EDvance

At the start of each semester, EDvance College brings adjunct and full-time faculty together for a Curriculum Alignment Meeting. This Spring marked our fifth time holding this gathering, and each semester it continues to affirm how essential shared space, shared purpose, and shared preparation are to strong teaching and student success.

Who Joined Us

This Spring, 22 adjunct faculty attended the Curriculum Alignment Meeting, alongside two Writing Coaches and one Academic Coach. With 25 adjunct faculty on our overall roster, the strong turnout reflected a deep commitment to collaboration and readiness as we launched the semester together.

Why This Time Together Matters

The heart of the meeting was not just alignment around curriculum, but intentional community building.

For our academic leadership, the most important outcome was creating a space where faculty felt prepared, supported, and confident as they entered the semester. Bringing everyone together reinforced the idea that teaching at EDvance is collective work. Faculty are not navigating their courses or their students in isolation, but as part of a connected community grounded in shared expectations and care.

Equally important was fostering an open and comfortable environment where faculty could collaborate honestly and ask questions freely. The energy in the room, especially during breakout sessions, reflected a sense of trust and engagement. Faculty teaching the same courses and cohorts were able to connect deeply, ensuring consistency across sections and a more cohesive experience for students.

What Faculty Shared

Faculty feedback reinforced the value of coming together before the semester begins.

One faculty member shared:

“Meeting with my cohort and the faculty members teaching the same course was especially valuable. It was helpful to hear how everyone else prepares, what their processes are, and get some ideas. It was also nice to know that I will be in regular communication with my colleagues.”

Another reflected:

“Having these kickoff meetings at the beginning of each semester helps to refresh and reinforce guidelines and policies, as well as inform us of any new ones. It also helps to see everyone and have small group discussions with the other faculty we will be partnering with for the semester.”

When asked how prepared and supported they felt after the meeting, one response captured the overall sentiment clearly:

“Very well! I feel very supported and ended the day much more confident than I started.”

What We Learned

The feedback also helped us refine our approach.

Faculty noted that the first morning block felt information-heavy, which affirmed the need to build in more breaks and smaller discussion segments to process key policies and expectations. At the same time, the afternoon breakout sessions stood out as especially meaningful. Faculty asked for even more time to collaborate with colleagues teaching the same courses and cohorts, sharing practical strategies and learning from one another’s experience.

Faculty also expressed appreciation for the presence of Academic Coaches, Writing Coaches, and leadership. Seeing these roles represented in the space reinforced a sense of shared responsibility and partnership. One faculty member shared that it made them feel they were “working in the right place,” a reminder that culture and connection matter just as much as content.

Setting Faculty Up for the Semester Ahead

The Curriculum Alignment Meeting sets faculty up for the Spring semester by combining clarity, community, and practical preparation. Faculty leave with a shared understanding of course alignment, syllabi, assignments, and assessment practices, which supports consistency across sections and reduces uncertainty early in the term.

They also gain access to concrete tools and resources, including guidance on Canvas, accessibility, instructional templates, collaboration with Academic and Writing Coaches, and early alert processes. Dedicated time with course and cohort colleagues allows for intentional planning, problem-solving, and relationship building, all of which directly benefit students.

Looking Ahead

This structure has proven effective over the past two and a half years, and we plan to continue building on it. Beginning in Fall 2026, we will introduce a new layer of shared leadership by having full-time faculty serve as co-facilitators alongside the Dean of Early Childhood Studies and the ECS Program Assistant. This shift will deepen peer collaboration, elevate faculty voice, and strengthen our collective approach to teaching and learning.