This article explores various models of online faculty development programs as described in the literature, and finds that they fall into a wide range of models from those that are highly structured to more organically grown examples. The Online Teaching Fellows program at the University of Rhode Island is shown to be an example of an internally-created course that follows best practices of both the structured and organic models. The author's experience as a participant in the course is described illustrating how the lessons learned informed his strategies for effective teaching in an online credit course in information literacy.