Postgraduate Courses
PDEV
Professional Development
- PDEV 6770Professional Development for Research Postgraduate Students[0-1-0:1]Exclusion(s)CHEM 6770, ENVS 6770, LIFS 6770, MATH 6770, PHYS 6770, BIEN 6770, CENG 6770, CIVL 6770, COMP 6770, ELEC 6770, ENGG 6770, EVNG 6770, IEDA 6770, MECH 6770, SBMT 6770, SHSS 6770, IDPO 6770, ENVR 6770DescriptionThis course aims at equipping research postgraduate students with transferrable skills conducive to their professional development. Students are required to attend 3 hours of mandatory training on Professional Conduct, and complete 12 hours of workshops, at their own choice, under the themes of Communication Skills, Research Competency, Entrepreneurship, SelfâManagement, and Career Development. Graded PP, P or F.Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.Critically analyze and evaluate ethical challenges and make value judgments on research ethics.
- 2.Develop a comprehensive set of essential transferable skills to enhance professional development.
- PDEV 6800Introduction to Teaching and Learning in Higher Education[0 credit]DescriptionThe course aims to equip all full-time research postgraduate (RPg) students with basic teaching skills before assuming teaching assistant duties for the department. Good teaching skills can be acquired through learning and practice. This 10-hour mandatory training course provides all graduate teaching assistants (GTA) with the necessary theoretical knowledge with practical opportunities to apply and build up their knowledge, skills and confidence in taking up their teaching duties. At the end of the course, GTAs should be able to (1) facilitate teaching in tutorials and laboratory settings; (2) provide meaningful feedback to their students; and (3) design an active learning environment to engage their students. Graded PP, P or F.Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.Identify fundamental theories and good practices in teaching and learning.
- 2.Design appropriate active learning activities to engage students.
- 3.Apply constructive alignment in designing a learning sequence.
- 4.Demonstrate teaching and facilitation skills in different teaching settings.
- 5.Formulate constructive feedback to assist students as they progress in their learning.
