College Teaching Certificate (CTC)

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.

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.

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.

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

Note: This course is scheduled for delivery in Fall 2023. Please contact CTL@durhamcollege.ca for more information.

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.

Scholarship and Professional Practice for College Faculty – EDUC 1104

Note: This course is scheduled for delivery in Winter 2024. Please contact CTL@durhamcollege.ca for more information.

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.