Advanced Diploma and Continuing Education Program in University Teaching
DIRECTORS:
Esther Levy (University of Buenos Aires – National University of Southern Patagonia, Argentina) and Pablo Molina Derteano (University of Buenos Aires – National University of Mar del Plata , Argentina)
TUTORING TEAM:
José Luis Baier
Natalia Soledad Rosales
Mariana Luzuriaga
Catalina Krasnob
Virtual format | May to December 2023
Higher education in general, and university teaching in particular, like other levels and modalities of the Argentine and Latin American education system, has been impacted by the neoliberal offensive that consolidated in the 90s and promoted privatization ideas in line with the logic of the market-driven model of flexibility. However, social rights—in this case, the right to university education—are not commodities, and therefore the State must guarantee the conditions for their effective exercise. In Argentina, between 2003 and 2015, the policy of expanding, deepening, and restoring social rights was reflected in the university system through the creation of new national universities, scholarship programs, and support for students, among other measures. Certainly, the detailed picture is much more complex and requires systematic and comparative analysis. Globally, and especially in Europe, higher education is undergoing a dual process of homogenization—via the Bologna Process—and questioning of its "universal" character and the breadth of its degree programs. In fact, we are witnessing a process of devaluation of university degrees in favor of specializations and postgraduate studies.
All these transformations can be presented at a macro level, while at a micro level, in the daily life of classrooms, teachers and students face the disruption produced by new forms of knowledge transmission that imply new subjectivities and forms of interaction. Initiatives such as so-called "virtual classrooms" pose new challenges for an institution that retains many of the academic models of the early 20th century.
We believe it is necessary to promote a postgraduate program that articulates the expansion of theoretical-practical reflection with workshop methodologies to incorporate new perspectives on the work of university teachers, as well as a broader knowledge of higher education.
GENERAL PURPOSE
To implement a training proposal aimed at providing pedagogical and didactic tools to professionals working in university teaching, as well as promoting an exercise in reflection on higher education and university systems in Latin America and the Caribbean, their functioning and their context.
SPECIFIC OBJECTIVES
- To promote critical reflection on university teaching, its training and possibilities of impact on improving student learning.
- To offer tools for the work of university teachers in the context of contemporary cultural and political debates.
- To propose tools for linking the knowledge built in the various scientific disciplines with the training of new professionals in undergraduate and postgraduate programs.
- To provide resources and tools so that university teachers can prepare for competitions and entrance exams for teaching positions and/or regularize their positions in universities.
Applicants to the Program must meet the admission requirements established by Resolution (CS) 5918/12 in its article 13, namely:
• Graduates of this University (UBA) with a degree corresponding to a course of at least FOUR (4) years in duration, or
• Graduates from other Argentine universities with a degree corresponding to a course of at least FOUR (4) years in duration, or
• Graduates of foreign universities who have completed at least a curriculum of TWO THOUSAND SIXTY (2.600) clock hours or up to an equivalent level I master's degree, or
• Graduates of non-university higher education studies of FOUR (4) years duration or TWO THOUSAND SIXTY (2.600) clock hours minimum, who must also complete the prerequisites determined by the Career authorities, in order to ensure that their training is compatible with the requirements of the postgraduate program to which they aspire.
The program consists of seven course modules and a transversal, integrative module that culminates in a final assessment activity. Modules 1 and 2, modules 3 and 4, and modules 5 and 6 are taught together, with the activity serving as an assessment for both.
The modules that comprise the advanced diploma are:
The university: culture, ethos, and institutional dynamics. Critical pedagogy, its foundations and analytical frameworks. Access to the university from a historical perspective. The relationship between the State and the University and its responses to social demands in Latin America. Teaching as political action and as a process of cultural transmission. Coexisting paradigms and the role of teaching decisions in each model. The pedagogical project: construction, constituent elements, disciplinary knowledge, and methodological definitions.
The challenges of virtualization. Time and space: diachrony and synchrony in distance education. Digital platforms and proposals for virtual education. Moodle and/or other platforms: how to upload my course to Moodle, possibilities for organizing topics and classes. Interactive online resources (compatible with platforms). Resources for creating a virtual class: voice and video recordings, PowerPoint presentations, presentations with audio and video. Presentations with screen recordings.
The Pedagogical-Didactic: Dimensions and Epistemic Assumptions. Contributions from Critical Pedagogies and Problem-Posing or Non-Parametric Didactics: Bonsai Pedagogy vs. Pedagogy of Potential. The Political-Pedagogical in Teaching and Learning Processes. The University from a Situated, Latin American, and Decolonial Perspective. The Role of the University and Teaching Practice in Higher Education. Teachers as Intellectuals. Curriculum Planning and Programming from Different Perspectives: Normative and Problem-Posing. Objectives, Scope, and Limitations. Epistemic-Didactic Assumptions Present in Planning.
Evaluation: Conceptions and Perspectives. Its planning as part of the teaching process. Evaluation in university institutions. Analysis of its complexity and multidimensionality regarding modalities, formats, and instruments. Assessment of learning or accreditation of knowledge. Definition of criteria and teaching intentions. Dimensions: quantitative, qualitative, formative, summative, or certification.
Debates surrounding education and gender: contributions to thinking about universities. Gender relations, sexualities, and educational institutions. Critical pedagogical theories. Feminist theories. Towards a just sex education. Regulatory frameworks, policies, and actors that challenge the university. Background and experiences in the development of educational policies with a gender focus. Law on violence, Gender Identity Law, Micaela Law, Employment Quota Law - The case of the Comprehensive Sex Education Law in Argentina, its impact on university spaces.
The social function of the university from a historical and regional perspective. Current debates. Central dimensions of university-community engagement processes. The local and territorial as settings for social intervention. Knowledge production in academia, scientific and technological linkages, and processes of social appropriation of knowledge. The university-research relationship in the context of public policy. Challenges in the scenario created by the Covid-19 pandemic.
The higher education system, its components, and recent transformations. Growth, diversification, and fragmentation of the university subsystem in Argentina. Policy and governance of the Argentine higher education system. Coordinating and governing bodies. The Regional Conferences on Higher Education. Educational inequality and the massification of higher education. The right to higher education perspective. Educational inequalities of origin. Social and educational mobility. Access, retention, and graduation. The challenges in Latin America. Challenges in the reconversion and the post-COVID scenario. Critical analysis of so-called hybrid models.
The workshop aims to develop the Final Integrative Project (TIF), which consists of two generic tools (for all positions): the CV and the lesson plan. For the CV, participants must have an updated CV and the standardized template required by their university/faculty for presentation. For the lesson plan, participants will have a (general) template that they will use to develop their lesson based on the information provided in each module of the PADOC program.
| In one payment by 22/05 | In one payment after 22/05 | Payment in 3 installments | |
| CM Pleno | $175 | $230 | USD 315 (3 x USD 105) |
| CM Associate | $300 | $360 | USD 540 (3 x USD 180) |
| No link | $300 | $360 | USD 540 (3 x USD 180) |
To participate, you must register using the online form by clicking here. Registration will be open from March 6 to May 29, 2023.
Upon completion of the registration process, you will receive a confirmation in your email.
Classes will begin in May and will conclude in December 2023.
All registered participants will receive the necessary instructions to access the classes, bibliography and discussion forums through the CLACSO Virtual Training Space.
Accessing and navigating the Virtual Learning Environment is very simple and user-friendly. In any case, a technical and academic support team will always be available to you.
Exceptional Criteria: In exceptional cases, and within the first month of the start of the Advanced Diploma program, students may request to withdraw from the cohort and rejoin the following year. In all cases, the reasons for the request must be submitted in writing. After this initial period, no requests will be accepted.
Money paid will only be refunded in cases where the organizing institutions decide to cancel the activity.
| In one payment by 22/05 | In one payment after 22/05 | Payment in 3 installments | |
| CM Pleno | $175 | $230 | USD 315 (3 x USD 105) |
| CM Associate | $300 | $360 | USD 540 (3 x USD 180) |
| No link | $300 | $360 | USD 540 (3 x USD 180) |
Payment can be made in one installment by credit card, bank deposit, or bank transfer. We also offer the option of paying in 3 installments.
Yes. There will be discounts for students belonging to CLACSO Member Centers and CLACSO Associated Centers, for CLACSO Associate Researchers, and for all those who pay within the discount period.
Inquiries: WhatsApp: +54 9 11 3880 – 1388
Email: [email protected]
