Faculty Affairs – Resources
The Faculty Affairs Resources page provides faculty at the ECU School of Dental Medicine with quick access to teaching guidance, clinical grading resources, curriculum information, and institutional support services.
Faculty are encouraged to begin with the Quick Guides, which provide concise reference information for common teaching and clinical grading tasks. Discipline-specific instructional materials, procedure guidance, and faculty calibration activities are available through the SoDM Faculty Calibration site in Canvas.
Additional sections below provide information about the DMD curriculum structure, Student Encounter Units (SEUs), and university resources that support faculty teaching and professional responsibilities.
- Quick Guides for Faculty
- Faculty Calibration Site (Canvas)
- XComP Training & Support
- Teaching & Assessment Support
- DMD Curriculum Overview
- Courses
- Student Encounter Units (SEUs)
- Institutional Resources
Quick Guides for Faculty
The following quick guides provide practical reference information for teaching, clinical grading, and student assessment within the ECU School of Dental Medicine.
These guides are designed to be short, practical resources that faculty can consult quickly during clinic sessions, laboratory instruction, or course preparation.
Available Quick Guides:
- Using XComP Grader in Clinic
- Clinical Grading Workflow in XComP
- CodeFinder Quick Guide
- Understanding EPA and StAR Competency Tracking
- Clinical Coding and Procedure Variants
- Providing Effective Clinical Feedback
Additional quick guides will continue to be developed and added as new resources become available.
Faculty Calibration Site (Canvas)
The SoDM Faculty Calibration site in Canvas provides discipline-specific resources and calibration materials that support consistent teaching and evaluation across the curriculum.
Faculty use the calibration site to:
- review preclinical content taught to students
- access clinical procedure resources and supporting literature
- view demonstrations of clinical techniques and workflows
- participate in faculty calibration activities related to grading and assessment
Because the calibration site contains internal instructional materials, faculty must be enrolled in the Canvas course to access it.
To request access to the Faculty Calibration site, please contact Faculty Affairs.
XComP Training & Support
XComP is the School of Dental Medicine’s primary platform for clinical grading, assessment management, curriculum mapping, and student performance reporting.
Consistent use of XComP is essential for:
- accurate clinical grading and evaluation
- tracking student progression and competency development
- curriculum mapping and performance analytics
- accreditation and program assessment reporting
Training materials and system overviews are available through the Faculty Calibration site, including the “What is XComP?” video overview series, which explains how XComP supports clinical grading, assessment tracking, and accreditation reporting.
Teaching & Assessment Support
The following resources support effective teaching and assessment across clinical, laboratory/simulation, and didactic instruction at the ECU School of Dental Medicine.
Faculty can access practical guidance, calibration materials, and instructional resources through the areas below.
Clinical Teaching & Assessment Support
Resources related to clinical supervision, grading of procedures, and documentation of clinical encounters are available through the SoDM Faculty Calibration site in Canvas. To request access to the Canvas course, please contact Faculty Affairs.
Laboratory & Simulation Teaching Support
Laboratory and simulation-based instruction allow students to develop technical skills and procedural competence before performing procedures in clinic. These environments provide opportunities for deliberate practice, structured feedback, and progressive development of clinical technique.
Faculty teaching in laboratory or simulation settings help students translate didactic knowledge into technical performance and clinical reasoning, preparing them for safe and effective patient care.
Supporting Student Skill Development
Simulation exercises should emphasize both technical accuracy and clinical thinking. Faculty play an important role in helping students understand not only how to perform a procedure, but also why specific steps and techniques are important.
Faculty can support student development by:
- demonstrating proper technique and procedural workflow
- emphasizing critical steps and common technical errors
- connecting simulation exercises to the corresponding clinical procedures
- encouraging students to reflect on their performance and identify areas for improvement
Consistent expectations and clear feedback during simulation activities help students enter the clinic with greater confidence and competence.
Discipline Resources and Procedure Guidance
Discipline-specific instructional materials related to laboratory and simulation procedures are available through the SoDM Faculty Calibration site in Canvas.
These resources may include:
- procedure demonstrations and instructional materials
- discipline-specific technique discussions
- supporting literature and reference materials
- faculty calibration activities related to assessment and evaluation
Faculty teaching in simulation environments is encouraged to review these materials to ensure consistent expectations for technique, instruction, and evaluation across instructors.
Because the calibration site contains internal instructional materials, faculty must be enrolled in the Canvas course to access it. To request access, please contact Faculty Affairs.
Didactic Teaching & Assessment Guidance
Faculty who teach didactic sessions play an essential role in helping students connect foundational knowledge, clinical reasoning, and patient care. Effective teaching at the ECU School of Dental Medicine is designed not only to deliver information, but also to help students apply knowledge in ways that prepare them for clinical decision-making and professional practice.
The guidance below outlines expectations for learning objectives, teaching approach, and assessment development for didactic sessions.
Writing Measurable Learning Objectives
Each didactic session should include clear, measurable learning objectives that describe what students should be able to do after the session.
Strong learning objectives:
- begin with an action verb
- describe an observable outcome
- align with the way the material will be assessed
Example format:
Upon completion of this session, students will be able to:
[action verb] + [concept or skill]
Examples:
- Identify structures involved in mandibular anesthesia
- Describe the mechanism of local anesthetic agents
- Apply diagnostic criteria to clinical cases
Using measurable verbs ensures that teaching, assessment, and program competencies remain aligned and allows the curriculum to be accurately mapped for continuous improvement.
Designing Engaging Didactic Sessions
Didactic sessions are most effective when they encourage active learning and clinical reasoning rather than relying solely on traditional lecture delivery.
Students learn best when they are asked to interpret information, solve problems, and apply concepts rather than passively receive content.
Faculty are encouraged to incorporate approaches such as:
- clinical case discussions
- problem-based learning scenarios
- diagnostic reasoning exercises
- interactive questions during lectures
- discussion of real or simulated patient cases
Even small moments of engagement during a lecture can significantly improve student attention, retention, and understanding.
Connecting Didactic Content to Clinical Practice
Students are most motivated when they understand why the material matters for patient care.
This is especially important for foundational science topics, where students may not immediately recognize the connection to dentistry.
Faculty can strengthen this connection by:
- presenting clinical examples that illustrate key concepts
- discussing how the topic affects diagnosis or treatment planning
- explaining how the information will be applied in clinic
- highlighting common clinical scenarios where the knowledge becomes essential
Helping students see how foundational knowledge informs clinical decisions strengthens learning and improves long-term retention.
Writing Examination Questions
Assessment questions should evaluate understanding and clinical reasoning, not simple memorization.
For most didactic sessions, faculty are asked to submit approximately 7 multiple-choice questions per lecture hour.
Key expectations:
- questions should be multiple choice
- case-based questions are strongly encouraged
- questions should require students to interpret information or apply knowledge
Case-based questions are particularly valuable because they help prepare students for the Integrated National Board Dental Examination (INDBE) and reinforce clinical reasoning.
When multiple questions are based on the same case scenario, the case description must be repeated with each question so that each item functions independently in the testing system.
Writing Stronger Test Questions
The most effective test questions evaluate application of knowledge rather than recall of isolated facts.
Stronger questions typically:
- present a clinical scenario
- require interpretation of patient findings
- ask students to apply diagnostic or treatment principles
Example comparison:
Less effective:
Which nerve provides sensation to the lower lip?
More effective:
A patient reports numbness of the lower lip following mandibular anesthesia. Which nerve was most likely anesthetized?
Questions that require students to interpret clinical information better prepare them for patient care, board examinations, and clinical decision-making.
Submitting Lecture Materials and Exam Questions
Lecture materials and exam questions should be submitted to the Course Coordinator as early as possible to allow adequate time for exam preparation and coding.
As a general guideline:
Materials and exam questions should be submitted at least 2–3 weeks prior to the scheduled session whenever possible.
Early submission allows time to:
- review and organize exam questions
- load and code questions into the testing system
- assemble exams without unnecessary time pressure
- address formatting or clarification issues before the assessment
Providing materials early helps ensure a smoother assessment process for both faculty and students.
Formatting Exam Question Submissions
To ensure exam questions can be efficiently imported into the assessment system, please follow the required formatting guidelines.
Submission format:
- one Word document per SEU
- plain text only
- do not use bullet points or numbered lists
Each question should appear in the following format:
Question text
Option
Option
Option
Option*
The correct answer should be indicated with an asterisk (*) next to the correct option.
This formatting allows questions to be accurately coded and uploaded into the examination system.
DMD Curriculum Overview for Faculty
The DMD curriculum at the ECU School of Dental Medicine integrates biomedical sciences, clinical skills, community-based care, and professional development. Understanding the curriculum structure helps faculty coordinate instruction, ensure vertical integration, and support student progression.
D1 Year – Foundations
Terms 1–3 (Fall, Spring, Summer)
Emphasis on biomedical sciences, foundational skills, simulation, and early clinical concepts.
Includes Courses: 8×10, 8×20, 8×30/39, 8×40
D2 Year – Transition to Clinic
Terms 4–5 (Fall, Spring)
Students begin early patient interactions and deepen clinical reasoning, ethics, professionalism, and treatment planning.
Includes Courses: 8×10, 8×20, 8×30/39, 8×40, 8×50
D3 Year – Clinical Practice & Integration
Terms 6–8 (Summer, Fall, Spring)
Students deliver comprehensive patient care, integrate disciplinary content, and explore specialty interests.
Includes Courses: 8×20, 8×30/39, 8×40, 8×50
D4 Year – Advanced Clinical & Community Rotations
Terms 9–11 (Summer, Fall, Spring)
Students complete CSLC rotations, demonstrate clinical readiness, and complete capstone assessments.
Includes Courses: 8×20, 8×30/39, 8×40, 8×50
Courses
| Course | Focus | Examples |
|---|---|---|
| 8x10 – Foundational Biological Sciences | Biomedical foundations | Anatomy, Physiology, Microbiology, Pharmacology, Pathology |
| 8x20 – Dental Care Foundations | Procedural and clinical skills | Cariology, Restorative Dentistry, Prosthodontics, Pain Control, Simulation |
| 8x30 / 8x39 – Practice of General Dentistry & Seminars | Professionalism & case-based learning | Diagnosis, Ethics, Practice Management |
| 8x50 – Assessment and Treatment I | Clinical skills & competency assessments | Patient care, competency exams |
Detailed DMD Course Map
Student Encounter Units (SEUs)
SEUs document assessed learning events across didactic, lab, simulation, and clinical environments and support:
- Student progression tracking
- Accreditation reporting
- Curriculum mapping
- Continuous quality improvement
SEUs follow a structured numbering system (e.g., DISP01.01) aligned with program outcomes (explained below).
Types of SEUs
Lectures
Assessed through Yammer points, weekly quizzes, or didactic exams.
Laboratories
Hands-on technical exercises — “things a dental technician would do.”
Simulations
Preclinical or clinical skill development — “things a dentist would do.”
Seminars
Case-based discussions, graded reports, SOAP notes, and PBL-style work.
SEU Numbering System
Each SEU has a standardized identifier that communicates where it belongs in the curriculum.
Example: DISP02.01
DISP = Module within a Course
02 = Module Number
01 = Sequence of Lecture, Lab, Simulation, or Seminar
This structure ensures SEUs are easy to locate, track, and align across courses and assessment systems.
Faculty Responsibilities Related to SEUs
Faculty play an essential role in maintaining SEU accuracy and quality.
Faculty are expected to:
- Ensure SEU descriptions and objectives reflect the actual learning activity
- Complete assessments and grade entries promptly
- Communicate changes to SEU content to the Course Director and Course Coordinator
- Report SEU completion for clinical activities when required
- Coordinate with course coordinators for updates or modifications
Who Maintains SEUs?
- Course directors manage SEUs within their course
- Course coordinators maintain SEU records and ensure accurate mapping
Questions?
Contact the appropriate Course Director or Course Coordinator.
Institutional Resources
The ECU Office for Faculty Excellence provides workshops and professional development resources related to teaching, assessment, and faculty development.
Faculty are encouraged to explore these opportunities to support their ongoing professional growth.