Faculty Micro-Credential Programs

The CTL is excited to offer two (2) new Micro-Credentials to support faculty in their teaching development. Each program aims to enhance pedagogical development and teaching competency for both full and part-time faculty members. The programs model DC's philosophy of engaging students in active and collaborative learning, and are delivered in multiple formats including remotely in both synchronous (live online), and asynchronous (self-directed online) formats, and some in-person.

Braiding Knowledge: An Educator Growth Program

Braiding Knowledge has been designed to help educators continue their learning journey to elevate their teaching practices. This program was developed in line with the new Braiding Learning Framework (see image below), reflecting the rich diversity of the DC community. It was designed to integrate and harmonize various pedagogical practices, it fosters the development of inclusive, engaging, and empowering learning environments for all learners. Weaving together different ways of knowing, the program supports the creation of safe and collaborative educational spaces that honour both cultural and academic excellence within lifelong learning.

Braiding Learning Framework. See PDF for accessible version.

Braiding Learning Framework used to develop Braiding Knowledge. Here is a downloadable copy of the full Framework.

Program Learning Outcomes

At the conclusion Braiding Knowledge, faculty will be able to:

  1. Practice Two-Eyed Seeing by harmonizing Indigenous and Western knowledge systems in teaching, learning, and assessment practices.
  2. Facilitate learning experiences that honour diverse ways of knowing, being, and doing, aligned with Durham College’s mission and values.
  3. Engage in reflective and evidence-informed teaching practices that support student success.
  4. Build a professional teaching portfolio that showcases development across all eight competencies, reflecting commitment to lifelong learning and professional development.

Micro-credential Pathways

There are two (2) micro-credential options, which you may choose to do in any order, or complete simultaneously :

MINDFUL CURRICULUM

Four Inner rings of braiding learning highlighted in green.

Mindful Curriculum builds competencies in the first four rings of the framework (reflective practice, fostering inclusivity, mindful learning, and empowering curiosity) and meets the following objectives.

  • Develop skills in creating inclusive spaces.​
  • Develop engaging curriculum.​
  • Fostering curiosity and critical thinking.​
  • Create wholistic learning experiences.

INNOVATIVE ENGAGEMENT

Four Outer rings of braiding learning highlighted in green.

Innovative Engagement builds competencies in the final four rings of the framework (creating connection, authentic, experiences, knowledge creation, and circular learning) and meets the following objectives.

  • Develop skills in digital literacy.​
  • Create authentic learning experiences.​
  • Create authentic assessments.​
  • Contribute to the greater body of research.

DETAILS

Commitment: 20 hours (16 hours of PD sessions + 4 hours of reflection and evidence) per micro-credential.

Timeline: You have two years to complete each micro-credential.

Ready to participate?

Please complete the following registration form to be added to the DC Connect shell.

Digital Course Design

The Digital Course Design micro-credential program provides DC faculty, facilitators and SMEs an opportunity to enhance skills in online course design and development to meet the needs and demands of learners looking for choice and flexibility. Participants will be supported throughout the process of developing a high-quality online course in a digital-by-design approach, following wise practices in online education and aligning to DC’s policies and expectations.

Each week, participants will develop online course components, supported by their peers and the CTL. Upon completion of this program, participants will leave with a complete, high-quality online course that is ready for delivery, reviewed by the CTL, and meets the standards outlined in Durham College's Online Course Quality Rubric.

program learning outcomes

  1. Design inclusive and engaging online learning environments to support student success using online course quality standards. ​
  2. Integrate technology tools to enhance student engagement and achievement of course learning outcomes in online learning environments. ​
  3. Create high-quality online learning materials to support student engagement and learning in online courses. ​
  4. Develop effective assessment strategies for online learning environments ensuring accessibility and fostering academic integrity. ​
  5. Improve online courses using established quality assurance frameworks, accessibility standards, and peer feedback. ​
  6. Develop effective strategies for soliciting and implementing student feedback to continually improve online courses.

format

Commitment: 28 hours - 1 hour asynchronous and 1 hour synchronous online or in-person per week.

Timeline: 14 weeks when delivered in Fall or Winter Semesters; delivered via a 7-week intensive in the Spring Semester.

Ready to participate?

Reach out to your AD/ED to indicate your interest.