How I’ve trained 100s of faculty to thrive online
Faculty don’t need tech, they need trust
When I started leading online faculty development, I assumed the biggest hurdle would be tools. It wasn’t. It was fear, of losing presence, losing rigor, losing themselves. So I stopped leading with features and started leading with purpose. We built trust first: short workshops, peer mentors, and real demos from real courses. Faculty engagement increased, and course quality followed suit. The lesson? Empowerment beats instruction.
Practical wins beat theoretical best practices
Faculty are experts in their field, not in course design. That’s why I frame every session around impact: What will help your learners this week? What will reduce grading fatigue? What will increase clarity? One professor I coached redesigned her weekly modules with quick videos, an interactive learning object, and FAQs. Student messages dropped by half, and her teaching scores climbed. Most importantly, it allowed her to focus on what she loved, teaching students what they needed and wanted to learn.
Takeaway
The best faculty training is grounded, useful, and designed for quick wins.
Discussion Prompt
What’s one support you wish you’d had when first teaching online?
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