Faculty Support is not a Service. It is a Philosophy Guiding Digital Transformation

Fatma Elshobokshy, Director of the Center for the Advancement of Learning, (CAL)University of the District of Columbia

Fatma Elshobokshy is Director of the Center for the Advancement of Learning at the University of the District of Columbia, with deep expertise in higher education learning advancement, instructional technology, and academic support. She has led learning technology initiatives, curriculum development, and effective learning management system adoption across diverse academic environments.

In an exclusive interview with Education Technology Insights, Fatma Elshobokshy shares her journey in higher education, highlighting how faculty support, learning technologies, and the CARE Philosophy drive effective digital transformation.

Teaching as a Calling in the Digital Age

I grew up in a culture where educators are held in the highest regard. One of the earliest lessons I absorbed came from the Egyptian poet Ahmed Shawqi, known as the Prince of Poets, “Stand up for the teacher and give him or her due reverence; a teacher is almost like a prophet.” This line profoundly shaped my worldview. Coming from a family of K–12 teachers further reinforced the belief that teaching is not merely a profession it is a calling. Because teaching is such a noble practice, an important question emerges: How can institutions support educators in the digital age?

Since the COVID-19 pandemic and with the rapid rise of artificial intelligence (AI) the expectations placed on teaching have shifted dramatically. Faculty are now asked to be more intentionally student-centered, to integrate learning technologies thoughtfully to increase engagement, and to improve learning outcomes. The traditional “sage on the stage” model is no longer viewed as sufficient; in many contexts, it is now considered outdated and can reflect poorly on the quality of teaching and learning within an institution. These evolving expectations often come without a corresponding reduction in other responsibilities. For many faculties, this represents yet another demand added to an already heavy workload often within a profession that remains undercompensated. Resistance to these changes is therefore understandable, particularly when expectations outpace institutional support.

Balancing Student Centered Learning and Faculty Support

Across higher education, many campuses are adopting a student-centered approach that reimagines the institution around learners. This model creates environments where students are empowered to take ownership of their learning and where technology is used to personalize the educational experience. However, an important truth must be acknowledged: becoming more student-centered should never mean turning away from faculty. On the contrary, supporting students effectively requires stronger support for the faculty who guide their learning experiences.

"Supporting students effectively requires stronger support for the faculty who guide their learning experiences."

Faculty must be given the time, resources, and tools needed to adapt to new realities. The healthiest institutions strike a balance placing students at the heart of the mission while intentionally building structures that allow faculty to thrive. When faculties are supported with trust, respect, and care, resistance diminishes and meaningful transformation becomes possible.

At the University of the District of Columbia, the Center for the Advancement of Learning embodies this balance through a culture rooted in support and empowerment across all teaching modalities. Faculty support is not transactional or limited to technical assistance; it is grounded in mutual respect, partnership, and a nonjudgmental commitment to growth. Through this work, I have identified five fundamental pillars of sustainable and effective faculty support captured in the CARE Framework.

The CARE Philosophy

Faculty support is not a service it is a philosophy. The CARE Philosophy is a human-centered approach that recognizes teaching as a craft, a calling, and a shared responsibility. It guides how institutions support faculty through digital transformation while honoring their expertise, autonomy, and lived experience.

This philosophy is operationalized through four interconnected principles Choice, Access, Relationships, and Evidence that shape how faculty support is designed, delivered, and sustained.

C- Choice: faculty support must be flexible and responsive to individual needs. Multiple pathways for engagement such as virtual office hours, walk-in consultations, and scheduled one-on-one meetings respect faculty agency and acknowledge the diverse realities in which they teach and work.

A- Access: support must be available when it matters most. Timely responses, on-demand resources, and just-in-time guidance reduce barriers and ensure faculty can access help equitably, regardless of background, schedule, or modality.

R – Relationships: support is grounded in partnership, not customer service. Working alongside faculty builds trust, honors expertise, and fosters shared ownership of innovation.

E- Evidence: continuous improvement depends on listening and learning. Faculty feedback, instructional insights, and data inform how support evolves, ensuring it remains relevant, inclusive, and aligned with the evolving needs of faculty success.

The CARE Philosophy reflects the belief that faculty support cannot be outsourced or treated as a transactional service. Digital transformation requires dedicated, full-time professionals who build trust, understand institutional context, and remain deeply connected to the mission of teaching and learning. By leading with CARE, institutions advance digital transformation by supporting not only faculty success, but also student success because a truly student-centered campus cannot exist without intentional, sustained support for the faculty who shape the learning experience.

Digital Transformation

Learning Management

Sage

AI