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1. Study
2. Postgraduate
3. Taught Courses
4. Masters
5. Teaching and Learning in Higher Education

Course Fact File

Code	MATLHE
Duration	1 Year Part-time
Teaching Mode	Part-Time
Qualifications	MA
NFQ Level	Level 9
Closing Date	31 July 2024
Start Date	9 September 2024

Course Outline

The MA in Teaching and Learning in Higher Education (for third-level education teachers) is designed to encourage you to research your teaching and your students’ learning in more depth. Teachers will identify a research topic to pursue and will write a publishable paper for a specific teaching and learning journal in their own disciplinary area or in the broader educational field of the scholarship of teaching and learning. The focus of the MA is to encourage you to identify with your teaching an inquiry process, to peer review your teaching, to network with peers interested in the scholarship of teaching and learning, and to publish in this field.

On completion of the course, you will be able to:

1. Identify and apply principles of a Scholarship of Teaching and Learning (SoTL) approach in the college classroom;
2. Critically evaluate your teaching in light of your students’ learning;
3. Design an inquiry project around a teaching and learning issue;
4. Apply appropriate approaches and research methodologies to identify and harness student learning;
5. Study and present a teaching and learning issue to a professional standard (equivalent to that of a publishable paper/article);
6. Communicate effectively with other scholars in the field of teaching and learning;
7. Peer review your teaching within a SoTL community;
8. Articulate with increased awareness your worldviews and values in relation to SoTL practice and how they inform their academic identity and sense of belonging as a higher education professional.

The MA in Teaching and Learning in Higher Education is normally taken over one academic year. It comprises two modules:

• TL6020 Research Methods & Approaches for Teaching and Learning in Higher Education (10 credits)
• TL6021 Dissertation in Teaching and Learning (20 credits)

TL6020 focuses on studying ways to identify and harness student learning. Participants will critically examine inquiry frameworks in relation to various research methods relating to teaching and learning in higher education in the context of SoTL approaches, discussing and critiquing their chosen methodology. They will develop a study proposal based on SoTL principles, beginning with their own identity as educators and researchers within the context of their disciplines, and exploring how that might facilitate and inform inquiry into teaching and learning.

TL6021 focuses on the key elements necessary to build a scholarship of teaching and learning in higher education (SoTL) project to the professional standards equivalent to that of a publishable article/paper, including: identifying and profiling the chosen journal/audience; contextualizing the chosen inquiry; reviewing literature to interrogate the problem; selecting inquiry approaches to investigate student learning; collecting and analysing data,  and identifying implications and interventions for future scholarly practice. Participants work closely with a supervisor to review submitted drafts of the work in progress, as well as gather in group sessions to share drafts and support each other’s work in peer community.

 

Course Practicalities

This course may be taken over a minimum of one academic year or a maximum of two academic years from the date of first registration for the programme.

• Research Methods & Approaches for Teaching and Learning in Higher Education (TL6020) provides resources to guide you through developing an understanding of the SoTL literature through engagement with key teaching and learning journals and international perspectives.
• Dissertation in Teaching & Learning (TL6021) focuses on working within a community of practice and peer review in addition to guidance from your supervisor with the objective of developing your project, conducting it, and sharing drafts of your paper.

The programme is assessed via an inquiry portfolio made up of a series of reflective entries which focus on the design, the enactment, and the results of your research to a total of approximately 20,000 words. The inquiry portfolio charts your journey in investigating the research question and its context and rationale, the profiling of a targeted journal, the exploration of the literature review, the analysis of research methodologies necessary to interrogate the question, the collection and analysis of data, and the discussion of the research findings and implications.

Assessment

The programme is assessed via an inquiry portfolio made up of a series of reflective entries which focus on the design, the enactment, and the results of your study to a total of approximately 20,000 words. The inquiry portfolio charts your journey in exploring your SoTL identity, investigating your research question and its context and rationale, profiling a targeted journal, reviewing the existing literature, considering relevant approaches and methodologies, collecting and analysing your data, and discussing your research findings and implications.

Who teaches this course

Dr Anna Santucci and CIRTL Team Fellows drawn from the four colleges of the University and related centres.

Why Choose This Course

This programme provides staff who teach in higher education with an ideal opportunity to develop and deepen their practice by researching their teaching to enhance learning while working towards a publishable paper. Such continuing professional development has the potential to build confidence in teaching and learning and enhance career opportunities.

Requirements

The minimum academic entry requirement is a Second Class Honours Grade II in a primary honours BA degree (NFQ, Level 8) or equivalent, and MUST have attended and satisfactorily passed the UCC Postgraduate Diploma in Teaching and Learning in Higher Education, or equivalent. The programme is open to all staff who meet these requirements and also teach in the third level education sector. (This could include supervision, placement work, lab-based work, in the field or in an online context).

In exceptional circumstances, and subject to review by the programme team, applicants with a primary ordinary degree (NFQ, Level 7) may also be considered subject to meeting the teaching requirements.

English Language Requirements for the MA in Teaching and Learning in Higher Education

For applicants from non-native English-speaking backgrounds, proof of English language certification is not required if currently employed in the third level education sector where the main language of instruction is English. Applicants who fall into this category are required to show proof of employment, e.g. a letter from your director of Human Resources, which is evidence of working in a third-level educational setting where the main language of instruction is English.

Additional Requirements

Please note you will be required to provide additional information as part of the online application process for this programme. This will include the following:

• You may enter the details of professional or voluntary positions held. We strongly encourage you to complete this section with all relevant work experiences that will support your application.
• Describe your motivation and readiness for this programme.
• What is your current occupation/specialty?
• Briefly describe a research question that may form the basis of your thesis. This can be included as an attachment or as part of your motivation statement.
• Please detail your research interest(s). 

Fees and Costs

How To Apply

IMPORTANT NOTE: the MA in Teaching and Learning in Higher Education is aimed at third-level teachers (who have completed the Postgraduate Diploma in Teaching and Learning in Higher Education, University College Cork or equivalent). 

Graduates must complete the Professional Master of Education (PME) to qualify as a secondary school teacher. See the PME page (www.ucc.ie/en/pec01) for further details.