"Faculty Guild has benefited me quite a bit. It's nice to get feedback. I was just a brand new instructor and all our veteran instructors retired, which meant I was kind of on my own. Now I have lots of ideas. I’ve already been implementing other ways of doing things, of running my classes."
Program Coordinator, Welding Technology
Maysville Community and Technical College
"Faculty Guild is spot on! This program is precisely what is missing in faculty development and support — a real and meaningful professional development opportunity with rich and varied feedback from peers in comparable fields across the country. Outstanding job, FG!"
Instructor, Health Studies
University of Memphis
"I really liked the software; it does a good job quantifying learning objectives and goals. It is a sophisticated way of connecting people to each other and to the work. I appreciated how customized it was for what we were doing. I was very pleasantly surprised by that."
Director of Faculty Development
Wentworth Institute of Technology
"I want to be a great teacher, not just a good one. Faculty Guild is giving me an experience that covers all aspects of teaching and connects me to other great teachers. It's not 'one way is right, one way is wrong' but 'wow that's cool, I could try that.' The whole process is really, really special."
"This would be good for anyone at any stage in their careers. New teachers often have fresh ideas — it's great for them to be able to share those. Mid-career teachers may need a boost. Senior teachers have a wealth of experience. Everyone can benefit."
Associate Professor, ESL
Salt Lake Community College
"Through these first few weeks in Faculty Guild I have gotten better at writing measurable objectives using Bloom's Taxonomy ... I am thinking about what I want students to learn and putting this out in the open. An analysis of my skills confirms something that is evident from my pedagogical profile, which is that I need to be more proactive about getting feedbacks from student and assessing whether or not they are meeting the learning objectives."
Assistant Professor, Chemistry
University of Houston
"I am really enjoying being a part of such a positive, encouraging and experienced circle. The varying perspectives, peer feedback and reviewing of others' reflections are pushing me to be a better educator."
Faculty, Communications Studies
"The nursing program is built on tradition. It’s not easy to innovate but we always need to be open to improvement. Being able to reflect on what I was doing in the classroom helped me realize that I could probably stop doing it one way, and do it another way instead. "
Associate Professor, Nursing
Southcentral Kentucky Community and Technical College
"This is the best P.D. activity I have ever joined. We are doing something in a sustained way. We are learning from our own practice, from our own colleagues, and it sticks. I love this."
Instructor, Language Arts
Honolulu Community College
"I'm spending about 3 hours each week. It's a little more than I expected at first, but that's not a bad thing. I take the reflections very seriously. There is lots of follow-up discussion, which can be time-consuming ... but it's also interesting and useful."
Windward Community College
"I've been teaching for more than 25 years and I wanted some fresh ideas. I love that there are other seasoned educators who are still thinking deeply about improving their teaching, and interacting with new faculty has been absolutely helpful. They bring new perspectives. I really enjoy thinking about what I'm doing and contributing to the circle. It's been awesome. "
Assistant Professor, English
Hawaii Community College
"By documenting my thoughts and observations and also reading others' journals, things I have noticed and wondered inside and outside of class will not be lost. I also take note of the helpful strategies used or suggested by others and implement them in my class. I believe these practices are important for educators' improvement in teaching effectiveness. "
Associate Professor, Chemistry
University of Houston
"This entire process has sparked a new energy in how I think about what I do and why I’m doing it. Prioritizing student learning outcomes before I create activities and assignments has really helped me develop more organized, effective material."
Associate Professor, Psychology
Salt Lake Community College
"My Pedagogical Profile demonstrates aspects of my teaching that I had no names for previously, but that are now named and integral parts of my process. The Tags are wonderful, positive and affirming."
Adjunct Professor, English
"Faculty Guild has provided a useful lens and practice of reflection to view how I teach. Seeing the great practices and ideas of the other faculty has been inspiring and has sparked several ideas for some changes and tweaks to the activities I do in my classes. The format of the self-reflection with all its different parts (outcomes, discussion, assessment, etc.) and the use of the tags facilitate and enhance the sharing of those great activities and ideas that faculty are using."
Professor, Languages, Linguistics and Literature
Kapi'olani Community College
How We Partner
Together, we will craft a plan that reflects your institution’s culture, goals and capabilities.
We’ll discuss your institution’s student success initiatives and how to connect them to your faculty’s teaching goals. We’ll talk about the right fellowship length — somewhere between one and three terms. And we’ll explore a variety of funding models and incentive programs to kick off your efforts and carry you into the future.
Plus, we can talk about your interest in fully outsourcing to Faculty Guild, or adding your own staff to our facilitation network — building your institutional capacity and reducing costs. We have lots of options to achieve your goals.
Want more details?
Ask for a proposal, pricing and plan to get started.
Full-time faculty, part-time faculty and
Since a fellowship requires your institution’s sponsorship, help us get them on board.
Download this resource and share with your chief academic officer, department chair or teaching and learning center director.