Designing for Change: Engaging Faculty Through a Blended Certificate in University Teaching Program

Matthew Stranach; Jaymie Koroluk; Bridgette Atkins

doi:10.18741/P9201P

Authors

Matthew Stranach University of Ontario Institute of Technology
Jaymie Koroluk University of Ontario Institute of Technology
Bridgette Atkins University of Ontario Institute of Technology

DOI:

https://doi.org/10.18741/P9201P

Keywords:

blended design, constructivist approach, Certificate in University Teaching (CUT) Certificate in University Teaching for Teaching Assistants (CUT-TA), learning outcomes

Abstract

A key role of teaching and learning centres at postsecondary education institutions is to provide professional development for faculty and staff. A challenge for teaching and learning centre staff is to design, develop, and deliver professional development programs that are engaging and relevant to participants. This Report of Practice describes how two programs—a Certificate in University Teaching for faculty and staff and a parallel Certificate in University Teaching for Teaching Assistants—were developed and delivered. Factors that led to their success are also discussed. The use of a constructivist approach to teaching and learning, coupled with a blended design for course delivery and a flexible approach to the application of learning technologies all contributed to the success of these programs. Lessons learned and future directions for the program are also explored.

Author Biographies

Matthew Stranach, University of Ontario Institute of Technology

Teaching and Learning Centre, Educational Developer

Jaymie Koroluk, University of Ontario Institute of Technology

Teaching and Learning Centre, Manager

Bridgette Atkins, University of Ontario Institute of Technology

Teaching and Learning Centre, Educational Developer

References

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