Standardization of faculty, which occurs as a result of calibration activities, is a particular challenge across all of dental education. Dental students must learn and be assessed on literally hundreds of procedures, techniques and clinical activities. At the UMSD as in other dental schools, dental faculty are diverse, graduating from clinical training programs around the world, with variations in clinical philosophies of care. The UMSD employs hundreds of full-time and adjunct-faculty often teaching in different clinical disciplines and in multiple locations, who must be calibrated on teaching and assessment; these factors create barriers to successful and sustainable calibration programs using traditional approaches. Calibration activities seek to achieve “consistent application of protocols, techniques, and philosophies, so the student experience is as consistent as possible.” (McAndrew, 2016). In this proposal, we present a much broader approach to calibration that supports and broadens faculty members’ knowledge of educational principles and their ability to facilitate a growth mind-set culture and humanistic learning environment within the UMSD learning environment. This program will utilize a variety of technology-based solutions to make learning opportunities more accessible to faculty and provide innovative ways to track and communicate the outcomes of calibration activities. Program goals will include increasing faculty intra and inter-rater reliability for selected student assessments and increasing faculty participation and collaboration in calibration activities. Study design and analysis will include a needs assessment, preliminary assessment of current systems using mixed methods, a calibration training intervention and a program outcomes assessment.