This case study was built on the premise that faculty in higher education, in order to be effective core facilitators of student learning, need additional development beyond their fields of expertise--specifically, in areas relevant to teaching such as pedagogy, creativity and innovation, multiple means of instruction, and instructional technology. The study hypothesized that over 300 faculty at the business school of a private university will be effectively served with customized school-based online support that they can access just-in-time, or as needed. Accordingly, the author created an online Faculty Development Forum (FDF) under consideration of and displaying content about instructional methods, concepts, and principles, such as Universal Design (UD). The launch of the FDF coincided with the start of the study. The purpose of this mixed-methods study was to investigate the effectiveness of the FDF, if it succeeds in mitigating barriers for faculty to engage with learning about pedagogy and if it provides a source for knowledge and thought exchange with peers. Findings indicated that faculty accepted and engaged with this form of online professional development. However, the study also suggested that school-based initiatives emphasizing the importance of pedagogy, goal setting and alignment are necessary as external motivators for faculty engagement with professional development. This study informs further improvement and expansion of the FDF and can be a model for schools at other institutions of higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]