College Teaching Certificate (CTC)

In order to prepare for the classroom, new full-time faculty at Durham College have the opportunity to complete a Certificate in College Teaching (CTC).  New faculty will engage with the theories and strategies grounded in best practice and the science of learning, which are essential to being an agile and progressive college educator for the modern student. This program is facilitated by CAFE faculty who are also active and experienced full time college educators.

COMING SOON! The 2021 copy of the College Teaching Certificate Program Guide.

When are the Courses Delivered?

Course Semester* Typically held** Delivery
Year 1 Teaching & Learning Principles for the College Classroom Fall Fridays 9am - 11am Hybrid
Course and Curriculum Development at the College Level Winter Fridays 9am - 11am Hybrid
Assessment and Evaluation in College Courses Spring/Summer Fridays 1pm - 4pm*** Hybrid
Year 2 Equity, Diversity and Inclusion in Teaching and Learning Fall Fridays 9am - 11am Hybrid
Scholarship and Professional Practice for College Faculty Winter Fridays 9am-11am Hybrid

*Fall and Winter courses are 14 weeks in length. Spring/Summer is 7 weeks intensive.
** Please contact the CAFE to confirm the days and times, due to variability.
*** Time allocation for Spring 2021 only.

Program Learning Outcomes

  1. Design curriculum, instructional strategies and assessment practices by integrating evidence-based approaches.
  2. Design integrative learning environments by applying the principles of the Universal Design for Learning.
  3. Employ active learning strategies to increase student engagement and support student success.
  4. Build a course using the principles of constructive alignment to connect instructional strategies, assessment practices, and course learning outcomes to ensure curricular cohesiveness.
  5. Employ educational technology that aligns with instructional strategies and curriculum to enhance student engagement and support learning.
  6. Engage in reflective practice to create a professional development plan that demonstrates continuous growth and dedication to student engagement and learning.
  7. Apply findings from SoTL activities to enhance instructional practices or curriculum in order to improve student engagement and learning.
  8. Promote safe and inclusive learning spaces by integrating strategies and using language which respects the needs of diverse learner communities.

Required Courses for New FT Faculty

All new full-time faculty are required to complete the following 3 courses:

Business Training Class Icon

Teaching and Learning Principles for the College Classroom – EDUC 1100

Participants explore the science of learning and other evidence-based teaching practices in preparation for lesson planning, curriculum development and classroom instruction. Participants generate a repertoire of teaching approaches and active learning strategies that support student engagement and learning at varied levels and educational settings. Classroom management strategies are explored to facilitate the creation of a supportive and respectful learning environment.  Participants examine the Universal Design for Learning model and the Jumpstart instructional strategy in order to integrate them into their own practice. Interaction with educational technology is promoted to demonstrate appropriate selection of technology to best support student engagement and learning.

Media Formats Icon

Course and Curriculum Development at the College Level – EDUC 1101

Participants engage in the development of college curriculum, applying the principles of alignment to meet established program requirements, as well as institutional and professional guidelines and expectations.  Participants relate the principles and processes used to develop and maintain college curriculum to the context and factors affecting postsecondary curriculum in Ontario.  Participants examine the effect of prior learning experiences, values and beliefs in shaping curriculum and course development, and engage in reflective practices to identify personal influences. The effective implementation of the Universal Design for Learning is applied to curriculum design and development to ensure accessibility for all learners. The use of neutral language and development of learning opportunities that are sensitive to the position of diverse learner populations is emphasized. Participants are encouraged to integrate educational technology to support student engagement and learning throughout.

Achieving Goals Icon

Assessment and Evaluation in College Courses – EDUC 1102

Participants develop a repertoire of effective, meaningful and authentic assessment and evaluation tactics and strategies.  Participants differentiate between diagnostic, formative and summative assessments, and the appropriate selection of each evaluation strategy.  The rights and requirements of students with college-issued accommodations are explored, and participants gain familiarity with related accessibility options pertaining to assessments and evaluations. Participants reflect on how instructor preference may impact fair and equitable assessment practices and explore strategies to eliminate such influence.  Participants also engage with institutional policies and procedures surrounding Academic Integrity and cyclical Comprehensive Program Review. The effective use of educational technology to support assessment practice and student learning is reinforced throughout the course.  At the end of this course, participants will assemble an initial Professional Portfolio containing artifacts to demonstrate professional competence, learning and growth.

Courses for Credential Completion

Faculty are invited, and encouraged, to take the following 2 courses in order to complete and be awarded the CTC local college certificate:

Community Icon

Equity, Diversity and Inclusion in Teaching and Learning – EDUC 1103

Participants investigate approaches for creating safe and inclusive learning spaces, which respect the needs and rights of various learner communities. Student diversity is examined, and how the lens through which student personal context, position and inclusion are framed impacts their readiness to learn.  Current issues related to equity, diversity and inclusion are discussed and potential implications on teaching and learning are assessed. Participants explore learning supports as they relate to teaching and assessment strategies in order to augment success for students with accommodations. The legal responsibilities and ethical factors inherent in teaching within a college are examined through different lenses.  Participants reflect on the biases and position they may bring to the classroom and consider methods to mitigate that influence on their teaching practice and overall student success.

Development Icon

Scholarship and Professional Practice for College Faculty – EDUC 1104

Participants explore the significance of professional development and scholarly pursuits in advancing teaching practice and promoting student learning.  Participants investigate the Scholarship of Teaching and Learning (SoTL) and consider how it contributes to the improvement of student engagement and learning. The course culminates in a project with a focus on either scholarly or professional practice. Participants may choose to develop and engage in a SoTL micro-project in their classroom.  Alternatively, participants may choose to create a teaching and learning portfolio, which reflects on their teaching practice and professional development. Participants are encouraged to demonstrate use of educational technology in the development and completion of either project.

PLAR (Prior Learning Assessment & Recognition) Eligibility

Prior Learning Assessment and Recognition (PLAR) provides a way to formally recognize your previous work or formal training in the area of education. If you feel you have the requisite knowledge and/or experience, PLAR offers an opportunity to challenge the learning outcomes of a course using an evaluation method selected by the course subject-matter expert.

PLAR is offered on a course-by-course basis using an assessment method determined by the course subject-matter expert. Types of assessments include but are not limited to:

  • A comprehensive written examination or test
  • Observation or demonstration of skills
  • An oral or videotaped presentation
  • Portfolio submission or product assessment
  • Interview

To apply for PLAR, you must submit a PLAR Application Form to CAFE@durhamcollege.ca. Please speak with your Executive Dean and contact the CTC PLAR Coordinator at amanda.maknyik@durhamcollege.ca prior to submitting the request to ensure you meet eligibility and receive specific information pertaining to the course you’re seeking to PLAR.

Contact

For all inquiries, please contact Amanda Maknyik, Manager, Educational Development, at amanda.maknyik@durhamcollege.ca.