Facilitator Handbook

Your interactive guide to teaching philosophy, classroom expectations, institutional policies, and faculty resources at Columbia College.

Part A: Educational Philosophy

Columbia College grounds its approach to education in evidence-based, learner-centered principles developed since 1986. These are the foundation for every course, every class, and every interaction with students.

Columbia College campus or classroom environment

Teaching Excellence at Columbia CollegeDraft

Columbia's approach to teaching excellence is grounded in a learner-centered philosophy that integrates intentional instructional design, active engagement, reflective practice, and the development of professional behaviours. Excellence in teaching is understood as an active process of guiding and supporting learning rather than solely delivering content.

This philosophy shapes how courses are designed, how facilitators engage with students, and how the College supports ongoing instructional growth.

Read the full Teaching Excellence document ↗
Five Distinct Educational Features

1. Student-Centered Approach

Columbia uses an inverted organizational pyramid where student success sits at the top. Every institutional decision is guided by student outcomes and employer satisfaction. When students succeed, Columbia succeeds.

Faculty and staff occupy the middle of this pyramid, with management and the Board of Directors at the base, reinforcing that teaching and learning are Columbia's core purpose.

2. Professional Behaviours Framework

Columbia integrates professional behaviours including teamwork, communication, problem solving, workplace ethics, and accountability directly into coursework. These are not extras; they are central to the learning experience.

Facilitators model and reinforce these behaviours through classroom expectations, group activities, and how they conduct themselves as professionals.

3. Four Stage Learner-Centered Model

Rather than relying on lectures alone, courses are structured around four progressive stages: preparation before class, exploration through discussion, hands-on application, and demonstration of understanding through assessment.

This model guides lesson planning across many Columbia programs and encourages active student engagement at every stage of learning.

4. Mastery Learning

Based on Dr. Benjamin Bloom's 1968 framework, mastery learning emphasizes frequent feedback and repeated opportunities to strengthen understanding before progressing. Columbia first applied this in its Practical Nurse Diploma in 2013 with strong results.

Facilitators monitor student progress closely and offer additional support including tutorials, review activities, and practice exercises to build competence and confidence.

5. Applied Learning and Performance Labs

Students retain knowledge longer when they apply it in realistic contexts. Columbia's Performance Labs provide structured environments for practice drills, simulations, skill demonstrations, and collaborative problem-solving.

Applied learning occurs across labs, clinics, simulations, and in-class activities, helping students bridge theory and professional practice.

Facilitation vs. Lecturing
Active facilitation in classroom
Students engaged in group discussion
💬

Facilitation-Based Instruction

Columbia's primary teaching approach: faculty as guides, not lecturers.

Facilitation strategies include case studies, small and large group discussions, problem-based learning, simulations, presentations, and applied activities. The goal is active engagement, not passive reception.

Because this model depends on preparation, facilitators use readiness checks, reflective prompts, and discussion questions to ensure students arrive ready to engage.

🏛

Historical Context

Why Columbia moved away from traditional lecture-based models.

The lecture model traces back to Plato, designed for a world without textbooks or digital resources. Columbia's approach reflects decades of research showing students learn most effectively through active engagement.

Post-war expansion, the GI Bill, and modern workforce demands have all shaped what adult learners need from post-secondary education today.

🎯

Adult Learner Focus

Designed for students with careers, families, and clear goals.

Many Columbia students are adults returning to education with defined career goals and significant life responsibilities. Programs are designed to be focused, efficient, and highly relevant to professional contexts.

Delivery models vary by program, but all prioritize rigor, accessibility, and responsiveness to the needs of working adult learners.

Part B: Teaching and Facilitation Expectations

This section covers what Columbia College expects of facilitators in the classroom: from scheduling and attendance to inclusive teaching, virtual delivery, assessment, and academic integrity.

Columbia College's Academic Freedom PolicyDraft affirms the right of faculty to pursue scholarly inquiry, facilitate open discussion, and explore diverse perspectives, paired with corresponding responsibilities for integrity, respect, and professional judgment. Read the full policy ↗
Facilitator leading a session
⏰

Scheduling and Class Time

Beginning, ending, and structuring class sessions.

  • Begin and end classes on time, every session.
  • Deliver all instructional hours indicated in the course outline.
  • Do not dismiss early or cancel without prior approval from the Program Chair or Department Manager.
  • Room or schedule changes require formal academic and administrative approval.
📋

Attendance and Participation

Monitoring student engagement and follow-up responsibilities.

  • Take attendance each class as required by the program.
  • Notify the Program Chair or Director if a student misses early classes or shows repeated absence.
  • Encourage frequently late or absent students to seek support.

See Attendance Policy ADM-P151 for full student-facing requirements.

🌐

Virtual Classrooms

Online instruction expectations and engagement strategies.

  • Organize and prepare the virtual classroom before the session begins.
  • Use breakout rooms, polls, and collaborative tasks to maintain engagement.
  • Be mindful of pacing: sustained attention online is harder.
  • Provide clear instructions for all activities and assignments.
🔀

Hybrid Learning

Balancing in-person and remote students effectively.

  • Design activities that work across both in-person and online settings.
  • Ensure consistent communication and expectations for all students.
  • Use technology to support collaboration between both groups.
  • Neither group should feel disadvantaged in access or experience.
🌍

Inclusive Teaching

Universal Design for Learning and diverse classroom support.

Columbia serves diverse learners with varied backgrounds, languages, and learning needs. UDL principles guide facilitators in offering:

  • Content in multiple formats: verbal, visual, demonstration, reading
  • Varied engagement modes: discussion, group work, individual reflection
  • Multiple ways to demonstrate learning: written, presentation, practical

Use diverse examples, clear scaffolding, and create space where all students feel welcome to participate.

📝

Course Outlines

Approved outlines, learning outcomes, and changes.

  • Review the course outline with students during the first class.
  • All classroom activities must support the defined learning outcomes.
  • Follow the approved assignment and assessment structure.
  • Changes to outlines or assessments require approval through the appropriate academic process.
📐

Lesson Planning

Structure, alignment, and program submission requirements.

Lesson plans should align with course outcomes and include:

  • A range of instructional strategies and active learning activities
  • Opportunities for discussion, reflection, and application
  • Sufficient time for assessment and meaningful feedback

Use the Student Engagement and Workload Planner to map out student workload and engagement across your course. Additional templates are available via the Centre of Excellence.

✅

Assessment and Feedback

Grading practices, rubrics, and returning work to students.

  • Grading must be fair, consistent, and transparent.
  • Evaluation criteria must be clearly communicated before assessment.
  • Return student work with constructive feedback in a timely manner.
  • Use approved rubrics where provided.
  • Familiarize yourself with the AI Use Policy when designing assessments.

The Intellectual Property PolicyDraft clarifies that course materials, assessments, and instructional content developed within the scope of employment are institutional works. Understanding this supports clear expectations around curriculum development and the sharing of teaching materials.

Read the full policy ↗
🔒

Academic Integrity

Preventing and responding to academic dishonesty.

Help students understand expectations around:

  • Plagiarism and improper use of sources
  • Unauthorized collaboration
  • Cheating during exams or assessments

See Facilitator Guidelines ADM-P221 and the Student Code of Conduct ADM-P229 for procedural steps.

📁

Records and Documentation

Grade recording, retention, and secure disposal.

  • Record grades in the Moodle Gradebook or designated system.
  • Retain copies of assessments until end of semester.
  • Submit required records to the Program Chair on institutional timelines.
  • Handle student data per the Student Records Security Policy and privacy requirements.

The Student Records Security PolicyDraft outlines each facilitator's obligations around the confidential handling, secure storage, and appropriate disposal of student information. Facilitators access only the information required for their instructional responsibilities.

Read the full policy ↗
📈

Quality Assurance and Development

How Columbia supports continuous teaching improvement.

The faculty QA process includes:

  • End-of-course student satisfaction surveys
  • Classroom observations
  • Reflective practice and brief action plans
  • Engagement in professional development opportunities

The Faculty Quality Assurance and Development PolicyDraft describes how Columbia supports continuous improvement in teaching through structured review, student feedback, and professional development, coordinated in collaboration with the Centre of Excellence. Review processes are designed to promote growth, not just evaluation.

Read the full policy ↗
UDL guidelines and inclusive teaching

Part C: Resources and Tools

Columbia maintains a full library of policies, teaching frameworks, and academic guidelines. Familiarize yourself with these documents: they govern how courses are designed, how students are supported, and how academic standards are maintained.

Centre of Excellence
Teaching and Learning
ResourceTeaching Excellence at Columbia College DraftColumbia's philosophy of teaching excellence: learner-centered design, facilitation, mastery learning, professional behaviours, and reflective practice.Read Policy ↗
ResourceProfessional Behaviours FrameworkWorkplace behaviours embedded in Columbia's curriculum and cultureportal.columbia.ca
ResourceFactors that Affect LearningResearch-grounded overview of what supports and hinders student learningView on Core
ResourceGlossary of Adult Education TermsKey terminology for teaching adult learners in post-secondary contextsView on Core
ResourceWhat Employers Are Looking ForEmployer expectations that shape Columbia's curriculum and graduate outcomesView on Core
ResourceCharacteristics of Successful StudentsBehaviours and mindsets that predict student success at ColumbiaView on Core
Academic Policies
PolicyAttendance Policy (ADM-P151)Student attendance requirements and facilitator responsibilitiesView on Core
PolicyStudent Code of Conduct (ADM-P229)Standards of conduct and procedural steps for misconductView on Core
PolicyStudent Accommodation Policy (ADM-P188)Requirements for accessibility and learning accommodationsView on Core
PolicyAI Use Policy: Students (ADM-P457)Guidelines for appropriate use of AI tools in student courseworkView Policy
PolicyAI Use Policy: Faculty and Staff (ADM-P456)Guidelines for faculty use of AI in teaching and assessment designView Policy
PolicyHuman Rights and Diversity PolicyColumbia's commitment to equity, inclusion, and respectful environmentsView on Core
PolicyStudent Appeal Policy (ADM-P177)Formal process for students to appeal grades or decisionsView on Core
PolicyAcademic Freedom Policy DraftRights and responsibilities of faculty in teaching, scholarly inquiry, and open academic discussion.Read Policy ↗
PolicyFaculty Quality Assurance and Development Policy DraftFramework for teaching review, student feedback, classroom observation, and professional development support.Read Policy ↗
PolicyAcademic Program Quality Assurance and Review Policy DraftHow programs are developed, monitored, and periodically reviewed to ensure quality and alignment with student and employer needs.Read Policy ↗
PolicyInstitutional Research Policy DraftHow Columbia collects and uses institutional data to support evidence-informed decisions, program quality, and student success.Read Policy ↗
PolicyIntellectual Property Policy DraftOwnership and use of course materials, curriculum, and instructional content created within the scope of employment at Columbia.Read Policy ↗
PolicyStudent Records Security Policy DraftFacilitator obligations around the confidential handling, authorized access, secure storage, and appropriate disposal of student information.Read Policy ↗
Templates, Tools and Forms
ToolStudent Engagement and Workload PlannerPlan and balance student workload and engagement across your course. Use when designing lesson sequences and mapping assessments.Open Tool ↗
TemplateLesson Plan TemplateColumbia's standard lesson plan structure aligned to course outcomesView on Core
TemplateSample A+ Graded PaperReference example of a high-quality student submissionView on Core
TemplateSample ReportModel report structure for student writing assignmentsView on Core
ResourceFacilitator Position Description (ADM-P253)Formal description of the facilitator role at Columbia CollegeView on Core
PolicyGuidelines to Prevent Academic Dishonesty (ADM-P221)Practical steps for maintaining academic integrity in your courseView on Core
Forms
FormCustomer Satisfaction Survey: Plan of Action (ADM-F092)Complete after receiving student survey resultsView on Core
FormNon-Grade Incomplete Request (REG-F006)Submit when a student requires an incomplete statusView on Core
FormEmergency Response Incident Report (ADM-F113)Required documentation following any classroom incidentView on Core
ResourceMastery Learning Tutorial: Final Exam Procedures (ADM-P423)Steps for administering mastery learning tutorial sessions and final examsView Policy

Part E: Facilitator Checklist

Create a personalized course checklist, customize items to your program, then bookmark the page link to return to your progress at any time.

Create your course checklist

Fill in your course details to generate a personalized checklist header.

Course Checklist

Your checklist is saved in this URL. Bookmark it or copy the link to return to your progress at any time. Share it with a colleague to give them the same starting template.

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