Further information

Course Director (and Programme Director for all stages)
Kate Ippolito 

PG Dip Administrator
Ruth Stannard

PG Dip ULT

Course outline and context

The Diploma is the second stage of a three-stage approach to the study of teaching and learning in the university setting. The Diploma follows on from the PG Certificate and is practice-based, but allows and encourages participants to expand their knowledge of teaching beyond their actual experience through critical engagement with wider educational theory. The last stage, a full MEd programme provides training and support in education research methodology and allows participants to investigate and inform their practice with valid educational enquiry.

There are three parts to the Diploma: two taught weeks with related essay assignments, and a library project with related tutorial support.

PG Dip ULT

Taught week one

The first taught week is in September before the start of the Autumn Term. This week’s programme comprises approximately 30 hours of teaching and group activities with the aim of introducing the Diploma structure and expectations, equipping participants to search for educational literature, developing approaches to critical reading of educational literature and exploring over-arching educational theory, such as constructivism and socio-cultural theories. This week includes formatively assessed tasks and activities that build towards a summatively assessed essay (1,800-3,300 words) that develops and tests critical reading of educational literature. This involves selecting and analysing educational literature in the light of increased theoretical understanding and personal and disciplinary context. This week together with the assignment carries a tariff of 5 ECTS worth of study.

Taught week two

The second taught week is in January before the start of the Spring Term and similarly comprises approximately 30 hours of teaching, group activities and seminars. Having prepared participants to engage more critically with the educational literature in the first week, this week delves more deeply into the main educational theories and considers critical writing skills for education. Formatively assessed tasks and activities build towards a summatively assessed essay (1,800-3,300 words) that tests critical writing in educational style, typically analysing and critiquing educational theories in light of the learner’s personal and disciplinary context. This week together with the assignment carries a tariff of 5 ECTS worth of study.

Library project

The third part of the Postgraduate Diploma consists of a library-based education project which builds on the preparatory work done in the two taught weeks and on the two previous essays. Each student will decide on the exact focus of their project within the rubric of a focus on teaching and learning, a requirement to search, cite and write up both generic and discipline specific literature, and to link this to teaching practices in their discipline through analysis, synthesis and reflection on practice.

Individual work on this project will be guided by two half day Progress Review Seminars and tutor support. Summative examination is by submission of a report of 4,500 - 7,700 words. This library-based research project carries a tariff of 20 ECTS credits.

Who can join the PG Diploma?

The PG Diploma in ULT is intended for staff, clinicians and others who have successfully completed the PG Certificate or equivalent programmes at other institutions. If necessary, differences in the content and level between certificates are addressed by specifying additional study under the programme’s AP(E)L arrangements for accrediting either prior learning on taught courses or prior experiential learning while teaching students. If you have an equivalent qualification or experience and wish to discuss your eligibility for the PG Diploma please contact us (k.ippolito@imperial.ac.uk).

Programme specification

Imperial College works closely with employers and industry, including Industrial Advisory Panels to design Master’s courses which provide graduates with technical knowledge, expertise and transferable skills and to encourage students to take internships and placements. All Master’s courses are designed with employer needs in mind with some Master’s courses accredited by Professional, Statutory and Regulatory Bodies. Most Master’s courses offer an opportunity to carry out research projects in industry.