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PROGRAMME SPECS

A Three-Stage Programme: University Learning
and Teaching

The University Learning and Teaching programme is designed as a
three-stage course, which is set up in a flexible manner, meaning
you can complete one, two, or all three stages of the course. It
is expected that all students will normally begin their studies
with the PG Cert, unless they have completed previous study or
an equivalent qualification, in which case it may be possible to
proceed directly to the Diploma. Applicants with prior qualifications
are advised to contact the PG Cert programme leader in the first
instance to discuss their situation.

Programme Learning Outcomes - the programme 6. The strengths and weaknesses of a range of
provides opportunities for postgraduate students methods for evaluating teaching
to develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in 7. Potential uses and the implications of
the following areas: communications and information technology
for changing pedagogic practice
a. Knowledge and understanding of:
8. Codes and norms pertaining to educational
1. The scholarship of student learning and its processes in the participant’s department/
impact on teaching, assessment and course faculty, the College and, as appropriate - more
design in participants’ context widely - in England

2. Educational design, including the complexity 9. The nature and role of reflection in
and breadth of issues to be taken into account professional practice

3. A range of appropriate teaching methods and 10. The use of outcomes to map knowledge,
their potential advantages and disadvantages interpersonal, affective and psychomotor
in their disciplinary context skills

4. Good practice in respect of student support, b. Intellectual (thinking) skills – able to:
feedback and assessment, including
awareness of the different needs of students 1. Synthesise what is known about how students
especially with respect to their diverse learn
educational backgrounds
2. Extrapolate from basic educational theory and
5. The integration of scholarship, research and consider its application to their own practice
professional activities with teaching and
supporting learning 3. Apply pedagogical knowledge to educational
design in their discipline

4. Consider alternative courses of action in a

6 EDU © Imperial College London 2015-16