Certificate in Introductory Course Praxis

The Certificate in Introductory Course Praxis is a non-credit faculty development program that supports post-secondary instructors in examining and refining introductory course teaching through structured, evidence-informed praxis cycles.

Through a facilitated consultancy model, participants work with an Educational Developer to collect and interpret course-level data, implement small, high-leverage teaching iterations, and reflect on their impact on student learning, engagement, and belonging.

Program Overview

The certificate is organized around three teaching dimensions:

1. Course (Re)Design
2. Engaging Teaching
3. Assessment

Each dimension is addressed through a three-phase praxis cycle:

1. Examine and Identify
2. Design and Commit
3. Implement and Iterate

Participants complete interactive sessions, applied praxis assignments, peer learning activities, a syllabus consultation, and a final integrative project: the 13-Week Student Journey, which connects all three dimensions of teaching practice.

Required program sessions will take place during the middle of the Fall and Winter semesters, with remaining program activities completed on a flexible timeline.

The certificate may be completed in as little as two academic semesters or over a maximum period of 18 months. It is designed to accommodate academic workloads through flexible deadlines and multiple session offerings.

Conceptual Framework

The Certificate in Introductory Course Praxis is grounded in the concept of praxis: the deliberate integration of knowledge, action, and reflection as a continuous cycle of professional growth.

This framework positions faculty not as recipients of pedagogical training, but as reflective practitioners who systematically investigate their own teaching and make evidence-informed decisions in response to what they observe in their courses.

Each praxis cycle asks participants to examine their own course evidence, commit to a deliberate teaching decision, implement it, and reflect on its impact. Change is treated as incremental, observable, and cumulative over successive course offerings: one high-leverage iteration per teaching dimension, building toward sustained impact on introductory course student success.

Program Components

The Certificate in Introductory Course Praxis is awarded upon demonstrated completion of the following:

1. Online module and data collection activity: Evidence-informed Course Iteration – Reading your own course data
2. Session and praxis cycle: Course (Re)Design – Designing the student journey, making the hidden curriculum visible, bridging knowledge gaps, and auditing course policies
3. Session and praxis cycle: Engaging Teaching – Fostering active and self-regulated learning, and building belonging and psychological safety
4. Session and praxis cycle: Assessment – Designing frequent low-stakes assessments, providing actionable guidance, and detecting and responding to early warning signs
5. Session: Universal Design for Learning (UDL) – Designing for every learner
6. Consultation: Syllabus Review
7. Final integrative project and consultation: 13-Week Student Journey
8. Peer learning sessions: Faculty Learning Community (FLC) – minimum of two

Learning Outcomes

Upon successful completion of the Certificate in Introductory Course Praxis, participants will be able to:

• make informed decisions about introductory course teaching grounded in course-level data;
• design introductory course structures, policies, and learning sequences that are transparent, accessible, and responsive to student needs and knowledge gaps;
• implement teaching strategies that foster active learning, self-regulation, belonging, and psychological safety in introductory course contexts;
• design assessment and feedback practices that support learning progression, provide actionable guidance, and enable early identification of student struggle;
• align course design, teaching, and assessment into a coherent, intentionally sequenced introductory course experience; and
• sustain a practice of iterative, evidence-informed course refinement across successive course offerings.

Eligibility

This program is designed for current academic members of the University of Regina and its Federated Colleges, including faculty, instructors, and sessional lecturers who are teaching or preparing to teach introductory undergraduate courses, and who seek a structured, collegial process for making evidence-informed improvements to their teaching practice.

Teaching Requirement

Participants must teach at least one introductory course within the three semesters following admission to the certificate program.

Application Process

Applications open every July/August and November, and the program is offered at no cost to participants.

A limited number of participants will be admitted each semester. To receive a notification when applications open, complete this notification form.

Certificate

Upon successful completion, participants receive a professional certificate issued through MyCreds recognizing their commitment to excellence in introductory undergraduate teaching.

Long-Term Peer Support

Program graduates are welcome to continue attending the Faculty Learning Community sessions and participating in the Praxis Certificate Microsoft Teams conversations.

Potential Post-Program Opportunities

The program provides a structured self-study process that can lead to a range of scholarly and professional outputs, including a Scholarship of Teaching and Learning publication, conference presentation, Open Educational Resource contribution, or a CTL session or panel.

Participants are encouraged to keep a reflective journal throughout the program to document insights and next steps.

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