Faculty Perceptions of the Impact of Professional Development on Online Teaching Practices

• In Event: Impacts of Faculty Development

Abstract

This study examines the impact of the Universal Design for Learning (UDL) framework on faculty's pedagogical practices in online learning environments. The COVID-19 pandemic led to a permanent shift towards online education, necessitating quality faculty professional development. The Online Teaching Fellows Program, a 14-week professional development series for faculty, focused on utilizing UDL principles to create authentic and equitable learning experiences. Qualitative data collection included interviews, exit tickets, faculty professional development artifacts (CANVAS course site), and researcher notes. Faculty learned diverse teaching approaches, including presenting online information effectively, fostering collaboration, and enhancing online assessment practices. The study's significance lies in promoting equitable educational possibilities and creating transformative spaces in higher education by implementing UDL principles.

Authors

• Katia Ciampa, Widener University

• Zora Wolfe, Widener University