Purpose
At our institution, curricular innovation with increased focus on active learning and outcomes-based approaches generated a need for educator development across multiple domains. The Basic Educators’ Course (BEC) was developed to meet these needs while also unifying the members of a new department of education and developing a common language and purpose.

Methods
The BEC was developed by a diverse team of educators over 12 months using an outcomes-driven backward design process. The goal of the course is to promote “thinking like an educator” rather than the adoption of any single practice. Topics covered include universal design for learning, equity in education, backward design, educational technology, and evaluation. The course is composed of asynchronous components and synchronous unifying “touchpoint” group activities that provide the opportunity to apply the content reviewed in modules. Each learner completes a personalized capstone project resulting in the design of a complete educational product. Surveys evaluate learner experiences, focusing on Kirkpatrick Level 1 (reaction) and Level 2 (learning).

Results
For the current iteration of the course, 100% of survey respondents were mostly or completely satisfied with the course and 100% would probably or definitely recommend the course to a colleague (n = 19 of 58 participants). Responses highlighted that early career faculty to anyone interested in education would benefit from the course, highlighting the perceived high value of the course for a wide range of faculty. Suggestions from the weekly surveys have resulted in continuous refinement of the course, including revised outcomes, refined project templates, and capstone project development support.

Conclusion
A combined format of weekly asynchronous content delivery and synchronous touchpoints has resulted in a course that learners find engaging and useful in enhancing their practice as educators, and help them to refine educational products that apply directly to their teaching.