A world where every organisation has the leadership clarity to move forward, and every person within it has the confidence to lead the way.
Bridging industry, leadership, and higher education to support student success
My professional career spans more than thirty years, with the past eight dedicated to teaching, curriculum development, and student success. I bring together leadership, business, communication, digital strategy, and higher education experience to create supportive, practical, and future-focused learning environments where students and professionals can grow, adapt, collaborate, and thrive.
THE THREE PILLARS OF SUCCESS
Thirty years of strategy.
One consistent result: organisations that know exactly where they are going.
Human-Centred Development.
People don’t need to be managed.
They need to be believed in.
Digital Ecosystem Intelligence.
The digital world is loud. The right strategy makes you impossible to ignore.
Bridging industry, leadership, and higher education to support student success
My professional career spans more than thirty years, with the past eight dedicated to teaching, curriculum development, and student success. I bring together leadership, business, communication, digital strategy, and higher education experience to create supportive, practical, and future-focused learning environments where students and professionals can grow, adapt, collaborate, and thrive.
THE THREE PILLARS OF SUCCESS
Thirty years of strategy.
One consistent result: organisations that know exactly where they are going.
Human-Centred Development.
People don’t need to be managed.
They need to be believed in.
Digital Ecosystem Intelligence.
The digital world is loud. The right strategy makes you impossible to ignore.

ACCREDITATIONS EARNED
Transforming Mentor
Issued By: Georgian College
Description
Innovative faculty are MENTORS. They recognize the value of relationships and spend energy building relationships. Faculty who are mentors reach out to peers and across boundaries to engage with others in meaningful ways. Being a mentor means, at times, being a coach, a leader, and a sharer of knowledge.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a mentor. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, and broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Share best practices
- Share best practices to build relationships and break down barriers.
Prioritize coaching
- Prioritize coaching to support peers
Model leadership
- Model leadership for peers.
Inspire and be inspired
- Inspire peers by listening, collaborating, and sharing wisdom.
Transforming Digital Navigator
Issued By: Georgian College
Description
Innovative faculty are DIGITAL NAVIGATORS. In their work, they create opportunities for learning that are innovative and supportive of learners’ needs. They seek out digital solutions that best fit each teaching context. Tools are chosen with purpose and with consideration for all aspects of learning. These faculty share their skills in support of peers, thereby impacting the teaching and learning digital ecosystem of Georgian College.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a digital navigator. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, and broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Share educational technology experiences
- Share success and failure stories in implementing educational technologies.
Support others in their digital journey
- Support others in their digital journey.
Mentor peers in educational technology choice
- Share ethical vision and mentor peers in their ed tech choices.
Connect with others through educational technology
- Actively engage in connection-making around the use of educational technology.
Transforming Changemaker
Issued By: Georgian College
Description
Innovative faculty are CHANGEMAKERS. They approach their interactions with students using an empathetic lens. In their courses, they support students in using this lens to identify inequities in our communities. From this perspective, faculty offer opportunities for collaboration and leadership as students practice changemaking in order to graduate not only amazing practitioners but also amazing community members.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a changemaker. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, and broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Model an empathetic lens
- Model the use of an empathetic lens in the community.
Collaborate for problem-solving and positive change
- Collaborate with peers to solve a problem and affect positive change.
Demonstrate shared leadership
- Demonstrate sharing leadership in their teaching profession and/or field.
Share changemaking ideas
- Share ideas about how to incorporate changemaking into teaching.
Innovative Faculty Micro-Certificate
Description
The "Innovative Faculty" microcredential acknowledges those who excel in designing courses, researching, fostering inclusivity, driving change, navigating digital realms, collaborating, reflecting, and mentoring. Achieving proficiency at Emerging, Performing, and Transforming levels demonstrates a holistic commitment to innovative teaching practices, marking a faculty member's dedication to shaping a dynamic and forward-thinking learning environment.
Earning Criteria
To earn the "Innovative Faculty" microcredential, individuals must demonstrate competence in the eight roles across the Emerging, Performing, and Transforming levels. This comprehensive competency framework showcases a faculty member's dedication to advancing teaching practices and creating transformative learning experiences.
Standards
No standards have been added for this badge yet.
Emerging Collaborator
Issued By: Georgian College
Description
Innovative faculty are COLLABORATORS. In classrooms, faculty promote collaboration and teamwork to share knowledge and improve student learning. As professional educators, faculty connect with peers in professional learning opportunities and in institutional teams and utilize a growth mindset for professional growth and development that spans their entire career. They connect with partners within and outside of Georgian to create exciting opportunities for students.
Earning Criteria
At the emerging level, you have engaged in foundational learning related to the collaborator role and its associated competencies. You have demonstrated a commitment to understanding the essential aspects of collaboration and are on the path to integrating this learning into your teaching practice.
Standards
Recognize value of collaboration
- Recognize the value of connection and collaboration.
Connect emotional intelligence to collaboration
- Connect emotional intelligence to successful collaboration.
The growth mindset and collaboration
- Note the importance of a growth mindset to improving teaching practice and faculty-student relationships.
Recognize the importance of active listening for collaboration.
- Recognize the importance of active listening for collaboration.
Performing Digital Navigator
Issued By: Georgian College
Description
Innovative faculty are DIGITAL NAVIGATORS. In their work, they create opportunities for learning that are innovative and supportive of learners’ needs. They seek out digital solutions that best fit each teaching context. Tools are chosen with purpose and with consideration for all aspects of learning. These faculty share their skills in support of peers, thereby impacting the teaching and learning digital ecosystem of Georgian College.
Earning Criteria
At the performing level, Keith has taken the necessary knowledge and actively applied it to his teaching practice. He is demonstrating a tangible connection between his learning and the pedagogical approaches he follows, creating a positive impact on his students and the overall learning environment.
Standards
Thoughtful incorpration of educational technology
- Skillfully incorporate educational technologies based on careful consideration of pros and cons from learners’ perspectives.
Iterate digital solutions
- Iterate digital solutions and try again when something doesn’t work.
Ethical decision-making of educational technology
- Make decisions about learning technologies based on ethical considerations.
Leverage digital tools to engage
- Leverage education technologies available to connect and/or engage students
Performing Changemaker
Issued By: Georgian College
Description
Innovative faculty are CHANGEMAKERS. They approach their interactions with students using an empathetic lens. In their courses, they support students in using this lens to identify inequities in our communities. From this perspective, faculty offer opportunities for collaboration and leadership as students practice changemaking in order to graduate not only amazing practitioners but also amazing community members.
Earning Criteria
At the performing level, Keith has taken the necessary knowledge and actively applied it to his teaching practice. He demonstrates a clear connection between his learning and the pedagogical approaches he follows, creating a positive impact on his students and the broader learning environment.
Standards
Create with empathy
- Use empathy when creating course-related materials, course schedules, and teaching and learning activities.
Focus in relationship-building
- Cultivate student ability to collaborate by intentionally focusing on relationships.
Sacffold practice of shared leadership
- Scaffold opportunities for your students to practice sharing leadership.
Embed experiential changemaking
- Embed experiential learning opportunities for students to practice changemaking.
Emerging Mentor
Issued By: Georgian College
Description
Innovative faculty are MENTORS. They recognize the value of relationships and spend energy building relationships. Faculty who are mentors reach out to peers and across boundaries to engage with others in meaningful ways. Being a mentor means, at times, being a coach, a leader, and a sharer of knowledge.
Earning Criteria
At the emerging level, you have engaged in foundational learning related to the mentor role and its associated competencies. You have demonstrated a commitment to understanding the essential aspects of mentorship and are on the path to integrating this learning into your teaching practice.
Standards
Relationships and mentoring
- Identify the importance of relationships to mentoring.
Coaching and growth
- Consider the importance of coaching to growth.
The role of leadership
- Consider how leadership looks in teaching and learning and professional work.
The impact of shared knowledge
- Recognize that sharing knowledge impacts teaching and learning.
Emerging Digital Navigator
Issued By: Issued by Georgian College
Description
Innovative faculty are DIGITAL NAVIGATORS. In their work, they create opportunities for learning that are innovative and supportive of learners’ needs. They seek out digital solutions that best fit each teaching context. Tools are chosen with purpose and with consideration for all aspects of learning. These faculty share their skills in support of peers, thereby impacting the teaching and learning digital ecosystem of Georgian College.
Earning Criteria
At the emerging level, Keith has engaged in foundational learning related to the digital practitioner role and its associated competencies. He has demonstrated a commitment to understanding the essential aspects of digital navigation and is actively integrating this learning into his teaching and professional practice.
Standards
Equitable technology choice
- Consider the impact of principles of equity on choice of educational technology.
Digital solutions through design process
- Explore digital teaching solutions using a course design lens.
Ethical solutions to digital technology needs
- Recognize ethical considerations when using digital tools in teaching and learning.
Identify available tools
- Identify digital tools that are available at Georgian College.
Emerging Designer
Issued By: Issued by Georgian College
Description
Innovative faculty are DESIGNERS. They design courses, classes, teaching and learning activities, and assessments to facilitate student learning. They recognize the importance of mapping courses for students and use evidence-informed pedagogy and andragogy to inform their practice. They recognize the importance of universal design, creating spaces of belonging, and sharing with peers to positively impact the teaching ecosystem.
Earning Criteria
At the emerging level, Keith has engaged in foundational learning related to the designer role and its associated competencies. He has demonstrated a commitment to understanding the essential aspects of design and is actively integrating this learning into his teaching and professional practice.
Standards
Characteristics
- Identify characteristics of students that may impact their learning.
Innovative teaching practices
- Define what innovative teaching practice looks like, feels like, and sounds like.
Course mapping
- Recognize the importance of mapping a course to support student learning.
Integrated course design
- Identify components of integrated course design.
Transforming Reflector
Issued By: Georgian College
Description
Innovative faculty are REFLECTORS. In their work, they will invest time in thinking about their teaching practice. Faculty will explore aspects of their teaching and plan for productive and transformative change. In this work, they prioritize evaluating the changes they have enacted to continually develop and grow their practice. They will also share their successes and failures to help their peers.
Earning Criteria
At the transformative level, you are a true catalyst for positive change as a reflector. You have demonstrated the relevant competencies and have become an agent of transformative change within your class, school, or broader community. You use your knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Help others see value in gaining feedback
- Help others see value in gathering feedback to transform teaching practice.
Support peers in reflection and analysis
- Support peers in developing a system of reflective and analytical practice.
Share stories of growth in teaching
- Share stories of growth in teaching practice to support others in transforming their practice.
Model the reflective cycle
- Model the circular process of gathering feedback, analyzing it, revising and acting on it.
Transforming Inclusive Practitioner
Issued By: Georgian College
Description
Innovative faculty are INCLUSIVE PRACTITIONERS. They are emotionally attuned to the needs of learners and use empathy as a lens for their practice. They plan teaching and learning experiences with integrity and work to identify and reduce inequities and injustices that may impact student success. They inhabit a growth mindset space. They understand the importance of equity, diversity, inclusion, and belonging and see indigenization as a key priority to transform post-secondary education.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as an inclusive practitioner. He has demonstrated the relevant competencies and has become an agent of transformative change within his classroom, institution, and broader community. Keith uses his knowledge, experience, and leadership to innovate and inspire, fostering a culture of continuous improvement while positively influencing inclusive educational practices and the broader learning landscape.
Standards
Inspire and mentor
- Inspire and mentor others to invest in their own inclusive practice and commitment towards change. Seize opportunities to model values in decision making in their work.
Model inclusive decision-making
- Seize opportunities to model values in decision-making in their work.
Practice transparancy and humility
- Be transparent and humble in reflecting the uncertainties and course corrections of their professional journey.
Empower peers to be agents of change
- Empower peers to be allies and agents of inclusive practice.
Transforming Designer
Issued By: Georgian College
Description
Innovative faculty are DESIGNERS. They design courses, classes, teaching and learning activities, and assessments to facilitate student learning. They recognize the importance of mapping courses for students and use evidence-informed pedagogy and andragogy to inform their practice. They recognize the importance of universal design, creating spaces of belonging, and sharing with peers to positively impact the teaching ecosystem.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as an educator, strategist, and designer. He has demonstrated advanced professional competencies and has become an agent of transformative change within his classrooms, institutions, and broader professional community. Keith uses his knowledge, leadership, and digital communication expertise to innovate and inspire, fostering a culture of continuous improvement while positively influencing educational, professional, and digital learning environments.
Standards
Confer about inclusive course design
- Participate openly in dialogue with peers about inclusive course design.
Commit to change
- Demonstrate commitment to improving practice through risk taking in course design
Mentor in course design
- Mentor others in transformative course design.
Curate and share practices
- Curate and share high-impact practices to engage students.
Transforming Researcher
Issued By: Georgian College
Description
Innovative faculty are RESEARCHERS. They inspire curiosity and motivate students to ask questions. They offer opportunities to practice critical analysis and problem-solving. They explore evidence and best practices in their disciplines and in the profession of teaching. Faculty use research to stay connected, keep current, and transform the experiences of students and peers by sharing their experiences.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a researcher. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, or broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Share innovative solutions
- Share innovative solutions for integrating research into teaching practice.
Share the impact of research
- Share the impact of knowledge-seeking and research on the faculty role.
Contribute to curiosity
- Contribute to a culture of critical curiosity to grow research practices.
Share research stories
- Share specific research-related stories with relevant communities.
Transforming Collaborator
Issued By: Georgian College
Description
Innovative faculty are COLLABORATORS. In classrooms, faculty promote collaboration and teamwork to share knowledge and improve student learning. As professional educators, faculty connect with peers in professional learning opportunities and in institutional teams and utilize a growth mindset for professional growth and development that spans their entire career. They connect with partners within and outside of Georgian to create exciting opportunities for students.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a collaborator. He has demonstrated the relevant competencies and have become an agent of transformative change within his class, school, or broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Network to enhance growth
- Network with a variety of professional learning communities to enhance professional growth.
Share stories about emotions and collaboration
- Share stories about the impact of emotions on collaboration.
Goal set for professional growth
- Set ambitious goals that challenge established practices that impede growth.
Share communication strategies
- Share communication strategies that promote successful collaborations.

ACCREDITATIONS EARNED
Transforming Mentor
Issued By: Georgian College
Description
Innovative faculty are MENTORS. They recognize the value of relationships and spend energy building relationships. Faculty who are mentors reach out to peers and across boundaries to engage with others in meaningful ways. Being a mentor means, at times, being a coach, a leader, and a sharer of knowledge.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a mentor. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, and broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Share best practices
- Share best practices to build relationships and break down barriers.
Prioritize coaching
- Prioritize coaching to support peers
Model leadership
- Model leadership for peers.
Inspire and be inspired
- Inspire peers by listening, collaborating, and sharing wisdom.
Transforming Digital Navigator
Issued By: Georgian College
Description
Innovative faculty are DIGITAL NAVIGATORS. In their work, they create opportunities for learning that are innovative and supportive of learners’ needs. They seek out digital solutions that best fit each teaching context. Tools are chosen with purpose and with consideration for all aspects of learning. These faculty share their skills in support of peers, thereby impacting the teaching and learning digital ecosystem of Georgian College.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a digital navigator. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, and broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Share educational technology experiences
- Share success and failure stories in implementing educational technologies.
Support others in their digital journey
- Support others in their digital journey.
Mentor peers in educational technology choice
- Share ethical vision and mentor peers in their ed tech choices.
Connect with others through educational technology
- Actively engage in connection-making around the use of educational technology.
Transforming Changemaker
Issued By: Georgian College
Description
Innovative faculty are CHANGEMAKERS. They approach their interactions with students using an empathetic lens. In their courses, they support students in using this lens to identify inequities in our communities. From this perspective, faculty offer opportunities for collaboration and leadership as students practice changemaking in order to graduate not only amazing practitioners but also amazing community members.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a changemaker. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, and broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Model an empathetic lens
- Model the use of an empathetic lens in the community.
Collaborate for problem-solving and positive change
- Collaborate with peers to solve a problem and affect positive change.
Demonstrate shared leadership
- Demonstrate sharing leadership in their teaching profession and/or field.
Share changemaking ideas
- Share ideas about how to incorporate changemaking into teaching.
Innovative Faculty Micro-Certificate
Description
The "Innovative Faculty" microcredential acknowledges those who excel in designing courses, researching, fostering inclusivity, driving change, navigating digital realms, collaborating, reflecting, and mentoring. Achieving proficiency at Emerging, Performing, and Transforming levels demonstrates a holistic commitment to innovative teaching practices, marking a faculty member's dedication to shaping a dynamic and forward-thinking learning environment.
Earning Criteria
To earn the "Innovative Faculty" microcredential, individuals must demonstrate competence in the eight roles across the Emerging, Performing, and Transforming levels. This comprehensive competency framework showcases a faculty member's dedication to advancing teaching practices and creating transformative learning experiences.
Standards
No standards have been added for this badge yet.
Emerging Collaborator
Issued By: Georgian College
Description
Innovative faculty are COLLABORATORS. In classrooms, faculty promote collaboration and teamwork to share knowledge and improve student learning. As professional educators, faculty connect with peers in professional learning opportunities and in institutional teams and utilize a growth mindset for professional growth and development that spans their entire career. They connect with partners within and outside of Georgian to create exciting opportunities for students.
Earning Criteria
At the emerging level, you have engaged in foundational learning related to the collaborator role and its associated competencies. You have demonstrated a commitment to understanding the essential aspects of collaboration and are on the path to integrating this learning into your teaching practice.
Standards
Recognize value of collaboration
- Recognize the value of connection and collaboration.
Connect emotional intelligence to collaboration
- Connect emotional intelligence to successful collaboration.
The growth mindset and collaboration
- Note the importance of a growth mindset to improving teaching practice and faculty-student relationships.
Recognize the importance of active listening for collaboration.
- Recognize the importance of active listening for collaboration.
Performing Digital Navigator
Issued By: Georgian College
Description
Innovative faculty are DIGITAL NAVIGATORS. In their work, they create opportunities for learning that are innovative and supportive of learners’ needs. They seek out digital solutions that best fit each teaching context. Tools are chosen with purpose and with consideration for all aspects of learning. These faculty share their skills in support of peers, thereby impacting the teaching and learning digital ecosystem of Georgian College.
Earning Criteria
At the performing level, Keith has taken the necessary knowledge and actively applied it to his teaching practice. He is demonstrating a tangible connection between his learning and the pedagogical approaches he follows, creating a positive impact on his students and the overall learning environment.
Standards
Thoughtful incorpration of educational technology
- Skillfully incorporate educational technologies based on careful consideration of pros and cons from learners’ perspectives.
Iterate digital solutions
- Iterate digital solutions and try again when something doesn’t work.
Ethical decision-making of educational technology
- Make decisions about learning technologies based on ethical considerations.
Leverage digital tools to engage
- Leverage education technologies available to connect and/or engage students
Performing Changemaker
Issued By: Georgian College
Description
Innovative faculty are CHANGEMAKERS. They approach their interactions with students using an empathetic lens. In their courses, they support students in using this lens to identify inequities in our communities. From this perspective, faculty offer opportunities for collaboration and leadership as students practice changemaking in order to graduate not only amazing practitioners but also amazing community members.
Earning Criteria
At the performing level, Keith has taken the necessary knowledge and actively applied it to his teaching practice. He demonstrates a clear connection between his learning and the pedagogical approaches he follows, creating a positive impact on his students and the broader learning environment.
Standards
Create with empathy
- Use empathy when creating course-related materials, course schedules, and teaching and learning activities.
Focus in relationship-building
- Cultivate student ability to collaborate by intentionally focusing on relationships.
Sacffold practice of shared leadership
- Scaffold opportunities for your students to practice sharing leadership.
Embed experiential changemaking
- Embed experiential learning opportunities for students to practice changemaking.
Emerging Mentor
Issued By: Georgian College
Description
Innovative faculty are MENTORS. They recognize the value of relationships and spend energy building relationships. Faculty who are mentors reach out to peers and across boundaries to engage with others in meaningful ways. Being a mentor means, at times, being a coach, a leader, and a sharer of knowledge.
Earning Criteria
At the emerging level, you have engaged in foundational learning related to the mentor role and its associated competencies. You have demonstrated a commitment to understanding the essential aspects of mentorship and are on the path to integrating this learning into your teaching practice.
Standards
Relationships and mentoring
- Identify the importance of relationships to mentoring.
Coaching and growth
- Consider the importance of coaching to growth.
The role of leadership
- Consider how leadership looks in teaching and learning and professional work.
The impact of shared knowledge
- Recognize that sharing knowledge impacts teaching and learning.
Emerging Digital Navigator
Issued By: Issued by Georgian College
Description
Innovative faculty are DIGITAL NAVIGATORS. In their work, they create opportunities for learning that are innovative and supportive of learners’ needs. They seek out digital solutions that best fit each teaching context. Tools are chosen with purpose and with consideration for all aspects of learning. These faculty share their skills in support of peers, thereby impacting the teaching and learning digital ecosystem of Georgian College.
Earning Criteria
At the emerging level, Keith has engaged in foundational learning related to the digital practitioner role and its associated competencies. He has demonstrated a commitment to understanding the essential aspects of digital navigation and is actively integrating this learning into his teaching and professional practice.
Standards
Equitable technology choice
- Consider the impact of principles of equity on choice of educational technology.
Digital solutions through design process
- Explore digital teaching solutions using a course design lens.
Ethical solutions to digital technology needs
- Recognize ethical considerations when using digital tools in teaching and learning.
Identify available tools
- Identify digital tools that are available at Georgian College.
Emerging Designer
Issued By: Issued by Georgian College
Description
Innovative faculty are DESIGNERS. They design courses, classes, teaching and learning activities, and assessments to facilitate student learning. They recognize the importance of mapping courses for students and use evidence-informed pedagogy and andragogy to inform their practice. They recognize the importance of universal design, creating spaces of belonging, and sharing with peers to positively impact the teaching ecosystem.
Earning Criteria
At the emerging level, Keith has engaged in foundational learning related to the designer role and its associated competencies. He has demonstrated a commitment to understanding the essential aspects of design and is actively integrating this learning into his teaching and professional practice.
Standards
Characteristics
- Identify characteristics of students that may impact their learning.
Innovative teaching practices
- Define what innovative teaching practice looks like, feels like, and sounds like.
Course mapping
- Recognize the importance of mapping a course to support student learning.
Integrated course design
- Identify components of integrated course design.
Transforming Reflector
Issued By: Georgian College
Description
Innovative faculty are REFLECTORS. In their work, they will invest time in thinking about their teaching practice. Faculty will explore aspects of their teaching and plan for productive and transformative change. In this work, they prioritize evaluating the changes they have enacted to continually develop and grow their practice. They will also share their successes and failures to help their peers.
Earning Criteria
At the transformative level, you are a true catalyst for positive change as a reflector. You have demonstrated the relevant competencies and have become an agent of transformative change within your class, school, or broader community. You use your knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Help others see value in gaining feedback
- Help others see value in gathering feedback to transform teaching practice.
Support peers in reflection and analysis
- Support peers in developing a system of reflective and analytical practice.
Share stories of growth in teaching
- Share stories of growth in teaching practice to support others in transforming their practice.
Model the reflective cycle
- Model the circular process of gathering feedback, analyzing it, revising and acting on it.
Transforming Inclusive Practitioner
Issued By: Georgian College
Description
Innovative faculty are INCLUSIVE PRACTITIONERS. They are emotionally attuned to the needs of learners and use empathy as a lens for their practice. They plan teaching and learning experiences with integrity and work to identify and reduce inequities and injustices that may impact student success. They inhabit a growth mindset space. They understand the importance of equity, diversity, inclusion, and belonging and see indigenization as a key priority to transform post-secondary education.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as an inclusive practitioner. He has demonstrated the relevant competencies and has become an agent of transformative change within his classroom, institution, and broader community. Keith uses his knowledge, experience, and leadership to innovate and inspire, fostering a culture of continuous improvement while positively influencing inclusive educational practices and the broader learning landscape.
Standards
Inspire and mentor
- Inspire and mentor others to invest in their own inclusive practice and commitment towards change. Seize opportunities to model values in decision making in their work.
Model inclusive decision-making
- Seize opportunities to model values in decision-making in their work.
Practice transparancy and humility
- Be transparent and humble in reflecting the uncertainties and course corrections of their professional journey.
Empower peers to be agents of change
- Empower peers to be allies and agents of inclusive practice.
Transforming Designer
Issued By: Georgian College
Description
Innovative faculty are DESIGNERS. They design courses, classes, teaching and learning activities, and assessments to facilitate student learning. They recognize the importance of mapping courses for students and use evidence-informed pedagogy and andragogy to inform their practice. They recognize the importance of universal design, creating spaces of belonging, and sharing with peers to positively impact the teaching ecosystem.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as an educator, strategist, and designer. He has demonstrated advanced professional competencies and has become an agent of transformative change within his classrooms, institutions, and broader professional community. Keith uses his knowledge, leadership, and digital communication expertise to innovate and inspire, fostering a culture of continuous improvement while positively influencing educational, professional, and digital learning environments.
Standards
Confer about inclusive course design
- Participate openly in dialogue with peers about inclusive course design.
Commit to change
- Demonstrate commitment to improving practice through risk taking in course design
Mentor in course design
- Mentor others in transformative course design.
Curate and share practices
- Curate and share high-impact practices to engage students.
Transforming Researcher
Issued By: Georgian College
Description
Innovative faculty are RESEARCHERS. They inspire curiosity and motivate students to ask questions. They offer opportunities to practice critical analysis and problem-solving. They explore evidence and best practices in their disciplines and in the profession of teaching. Faculty use research to stay connected, keep current, and transform the experiences of students and peers by sharing their experiences.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a researcher. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, or broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Share innovative solutions
- Share innovative solutions for integrating research into teaching practice.
Share the impact of research
- Share the impact of knowledge-seeking and research on the faculty role.
Contribute to curiosity
- Contribute to a culture of critical curiosity to grow research practices.
Share research stories
- Share specific research-related stories with relevant communities.
Transforming Collaborator
Issued By: Georgian College
Description
Innovative faculty are COLLABORATORS. In classrooms, faculty promote collaboration and teamwork to share knowledge and improve student learning. As professional educators, faculty connect with peers in professional learning opportunities and in institutional teams and utilize a growth mindset for professional growth and development that spans their entire career. They connect with partners within and outside of Georgian to create exciting opportunities for students.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a collaborator. He has demonstrated the relevant competencies and have become an agent of transformative change within his class, school, or broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Network to enhance growth
- Network with a variety of professional learning communities to enhance professional growth.
Share stories about emotions and collaboration
- Share stories about the impact of emotions on collaboration.
Goal set for professional growth
- Set ambitious goals that challenge established practices that impede growth.
Share communication strategies
- Share communication strategies that promote successful collaborations.

ACCREDITATIONS EARNED
Transforming Mentor
Issued By: Georgian College
Description
Innovative faculty are MENTORS. They recognize the value of relationships and spend energy building relationships. Faculty who are mentors reach out to peers and across boundaries to engage with others in meaningful ways. Being a mentor means, at times, being a coach, a leader, and a sharer of knowledge.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a mentor. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, and broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Share best practices
- Share best practices to build relationships and break down barriers.
Prioritize coaching
- Prioritize coaching to support peers
Model leadership
- Model leadership for peers.
Inspire and be inspired
- Inspire peers by listening, collaborating, and sharing wisdom.
Transforming Digital Navigator
Issued By: Georgian College
Description
Innovative faculty are DIGITAL NAVIGATORS. In their work, they create opportunities for learning that are innovative and supportive of learners’ needs. They seek out digital solutions that best fit each teaching context. Tools are chosen with purpose and with consideration for all aspects of learning. These faculty share their skills in support of peers, thereby impacting the teaching and learning digital ecosystem of Georgian College.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a digital navigator. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, and broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Share educational technology experiences
- Share success and failure stories in implementing educational technologies.
Support others in their digital journey
- Support others in their digital journey.
Mentor peers in educational technology choice
- Share ethical vision and mentor peers in their ed tech choices.
Connect with others through educational technology
- Actively engage in connection-making around the use of educational technology.
Transforming Changemaker
Issued By: Georgian College
Description
Innovative faculty are CHANGEMAKERS. They approach their interactions with students using an empathetic lens. In their courses, they support students in using this lens to identify inequities in our communities. From this perspective, faculty offer opportunities for collaboration and leadership as students practice changemaking in order to graduate not only amazing practitioners but also amazing community members.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a changemaker. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, and broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Model an empathetic lens
- Model the use of an empathetic lens in the community.
Collaborate for problem-solving and positive change
- Collaborate with peers to solve a problem and affect positive change.
Demonstrate shared leadership
- Demonstrate sharing leadership in their teaching profession and/or field.
Share changemaking ideas
- Share ideas about how to incorporate changemaking into teaching.
Innovative Faculty Micro-Certificate
Description
The "Innovative Faculty" microcredential acknowledges those who excel in designing courses, researching, fostering inclusivity, driving change, navigating digital realms, collaborating, reflecting, and mentoring. Achieving proficiency at Emerging, Performing, and Transforming levels demonstrates a holistic commitment to innovative teaching practices, marking a faculty member's dedication to shaping a dynamic and forward-thinking learning environment.
Earning Criteria
To earn the "Innovative Faculty" microcredential, individuals must demonstrate competence in the eight roles across the Emerging, Performing, and Transforming levels. This comprehensive competency framework showcases a faculty member's dedication to advancing teaching practices and creating transformative learning experiences.
Standards
No standards have been added for this badge yet.
Emerging Collaborator
Issued By: Georgian College
Description
Innovative faculty are COLLABORATORS. In classrooms, faculty promote collaboration and teamwork to share knowledge and improve student learning. As professional educators, faculty connect with peers in professional learning opportunities and in institutional teams and utilize a growth mindset for professional growth and development that spans their entire career. They connect with partners within and outside of Georgian to create exciting opportunities for students.
Earning Criteria
At the emerging level, you have engaged in foundational learning related to the collaborator role and its associated competencies. You have demonstrated a commitment to understanding the essential aspects of collaboration and are on the path to integrating this learning into your teaching practice.
Standards
Recognize value of collaboration
- Recognize the value of connection and collaboration.
Connect emotional intelligence to collaboration
- Connect emotional intelligence to successful collaboration.
The growth mindset and collaboration
- Note the importance of a growth mindset to improving teaching practice and faculty-student relationships.
Recognize the importance of active listening for collaboration.
- Recognize the importance of active listening for collaboration.
Performing Digital Navigator
Issued By: Georgian College
Description
Innovative faculty are DIGITAL NAVIGATORS. In their work, they create opportunities for learning that are innovative and supportive of learners’ needs. They seek out digital solutions that best fit each teaching context. Tools are chosen with purpose and with consideration for all aspects of learning. These faculty share their skills in support of peers, thereby impacting the teaching and learning digital ecosystem of Georgian College.
Earning Criteria
At the performing level, Keith has taken the necessary knowledge and actively applied it to his teaching practice. He is demonstrating a tangible connection between his learning and the pedagogical approaches he follows, creating a positive impact on his students and the overall learning environment.
Standards
Thoughtful incorpration of educational technology
- Skillfully incorporate educational technologies based on careful consideration of pros and cons from learners’ perspectives.
Iterate digital solutions
- Iterate digital solutions and try again when something doesn’t work.
Ethical decision-making of educational technology
- Make decisions about learning technologies based on ethical considerations.
Leverage digital tools to engage
- Leverage education technologies available to connect and/or engage students
Performing Changemaker
Issued By: Georgian College
Description
Innovative faculty are CHANGEMAKERS. They approach their interactions with students using an empathetic lens. In their courses, they support students in using this lens to identify inequities in our communities. From this perspective, faculty offer opportunities for collaboration and leadership as students practice changemaking in order to graduate not only amazing practitioners but also amazing community members.
Earning Criteria
At the performing level, Keith has taken the necessary knowledge and actively applied it to his teaching practice. He demonstrates a clear connection between his learning and the pedagogical approaches he follows, creating a positive impact on his students and the broader learning environment.
Standards
Create with empathy
- Use empathy when creating course-related materials, course schedules, and teaching and learning activities.
Focus in relationship-building
- Cultivate student ability to collaborate by intentionally focusing on relationships.
Sacffold practice of shared leadership
- Scaffold opportunities for your students to practice sharing leadership.
Embed experiential changemaking
- Embed experiential learning opportunities for students to practice changemaking.
Emerging Mentor
Issued By: Georgian College
Description
Innovative faculty are MENTORS. They recognize the value of relationships and spend energy building relationships. Faculty who are mentors reach out to peers and across boundaries to engage with others in meaningful ways. Being a mentor means, at times, being a coach, a leader, and a sharer of knowledge.
Earning Criteria
At the emerging level, you have engaged in foundational learning related to the mentor role and its associated competencies. You have demonstrated a commitment to understanding the essential aspects of mentorship and are on the path to integrating this learning into your teaching practice.
Standards
Relationships and mentoring
- Identify the importance of relationships to mentoring.
Coaching and growth
- Consider the importance of coaching to growth.
The role of leadership
- Consider how leadership looks in teaching and learning and professional work.
The impact of shared knowledge
- Recognize that sharing knowledge impacts teaching and learning.
Emerging Digital Navigator
Issued By: Issued by Georgian College
Description
Innovative faculty are DIGITAL NAVIGATORS. In their work, they create opportunities for learning that are innovative and supportive of learners’ needs. They seek out digital solutions that best fit each teaching context. Tools are chosen with purpose and with consideration for all aspects of learning. These faculty share their skills in support of peers, thereby impacting the teaching and learning digital ecosystem of Georgian College.
Earning Criteria
At the emerging level, Keith has engaged in foundational learning related to the digital practitioner role and its associated competencies. He has demonstrated a commitment to understanding the essential aspects of digital navigation and is actively integrating this learning into his teaching and professional practice.
Standards
Equitable technology choice
- Consider the impact of principles of equity on choice of educational technology.
Digital solutions through design process
- Explore digital teaching solutions using a course design lens.
Ethical solutions to digital technology needs
- Recognize ethical considerations when using digital tools in teaching and learning.
Identify available tools
- Identify digital tools that are available at Georgian College.
Emerging Designer
Issued By: Issued by Georgian College
Description
Innovative faculty are DESIGNERS. They design courses, classes, teaching and learning activities, and assessments to facilitate student learning. They recognize the importance of mapping courses for students and use evidence-informed pedagogy and andragogy to inform their practice. They recognize the importance of universal design, creating spaces of belonging, and sharing with peers to positively impact the teaching ecosystem.
Earning Criteria
At the emerging level, Keith has engaged in foundational learning related to the designer role and its associated competencies. He has demonstrated a commitment to understanding the essential aspects of design and is actively integrating this learning into his teaching and professional practice.
Standards
Characteristics
- Identify characteristics of students that may impact their learning.
Innovative teaching practices
- Define what innovative teaching practice looks like, feels like, and sounds like.
Course mapping
- Recognize the importance of mapping a course to support student learning.
Integrated course design
- Identify components of integrated course design.
Transforming Reflector
Issued By: Georgian College
Description
Innovative faculty are REFLECTORS. In their work, they will invest time in thinking about their teaching practice. Faculty will explore aspects of their teaching and plan for productive and transformative change. In this work, they prioritize evaluating the changes they have enacted to continually develop and grow their practice. They will also share their successes and failures to help their peers.
Earning Criteria
At the transformative level, you are a true catalyst for positive change as a reflector. You have demonstrated the relevant competencies and have become an agent of transformative change within your class, school, or broader community. You use your knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Help others see value in gaining feedback
- Help others see value in gathering feedback to transform teaching practice.
Support peers in reflection and analysis
- Support peers in developing a system of reflective and analytical practice.
Share stories of growth in teaching
- Share stories of growth in teaching practice to support others in transforming their practice.
Model the reflective cycle
- Model the circular process of gathering feedback, analyzing it, revising and acting on it.
Transforming Inclusive Practitioner
Issued By: Georgian College
Description
Innovative faculty are INCLUSIVE PRACTITIONERS. They are emotionally attuned to the needs of learners and use empathy as a lens for their practice. They plan teaching and learning experiences with integrity and work to identify and reduce inequities and injustices that may impact student success. They inhabit a growth mindset space. They understand the importance of equity, diversity, inclusion, and belonging and see indigenization as a key priority to transform post-secondary education.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as an inclusive practitioner. He has demonstrated the relevant competencies and has become an agent of transformative change within his classroom, institution, and broader community. Keith uses his knowledge, experience, and leadership to innovate and inspire, fostering a culture of continuous improvement while positively influencing inclusive educational practices and the broader learning landscape.
Standards
Inspire and mentor
- Inspire and mentor others to invest in their own inclusive practice and commitment towards change. Seize opportunities to model values in decision making in their work.
Model inclusive decision-making
- Seize opportunities to model values in decision-making in their work.
Practice transparancy and humility
- Be transparent and humble in reflecting the uncertainties and course corrections of their professional journey.
Empower peers to be agents of change
- Empower peers to be allies and agents of inclusive practice.
Transforming Designer
Issued By: Georgian College
Description
Innovative faculty are DESIGNERS. They design courses, classes, teaching and learning activities, and assessments to facilitate student learning. They recognize the importance of mapping courses for students and use evidence-informed pedagogy and andragogy to inform their practice. They recognize the importance of universal design, creating spaces of belonging, and sharing with peers to positively impact the teaching ecosystem.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as an educator, strategist, and designer. He has demonstrated advanced professional competencies and has become an agent of transformative change within his classrooms, institutions, and broader professional community. Keith uses his knowledge, leadership, and digital communication expertise to innovate and inspire, fostering a culture of continuous improvement while positively influencing educational, professional, and digital learning environments.
Standards
Confer about inclusive course design
- Participate openly in dialogue with peers about inclusive course design.
Commit to change
- Demonstrate commitment to improving practice through risk taking in course design
Mentor in course design
- Mentor others in transformative course design.
Curate and share practices
- Curate and share high-impact practices to engage students.
Transforming Researcher
Issued By: Georgian College
Description
Innovative faculty are RESEARCHERS. They inspire curiosity and motivate students to ask questions. They offer opportunities to practice critical analysis and problem-solving. They explore evidence and best practices in their disciplines and in the profession of teaching. Faculty use research to stay connected, keep current, and transform the experiences of students and peers by sharing their experiences.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a researcher. He has demonstrated the relevant competencies and has become an agent of transformative change within his class, school, or broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Share innovative solutions
- Share innovative solutions for integrating research into teaching practice.
Share the impact of research
- Share the impact of knowledge-seeking and research on the faculty role.
Contribute to curiosity
- Contribute to a culture of critical curiosity to grow research practices.
Share research stories
- Share specific research-related stories with relevant communities.
Transforming Collaborator
Issued By: Georgian College
Description
Innovative faculty are COLLABORATORS. In classrooms, faculty promote collaboration and teamwork to share knowledge and improve student learning. As professional educators, faculty connect with peers in professional learning opportunities and in institutional teams and utilize a growth mindset for professional growth and development that spans their entire career. They connect with partners within and outside of Georgian to create exciting opportunities for students.
Earning Criteria
At the transformative level, Keith is a true catalyst for positive change as a collaborator. He has demonstrated the relevant competencies and have become an agent of transformative change within his class, school, or broader community. He uses his knowledge and skills to innovate and inspire, fostering a culture of continuous improvement and positively influencing the educational landscape.
Standards
Network to enhance growth
- Network with a variety of professional learning communities to enhance professional growth.
Share stories about emotions and collaboration
- Share stories about the impact of emotions on collaboration.
Goal set for professional growth
- Set ambitious goals that challenge established practices that impede growth.
Share communication strategies
- Share communication strategies that promote successful collaborations.
HOW TO REACH KEITH
If the Internet has given us anything it is the ability to communicate with anyone in the world, at any time of the day. Send me an email, follow me on social media, or sign up for a newsletter today!
HOW TO REACH KEITH
If the Internet has given us anything it is the ability to communicate with anyone in the world, at any time of the day. Send me an email, follow me on social media, or sign up for a newsletter today!
HOW TO REACH KEITH
If the Internet has given us anything it is the ability to communicate with anyone in the world, at any time of the day. Send me an email, follow me on social media, or sign up for a newsletter today!




