College Teaching Certificate (CTC)

** Please note: the CTC is an internal program for new full-time faculty hires at Durham College. This program is not available to external participants.

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 CTL faculty who are also active and experienced full time college educators.

When are the Courses Delivered?

Course Semester* Typically held** Delivery
Year 1 Teaching & Learning Principles for the College Classroom Fall Fridays 9am - 11am
+ 1 hr online weekly		 Hybrid
Course and Curriculum Development at the College Level Winter Fridays 9am - 11am
+ 1 hr online weekly		 Hybrid
Assessment and Evaluation in College Courses Spring/Summer Fridays 9am - 12pm
+ 3 hr online weekly		 Hybrid
Year 2 Equity, Diversity and Inclusion in Teaching and Learning

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 Fall Fridays 11am - 1pm
+ 1 hr online weekly		 Hybrid
Scholarship and Professional Practice for College Faculty

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 Winter Fridays 11am - 1pm
+ 1 hr online weekly		 Hybrid

*Fall and Winter courses are 14 weeks in length. Spring/Summer is 7 weeks intensive.
** Please contact the CTL to confirm the days and times, due to variability.

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:

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Teaching and Learning Principles for the College Classroom – EDUC 1100

High quality teaching is at the core of meaningful student engagement and effective learning in the college classroom. Develop a repertoire of instructional approaches and active learning strategies that support student engagement and learning at varied college levels and educational settings. Using appropriate educational technology and evidence-based practices including the Jumpstart Model, Universal Design for Learning, and the Science of Learning, you will develop a strong pedagogical foundation to build instructional confidence and accelerate your teaching practice.  

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Course and Curriculum Development at the College Level – EDUC 1101

Well thought out and strategically planned curriculum is the foundation of strong academic programming that meaningfully prepares students for the ever-changing world of work. Connect institutional and provincial standards, DC guidelines, program requirements, industry expectations and diverse ways of knowing to establish strategies for strong curriculum development. Use reflective practice to apply principles of the Universal Design for Learning (UDL), Accessibility for Ontarians with Disabilities Act (AODA), and wholistic approaches as foundational elements of course design and active learning. Use educational technology and inclusive language to create and enhance active and accessible learning experiences that honour every learner’s journey.   

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Assessment and Evaluation in College Courses – EDUC 1102

Assessment of student learning is an impactful way to measure teaching effectiveness, but to do this, assessments must be fair, authentic, and connected to course and vocational learning outcomes. Explore the difference between diagnostic, formative, and summative assessments and develop tactics to support selection of the best style and type of assessment for a wide range of learning needs. Build a variety of assessments such as tests, case studies, and peer evaluation. Develop rubrics and strategies for providing actionable feedback using assessments in a course of your choosing. Establish a sample pool of assessments authentic to the course learning outcomes and vocational requirements and implement appropriate educational technology to enhance different assessment and evaluation practices.  

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:

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

Note: This course is scheduled for delivery in Fall 2025. Please contact CTL@durhamcollege.ca for more information.

Explore how identity, bias, positionality, systemic structures, and belonging shape learning experiences, while weaving inclusive, trauma-informed, and relational practices into your teaching. Critically examine current issues in equity, diversity, inclusion, and belonging (EDIB), and consider their impact on teaching, learning, and assessment.  Deepen your understanding of how learner supports, and assessment strategies can enhance success for students with accommodations. This journey invites you to reflect on your own biases, position, and teaching practices, reframe your role in creating safer spaces, and braid together inclusive pedagogies that honour all learners. Rooted in wholistic approaches and guided by the principles of reciprocity, relationships, respect, and responsibility, discover how to cultivate learning environments where every student feels seen, valued, and empowered to thrive. 

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Scholarship and Professional Practice for College Faculty – EDUC 1104

Note: This course is scheduled for delivery in Winter 2026. Please contact CTL@durhamcollege.ca for more information.

Reflect on teaching through circular learning to develop and enhance your scholarly and professional practice and witness your growth as an educator. Identify wise practices for sharing and highlighting instructional strategies and classroom successes and opportunities through the creation of a teaching portfolio. Explore the scholarship of teaching and learning (SoTL) and consider how it contributes to the improvement of student engagement and learning. Discover how your teaching practice has the power to positively impact student learning and the wider DC community. 

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 CTL@durhamcollege.ca. Please speak with your Executive Dean and contact the CTC PLAR Coordinator at tanya.wakelin@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 connect with ctl@durhamcollege.ca.