San Francisco State University’s Center for Equity & Excellence in Teaching & Learning (CEETL) implements a unique model of leadership through its Faculty Director positions. Hailing from different disciplines, departments, and colleges on campus, CEETL’s team of Faculty Directors contribute a diverse but overlapping array of expertise to provide SF State’s faculty community with teaching strategies, support, and programs targeted at promoting justice, equity, diversity, and inclusion (JEDI). Through the Faculty Directors’ individual and collaborative projects, CEETL is home to several faculty community groups that prioritize faculty engagement and belonging, which, in turn, enables its faculty participants to reflect on culturally responsive pedagogical practices and student engagement and belonging. In this session, we will share an overview of CEETL’s Faculty Director leadership model and discuss the programs and learning communities that each Faculty Director facilitates. These include teaching and learning groups targeted specifically at new tenure-track faculty, new lecturer faculty, and faculty teaching writing and reading courses. These programs together exemplify SF State’s signature missions of inclusion and belonging; equity and justice; empowerment and transformation; local and global engagement; and learning, creativity, and exploration.

n this session, we will share an emerging model for supporting faculty belonging and cross-campus collaboration through the Small Group Instructional Feedback (SGIF) model. The SGIF model is intended to be a non-evaluative method for gathering mid-semester feedback from students to inform real-time pedagogical responsiveness (Blash et al., 2018). SF State’s Center for Equity and Excellence in Teaching and Learning (CEETL) has developed a SGIF model that arranges faculty in cross-disciplinary, collaborative trios that meet to discuss teaching goals and needs, conduct the SGIF for one another, and provide supportive feedback to guide future instruction. Faculty participants indicate that this model has led to meaningful pedagogical change while also strengthening collaboration and belonging through the intentional creation of cross-disciplinary teams and feedback not tied to formal retention, tenure, and promotion processes. We will share methods used to create, train, and support collaborative SGIF teams and share challenges with this model of distributed expertise, including developing a SGIF process for faculty teaching asynchronously.