Teacher Education


CMCC places high value on faculty and has put in place an evolving faculty development program which consists of faculty development days, a teacher education course called TEP 101, a semi-annual Teaching and Learning Conference and one on one mentoring of faculty with regards to teaching and technology.


Topics for discussion at faculty development days are determined by need. Recently, sessions have dealt with the introduction of Vericite, a plagiarism tool, assessment, accommodation and Sakai upgrades.


The Teacher Education Program (TEP 101) was first developed in 2009 as a result of feedback from a faculty development working group. This program has been completed by more than 70 members of CMCC faculty and staff and five participants from the Canadian College of Naturopathic Medicine (CCNM) and the University Health Network (UHN).


The TEP 101 program was recently updated to a hybrid format which includes 18 hours in-class, 18 hours online and 18 hours of Directed Independent Learning. This change was made both in response to participant feedback and to align with the new CMCC E-Learning Strategic Goal. The course introduces the fundamental theories and practice of: effective teaching and learning, exploring teacher identity and philosophy, determining characteristics, diversities and learning styles, discussing adult learning theories, exploring approaches to teaching and learning to assist faculty in developing strategies for designing and facilitating learning experiences; and assessing curriculum.
CMCC hosted an inaugural Teaching and Learning Conference in June of 2014, open to instructors from within CMCC and from other health care and higher learning institutions. An expanded conference in June 2016 saw participants from several institutions.

The next conference is planned for 2018.


Dr. Scott Dunham is the Director of Curriculum and Faculty Development and is pleased to advance a curriculum that innovates new methods for effective content delivery and the development of critical reasoning skills. Our faculty is equipped to contextualize learning through strengthened connections between both courses and academic years. Faculty are empowered to make choices for their continued development as educators and armed with the tools for effective teaching methods.