Master in Higher Education (MHEd) Tertiary Level Teaching and Learning

The pilot programme Certificate in Tertiary Level (University) Teaching formed the basis for the proposal for the MHEd Tertiary Level Teaching and Learning, a part-time, intensive two-year programme targeting teaching practitioners at the tertiary level. The programme is proposed to allow for exit at the diploma level at the end of the first part of the programme (approximately one year) and at the master’s level on successful completion of the second part, which is mainly research focused and follows on from the first part.

The programme is conceptualized as a means of developing professional competence in teaching/learning through the provision of tools and techniques that participants acquire and learn to manipulate to meet immediate teaching and learning needs.  In this way participants are empowered to practice as they see fit to achieve learning goals in the increasingly diverse, demanding and dynamic tertiary level teaching/learning environments in which they practise.

In addition to addressing fundamental concepts of teaching and learning, the programme also focuses on developing practitioners’ skill in teaching and learning and the reflective component of professional competence which is considered key to continuing effective practice, (Schoen, 1986 ; Eraut, 1994 ; Edwards-Henry, 2003 ).  This programme also introduces the practitioner to the Scholarship of Teaching and Learning (SoTL) as a critical element in creating the opportunity to demonstrate the academic worth of teaching as a profession.

The programme adopts strategies that research shows are more meaningful and effective in ensuring skill development.  Thus workshops are the primary strategy for informing about and applying the theoretical components of the programme.  Reflective journal writing and portfolio development are the means of focusing on and facilitating professional competence.  Action research methodology is the primary strategy engaging the scholarship of teaching and learning.  Supervision in the programme is done through a team approach, the development of peer observation partnerships and structured supervisory feedback sessions.  The supervisory team will include both internal and external experts.

The philosophy underpinning the teaching and learning approaches in this programme, and which have guided the selection of courses and the strategies embodied in the courses is that the programme is essentially for training trainers.  As such it uses a process approach to curriculum implementation so that participants will be actively involved in their own learning.  Subsequently, they will be better placed to involve their learners in interactivity as central to their teaching.

The MHEd Tertiary Level Teaching and Learning is scheduled to begin in January 2009 and will be offered by the IDU, through the Faculty of Humanities and Education.

References

Schoen, D. A. (1986). Educating the reflective practitioner.  San Francisco: Jossey-Bass.

Eraut, M. (1994). Developing the professional knowledge and competence. London: Falmer Press.

Edwards-Henry, A. (2003). An evaluation of the development of clinical competence in a radiography programme in Trinidad and Tobago. Unpublished doctoral thesis.

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