Section

Special issue

Abstract

The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter experts, served as untapped providers of faculty development. We detail the decision to shift to an intensive 7-week module system rather than our traditional 15-week semester in response to COVID-19. Although challenging for both faculty and students, this shift in educational delivery facilitated innovative approaches to faculty and student learning that are present on our campus today. This institutional case study highlights the role that capacity-building plays in capability development and professional learning for faculty and students alike to support effective teaching practice across diverse delivery modes.

Practitioner Notes

  1. Adapt to different modes of educational delivery, which require different models of faculty development, particularly in institutional settings that rely heavily on in-person instruction.
  2. Engage intentionally with diverse faculty development partners through capability development efforts. The institutional case study presented, coupled with the corresponding lessons learned and outcomes realised (e.g., faculty development resources), is a direct result of such efforts on our campus.
  3. Coordinate input from both student and faculty perspectives for a holistic approach to faculty development.
  4. Seek formal student feedback opportunities to identify intensive mode strategies to build into faculty development workshops and just-in-time resources.
  5. Develop resources to help students adjust to a new mode of learning.

Agreements

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