Faculty professional development and instructional design for an interdisciplinary online course Academic Article uri icon


  • This study used qualitative inquiry and evaluation methods to describe faculty professional development while developing and delivering an online, interdisciplinary course. Faculty were charged to create culturally rich Reusable Learning Elements (RLEs) from each of the modules focused on the National Institute of Food and Agriculture (NIFA) priority areas. All faculty (N = 9) who facilitated the development of at least one module were interviewed using an open-ended interview protocol. Some faculty were highly knowledgeable about their content area for the course and some were incorporating new material. Most struggled with the amount of content that could be included and transitioned across the course. Faculty wanted more interaction across the multi-institutional team (three universities were involved). Working across universities was considered a rewarding aspect of the project. Case study development was challenging for some instructors but enhanced the overall course content. Overall, the competence gained in instructional design showed growth from 6.5 to 8.0 in instructional design. For professional development in the use of technology, there was no recognizable change. Faculty reflection on their perceived professional development was helpful for career development and important for the implementers of the grant project for course improvement.

published proceedings

  • Nacta Journal

author list (cited authors)

  • Dooley, K., Edgar, L. D., Dobbins, C. E., Mackay, W. A., & Davis, T. D.

complete list of authors

  • Dooley, Kim||Edgar, LD||Dobbins, CE||Mackay, WA||Davis, TD

publication date

  • January 2019