Faculty Development

Programming and Services

The FPD Committee works in cooperation with the Technology Resource Center (TRC), ODET, the Teaching and Learning Center (TLC), and others to provide faculty with relevant and engaging learning opportunities aligned with Edmonds College’s mission and values.


Quarterly Events and Workshops

Teaching and Learning Day: Fall Quarter

Teaching and Learning Day (TLD) is a half-day professional development conference organized and developed by the FPD Committee. Held on a non-instructional day in Fall quarter, TLD includes a keynote speaker and faculty-led sessions devoted to promoting a theme connected to the college goals and sharing faculty innovations and success.

Building Community Day: Spring Quarter

Building Community Day (BCD) is a professional development conference organized and developed by ODET. Held on a non-instructional day in Spring quarter, BCD invites staff and faculty to a keynote speech and employee-led sessions on health, wellness, and teaching strategies. 


Faculty Communities and Mentoring

Academy for New Faculty

This year, the Faculty Professional Development Committee, with support from the Office of Instruction, has developed a new onboarding course to support new faculty. Both Associate Faculty and Full-Time Tenure-Track Faculty are encouraged to participate in the Academy for New Faculty; Associate Faculty are paid to participate and attend. The Academy for New Faculty centers around monthly topics including Trauma-Informed Teaching Practices, Effective Online Teaching, Supporting Students and Campus Resources, and others. Each month, Academy members review materials in a Canvas course and meet to discuss the topic.

Mentoring is central to the Academy for New Faculty. Each new faculty member is paired with a mentor for one-to-one mentoring. In addition, Academy members can meet with other mentors based on shared interests. Faculty participate in the Academy over the course of 3 quarters (excluding summer), and rolling enrollment occurs each quarter. For more information about the Academy, please contact sharon.reitman@edmonds.edu, lori.hays@edmonds.edu, debbie.kuhlmann@edmonds.edu, or katrina.lefrancois@edmonds.edu.

Faculty Learning Communities

Each year, the Faculty Professional Development Committee supports faculty who are interested in participating in Faculty Learning Communities (FLCs). An FLC is a small, interdisciplinary group of 6-10 faculty engaged in an active, year–long program that is structured to provide encouragement, peer-support, and reflection. The FLC small-group experience enables participants to investigate and provide solutions for any significant problem or opportunity in higher education through collaboration, innovation, and constructive review. FLCs provide structure and funding to help support grass-roots level, faculty-initiated innovation in teaching and learning. FLCs have explored topics such as exploring meaningful grading/ungrading; developing inclusive assignments; and supporting equity, inclusion, and belonging work. Funding is available through the FPD Committee; applications are accepted in Fall quarter. For more information about FLCs, please contact the FPD Committee Co-Coordinators at sharon.reitman@edmonds.edu and lori.hays@edmonds.edu.


Quarterly Faculty Learning Opportunities

Supported through the Title III grant, Edmonds College offers quarterly learning opportunities for faculty. Stipends for completing courses are available.

Information and sign-up forms are sent at the beginning and end of each quarter. For more information on Faculty Learning Opportunities, please contact the Interim Assistant Dean for Instruction, Katrina Lefrancois-Hanson, at katrina.lefrancois@edmonds.edu.

Accessibility Microcourses

The Accessibility Microcourses are entirely self-paced and offered through SBCTC.  These online courses teach the key steps to achieving accessibility in your courses, and include modules such as Understanding Accessibility, Accessible Design Concepts, Universal Design, Accessible Word Documents, Accessible PowerPoints, Accessible PDFs, Canvas Accessibility, and Accessible Email.

Course Accessibility Review

As a follow up to the Accessibility Microcourses, faculty select one of their own courses and make a plan with a TRC staff member to assess and revise that course to better meet established legal accessibility standards. Revising for accessibility is a continuous process. This opportunity will help faculty cultivate habits and practice skills that can be applied to future iterations of courses. Activities include completing a self-assessment, live check-in meetings with TRC staff, and hands-on work improving accessibility.

Improve Your Online (or Hybrid) Course

Faculty learn how to improve online or hybrid courses to promote equitable outcomes for all students. Faculty will learn to employ equity-minded practices for virtual learning environments, organize courses and align activities and assessments with course learning outcomes, build community and belonging, compare the advantages of asynchronous and synchronous learning, identify design strategies for synchronous or hybrid instruction, and record effective microlectures. In this asynchronous course, faculty share ideas with colleagues, apply concepts and receive feedback on their work, and reflect on their learning for continual growth. 

OSCQR Review and Refresh

The OSCQR (Online SUNY Course Quality Rubric) was adapted by the Online Course Committee in Spring of 2020 as a part of the work for Edmond's Title III grant. The rubric is designed to give faculty a framework to review and refresh their online courses with an eye for accessibility and quality interaction with students (RSI: Regular and Substantive Interaction). The rubric can be used as a self-assessment tool, or faculty can sign up to participate in a Review and Refresh process. In the Review and Refresh process, faculty are put into teams of three, with a Peer Reviewer and an Instructional Designer. Each team member fills out the rubric for the course, meets to discuss and create an action plan, and then the faculty member is given paid time to complete the changes identified in the meeting. A "close the loop" meeting finishes the process, allowing for faculty to reflect on the process, provide feedback, and create goals for future changes and courses. Stipends are available for both faculty who complete a Review and Refresh for their course and for faculty serving as Peer Reviewers.

To see a copy of Edmonds' OSCQR Rubric or to complete a self-evaluation, you can download a PDF of the file here: Edmonds College OSCQR Rubric.

If you're interested in completing a full Review and Refresh process, please contact Elisabeth Fredrickson (Director of the Title III Grant) at e.fredrickson@edmonds.edu, Debbie Kuhlmann (Instructional Designer) at debbie.kuhlmann@edmonds.edu, or Katrina Lefrancois-Hanson (Interim Assistant Dean for Instruction) at katrina.lefrancois@edmonds.edu.


Teaching Consultations and Support

One-on-one teaching consultations

The Faculty Teaching and Learning Center in SNH 103 offers individual teaching consultations on a drop-in or appointment basis. Contact katrina.lefrancois@edmonds.edu to schedule an appointment.

Small Group Instructional Diagnosis (SGID)

SGID is an effective way to get constructive feedback from your students about their learning and your instructional techniques. SGIDs are facilitated by trained Edmonds College faculty, who will provide you with confidential feedback. For more information or to schedule an SGIDs, please contact the Faculty Professional Development Co-Coordinators at sharon.reitman@edmonds.edu and lori.hays@edmonds.edu.

Teaching Triangles and Squares

A teaching triangle or square consists of three or four faculty from different disciplines who visit each other's classes within a two-to-three-week period. After the classroom visits, the four gather around coffee or a meal to discuss, in a non-evaluative way, the teaching observed. If you are interested in joining or forming a Teaching Triangle or Square, please contact the Faculty Professional Development Co-Coordinators at sharon.reitman@edmonds.edu and lori.hays@edmonds.edu

TRC Workshops and Live Zoom Support

The Technology Resource Center offers  regular workshops and training for faculty, in addition to live drop-in hours through Zoom. Visit the TRC Google site for more details and updated schedules on workshops.

For Winter quarter, the TRC is operating remotely. The TRC's Zoom room for drop-in questions and support runs Mondays through Thursdays from 9 a.m.-12 p.m. Faculty can also set up an appointment to meet with TRC staff from 12-5 p.m. by submitting an  IT ticket