Sources of information are growing as a result of the changing technology landscape in our learning environments. This presents an opportunity to leverage information in new ways to benefit students and faculty by illuminating different aspects of the practice of teaching. For this information to have an impact, it is first necessary to understand what information is most relevant to faculty in their teaching practice and how to go about providing this information. In this study, a thorough review of the literature was first conducted to understand the kinds of information that faculty use to guide their practice and the ways that information is typically provided to faculty. This included a review of the growing field of learning analytics and the use of dashboards, which seek to display educational data in a visual way to promote insight and action. A qualitative approach was then used to explore the teaching practice of eleven faculty participants at a university of medicine and health sciences in the UAE. Data were collected through semi-structured interviews that focused on understanding the kinds of information relevant to participants' practice, the kinds of technology they use, and the factors they believed would be useful to consider if a dashboard were to be built for their needs. Findings from this study show how participants care deeply about graduating successful and competent medical professionals but have little ongoing information to help them know that their teaching strategies are working. Additionally, the findings show that there is a gap in faculty development efforts that promote practices that generate evidence of learning. A discussion of the results in the context of the literature serves to highlight similarities not just in the kinds of information faculty find useful in their teaching but also their expressed uses and desires for a dashboard. The implications of this study suggest the creation of a faculty development cycle that places information at the center of practice and inquiry, using a dashboard as a conduit for faculty development; motivating teaching strategies that promote evidence-based practices and information-driven reflection. [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.]