in a completely self-directed manner. A Master Teacher supports, directs and assesses the individual students. Discipline-related mentors support student’s research and help assess the final product. Throughout all 4 units, students maintain an ePortfolio of digital evidence of accomplishment of learning objectives, assessed against the established rubric of expectations. 13. How will I be assessed? Throughout the 4 units, GCHE students maintain an ePortfolio of evidence documenting competence against stated learning objectives with digital evidence. Grading has been on a Pass/Fail basis HOWEVER commencing in 2013 actual grades will be assigned. 14. What makes GCHE special? GCHE leads to an education credential from Monash – a leading Australian university. GCHE is:  delivered by experts in learning and technologies  based on innovative approaches to blended learning – modeling good practice in teaching  aimed at supporting practicing professionals - convenient and personalized  aimed at supporting educational excellence – localized and contextualized  deliberately contextualized to the local HE environment while based on globally-understood best practices in teaching, learning and education technology  intended to support excellence in 3 academic functions: teaching, research and service  becoming recognized as a desirable credential in HE worldwide 15. What makes GCHE different? More than just a training program, GCHE is committed to fostering and modeling best practices in:  Research-led teaching and scholarship – academic staff must both demonstrate research skills, particularly by studying their own practice, and support skills development in students  Evidence-based competence – learners must be able to create evidence to support assertions of competence and to demonstrate that learning has taken place  Communities of practice – professional academics benefit individually and collectively by learning from and with each other, by mentoring and by peer support  Reflective practice – academics need the time and skills to study and improve their own practice
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   Institutional GraduateAttributes – all graduates of all courses will demonstrate competence associated with institutional or ideal graduate attributes  Student-centered learning – attention is focused on individual achievement and personalized positive change  Lifelong learning – all instructors and students need opportunities to acquire, demonstrate and manage continuous knowledge and skills development  Education technologies and innovations – unavoidable and ubiquitous, technologies must be used to advantage to promote engaged learning and to manage learning  The Scholarship of Teaching and Learning – continuous, evidence-based improvement in the delivery and management of learning 16. How do I register in GCHE? (please see associated hyperlink)