Growing from Experience: Appreciative Inquiry-Based Faculty Development to Support Blended Learning

In the wake of the global pandemic, the education landscape has significantly shifted toward online and blended learning design and delivery. This chapter delves into the pressing issue of supporting faculty in effective online course design and delivery. It explores using an appreciative inquiry model as a strategic approach to supporting faculty development within the context of a Canadian post-secondary institution. Drawing inspiration from Waddington's (2022) seminal case study, which emphasized a strengths-based and reflective design, this chapter explores the impact of a pilot professional development experience designed to empower faculty members to navigate the complexities of online teaching and learning and course design in a post-pandemic era. This work aims to shed light on the efficacy of a strengths-based and reflective model in enhancing faculty development practices in blended and online course design. This chapter seeks to provide valuable insights into the potential of appreciative inquiry in fostering a culture of continuous improvement and innovation in online education through reflective course design. Furthermore, it aims to contribute to the ongoing discourse on faculty development in the digital age and offer practical recommendations for institutions seeking to enhance their online learning environments through enhanced faculty development experiences post-pandemic.