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Keith J Connell
  • About
  • Research and Thought Leadership
    • Articles
    • Podcasting
    • Orcid Number
  • Experience and Expertise
    • Transformational Leadership
    • Experience
    • Innovation and AI
    • Research
    • Academics
  • Contact

A world where every organisation has the leadership clarity to move forward, and every person within it has the confidence to lead the way.

Keith J Connell
  • About
  • Research and Thought Leadership
    • Articles
    • Podcasting
    • Orcid Number
  • Experience and Expertise
    • Transformational Leadership
    • Experience
    • Innovation and AI
    • Research
    • Academics
  • Contact
Keith J Connell

Strategy and innovation for student success.

Let’s rethink higher education

Strategy and innovation for student success.

Let’s rethink higher education

Strategy and innovation for student success.

Let’s rethink higher education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

ARTICLES

Measuring What Matters: The Brand Metrics That Actually Predict Long-Term Growth

Building Trust and Openness: The Key to Effective Teaching

The Importance of Web Design: Creating a Digital Identity that Captivates

ARTICLES

Measuring What Matters: The Brand Metrics That Actually Predict Long-Term Growth

Building Trust and Openness: The Key to Effective Teaching

The Importance of Web Design: Creating a Digital Identity that Captivates

ARTICLES

Measuring What Matters: The Brand Metrics That Actually Predict Long-Term Growth

Building Trust and Openness: The Key to Effective Teaching

The Importance of Web Design: Creating a Digital Identity that Captivates

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!

PEOPLE ARE TALKING

Hossai Jasar
★★★★★

Hossai Jasar

Colleague

I have at the pleasure to work alongside Keith, as a collaborator in a multiple events, serving as a stakeholder. Keith’s vision, extraordinary supportive personality and passion for his work speaks volumes for itself. It’s has always been a great pleasure and learning opportunity to work with Keith!

Kelly Duggan
★★★★★

Kelly Duggan

Colleague

Keith is one of those rare people whose energy, creativity, and commitment elevate every room, every project, and every person around him. I have had the privilege of working with Keith and have witnessed first-hand his exceptional commitment to excellence. He brings extraordinary passion, positivity, and infectious energy to everything he does. A true creator and innovator, Keith is always reimagining what is possible to design experiences that are engaging, meaningful, and deeply learner and client-centred. His professionalism, generosity, and belief in people bring out the best in everyone who has the opportunity to work with him.

Paul A.
★★★★★

Paul A.

Supervisor

The markets are changing so fast for our industry, and we had a huge project that meant alignment across multiple teams, all with their own priorities. Keith was the one I trusted to manage it all. He has a natural ability to read a room, keep people engaged, and move things forward without making it feel forced. During the harder stretches, he was able innovate solutions for his team that kept them motivated. He cared about the goal, but he cared about the people around him too.

Gary Boydell
★★★★★

Gary Boydell

Client

I have worked with Keith on several assignments over the past 5 years. One of the many of Keith’s attributes is his work ethic. He is devoted to solving the client’s problems and maximizing the successful implementation of their project. He works hard to complete the assignment on time and on budget. During our work together, Keith has consistently demonstrated his knowledge of today’s technology and digital landscape. He develops strategies for the client that maximize the cross-promotion of the client’s brand while protecting their privacy and security. Keith and his team provide the clients with a very high quality of work that has generated excellent results for them. On a more personal note, Keith is just a good person who is fun to work with, and I have enjoyed doing so!

Hollyanne Campbell
★★★★★

Hollyanne Campbell

Former Student

Keith is the kind of professor who refuses to let education stop at the classroom door. From the moment I stepped into his course, it was clear that his investment in his students went far beyond the classroom walls.

Keith goes out of his way to create opportunities for his students outside of the classroom. He connected me with a director from an event, helped us get involved in the community, and ensured we were gaining real experience alongside our skills. From website design/strategy to running our own events through project management, he lets students actually lead, and that hands-on approach taught me more than I expected.

Keith will teach you about Connell's law on the first day. His philosophy will have you thinking far beyond the project's deadline. "What can go wrong will go wrong, what may go wrong will still go wrong, and what possibly can't go wrong will somehow still go wrong." This has genuinely changed how I think about problem-solving and being prepared. This type of lesson can't be found within a textbook.

What I appreciate most is that no matter what came up, Keith always found a way to help. He doesn't give up on his students. Whatever the challenge, he figures it out with you, and that level of mentorship is something you'll never forget.

Keith's mentorship was a huge part of my 2025-2026 year, and I'll carry it with me long after graduation.

If you get the chance to learn from him, take it.

Kay Gosling
★★★★★

Kay Gosling

Colleague

Keith is highly respected by the employees who worked under his supervision and co-workers for his willingness to help anyone anytime he can. Always impressed by both Keith's attitude and drive for great success that has allowed him to develop good working relationships with both our clients and his colleagues.

Rebecca Kendall
★★★★★

Rebecca Kendall

Colleague

Keith is a creative visionary! I had the pleasure of collaborating with Keith on a number of college-wide events and his passion for his students and content creation is inspiring. Keith is not only a dedicated teacher and mentor, but a truly skilled practitioner; always enthusiastic to work on the next collaborative project. Keith executes seamlessly and brings ideas to life.

Joanne Campagna
★★★★★

Joanne Campagna

Colleague

Keith Connell is a wonderful energetic team member with an enthusiasm to support and encourage the best in the students we serve. Keith is willing to put in extra effort and lend his expertise in his role as business professor and coordinator but also as a volunteer with student leadership. Keith has an exceptional work ethic, his professional manner and true interest in the well being of others contributes to an amazing work culture.

Nicole St-Pierre
★★★★★

Nicole St-Pierre

Colleague

I took a class during the Annual Leadership Conference at Georgian College about How to Maximize/enhance your LinkedIn Profile and he was fantastic at explaining the best way to use the platform and how to strategically use it. I took a lot of great information from the session and things were introduced to me that I would not have thought of. I really appreciated the way that Keith taught this session and I could tell he was passionate and excited about this topic and able to answer any questions that came up. I would recommend taking a course taught by Keith and appreciated meeting him during this session.

Joel Abraham
★★★★★

Joel Abraham

Former Student

Professor Keith was my communications professor at Lakehead, and he is one of those people you do not forget. He helped me refine my communication style, both verbally and in writing, while bringing incredible energy into every class. Keith has a rare ability to teach business and social communication in a way that is practical, engaging, and deeply human. His understanding of people, presence, and psychology sets him apart as both a professor and communicator.

Erin Chafe
★★★★★

Erin Chafe

Colleague

Keith is an incredible collaborator and a dedicated educator who isn’t afraid to think outside the box. I had the pleasure of working closely with Keith and his students on several cross-functional projects that bridged classroom learning with meaningful community initiatives.
Keith has a unique ability to bring people together, communicate clearly, and keep projects moving forward—even when balancing tight timelines and varied schedules. His leadership ensured that each initiative stayed on track while maintaining a strong sense of shared purpose among all participants.
What stands out most is the way Keith supports his students. Throughout our projects, we challenged students to step outside their comfort zones and engage directly with community clients. At every stage, Keith’s guidance, attention to detail, and commitment to student success created an environment where students felt safe, supported, and empowered.
Because of his leadership, students consistently showed professionalism, preparedness, and authenticity—qualities that truly set them apart. Keith brings dedication, insight, and a positive, accountable approach to everything he does, making him an outstanding partner and educator.

Richard Lehmann
★★★★★

Richard Lehmann

Colleague

I found Keith to be a fair, honest, and effective manager. He had the ability to motivate and encourage me while at the same time provided me with the feedback I needed to develop my skills. If given the opportunity I wouldn't hesitate to work with Keith again in the future.

Doug Wilson
★★★★★

Doug Wilson

Client

I have worked with Keith for seven years now, and I can honestly say I have never stopped being surprised by what he brings to the table. His philosophy in design is that it needs to be looked at in terms of how people will experience it and what it reflects on our company from all perspectives. He always thinks a few steps ahead and tries to incorporate that into his work. His work always exceeds our expectations.

Aurora Pittick
★★★★★

Aurora Pittick

Former Student

Keith Connell speaks the students’ language—he truly gets on our level. His knowledge and experience really shine through when he’s teaching, and that kind of enthusiasm is infectious. I walked into his digital marketing class without much of an interest in the subject, and I left the course feeling excited and eager to take on new opportunities in the field!

PEOPLE ARE TALKING

Hossai Jasar
★★★★★

Hossai Jasar

Colleague

I have at the pleasure to work alongside Keith, as a collaborator in a multiple events, serving as a stakeholder. Keith’s vision, extraordinary supportive personality and passion for his work speaks volumes for itself. It’s has always been a great pleasure and learning opportunity to work with Keith!

Rebecca Kendall
★★★★★

Rebecca Kendall

Colleague

Keith is a creative visionary! I had the pleasure of collaborating with Keith on a number of college-wide events and his passion for his students and content creation is inspiring. Keith is not only a dedicated teacher and mentor, but a truly skilled practitioner; always enthusiastic to work on the next collaborative project. Keith executes seamlessly and brings ideas to life.

Kay Gosling
★★★★★

Kay Gosling

Colleague

Keith is highly respected by the employees who worked under his supervision and co-workers for his willingness to help anyone anytime he can. Always impressed by both Keith's attitude and drive for great success that has allowed him to develop good working relationships with both our clients and his colleagues.

Erin Chafe
★★★★★

Erin Chafe

Colleague

Keith is an incredible collaborator and a dedicated educator who isn’t afraid to think outside the box. I had the pleasure of working closely with Keith and his students on several cross-functional projects that bridged classroom learning with meaningful community initiatives.
Keith has a unique ability to bring people together, communicate clearly, and keep projects moving forward—even when balancing tight timelines and varied schedules. His leadership ensured that each initiative stayed on track while maintaining a strong sense of shared purpose among all participants.
What stands out most is the way Keith supports his students. Throughout our projects, we challenged students to step outside their comfort zones and engage directly with community clients. At every stage, Keith’s guidance, attention to detail, and commitment to student success created an environment where students felt safe, supported, and empowered.
Because of his leadership, students consistently showed professionalism, preparedness, and authenticity—qualities that truly set them apart. Keith brings dedication, insight, and a positive, accountable approach to everything he does, making him an outstanding partner and educator.

Kelly Duggan
★★★★★

Kelly Duggan

Colleague

Keith is one of those rare people whose energy, creativity, and commitment elevate every room, every project, and every person around him. I have had the privilege of working with Keith and have witnessed first-hand his exceptional commitment to excellence. He brings extraordinary passion, positivity, and infectious energy to everything he does. A true creator and innovator, Keith is always reimagining what is possible to design experiences that are engaging, meaningful, and deeply learner and client-centred. His professionalism, generosity, and belief in people bring out the best in everyone who has the opportunity to work with him.

Aurora Pittick
★★★★★

Aurora Pittick

Former Student

Keith Connell speaks the students’ language—he truly gets on our level. His knowledge and experience really shine through when he’s teaching, and that kind of enthusiasm is infectious. I walked into his digital marketing class without much of an interest in the subject, and I left the course feeling excited and eager to take on new opportunities in the field!

Gary Boydell
★★★★★

Gary Boydell

Client

I have worked with Keith on several assignments over the past 5 years. One of the many of Keith’s attributes is his work ethic. He is devoted to solving the client’s problems and maximizing the successful implementation of their project. He works hard to complete the assignment on time and on budget. During our work together, Keith has consistently demonstrated his knowledge of today’s technology and digital landscape. He develops strategies for the client that maximize the cross-promotion of the client’s brand while protecting their privacy and security. Keith and his team provide the clients with a very high quality of work that has generated excellent results for them. On a more personal note, Keith is just a good person who is fun to work with, and I have enjoyed doing so!

Nicole St-Pierre
★★★★★

Nicole St-Pierre

Colleague

I took a class during the Annual Leadership Conference at Georgian College about How to Maximize/enhance your LinkedIn Profile and he was fantastic at explaining the best way to use the platform and how to strategically use it. I took a lot of great information from the session and things were introduced to me that I would not have thought of. I really appreciated the way that Keith taught this session and I could tell he was passionate and excited about this topic and able to answer any questions that came up. I would recommend taking a course taught by Keith and appreciated meeting him during this session.

Joanne Campagna
★★★★★

Joanne Campagna

Colleague

Keith Connell is a wonderful energetic team member with an enthusiasm to support and encourage the best in the students we serve. Keith is willing to put in extra effort and lend his expertise in his role as business professor and coordinator but also as a volunteer with student leadership. Keith has an exceptional work ethic, his professional manner and true interest in the well being of others contributes to an amazing work culture.

Paul A.
★★★★★

Paul A.

Supervisor

The markets are changing so fast for our industry, and we had a huge project that meant alignment across multiple teams, all with their own priorities. Keith was the one I trusted to manage it all. He has a natural ability to read a room, keep people engaged, and move things forward without making it feel forced. During the harder stretches, he was able innovate solutions for his team that kept them motivated. He cared about the goal, but he cared about the people around him too.

Richard Lehmann
★★★★★

Richard Lehmann

Colleague

I found Keith to be a fair, honest, and effective manager. He had the ability to motivate and encourage me while at the same time provided me with the feedback I needed to develop my skills. If given the opportunity I wouldn't hesitate to work with Keith again in the future.

Joel Abraham
★★★★★

Joel Abraham

Former Student

Professor Keith was my communications professor at Lakehead, and he is one of those people you do not forget. He helped me refine my communication style, both verbally and in writing, while bringing incredible energy into every class. Keith has a rare ability to teach business and social communication in a way that is practical, engaging, and deeply human. His understanding of people, presence, and psychology sets him apart as both a professor and communicator.

Hollyanne Campbell
★★★★★

Hollyanne Campbell

Former Student

Keith is the kind of professor who refuses to let education stop at the classroom door. From the moment I stepped into his course, it was clear that his investment in his students went far beyond the classroom walls.

Keith goes out of his way to create opportunities for his students outside of the classroom. He connected me with a director from an event, helped us get involved in the community, and ensured we were gaining real experience alongside our skills. From website design/strategy to running our own events through project management, he lets students actually lead, and that hands-on approach taught me more than I expected.

Keith will teach you about Connell's law on the first day. His philosophy will have you thinking far beyond the project's deadline. "What can go wrong will go wrong, what may go wrong will still go wrong, and what possibly can't go wrong will somehow still go wrong." This has genuinely changed how I think about problem-solving and being prepared. This type of lesson can't be found within a textbook.

What I appreciate most is that no matter what came up, Keith always found a way to help. He doesn't give up on his students. Whatever the challenge, he figures it out with you, and that level of mentorship is something you'll never forget.

Keith's mentorship was a huge part of my 2025-2026 year, and I'll carry it with me long after graduation.

If you get the chance to learn from him, take it.

Doug Wilson
★★★★★

Doug Wilson

Client

I have worked with Keith for seven years now, and I can honestly say I have never stopped being surprised by what he brings to the table. His philosophy in design is that it needs to be looked at in terms of how people will experience it and what it reflects on our company from all perspectives. He always thinks a few steps ahead and tries to incorporate that into his work. His work always exceeds our expectations.

PEOPLE ARE TALKING

Paul A.
★★★★★

Paul A.

Supervisor

The markets are changing so fast for our industry, and we had a huge project that meant alignment across multiple teams, all with their own priorities. Keith was the one I trusted to manage it all. He has a natural ability to read a room, keep people engaged, and move things forward without making it feel forced. During the harder stretches, he was able innovate solutions for his team that kept them motivated. He cared about the goal, but he cared about the people around him too.

Kelly Duggan
★★★★★

Kelly Duggan

Colleague

Keith is one of those rare people whose energy, creativity, and commitment elevate every room, every project, and every person around him. I have had the privilege of working with Keith and have witnessed first-hand his exceptional commitment to excellence. He brings extraordinary passion, positivity, and infectious energy to everything he does. A true creator and innovator, Keith is always reimagining what is possible to design experiences that are engaging, meaningful, and deeply learner and client-centred. His professionalism, generosity, and belief in people bring out the best in everyone who has the opportunity to work with him.

Erin Chafe
★★★★★

Erin Chafe

Colleague

Keith is an incredible collaborator and a dedicated educator who isn’t afraid to think outside the box. I had the pleasure of working closely with Keith and his students on several cross-functional projects that bridged classroom learning with meaningful community initiatives.
Keith has a unique ability to bring people together, communicate clearly, and keep projects moving forward—even when balancing tight timelines and varied schedules. His leadership ensured that each initiative stayed on track while maintaining a strong sense of shared purpose among all participants.
What stands out most is the way Keith supports his students. Throughout our projects, we challenged students to step outside their comfort zones and engage directly with community clients. At every stage, Keith’s guidance, attention to detail, and commitment to student success created an environment where students felt safe, supported, and empowered.
Because of his leadership, students consistently showed professionalism, preparedness, and authenticity—qualities that truly set them apart. Keith brings dedication, insight, and a positive, accountable approach to everything he does, making him an outstanding partner and educator.

Hollyanne Campbell
★★★★★

Hollyanne Campbell

Former Student

Keith is the kind of professor who refuses to let education stop at the classroom door. From the moment I stepped into his course, it was clear that his investment in his students went far beyond the classroom walls.

Keith goes out of his way to create opportunities for his students outside of the classroom. He connected me with a director from an event, helped us get involved in the community, and ensured we were gaining real experience alongside our skills. From website design/strategy to running our own events through project management, he lets students actually lead, and that hands-on approach taught me more than I expected.

Keith will teach you about Connell's law on the first day. His philosophy will have you thinking far beyond the project's deadline. "What can go wrong will go wrong, what may go wrong will still go wrong, and what possibly can't go wrong will somehow still go wrong." This has genuinely changed how I think about problem-solving and being prepared. This type of lesson can't be found within a textbook.

What I appreciate most is that no matter what came up, Keith always found a way to help. He doesn't give up on his students. Whatever the challenge, he figures it out with you, and that level of mentorship is something you'll never forget.

Keith's mentorship was a huge part of my 2025-2026 year, and I'll carry it with me long after graduation.

If you get the chance to learn from him, take it.

Richard Lehmann
★★★★★

Richard Lehmann

Colleague

I found Keith to be a fair, honest, and effective manager. He had the ability to motivate and encourage me while at the same time provided me with the feedback I needed to develop my skills. If given the opportunity I wouldn't hesitate to work with Keith again in the future.

Hossai Jasar
★★★★★

Hossai Jasar

Colleague

I have at the pleasure to work alongside Keith, as a collaborator in a multiple events, serving as a stakeholder. Keith’s vision, extraordinary supportive personality and passion for his work speaks volumes for itself. It’s has always been a great pleasure and learning opportunity to work with Keith!

Aurora Pittick
★★★★★

Aurora Pittick

Former Student

Keith Connell speaks the students’ language—he truly gets on our level. His knowledge and experience really shine through when he’s teaching, and that kind of enthusiasm is infectious. I walked into his digital marketing class without much of an interest in the subject, and I left the course feeling excited and eager to take on new opportunities in the field!

Joel Abraham
★★★★★

Joel Abraham

Former Student

Professor Keith was my communications professor at Lakehead, and he is one of those people you do not forget. He helped me refine my communication style, both verbally and in writing, while bringing incredible energy into every class. Keith has a rare ability to teach business and social communication in a way that is practical, engaging, and deeply human. His understanding of people, presence, and psychology sets him apart as both a professor and communicator.

Doug Wilson
★★★★★

Doug Wilson

Client

I have worked with Keith for seven years now, and I can honestly say I have never stopped being surprised by what he brings to the table. His philosophy in design is that it needs to be looked at in terms of how people will experience it and what it reflects on our company from all perspectives. He always thinks a few steps ahead and tries to incorporate that into his work. His work always exceeds our expectations.

Kay Gosling
★★★★★

Kay Gosling

Colleague

Keith is highly respected by the employees who worked under his supervision and co-workers for his willingness to help anyone anytime he can. Always impressed by both Keith's attitude and drive for great success that has allowed him to develop good working relationships with both our clients and his colleagues.

Joanne Campagna
★★★★★

Joanne Campagna

Colleague

Keith Connell is a wonderful energetic team member with an enthusiasm to support and encourage the best in the students we serve. Keith is willing to put in extra effort and lend his expertise in his role as business professor and coordinator but also as a volunteer with student leadership. Keith has an exceptional work ethic, his professional manner and true interest in the well being of others contributes to an amazing work culture.

Nicole St-Pierre
★★★★★

Nicole St-Pierre

Colleague

I took a class during the Annual Leadership Conference at Georgian College about How to Maximize/enhance your LinkedIn Profile and he was fantastic at explaining the best way to use the platform and how to strategically use it. I took a lot of great information from the session and things were introduced to me that I would not have thought of. I really appreciated the way that Keith taught this session and I could tell he was passionate and excited about this topic and able to answer any questions that came up. I would recommend taking a course taught by Keith and appreciated meeting him during this session.

Gary Boydell
★★★★★

Gary Boydell

Client

I have worked with Keith on several assignments over the past 5 years. One of the many of Keith’s attributes is his work ethic. He is devoted to solving the client’s problems and maximizing the successful implementation of their project. He works hard to complete the assignment on time and on budget. During our work together, Keith has consistently demonstrated his knowledge of today’s technology and digital landscape. He develops strategies for the client that maximize the cross-promotion of the client’s brand while protecting their privacy and security. Keith and his team provide the clients with a very high quality of work that has generated excellent results for them. On a more personal note, Keith is just a good person who is fun to work with, and I have enjoyed doing so!

Rebecca Kendall
★★★★★

Rebecca Kendall

Colleague

Keith is a creative visionary! I had the pleasure of collaborating with Keith on a number of college-wide events and his passion for his students and content creation is inspiring. Keith is not only a dedicated teacher and mentor, but a truly skilled practitioner; always enthusiastic to work on the next collaborative project. Keith executes seamlessly and brings ideas to life.

A world where every organisation has the leadership clarity to move forward, and every person within it has the confidence to lead the way.

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