Postsecondary faculty experiences with design thinking as a framework for instructional development
This descriptive phenomenological study examined how postsecondary faculty experienced instructional development workshops framed around the tenets of design-thinking. Semi-structured interviews were conducted with seven participants of varying disciplines from a private, R1 institution in New Engla...
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| Online Access: | http://hdl.handle.net/2047/D20316534 |