Graduate Certificate in Academic Practice

An Enriching Student Experience

Typically, learners on the programme select a module or other academic practice context and plan, implement and evaluate an area of academic practice; previous enhancement initiatives include:

• Facilitating student engagement through the co-creation of learning
• Developing subject knowledge, language competence and reflective skills through the use of podcasting
• Student-generated video as authentic assessment
• Piloting a model of theological reflection
• Using formative feedback to improve student understanding of plagiarism and referencing

Learners document, evidence and reflect on the process of engaging in this experiential academic practice cycle through the creation (or updating) of a digital teaching and learning eportfolio. The eportfolio development process is supported through structured peer learning groups and regular engagement with a mentor, who is a member of the programme team. The eportfolio is developed and updated throughout the programme, and ensures that learners complete the programme with a comprehensive digital artefact which can be repurposed for other relevant audiences.

Embedding Universal Design for Learning

The programme is grounded in the principles of Universal Design for Learning (UDL): through the unique and innovative pedagogical design and approaches, learners can create their own individualised UDL learning experience which allows them to immerse themselves in the process with a view to designing a similar experience for their own student cohorts.

Since September 2022, the UDL Digital Badge is embedded in the first semester of the progamme, and learners are supported to develop their own capacity and competencies in UDL and inclusive academic practices. The programme team has undertaken an extensive mapping process against the principles and checkpoints of the UDL framework (developed by CAST) and regularly review the pedagogical approaches and use of the virtual learning environment to offer learners on the programme multiple means of engagement, representation and action and expression.

Dr Marc Scully, Lecturer in Psychology

I had begun a Graduate Certificate in Academic Practice while in a previous lecturing post in England, but had not completed it due to moving home to Ireland. I had always somewhat regretted leaving that course unfinished, so I was delighted to have the opportunity to transfer credits from my previous study to complete my qualification at MIC.

The programme of study is carefully designed so as to be relevant to contemporary academic concerns, but sufficiently flexible so that it can be applied to different disciplines and different forms of teaching.

Similarly, the portfolio model of assessment allows you to prioritise what you feel is important in demonstrating how your professional development and pedagogical approach has progressed over the course of the programme. The action plan element of the portfolio was particularly useful: it provided me with the structure and the resources to develop a new video-based assessment for my third year Applied Social Psychology module.  This proved a far more successful and authentic way of assessing their learning on the module, as well as being more enjoyable for the students.

The guidance and support from the programme coordinators is excellent: they understand the vagaries and unpredictability of academic life.

I would recommend the programme for anyone involved in third-level teaching seeking new, timetable-friendly ways to reflect on and develop their practice.