CIDER makes use of cookies. By continuing, you consent to this use. More information.
Appreciative Inquiry Based Faculty Development: A Mixed Methods Case Study
June 16, 2021
Leeann Waddington, Kwantlen Polytechnic University, Canada
The COVID-19 pandemic required a pivot to remote course delivery that provided many faculty an initial experience teaching online. This begs the question - how can we use this experience to support ongoing engagement with online delivery models in the future? For decades there has been discussion about the need for change in higher education, and more recently the potential for blended and online learning as a path forward. The pandemic may serve as a catalyst to move us forward. Appreciative inquiry is an organizational development framework that focusses on strengths and success to build capacity for future innovation and change. It has been used in education to support teaching and learning, curriculum and community development, leadership, program evaluation and more. This mixed methods case study explores how the use of appreciative inquiry by education developers impacts faculty adoption of technology and online delivery models as well as their professional development experience. The use of appreciative inquiry offers faculty an opportunity to engage in a reflective, collaborative strengths-based process to re-imaging their future teaching practice.
Keywords: appreciative inquiry, faculty development, remote teaching

Leeann Waddington leads the Learning Technology and Educational Consultant teams at Kwantlen Polytechnic University in their efforts to support innovation in teaching and learning. Previously an experienced faculty member in Nursing and Health Sciences, Leeann was the 2015 faculty Daisy award winner for teaching excellence and holds a Post Masters Certificate in Curriculum Design. Leeann is a doctoral candidate in the Distance Education (EdD) program at Athabasca University. Her research explores the possible impact of Appreciative Inquiry on faculty development aimed at supporting the adoption of blended and online learning. She is also an Appreciative Inquiry facilitator and trainer with the Center for Appreciative Inquiry and believes a focus on strengths will build capacity for innovation in higher education.

Watch the video recording
Download the slides
SIMILAR SESSIONS

A Protocol for Developmental Observation of Online Teaching
Mahdavi, Flora
This session will provide a summary of the findings of a doctoral research on designing a protocol for developmental observation of online asynchronous teaching. This research has delved into providing pedagogical ...
Match: faculty development

Changes in Educators' Digital Literacies and Perceptions of Community of Inquiry Resulting from Participation in an Open Online Professional Development Course
Kvarnström, Maria; Åbjörnsson, Lotta; Uhlin, Lars; Pareigis, Jörg; et al.
Open Networked Learning (ONL) is a professional development opportunity related to digital competences and online community building. The primary target group is open learners and university teachers, educational ...
Match: faculty development

The Open Educators Factory Project: In Search for the Open Educator
Nascimbeni, Fabio; Burgos, Daniel
The Open Educators Factory (OEF) project stems from the assumption that true progress in terms of openness in higher education (as well as in other educational sectors) requires a major cultural change in the mindset of ...
Match: faculty development