PG Cert in University Learning & Teaching
Overview
The Postgraduate Certificate in Arts in University Learning and Teaching (TU052) equips early career academics (first five years of lecturing) with the knowledge and tools to develop a scholarly and reflective approach to teaching, critically evaluate their practice, and foster inclusive, student-centred learning environments. Through engagement with core pedagogical theories, feedback mechanisms, and peer collaboration, the programme supports participants in establishing a strong professional identity and laying the groundwork for future development in higher education teaching.
Details
Award: Postgraduate Certificate in Arts in University Learning and Teaching. Code: TU052. 30 ECTS credits.
Upon successful completion of Assessment and Feedback, participants may choose to pursue the Master of Arts or Postgraduate Diploma in Higher Education Practice, initially by taking LTA Micro-Credentials.
Entry Requirements
The Postgraduate Certificate in Arts in University Learning and Teaching is designed for lecturers working in Higher Education. To be eligible to participate in the programme, applicants must be currently working as a lecturer in TU Dublin where they are teaching for at least four hours per week. Applicants require an Honours Degree of grade Second Class Honours or above, to be eligible for the programme. All applicants must be currently employed by TU Dublin.
Applications from lecturers holding Level 6 or Level 7 qualifications who are currently employed as lecturers on apprenticeship programmes may be considered through Recognition of Prior Learning (RPL) procedures.
Class Schedule
The programme is one semester in duration. All classes take place within that semester, with the final assessment due a number of weeks after the last class. There are two separate intakes onto this programme each academic year, one in September and one in January.
Classes take place on Wednesday mornings from 10am-1pm in Grangegorman or online.
Indicative Syllabus
Professional Development and Learning
Setting teaching goals and professional development goals; plans for individual development; peer mentoring; developing learning goals and an action plan for this module; co-teaching.
Philosophy and Context of Higher Education
Government and institutional policies; change and the future environment for higher education; quality issues; equal opportunity issues; philosophy of higher education; the role of the lecturer in higher education.
Teaching Portfolio Development
Components and philosophy of the teaching portfolio; evidence-based teaching; reflective learning journal; self, peer, and student review of teaching.
Learning Theories
Developing an understanding of relevant educational theories and integrating theory with practice; active learning; critical thinking; deep and surface learning; authentic learning; self-directed learning.
Learner-Focused Teaching Strategies
International best practices; active learning methods and interactive teaching approaches; group and peer learning; student projects and presentations; problem-solving; case studies; team exercises; discussions; connecting assessment to learning; creating a positive learning environment; using student feedback to improve learning.
Practical Learning and Teaching Issues
Identification of learning needs; design and implementation of teaching sessions including lectures, practical workshops, tutorials and other formats; writing learning outcomes and materials for students; understanding the desired programme outcomes; lesson planning; integrating new technologies appropriately, including generative AI; using varied formative and summative assessments for, of and as learning.
Equality, Diversity and Inclusion in Higher Education
Planning for the learning of diverse student groups through Universal Design approaches; considering the inclusion of mature and part-time students; those returning to learning or entering via diverse pathways; under-represented groups; students with special educational needs; equal opportunity issues and social inclusion.
Developing Digital Competence and Knowledge
Choosing and using online technologies and other media; library resources for teaching and learning; production of accessible resources for learners (online and offline); designing for blended learning where appropriate; reflection on the nature of physical and online learning spaces.
Peer Observation Strategies and Student Feedback
Peer support through observation and consultation; review of microteaching; improving learning through ongoing peer and tutor feedback on their learning.
Scholarship and Reflective Practice in Teaching
Engage in scholarly teaching through engagement with SoTL, reflective practice, and peer observation and dialogue.
Sustainability Education
Examine principles of sustainable development and explore strategies for embedding environmental, social, and economic sustainability into pedagogy, including use of methods such as the Sulitest.
Teaching and Learning
The learning experience on the programme includes each of the following:
Independent Learning: Participants will do preparatory and follow up reading for workshops and formative tasks. In addition, participants will work independently in reading relevant literature and web-based resources as well as searching for literature and online material on particular topics of interest in teaching and learning in higher education. Writing weekly journal entries will support the development of portfolio-based reflections.
Workshops: Our webinars and in-person sessions are interactive workshops. During workshops, LTA model teaching methods enabling participants to experience a range of learning and teaching methodologies. Teaching methods include the following learner-centred techniques: group work, paired activities, use of a variety of audio-visual technologies, demonstrations, use of a variety of computer technologies, student presentations, student-led discussions, interactive lectures, student observations of teaching, micro-teaching demonstrations, reflective writing, self- and peer-evaluation.
Microteaching: Microteaching sessions provide participants with the opportunity to put into practice the new learning and teaching methods they have learned in the workshops. Participants select the teaching methods that they feel will be most effective in their own subject area and do a brief demonstration of these techniques to a small tutorial group. Technology appropriate to the subject area can be incorporated into each microteaching demonstration.
Teaching Portfolio: The teaching portfolio is designed to allow participants, through a variety of modes of presentation, to build evidence of their own reflections and best practices in teaching and learning.
Assessment
Assessment is based on the participant's teaching portfolio. The teaching portfolio is designed to allow participants, through a variety of modes of presentation, to build evidence of their own reflections and best practices in teaching and learning.
Hear from our Graduates
"I've taken so much from the programme — not just new tools and approaches, but a much deeper understanding of how and why I teach the way I do."
"A truly worthwhile experience! I learned so much from the LTA team and the other students in the cohort."
"One of the most rewarding and transformative learning experiences on a personal level. I know I’ll look back on this certificate as a key pivot in my teaching journey."
Apply now
Applications for this programme are now open for September 2026. Apply here.
A separate cohort will commence the programme in January 2027. Applications will open in October 2026.