Welcome to the Faculty and Instructional Development Resources webpage. This site serves as a one-stop shop for dental faculty, offering a comprehensive list of resources on a wide range of topics.

For programs offered by the school that provide CDE credits, participants need to register here prior to the start of the program. If you would like to recommend other programs, please submit your recommendation using the form below

School Programs
  • New Faculty Orientation: A presentation is given to new faculty that covers a wide range of information: administration, absences, clinical protocols. A new faculty information folder is shared via the Pacmanual Guidebook. They are given a tour and introduced to the faculty they will work with. A mentor is assigned for shadowing. They also receive their ID badges and set up their email etc.
  • Cross Training: Held every quarter. Each week has a topic or subject and the presentation or hands-on events occurs each day of the week in an effort to reach all faculty. Week 3 of each quarter is faculty orientation week and week 10 is Grading week. These are not included in faculty crosstraining. Schedules are emailed to your Pacific email address and posted in 4F area.
  • Dean's Speakers Series: The purpose of the Dean's Speaker Series is to increase the knowledge, skills, behavior and attitudes of our faculty, staff, students and alumni as it relates to an understanding of what is happening more broadly in health care, oral health care and education.  
  • Faculty Development Day: Faculty Development Day is a regularly scheduled quarterly event dedicated to the development of the dental faculty in areas of biomedical, research, clinical, trends in the industry as well as critical thinking. It occurs on Tuesday of final examination week.
  • Biomedical Science Seminars: The seminars cover a wide range of topics in basic science and their application in dentistry. Scheduled are emailed to your Pacific address.
  • Peer observation of teaching (POT): POT focuses on the strengths of the faculty member being observed, as well as on those areas that could be enhanced.  The goal of POT is to provide peer feedback to enhance teaching. Click here to learn more about this program. 
  • Annual Teaching Showcase: This program provides a low-risk platform for faculty to demonstrate innovative instructional practices and exchange ideas with colleagues. The aim is to create a cross-disciplinary faculty teaching community for collegial support in the implementation of effective instructional strategies.
  • Foundations of Teaching in Dental Education: This short course, formerly the Course Director Orientation (CDO), aims to improve faculty's foundational knowledge in basic teaching and learning design principles. The course is offered annually and open to all faculty.
  • Teaching and Learning Seminar Series: This program consists of a series of one hour seminars offered during lunch time.  The focus is on active learning and emergent pedagogies associated with emerging technologies. Schedules are emailed to your Pacific email address.
  • Other professional development offerings: Please watch out for email announcements.
University Programs


Dental education

Dentistry and science

General education

Seminars, webinars, and workshops

Teaching Resources

General Resources

These resources were developed in-house at the Dugoni School to help faculty with course planning and design.

  • Course director 101 (video): This 5-minute animated video provides a brief overview of the course planning process. While the video will be most helpful for new course directors, more experienced course directors can also use it as a refresher.
  • Introducing your course to students on Day 1 (video): Check out this video to see how our own Dr. Gitta Radjaeipour introduced her preclinical course to new D1 students on the first day of class. Dr. Radjaeipour's course introduction was clear, transparent, and tied nicely to comprehensive patient care.
  • Canvas template: The template specifies the minimum tools that need to be activated on a Canvas site. It was approved by the dental school's Curriculum Committee. 
  • Syllabus template (updated 03/2020): The updated template specifies the major sections and information that should be included in a course syllabus, including information for online learning. It was approved by the dental school's Curriculum Committee in March 2020.
  • Canvas site and syllabus review rubric (Word): This rubric is for department chair or vice chair use in reviewing Canvas sites and syllabi. All Canvas sites and syllabi need to be reviewed and approved by the department chair before publishing.
  • Lesson plan worksheet (Word): This worksheet was originally developed for the Fundamentals of Teaching and Learning program (formerly the Course Director Orientation; see here for slides). You can use it as a guide when designing lesson plans. 

Learning Objectives

Alignment in Teaching

Backward Design Model

Slide Design

Copyright and Fair Use

  • Copyright basics: A guide on copyright and fair use for Pacific faculty developed by Pacific librarians.
  • Creative Commons: Creative Commons is a non-profit organization which has developed and provided a set of public copyright licenses for authors to use when sharing their work with others.

Other planning resources

Professional organizations

  • ADEA teaching resources: Resources on teaching, learning, assessment, teaching with technology, curriculum design, competency-based education, and more. It includes MedEdPORTAL, a peer-reviewed publication with free downloadable multimedia resources, and ADEA weTeach.
  • Educause: Educause is a non-profit organization dedicted to advancing higher education through technology integration. It provides high quality teaching resources to higher education faculty across disciplines.
  • MERLOT: Peer-reviewed instructional resources on a wide range of topics and disciplines by the CSU system.
  • Magna Publications: A national organization dedicated to enhancing teaching and learning in highed education through faculty development. It offers some free resources on teaching and learning strategies for higher education faculty across disciplines (e.g., the Faculty Focus blog).
  • Flipped Learning NetworkAn online learning community for educators interested in the flipped classroom model.

Below is a list of available and/or recommended learning tools. Contact Meixun Sinky Zheng, PhD, Office of Academic Affairs, for consultation.

         (Note: * indicates that the Dugoni School has a license. Also be aware that some links are only available to the University of the Pacific community.)

  • SoftChalk*: SoftChalk is a cloud-based e-learning design tool that allows instructors to create interactive online lessons that integrate a variety of mini learning games. Visit this link for samples of learning activities you can created with SoftChalk.
  • Screencast-O-Matic. Screencast-O-Matic is an easy-to-use screen capture tool to make short screen capture/video tutorials with (or without) a talking head.  It highlights where your mouse is clicking on the website that you re demontrating. It has a free version.
  • Jeopardylabs: Jeopardylabs is a web-based tool to create jeopardy-style learning games. Faculty don't need to download any slide template. The game can be played in or out of class.
  • EdPuzzle: EdPuzzle allows instructors to turn video watching into an active learning experience by adding time-stamped quiz questions into the video. It provides powerful analytics on student video watching patterns.
  • Osmosis*: Osmosis is a subscription-based online learning platform that features animated instructional videos and other multimedia learning resources on a wide range of medical and dental topics. Click here to access Osmosis-style videos that Dugoni faculty co-developed with Osmosis.
  • TED-ED videosTED-ED is TED's educational initiative. It has developed many free animated videos on a variety of topics, including health sciences. You can view two examples of videos on cavities and pain.
  • Mindmeister: Mindmeister is a web-based tool for students to create concept maps. It has free and paid versions. There are some other concept mapping tools. Contact Dr. Zheng to learn more.
  • Digital timelines: Check out the Quality Matters (QM) website for some of the most popular tools that students can use to create interactive digital timelines to demonstrate their higher-level understanding and application of course concepts. 
  • Quizlet: Quizlet is a web tool for creating flash cards. Students can study the cards in different ways, including gameplay and competition. Visit this link for an example of flash cards in pharmacology. 
  • SplashTop Classroom*: Splashtop Classroom is a remote desktop app for accessing the faculty's laptop or the computer in the classroom using a tablet. With an iPad and the SplashTop Classroom app, faculty can present content with an iPad while moving freely around the classroom, annotate slides "on the go", and turn the iPad into a virtual whiteboard. 
  • Poll Everywhere*: Poll Everywhere is an audience response system that allows instructors to collect student responses instantly from any mobile device. It supports multiple question formats including open-ended questions, clickable image questions, ranking, and many more.
  • Kahoot!: Kahoot! is a free tool for mobile polling and learning games.
  • Hot PotatoesHot Potatoes is a free website that allows you to create various self-assessment activities such as crossword puzzles, short-answer questions, and so on.
Other tools you might be interested in...
  • Weebly: Weebly is a web-hosting service featuring a drag-and-drop website builder. It can be used for students to create e-portfolio sites. Faculty can also use it to create e-dossier sites.
  • Pearl Tree: Pearl Tree is a web-based service for both faculty and students to curate, organize, and share materials found on the web related to teaching, learning and research.
  • Padlet: Padlet is a free web-based interactive whiteboard. It is a great tool for quick reflective writing, brainstorming, and collecting student feedback.

This section highlights teaching and learning innovation implemented by dental faculty.

Helix Curriculum Innovation Award

The Helix Curriculum Innovation Award is intended to recognize and reward those members of the dental faculty who experiment with instructional innovation to help define new standards for dental education. 

2019 finalists and winner

Drs. Michelle Brady & Parvati Iyer: The backward design model applied to the redesign of the IDS curriculum

Dr. Parvati Iyer: Gamification in the classroom with Polleverywhere

Dr. Debra Woo (Winner): A flipped approach to Emergency Rotation faculty calibration and student learning

2018 finalists and winner

Dr. Bernadette Fa: Animation in teaching and assessment

Drs. Shika Gupta and Christine Miller (Winner): The PacManual

Dr. Parvati Iyer: Turning passive video watching into active learning

2017 finalists and winner

Dr. Leticia Ferreira (Winner): Designing interactive case-based online lessons in pathology with SoftChalk

Dr. Pat King (Winner): Using standardized patients (SP) to teach communication skills to IDS students

2016 finalists and winner

Drs. Der Thor and Nan Tori Xiao (Winners): A student-centered approach to online group presentations and dicussions

Dr. Richard White: The flipped classroom approach to teach pre-clinical occlusion techniques

Dr. Jeff Wood: Developing an online remedition course in Pediatrics

2015 finalists and winner

Dr. Ana Arias: Comparing the outcomes of lectures and small group discussions

Dr. Darren Cox (Winner): The interprofessional Education program  (IPE) between dental and pharmacy schools

Dr. Andrew Young: The flipped classroom appraoch to teach evidence-based dentistry

2014 finalists and winner

Dr. Jessie Vallee (Winner): Designing an integrated IPT curriculum

2013 finalists and winner

Dr. Huang: Implementing reflective portfolio in periodontics

Dr. Natasha Lee (Winner): Using computer simulations to teach dental practice management

Dr. Maritza Mendez: Developing an online dental Spanish course for dental professionals

2012 Finalists and winner

Dr. Ove Peters (Winner): Endodontics interactive iBook

Other teaching and learning innovation 

Instructional Strategies

Below are curated teaching resources, including a summary of best practices, tips, links to online resources and recommended readings.

  • "3-2-1" quick reflection The "3-2-1" strategy can be easily implemented in any learning setting to promote reflective learning. You can also use it to help students engage with the text and improve their comprehension of assigned texts/videos. This is a good starting point.
  • What? So what? Now what? Driscoll (1994) developed this simple model to guide learners through the 3 stages of reflection. (University of Edinburgh).
  • Gibbs' reflective cycle Gibbs' (1988) reflective cycle, one of the most well-known models, guides learners through 6 stages to achieve critical reflection. (University of Edinburgh).
  • Teaching and scaffolding critical reflection (Slides; Teaching & Learning Seminar Series)

Gameplay is a great way to engage this generation of students. Below are a few free web tools to create game-based learning.

  • Jeopardylabs Web-based jeopardy game that doesn't need a PowerPoint slide template. It has free and paid versions.
  • Hot Potato Create interactive multiple-choice, short-answer, crossword, matching/ordering and flll in the gap activities. It is free.
  • Quizlet Search for and create your own flash cards and games. It is free.

Scholarship & Publications

This section showcases dental faculty, staff, and students' scholarship of teaching and learning (SoTL), including publications, presentations, and grants.



  • Tolarova, M., & Tolar, M. (2019). Using a web-based Jeopardy game to teach and assess residents. American Dental Education Association (ADEA) Conference.
  • Zeitlin, B. (2019). Four different ways of using concept maps in the Pharmacology course. American Dental Education Association (ADEA) Conference.
  • Radif, M.  (2019). Redesigning a clinical assessment rubric for dental hygiene students into an interactive electronic format. American Dental Education Association (ADEA) Conference.
  • Brady, M., iyer, P., Prasannakumar, P., & Bender. D. (2019). The backward design model applied in the redesign of the IDS curriculum.  American Dental Education Association (ADEA) Conference.
  • Woo, D. (2019). The flipped approach to Emergency Rotation Faculty Calibration. American Dental Education Association (ADEA) Conference.
  • Iyer, P (2019). EdPuzzle: Turing passive video watching into an active learning experience. American Dental Education Association (ADEA) Conference.
  • Ferreira, L, Fatahzadeh, M., & Zheng, M. (2019). Developing interactive online case-based lessons: A cross institutional collaboration. American Dental Education Association (ADEA) Conference.
  • Zheng, M., Bender, D., & Lyon, C. (2019). The Faculty Resources Page: A one-stop shop for dental faculty. American Dental Education Association (ADEA) Conference.
  • Wood, J. & Zheng, M. (2018). An innovative app to support active learning and student engagement in large size classrooms. American Dental Education Association (ADEA) Conference.
  • Thor, D. & Xiao, N. (2017). Evaluating a flipped classroom model in physiology.  American Dental Education Association (ADEA) Conference.
  • Fa, B. (2017). Beyond ordinary assessment: Using Canvas for video-based self-assessment.  American Dental Education Association (ADEA) Conference.
  • Zheng, M. & Bender, D. (2017). Digital badges to acknowledge and certify faculty professional development.  Educause ELI Annual Meeting; American Dental Education Association (ADEA) Conference.
  • Bender, D., Zheng, M., & Kulman, K. (2017). Outcomes of computer-based testing: Student acceptance and impact on their exam performance and learning. American Dental Education Association (ADEA) Conference.
  • Kulman, T., Zheng, M., & Bender, D. (2016). A case study of the implementation of computer-based testing with ExamSoft: Best practices and policies. American Dental Education Association (ADEA) Conference.
  • Zheng, M. (2016). Policies and current practices of distance learning in the U.S. and China. Online presentation delivered to medical faculty in China at the FAIMER (Foundation for Advancement of International Medical Education and Research) Distance Learning Workshop, GuangZhou, China.
  • Zheng, M., Bender, D., & Nader, N. (2015). Web 2.0 and mobile learning tools integration in pre-doctoral dental education. American Dental Education Association  (ADEA) Conference.
  • Spires, H., Zheng, M., & Bartlett, M. (2014). Digital gameplay: Effects on young adolescents' science content learning. American Education Research Association (AERA) Conference.
  • Zheng, M. (2014). The integration of an interactive web 2.0 tool in a blended course.  American Dental Education Association (ADEA) Conference.
  • Zheng, M., Bender, D., & Nadershahi, N. (2014). The science of learning applied faculty professional development. American Dental Education Association (ADEA) Conference.

Grants and fellowships

  • Radif, M. (2018), Using oral anesthesia mannequin to enhance student learning in sim-lab and clinical settings. Technology in Education Committee (TEC), University of the Pacific, $19,825. 
  • Zheng. M., interrante, M., Bender, D., & Lyon, C. (2017). Developing a dental education innovation lab at the dental school.  Technology in Education Committee, University of the Pacific, $11,000.
  • Bernadette Fa (2016). Designing and using cartoons in the local anesthesia course. Technology in Education Committee, University of the Pacific.
  • Zheng, M., Ferreira L, Surti B., Bender, D., et al. (2016). Designing student-centered online learning with SoftChalk. Technology in Education Committee, University of the Pacific, $16,500.
  • Zheng,M., Wood J., Thor D., Xiao, N., & Bender, D. (2016). Using iPad to promote active learning and classroom engagement. Technology in Education Committee, University of the Pacific, $5,400.
  • Zheng, M. (2016). Travel grant to attend Educause Annual Conference. Technology in Education Committee, University of the Pacific, $2,500.
  • Zheng, M. (2015). University Priority grant to support dental faculty to take a series of Educause ELI online courses on digital pedagogies. Provost's Office, University of the Pacific, $35,00.
  • Zheng, M., Bender, D., Young, A., & Mendez, M. (2013). Health sciences faculty development in emergent pedagogies for instructional innovation in the digital age.  CAPD grant, University of the Pacific, $3,500.

Below are templates for educational research manuscripts and posters. Customize based on the nature of your project.

To see an example of a faculty dossier, please contact Corina Cato in the Office of Academic Affairs at ccato@pacific.edu.

Dossier Mentors: For questions regarding how to create and maintain your dossier, your department chair is your primary support. They will be happy to guide you.

Dr. Bob Christoffersen (rchristo@pacific.edu) and Dr. Darren Cox(dcox@pacific.edu) have also generously volunteered to offer additional support as needed. Both have served on the FAPTC and are knowledgeable about criteria and process.

Student rating of instruction

Available by request to department chair or Sandra Derian at sderian@pacific.edu.

Peer observation of teaching

Promotion and tenure eligibility and review

Contact Dr. Cindy Lyon, Associate Dean for Oral Health Education, at clyon@pacific.edu.