91��Ƭ��

FFFP is designed for faculty who would like an opportunity to step back, examine what is happening in one of their courses, and talk through the evidence with a supportive colleague.

FFFP may be especially useful if you want to:

• better understand how students are experiencing your course;
• increase student engagement;
• receive formative feedback outside a formal evaluation process;
• explore a teaching question or concern;
• test or refine an instructional strategy;
• receive supportive feedback as a newer faculty member; or
• simply have a meaningful conversation with a colleague about teaching.

FFFP offers two levels of participation so you can choose the amount and type of formative feedback that best fits your goals and schedule.

See How the FFFP Process Works 

You choose the course you want to focus on, and the formative feedback you receive belongs to you. Your Partner will help you interpret the information and consider possible next steps, but you decide which changes, if any, you want to make. 

Image

The graphic provides a visual overview of the process. Details for each participation level are provided below.

Level 1: Quick Check-In

Choose Level 1 if you want a focused review of student engagement and an opportunity to discuss the results with a trained faculty Partner.

Level 1 includes:

• an introductory conversation to establish context and goals;
• a student engagement survey;
• collaborative review and debrief of the survey results; and
• discussion of possible instructional changes.

Typical commitment: Two or more meetings during the semester.

Level 2: Deep Dive

Choose Level 2 if you want a more comprehensive examination of your teaching that combines student feedback, self-reflection, and classroom observation.

Level 2 includes:

• a Level 1 experience
• a self-reflection activity;
• observation of a synchronous class meeting;
• collaborative analysis of survey and observation feedback; and
• a final reflective debrief with your Partner.

Typical commitment: Three or more meetings during the semester.

Ready to Participate? 

Applications are accepted during the first four weeks of each semester.
 

Image

Kristin Stout, M.S. 
kristin.stout@csulb.edu 

Kristin is a full-time lecturer and Coordinator for the Education Specialist Credential Program Integrated Teacher Education Preparation program and Coordinator for the Education Specialist Credentialing Program in the College of Education at California State University, Long Beach. She co-developed and has been co-leading the FFFP since 2020. Her work has appeared in local community reports and presentations related to social justice in the field of special education teacher preparation and community advocacy. She co-authored the book Critical Reflections About Students with Special Needs published by Pearson in 2007.

Image

Jen-Mei Chang, Ph.D. 
jen-mei.chang@csulb.edu 

Jen-Mei is a Professor of Mathematics. Her research areas include computational and geometric methods for analyzing large data sets, STEM education, and the scholarship of teaching and learning. She is the Principal Investigator of the NSF S-STEM project, Mentored Excellence Toward Research and Industry Careers 2 (METRIC 2; DUE-2322416), that aims to improve recruitment, retention, and graduation of low-income and academically talented students from communities unrepresented in the Physical Sciences, Mathematics, Computer Engineering, and Computer Science to prepare them to be the next generation of scientific leaders in their communities. She is also co-author of the book, The Power of Mathematics Workbook with Notes 2nd Edition and the course coordinator of Math 104: The Power of Mathematics at 91��Ƭ��. Jen-Mei was a faculty Partner in 2021 and has been co-leading FFFP since 2022.

• Claudia Barrulas Yefremian (COB)
• Elaine Bernal (CNSM)
• Judy Brusslan (CNSM)  
• Cathy Deckers (CHHS)
• Maryanne Diaz (CHHS)
• Caitlin Fouratt (CLA)
• Yuping Mao (CLA)
• Tina Matuchniak (CLA)
• Jung Mee Mun (CHHS)
• Susan Nachawati COE)  
• Laurel Richmond (CHHS)
• Vesna Terzic (COE)

Interested in becoming an FFFP Partner? Depending on program availability, demand, and funding, FFFP recruits new Partners in the fall to start training in the spring. 

Contact fffp@csulb.edu for more information.
 

Supportive, non-evaluative feedback

"As a first-year lecturer, having someone with 20 years of teaching experience provide constructive and positive insight has helped me grow into a better lecturer."

Mentorship and professional growth

"This really helped me feel supported as a lecturer, where often times there is little guidance regarding expectations."

Student-centered teaching

"The FFFP has been a key component in helping me make my classroom instruction more student-centered."

Actionable change

“I walked away with actionable items to implement that did not seem overwhelming.”

Participant and Partner feedback consistently highlight the value of collaborative relationships, practical feedback, and opportunities to connect with colleagues across disciplines. Faculty describe FFFP as a space where they can talk openly about teaching, learn from one another, and feel supported as members of the 91��Ƭ�� faculty community.

What is the difference between FFFP and RTP or lecturer evaluation?

FFFP is purely formative and separate from RTP and lecturer evaluation. Your FFFP Partner is not serving as an evaluator, and the feedback generated through the process is provided directly to you.

You may choose to discuss your participation or instructional changes in an RTP or lecturer-evaluation narrative, but that decision is yours.

Is FFFP connected to SPOT?

No. FFFP was designed to provide faculty with an additional source of formative information that can be used during the semester, when there is still time to make changes.
The student engagement survey focuses on information that faculty and their Partner can discuss together to better understand student experiences and identify possible instructional responses.

How much time does participation require?

Participants generally spend approximately 2–6 hours across the semester, depending on their goals and level of participation. FFFP is designed to be flexible, and participants are encouraged to talk with their Partner if the process begins to feel difficult to manage alongside other responsibilities. When appropriate, the experience can be adjusted; for example, a participant may shift from Level 2 to Level 1. In special circumstances, participants have also been able to complete remaining program activities during the following semester.

How are Partners assigned?

Partners are assigned outside the Participant’s department or college whenever possible. Teaching schedules are considered for Level 2 participants so the Partner can attend a synchronous class session. The program also tries to avoid matching faculty who already know one another well.

What do I receive by participating?

You receive individualized formative feedback on your teaching and student engagement in a detailed report, opportunities to reflect with a trained faculty colleague, and practical ideas you can choose to implement in your course.

Can I earn a digital badge through FFFP?

Yes. FFFP Participants and Partners may optionally earn CSU digital badges by completing the designated activities in the and Canvas courses, respectively. Digital badges provide a way to document and share your participation and professional learning through FFFP.

Participants and Partners who complete the applicable requirements may be eligible for the following digital badges:

Earning a digital badge is optional and is not required to complete FFFP.

Can I participate more than once?

Yes. Faculty may participate in more than one semester and may choose different levels at different times. When demand exceeds program capacity, priority may be given to faculty who applied earlier.

How can I become an FFFP Partner?

Depending on program availability, demand, and funding, FFFP recruits new Partners in the fall to start training in the spring. Contact fffp@csulb.edu for more information.