Frequently Asked Questions

If the FAQs below do not address your questions, please reach out to the FACCE committee co-chairs, Joseph Flynn and Katy Jaekel.

Will the sessions be held in-person or online?

The sessions will be held in-person following the same guidelines as in-person classes. To encourage meaningful discussion and full engagement, the sessions will not be streamed or recorded. 

Who is eligible to participate in FACCE?Updated
To promote and model inclusivity, FACCE is open to faculty of all ranks (tenured, tenure-track, clinical, research, and instructional) and staff (particularly those who teach). Note that instructional faculty refers to all instructors, including both full and part-time instructors.
Will there be food available?

Yes, lunch will be served at all of the in-person sessions. The menu has not yet been finalized but will be shared with participants in advance of each session. We will try to have options available to meet common dietary concerns, including vegetarian, vegan, and gluten free, but you may also bring your own lunch.

How is FACCE different from the ACUE course on Effective Teaching Practice or the ACUE microcredential on Inclusive Teaching for Equitable Learning?New

FACCE is designed and facilitated by NIU faculty and staff to promote transformational change at NIU. It is a hands-on, in-person program that addresses inclusive teaching through the dual lenses of decolonialization and anti-racism.

The ACUE programs are both excellent, as well. The course on Effective Teaching Practices is a year-long online course that focuses on equitable and inclusive teaching as part of what makes teaching effective. Faculty who complete it earn the designation as an ACUE Distinguished Teaching Scholar and receive a nationally-recognized Certificate in Effective College Instruction, endorsed by American Council on Education (ACE).

The ACUE microcredential on Inclusive Teaching for Equitable Learning is an 8-week online course that addresses implicit biases, microaggressions, imposter phenomenon, creating inclusive learning environments, and designing equity-centered courses. It serves as a good introduction or refresher on equitable teaching practices.

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