Description/Overview: Faculty enter academia with a variety of backgrounds, educational preparation, and experience. Just as the curriculum is essential in preparing students for the nursing practice role, faculty development is essential in preparing faculty for the nurse educator role. Effective faculty development engages faculty, elevates the practice of teaching, reinforces essential competencies and learner-centered strategies, and improves student outcomes. This symposium will showcase an innovative faculty development program offered through the Center for Faculty Excellence at Chamberlain College of Nursing. This program enhances knowledge, skills, and attitudes for beginning and experienced nurse educators within a creative and supportive environment for teaching and learning nursing. The framework for this program includes: (a) formation of an organizational infrastructure that facilitates successful implementation of faculty development initiatives, (b) formation of a culture that supports and recognizes scholarly teaching, and (c) use of evidence-based pedagogical strategies that promote and sustain positive teaching and learning experiences. Integral to this faculty development program, a model was developed to guide, advance, and evaluate evidence-based and learner-centered strategies. This pedagogical model is titled Master Instruction, and is introduced at this symposium. Based on philosophical principles that further nurse educator competencies to address continuous quality improvement, Master Instruction builds and sustains evidence-based pedagogical teaching and learning strategies across learning environments. In order to test the effectiveness of the Master Instruction model, a pilot study was conducted with a purposive sample of online faculty and student participants. Important themes emerged regarding faculty and student perceptions about teaching and learning, which will be elaborated upon in this symposium.