Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach

ABSTRACTThis qualitative study examined how seven graduate students became prepared to teach in an unfamiliar online PBL environment through an experiential professional development program. During the 75-hour preparation program, graduate instructors completed readings and practice activities, immersed themselves in the student perspective, and completed learning tasks that mirrored the teaching tasks to be carried out during the live teaching. This enabled them to immediately apply theory into their own contexts while receiving support. Findings indicate that the most impactful learning methods were active experimentation and communication with peers and mentors. Results can inform academic developers who design and facilitate professional development for graduate students.KEYWORDS: Experiential professional developmentgraduate studentonline teachingproject-based learningproblem-based learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMary EnglishMary English is Associate Director at the Center for Advancing Teaching and Learning Through Research at Northeastern University. Her research focuses on learning in experiential environments, particularly project- and problem-based learning.Rachel PlewsRachel Plews is Associate Director at the Center for Advancing Teaching and Learning Through Research. Her research focuses on technology-enhanced learning, self-directed learning, and adult learning.Gail Matthews-DeNataleGail Matthews-DeNatale is Senior Associate Director at the Center for Advancing Teaching and Learning Through Research at Northeastern University. Her research focuses on online experiential learning design, ePortfolio pedagogies, and OER-enabled practices.Nick WilsonNick Wilson is Associate Director at the Center for Advancing Teaching and Learning Through Research at Northeastern University. His research focuses on technology integration and educational practices.Katherine SimeonKatherine Simeon is a Senior Assistant Director at the Center for Advancing Teaching and Learning Through Research at Northeastern University. Her research focuses on Universal Design for Learning and variability in learning environments.Helen ChengHelen Cheng is an interdisciplinary marine scientist and is currently studying at Northeastern University as a PhD student in marine and environmental sciences with a sustainability concentration. Her work focuses on marine ecology and coastal resilience integrating field and laboratory approaches as well as stakeholder engagement and outreach.