Cognitive Apprenticeship as a Framework for Faculty Development
Abstract: In 2014, instructional designers (IDs) at XXX University began a professional/faculty development (PFD) program with the specific goal of readying instructors to teach online/hybrid courses. The purpose of this study was to identify the design attributes of the PFD that were most and least valued and desired by the participants. Feedback provided in the final course survey showed evidence supporting literature-based PFD design elements for effective outcomes. Moreover, new themes also emerged that potentially provide more detail regarding effective attributes most and least valued by participants.
Presider: Cindy Cash, Ball State University