Consultation has been found to improve teaching effectiveness, have benefits on teaching effectiveness for both young and older faculty members, and have persistent benefits beyond the consultation process. In light of the prevalent use of consultation in educational development, this qualitative study explored how educational developers facilitate and support learner-centered teaching, particularly course design, during instructional consultation. The findings suggest three interrelated components or phases of consultation: exploration, modelling, and reflection facilitated through coaching and scaffolding. Additionally, developers use scaffolding tools and techniques (simplifying the task, providing feedback, providing options and explanations, and using probing questions) to guide the faculty members’ learning process. From the findings and existing literature, we propose a process for using instructional consultation as a proactive approach to support learner-centered teaching, particularly course design.

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