Welcome to Faculty Guild

Thank you for taking a few minutes to learn more about our online faculty learning communities.

Before we dive in, let's hear directly from Joyce Lindstrom, a professor of Mathematics, on her experience with Faculty Guild.

Then, scroll down to learn more details. 



Research-based approach


Our approach was created by faculty, for faculty. The model is based on six years of research, development, application and analysis:

  • Involved hundreds of faculty members at dozens of colleges

  • Evaluated by Stanford Research Institute

  • Documented in Taking College Teaching Seriously: Pedagogy Matters!

Our purpose is to not just reinforce your comfort with instructional theories and approaches, but also help you build a systematic way to think about your teaching.

Now, let's explore three fundamentals of the Faculty Guild model:

Circles   |   Reflections   |   Evidence-Based Practices


Join a circle of your peers


If you are like most faculty members, you have limited time to connect with your peers and often don't share a vocabulary about your respective teaching approaches. 

In our learning communities, you’ll be part of a small, online circle of professors teaching similar disciplines – often at other institutions. Together, you'll reflect on your everyday use of adaptive courseware and active learning strategies. A peer facilitator will give you personalized support and help you connect your work to evidence-based instructional practices.

As a result, you’ll have the space to make gains in your teaching in a way that is hard to find without a community to support you.


Reflect on your teaching


At the heart is a reflective practice designed to increase mindfulness and purposeful teaching.

Each week, through our easy-to-use and mobile-friendly web platform, you can capture the purpose, activities and outcomes for a recent class. Then you’ll read your peers’ reflections and share feedback with each other. Your facilitator will also share short videos or readings about your recent teaching, personalized for you, not generalized advice which may not be relevant.

Through this reflection cycle, you have a moment to think about what you’ve done in the classroom. And how you might make it better going forward. The key to this approach is that it starts with you. The evidence is what you are already doing in class. And the outcome is what you choose to do with what you’ve learned.


Connect with evidence-based practices


As part of your reflection, you’ll tag your actual classroom work with evidence-based instructional practices derived from research on good instruction.

The result? You'll have a common language of pedagogy that is relatable to all faculty – from new hires to experienced professors.

There are 20 tags across four themes – designed to create classroom environments that are:

  1. Supportive

  2. Challenging

  3. Varied

  4. Organized

It's fine if you aren't familiar with all 20 practices, we'll explore them together.

Source: Taking College Teaching Seriously: Pedagogy Matters!


Your time is valuable


peers in a circle plus a dedicated facilitator

1 to 2

hours a week per reflection cycle (not all at once) 

1 +

academic terms


We know you have a packed schedule. But you are worth the investment.

Compared to other professional development programs that ask you to watch videos or attend workshops – our research-based approach takes a different view. And yes, it takes time. Between one and two hours a week, typically for one or more academic terms.

While we can’t magically give you more time, we do make it easy to reflect on your work and participate in a community – from the convenience of your computer or mobile device. 


Is this for you?

Fellows come in various forms,
but they all favorably respond to these questions:


Do you enjoy connecting with other faculty members?

Teaching can be isolating and you could use a little community in a way that isn’t threatening or competitive.


Are you curious about evidence-based teaching practices?

Maybe you are already using them. Maybe you don’t know what to call them. Maybe you’ve never heard of them. All good. We’ll do it together.


Do you want to improve by doing, instead of passively participating?

Rather than being told what to do, you want to explore your own development, on your own time.


Do you want to track your teaching approaches and improvement?

You will develop a teaching profile that will show you which instructional practices you turn to naturally and which ones you may need to explore more deeply. There isn’t a right way – just your way.


Are you able to make a commitment?

By signing up, you know you are making a weekly, sustained commitment to your own teaching practice and the development of your peers.


Join Us

We are glad you’ve taken the time to learn more about Faculty Guild.

Are you ready to get started? Complete the form below.

Name *

The information you provide in this form will be shared with our points of contact at Every Learner Everywhere. From time to time, we may also send  you invitations to webinars and other events to learn more about Faculty Guild.


Frequently Asked Questions

Do I need to be teaching a course while I’m participating in Faculty Guild?

Yes. Because the reflective practice is based on work you are currently doing in the classroom or with adaptive courseware, you need to be teaching while you are participating in the program.

Will I be working with faculty in similar disciplines?

Yes. The Faculty Guild teaching circles for Every Learner Everywhere will be constructed by discipline area. We believe a strong community benefits from having a common starting point.

What do I need to participate?

Every Learner Everywhere will work with partner institutions to confirm all participants and teaching circles. You must be teaching a class during the term, and you will need a computer or mobile device with reliable internet access. 

Who are the facilitators?

Faculty Guild facilitators are current and former college faculty who have expertise in evidence-based instruction and active and adaptive learning. They have experienced many of the things you face every day. Their purpose is to guide the circle through the reflection process and the exploration of instructional practices.

Who will see my information and reflections?

Your personal information, including your reflections, will be seen within your circle, Faculty Guild staff, and appropriate program managers from Achieving the Dream, the Association of Public Land-grant Universities and Every Learner Everywhere. Partner institutions affiliated with Every Learner Everywhere may receive aggregated, de-identified data. You can also elect to share your information with other colleagues, your institution, or even the public. 

Are there ever face-to-face requirements?

No. As part of your orientation, you will be asked to participate in one or two synchronous online meetings to engage with your facilitator and peers in your circle. All other work is online and asynchronous.