{"id":13025,"date":"2026-09-01T12:40:48","date_gmt":"2026-09-01T16:40:48","guid":{"rendered":"https:\/\/online.suny.edu\/dev-ot\/?page_id=13025"},"modified":"2026-09-02T12:32:10","modified_gmt":"2026-09-02T16:32:10","slug":"sln-model","status":"publish","type":"page","link":"https:\/\/online.suny.edu\/dev-ot\/sln-model\/","title":{"rendered":"The SUNY Learning Network (SLN): Faculty Development Model (1994\u20132014)"},"content":{"rendered":"<h1>The SUNY Learning Network (SLN): Faculty Development Model (1994\u20132014)<\/h1>\n<div>\n<p>The SUNY Learning Network (SLN) Faculty Development Model was a nationally recognized, award-winning approach to preparing faculty to teach online at scale. Developed in the mid-1990s\u2014when online learning was still emergent\u2014this model established principles and practices that continue to influence online teaching across SUNY and the broader field of distance education.<\/p>\n<p>At its core, the SLN model treated <strong>online teaching as a pedagogical practice<\/strong>, not a technical skillset. Faculty development was designed to help instructors rethink teaching and learning for the online environment, supported by structured guidance, collaboration, and reflection.<\/p>\n<\/div>\n<h2>Explore History in Depth<\/h2>\n<div>\n<h3>A Pedagogy-Driven Approach<\/h3>\n<div>\n<p>Unlike early online initiatives that focused primarily on learning management systems or content delivery, SLN centered its faculty development on<span>\u00a0<\/span><strong>how people teach and learn online<\/strong>.<\/p>\n<p>The model emphasized:<\/p>\n<ul>\n<li aria-level=\"1\">Teaching presence and instructor engagement.<\/li>\n<li aria-level=\"1\">Intentional course structure and clarity.<\/li>\n<li aria-level=\"1\">Interaction among faculty and learners.<\/li>\n<li aria-level=\"1\">Alignment among learning outcomes, activities, and assessment.<\/li>\n<\/ul>\n<p>Technology was treated as an enabler\u2014not the driver\u2014of effective online instruction.<\/p>\n<\/div>\n<\/div>\n<div>\n<h3>Faculty as Course Creators<\/h3>\n<div>\n<p>A defining feature of the SLN Faculty Development Model was its assumption that<span>\u00a0<\/span><strong>faculty are the primary designers and owners of their online courses<\/strong>.<\/p>\n<p>Rather than outsourcing course development or relying on standardized templates alone, SLN supported faculty in:<\/p>\n<ul>\n<li aria-level=\"1\">Designing their own courses.<\/li>\n<li aria-level=\"1\">Making pedagogical decisions grounded in their disciplinary expertise.<\/li>\n<li aria-level=\"1\">Iteratively improving their courses over time.<\/li>\n<\/ul>\n<p>This approach fostered strong faculty engagement, academic ownership, and sustained commitment to online teaching quality<\/p>\n<\/div>\n<\/div>\n<div>\n<h3>Instructional Designer Partnership<\/h3>\n<div>\n<p>Each faculty member participating in SLN\u2019s centralized faculty development process was paired with an<span>\u00a0<\/span><strong>online instructional designer (ID)<\/strong>.<\/p>\n<p>This partnership model:<\/p>\n<ul>\n<li aria-level=\"1\">Positioned instructional designers as pedagogical collaborators, not technical support.<\/li>\n<li aria-level=\"1\">Modeled reflective dialogue about teaching and learning.<\/li>\n<li aria-level=\"1\">Helped faculty translate disciplinary goals into effective online learning experiences.<\/li>\n<\/ul>\n<p>Over time, this approach contributed to the professionalization and institutionalization of the instructional designer role across SUNY campuses.<\/p>\n<\/div>\n<\/div>\n<h2>A Structured, Developmental Process<\/h2>\n<div>\n<p>The SLN Faculty Development Model followed a structured, staged process that guided faculty from initial orientation through online teaching and course development skills, delivery, and revision.<\/p>\n<p>Key characteristics included:<\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Clearly defined milestones and expectations.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Ongoing feedback and formative review.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Opportunities for faculty reflection and peer learning.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Emphasis on continuous improvement rather than one-time training.<\/li>\n<\/ul>\n<p>This process supported both new and experienced faculty while allowing for disciplinary variation and instructional creativity.<\/p>\n<\/div>\n<p><img decoding=\"async\" src=\"\/dev-ot\/wp-content\/uploads\/2022\/04\/processSMALL.jpeg\" alt=\"Graphical representation of SLN faculty development model\"><\/p>\n<hr>\n<h2>Community and Shared Practice<\/h2>\n<div>\n<p>Faculty development within SLN was not an isolated experience. Participants were part of a broader system-wide community of practice that encouraged sharing, discussion, and mutual learning.<\/p>\n<p>This community-based approach:<\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Reduced isolation among online faculty.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Enabled the diffusion of effective practices across campuses.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Created shared language and norms around quality online teaching.<\/li>\n<\/ul>\n<p>Many of these community practices later evolved into SUNY Online Teaching\u2019s Fellows, mentoring, and networking programs.<\/p>\n<\/div>\n<hr>\n<h2>Impact and Legacy<\/h2>\n<div>\n<p>Between 1994 and 2014, the SLN Faculty Development Model supported:<\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Thousands of SUNY faculty across more than 40 campuses.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Hundreds of instructional designers working system-wide.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">The development of a shared approach to online teaching quality.\n<\/li>\n<\/ul>\n<p>The influence of this model remains visible today in:<\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Common course structures and instructional patterns.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Faculty development approaches used across SUNY.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Ongoing emphasis on pedagogy-first, evidence-informed online teaching.\n<\/li>\n<\/ul>\n<p>Online courses in SUNY containing Course Information areas with a deconstructed syllabus of documents (such as <a href=\"https:\/\/onlineteaching.open.suny.edu\/page\/courseinfo\">Welcome, My Expectations, How you will be Evaluated<\/a>, etc), a <a href=\"https:\/\/onlineteaching.open.suny.edu\/page\/modules\">Module Overview, or a What\u2019s Due When document, an Ask a Question area, a Talk with the Professor <\/a>area, a <a href=\"https:\/\/onlineteaching.open.suny.edu\/page\/community-interaction\">Class Community area<\/a>, or notions of <a href=\"https:\/\/onlineteaching.open.suny.edu\/page\/ending\">culminating course activities<\/a> \u2013 can trace their origins back to our original SLN online course design \u201ctemplates\u201d and the SLN online faculty development process.<\/p>\n<\/p>\n<p>Evidence of this strong influence lives on in the <a href=\"https:\/\/online.suny.edu\/onlineteaching\/page\/course-design\/\">online course designs, faculty development activities, materials, practices and approaches<\/a> at Herkimer, Monroe, FLCC, Niagara, Clinton, Buffalo State College, Jefferson, Rockland, Ulster, Farmingdale, FIT, Plattsburgh, Sullivan, Fulton-Montgomery, UAlbany, Oswego, Broome, Nassau, Suffolk, Orange, and others.<\/p>\n<p>While tools, platforms, and institutional structures have evolved, the foundational ideas established by SLN continue to inform SUNY Online Teaching\u2019s work and the broader field of online education. <i>(For additional history see\u00a0 <\/i><a href=\"https:\/\/online.suny.edu\/onlineteaching\/2009\/11\/27\/sln-factulty-development-program-history\/\"><i>SLN Faculty Development Program \u2013 history<\/i><\/a><i> and <\/i><a href=\"https:\/\/online.suny.edu\/onlineteaching\/2009\/11\/27\/sln-course-design-process-history\/\"><i>SLN Course Design Process \u2013 history<\/i><\/a><i>).<\/i><\/p>\n<\/div>\n<p><!--more--><br \/>\n<!-- {\"type\":\"layout\",\"children\":[{\"type\":\"section\",\"props\":{\"image_position\":\"center-center\",\"style\":\"default\",\"title_breakpoint\":\"xl\",\"title_position\":\"top-left\",\"title_rotation\":\"left\",\"vertical_align\":\"middle\",\"width\":\"default\"},\"children\":[{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"headline\",\"props\":{\"content\":\"The SUNY Learning Network (SLN): Faculty Development Model (1994\u20132014)\",\"image_align\":\"left\",\"image_margin\":\"xsmall\",\"title_element\":\"h1\"}}]}]},{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\",\"width_medium\":\"3-5\"},\"children\":[{\"type\":\"text\",\"props\":{\"column_breakpoint\":\"m\",\"content\":\"\n\n\n\n\\n\n\n<p>The SUNY Learning Network (SLN) Faculty Development Model was a nationally recognized, award-winning approach to preparing faculty to teach online at scale. Developed in the mid-1990s\u2014when online learning was still emergent\u2014this model established principles and practices that continue to influence online teaching across SUNY and the broader field of distance education.<\/p>\n\n\\n\n\n<p>At its core, the SLN model treated <strong>online teaching as a pedagogical practice<\/strong>, not a technical skillset. Faculty development was designed to help instructors rethink teaching and learning for the online environment, supported by structured guidance, collaboration, and reflection.<\/p>\n\n\",\"margin_bottom\":\"default\",\"margin_top\":\"default\"}}]},{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\",\"width_medium\":\"2-5\"},\"children\":[{\"type\":\"headline\",\"props\":{\"content\":\"Explore History in Depth\",\"image_align\":\"left\",\"image_margin\":\"xsmall\",\"text_align\":\"left\",\"title_decoration\":\"bullet\",\"title_element\":\"h2\"}},{\"type\":\"menu\",\"props\":{\"divider\":true,\"image_align\":\"center\",\"menu\":616,\"show_all_children\":true,\"style\":\"default\"}}]}],\"props\":{\"layout\":\"3-5,2-5\"}},{\"type\":\"row\",\"props\":{\"divider\":true,\"layout\":\"1-3,1-3,1-3\",\"margin_top\":\"large\"},\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\",\"style\":\"card-secondary\",\"width_medium\":\"1-3\"},\"children\":[{\"type\":\"panel\",\"props\":{\"content\":\"\n\n<p>Unlike early online initiatives that focused primarily on learning management systems or content delivery, SLN centered its faculty development on<span>\u00a0<\/span><strong>how people teach and learn online<\/strong>.<\/p>\n\n\\n\n\n<p>The model emphasized:<\/p>\n\n\\n\n\n<ul>\\n\n\n<li aria-level=\\\"1\\\">Teaching presence and instructor engagement.<\/li>\n\n\\n\n\n<li aria-level=\\\"1\\\">Intentional course structure and clarity.<\/li>\n\n\\n\n\n<li aria-level=\\\"1\\\">Interaction among faculty and learners.<\/li>\n\n\\n\n\n<li aria-level=\\\"1\\\">Alignment among learning outcomes, activities, and assessment.<\/li>\n\n\\n<\/ul>\n\n\\n\n\n<p>Technology was treated as an enabler\u2014not the driver\u2014of effective online instruction.<\/p>\n\n\",\"content_column_breakpoint\":\"m\",\"image_align\":\"top\",\"image_grid_breakpoint\":\"m\",\"image_grid_width\":\"1-2\",\"image_svg_color\":\"emphasis\",\"link_style\":\"default\",\"link_text\":\"Read more\",\"margin_bottom\":\"default\",\"margin_top\":\"default\",\"meta_align\":\"below-title\",\"meta_element\":\"div\",\"meta_style\":\"text-meta\",\"title\":\"A Pedagogy-Driven Approach\",\"title_align\":\"top\",\"title_element\":\"h3\",\"title_grid_breakpoint\":\"m\",\"title_grid_width\":\"1-2\",\"title_hover_style\":\"reset\"}}]},{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\",\"style\":\"card-secondary\",\"width_medium\":\"1-3\"},\"children\":[{\"type\":\"panel\",\"props\":{\"content\":\"\n\n<p>A defining feature of the SLN Faculty Development Model was its assumption that<span>\u00a0<\/span><strong>faculty are the primary designers and owners of their online courses<\/strong>.<\/p>\n\n\\n\n\n<p>Rather than outsourcing course development or relying on standardized templates alone, SLN supported faculty in:<\/p>\n\n\\n\n\n<ul>\\n\n\n<li aria-level=\\\"1\\\">Designing their own courses.<\/li>\n\n\\n\n\n<li aria-level=\\\"1\\\">Making pedagogical decisions grounded in their disciplinary expertise.<\/li>\n\n\\n\n\n<li aria-level=\\\"1\\\">Iteratively improving their courses over time.<\/li>\n\n\\n<\/ul>\n\n\\n\n\n<p>This approach fostered strong faculty engagement, academic ownership, and sustained commitment to online teaching quality<\/p>\n\n\",\"content_column_breakpoint\":\"m\",\"image_align\":\"top\",\"image_grid_breakpoint\":\"m\",\"image_grid_width\":\"1-2\",\"image_svg_color\":\"emphasis\",\"link_style\":\"default\",\"link_text\":\"Read more\",\"margin_bottom\":\"default\",\"margin_top\":\"default\",\"meta_align\":\"below-title\",\"meta_element\":\"div\",\"meta_style\":\"text-meta\",\"title\":\"Faculty as Course Creators\",\"title_align\":\"top\",\"title_element\":\"h3\",\"title_grid_breakpoint\":\"m\",\"title_grid_width\":\"1-2\",\"title_hover_style\":\"reset\"}}]},{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\",\"style\":\"card-secondary\",\"width_medium\":\"1-3\"},\"children\":[{\"type\":\"panel\",\"props\":{\"content\":\"\n\n<p>Each faculty member participating in SLN\u2019s centralized faculty development process was paired with an<span>\u00a0<\/span><strong>online instructional designer (ID)<\/strong>.<\/p>\n\n\\n\n\n<p>This partnership model:<\/p>\n\n\\n\n\n<ul>\\n\n\n<li aria-level=\\\"1\\\">Positioned instructional designers as pedagogical collaborators, not technical support.<\/li>\n\n\\n\n\n<li aria-level=\\\"1\\\">Modeled reflective dialogue about teaching and learning.<\/li>\n\n\\n\n\n<li aria-level=\\\"1\\\">Helped faculty translate disciplinary goals into effective online learning experiences.<\/li>\n\n\\n<\/ul>\n\n\\n\n\n<p>Over time, this approach contributed to the professionalization and institutionalization of the instructional designer role across SUNY campuses.<\/p>\n\n\",\"content_column_breakpoint\":\"m\",\"image_align\":\"top\",\"image_grid_breakpoint\":\"m\",\"image_grid_width\":\"1-2\",\"image_svg_color\":\"emphasis\",\"link_style\":\"default\",\"link_text\":\"Read more\",\"margin_bottom\":\"default\",\"margin_top\":\"default\",\"meta_align\":\"below-title\",\"meta_element\":\"div\",\"meta_style\":\"text-meta\",\"title\":\"Instructional Designer Partnership\",\"title_align\":\"top\",\"title_element\":\"h3\",\"title_grid_breakpoint\":\"m\",\"title_grid_width\":\"1-2\",\"title_hover_style\":\"reset\"}}]}]}]},{\"type\":\"section\",\"props\":{\"image_position\":\"center-center\",\"padding_top\":\"small\",\"style\":\"default\",\"title_breakpoint\":\"xl\",\"title_position\":\"top-left\",\"title_rotation\":\"left\",\"vertical_align\":\"middle\",\"width\":\"default\"},\"children\":[{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"headline\",\"props\":{\"content\":\"A Structured, Developmental Process\",\"image_align\":\"left\",\"image_margin\":\"xsmall\",\"margin_top\":\"medium\",\"title_element\":\"h2\"}},{\"type\":\"text\",\"props\":{\"column_breakpoint\":\"m\",\"content\":\"\n\n<p>The SLN Faculty Development Model followed a structured, staged process that guided faculty from initial orientation through online teaching and course development skills, delivery, and revision.<\/p>\n\n\\n\n\n<p>Key characteristics included:<\/p>\n\n\\n\n\n<ul>\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Clearly defined milestones and expectations.<\/li>\n\n\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Ongoing feedback and formative review.<\/li>\n\n\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Opportunities for faculty reflection and peer learning.<\/li>\n\n\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Emphasis on continuous improvement rather than one-time training.<\/li>\n\n\\n<\/ul>\n\n\\n\n\n<p>This process supported both new and experienced faculty while allowing for disciplinary variation and instructional creativity.<\/p>\n\n\",\"margin_bottom\":\"default\",\"margin_top\":\"default\"}},{\"type\":\"image\",\"props\":{\"image\":\"wp-content\/uploads\/2022\/04\/processSMALL.jpeg\",\"image_alt\":\"Graphical representation of SLN faculty development model\",\"image_svg_color\":\"emphasis\",\"margin_bottom\":\"default\",\"margin_top\":\"medium\"}},{\"type\":\"divider\",\"props\":{\"divider_element\":\"hr\"}}]}]},{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"headline\",\"props\":{\"content\":\"Community and Shared Practice\",\"image_align\":\"left\",\"image_margin\":\"xsmall\",\"title_element\":\"h2\"}},{\"type\":\"text\",\"props\":{\"column_breakpoint\":\"m\",\"content\":\"\n\n<p>Faculty development within SLN was not an isolated experience. Participants were part of a broader system-wide community of practice that encouraged sharing, discussion, and mutual learning.<\/p>\n\n\\n\n\n<p>This community-based approach:<\/p>\n\n\\n\n\n<ul>\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Reduced isolation among online faculty.<\/li>\n\n\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Enabled the diffusion of effective practices across campuses.<\/li>\n\n\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Created shared language and norms around quality online teaching.<\/li>\n\n\\n<\/ul>\n\n\\n\n\n<p>Many of these community practices later evolved into SUNY Online Teaching\u2019s Fellows, mentoring, and networking programs.<\/p>\n\n\",\"margin_bottom\":\"default\",\"margin_top\":\"default\"}},{\"type\":\"divider\",\"props\":{\"divider_element\":\"hr\",\"margin_top\":\"medium\"}}]}]},{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"headline\",\"props\":{\"content\":\"Impact and Legacy\",\"image_align\":\"left\",\"image_margin\":\"xsmall\",\"title_element\":\"h2\"}},{\"type\":\"text\",\"props\":{\"column_breakpoint\":\"m\",\"content\":\"\n\n<p>Between 1994 and 2014, the SLN Faculty Development Model supported:<\/p>\n\n\\n\n\n<ul>\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Thousands of SUNY faculty across more than 40 campuses.<\/li>\n\n\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Hundreds of instructional designers working system-wide.<\/li>\n\n\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">The development of a shared approach to online teaching quality.\n\n<\/li>\n\n\\n<\/ul>\n\n\\n\n\n<p>The influence of this model remains visible today in:<\/p>\n\n\\n\n\n<ul>\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Common course structures and instructional patterns.<\/li>\n\n\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Faculty development approaches used across SUNY.<\/li>\n\n\\n\n\n<li style=\\\"font-weight: 400;\\\" aria-level=\\\"1\\\">Ongoing emphasis on pedagogy-first, evidence-informed online teaching.\n\n<\/li>\n\n\\n<\/ul>\n\n\\n\n\n<p>Online courses in SUNY containing Course Information areas with a deconstructed syllabus of documents (such as <a href=\\\"https:\/\/onlineteaching.open.suny.edu\/page\/courseinfo\\\">Welcome, My Expectations, How you will be Evaluated<\/a>, etc), a <a href=\\\"https:\/\/onlineteaching.open.suny.edu\/page\/modules\\\">Module Overview, or a What\u2019s Due When document, an Ask a Question area, a Talk with the Professor <\/a>area, a <a href=\\\"https:\/\/onlineteaching.open.suny.edu\/page\/community-interaction\\\">Class Community area<\/a>, or notions of <a href=\\\"https:\/\/onlineteaching.open.suny.edu\/page\/ending\\\">culminating course activities<\/a> \u2013 can trace their origins back to our original SLN online course design \u201ctemplates\u201d and the SLN online faculty development process.<\/p>\n\n\\n\n\n\n\n\\n\n\n<p>Evidence of this strong influence lives on in the <a href=\\\"https:\/\/online.suny.edu\/onlineteaching\/page\/course-design\/\\\">online course designs, faculty development activities, materials, practices and approaches<\/a> at Herkimer, Monroe, FLCC, Niagara, Clinton, Buffalo State College, Jefferson, Rockland, Ulster, Farmingdale, FIT, Plattsburgh, Sullivan, Fulton-Montgomery, UAlbany, Oswego, Broome, Nassau, Suffolk, Orange, and others.<\/p>\n\n\\n\n\n<p>While tools, platforms, and institutional structures have evolved, the foundational ideas established by SLN continue to inform SUNY Online Teaching\u2019s work and the broader field of online education. <i>(For additional history see\u00a0 <\/i><a href=\\\"https:\/\/online.suny.edu\/onlineteaching\/2009\/11\/27\/sln-factulty-development-program-history\/\\\"><i>SLN Faculty Development Program \u2013 history<\/i><\/a><i> and <\/i><a href=\\\"https:\/\/online.suny.edu\/onlineteaching\/2009\/11\/27\/sln-course-design-process-history\/\\\"><i>SLN Course Design Process \u2013 history<\/i><\/a><i>).<\/i><\/p>\n\n\",\"margin_bottom\":\"default\",\"margin_top\":\"default\"}}]}]}]}],\"version\":\"5.0.43\"} --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The SUNY Learning Network (SLN): Faculty Development Model (1994\u20132014) The SUNY Learning Network (SLN) Faculty Development Model was a nationally recognized, award-winning approach to preparing faculty to teach online at scale. Developed in the mid-1990s\u2014when online learning was still emergent\u2014this model established principles and practices that continue to influence online teaching across SUNY and the [&hellip;]<\/p>\n","protected":false},"author":79,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_members_access_role":[],"_members_access_error":""},"class_list":["post-13025","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/online.suny.edu\/dev-ot\/wp-json\/wp\/v2\/pages\/13025","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/online.suny.edu\/dev-ot\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/online.suny.edu\/dev-ot\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/online.suny.edu\/dev-ot\/wp-json\/wp\/v2\/users\/79"}],"replies":[{"embeddable":true,"href":"https:\/\/online.suny.edu\/dev-ot\/wp-json\/wp\/v2\/comments?post=13025"}],"version-history":[{"count":50,"href":"https:\/\/online.suny.edu\/dev-ot\/wp-json\/wp\/v2\/pages\/13025\/revisions"}],"predecessor-version":[{"id":13365,"href":"https:\/\/online.suny.edu\/dev-ot\/wp-json\/wp\/v2\/pages\/13025\/revisions\/13365"}],"wp:attachment":[{"href":"https:\/\/online.suny.edu\/dev-ot\/wp-json\/wp\/v2\/media?parent=13025"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}