Creating a Departmental Culture Where Teaching is Valued W. Michael Sherman Darcy Haag Granello Jack

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Creating a Departmental Culture Where Teaching is
ValuedW. Michael ShermanDarcy Haag
GranelloJackie Goodway-ShieblerSchool of
PAESKathryn PlankOffice of Faculty TA
Development
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• Learning to Live
• And
• Living to Learn

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We are Who We Are

• School of Physical Activity Educational
  Services
• 1 of 3 schools in the College of Education
• School was formed in 1996
• 700 undergraduate students
• 800 graduate students
• 15,000 student contacts annually

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Our Strength Comes from our Diversity

• Four sections
• Sport Exercise Education, Humanities,
  Management, and Science
• Special Education
• Workforce Development Education
• Counselor Education, Rehabilitation Services,
  School Psychology
• 38 faculty 8 visiting 18 staff
• 3 buildings

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With Teaching as a Value

• 8 OSU Alumni Awards for Distinguished Teaching
• 8 OSTEP members in past 4 years
• 23 Faculty recognized by their professional
  associations for accomplishments related to
  teaching
• 5 Graduate School GTA Teaching Awards

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We Have Become What We Decided We Wanted to Be

• If we value teaching, then we must support it
• With financial resources
• With commitment of time
• Through formalized structures
• Through informal mechanisms
• Throughout the culture of our school

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What Was Needed to Begin

• Faculty Coordinator
• Member of the Advisory Committee
• Release time
• Graduate Assistant
• 20 hours/week (now 10 hours)
• Budget
• 1,500 per year (now 2000)

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• Valuing Instruction
• The PAES Instructional Enhancement Initiative

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Actively Improving  Living Learning
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Where Weve Been

• 2000-2001 Year One
• Discussions among faculty
• Commitment of initial resource
• 2001-2002 Year Two
• Connections with Office of FTAD
• Faculty focus groups initial activities
• 2002-2003 Year Three
• Added a committee formalized activities
• 2003-2004 Year Four
• Expanded to include GTAs applied for award
• 2004-2005 Year Five

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What We Do

• Autumn Quarter
• Workshop on Teaching
• New Faculty Orientation
• Exam Week Discussion Group
• Winter Quarter
• 4 Session Book Club
• PAES Instructional Collaboration Award
• Spring Quarter
• Teaching Tips Workshop

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And Keep Doing

• Each Quarter
• Newsletter, with articles by faculty
• Guided notes
• Web-enhanced instruction
• Reflective teaching
• Accessible websites
• E-mail Reminders
• Articles mailed to faculty
• Website with resources information

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With On-Going Ideas

• PAES Certificate of Development in College
  Teaching
• Formative Document for Peer Review of Teaching
• Development of syllabus statements on diversity,
  disability, academic integrity

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With Widespread Support

• To date, all PAES faculty have participated in at
  least one event
• Many events have had more than a 50
  participation rate
• 7 faculty have written feature articles for PAES
  Instruction Newsletter
• 19 different faculty participated in 3 separate
  book clubs (31 total participants)

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Connections within PAES

• Connection with Other Initiatives
• Co-sponsored workshops, newsletter columns with
  Diversity Technology
• Connections to existing mentoring program
• Connections with Other Committees
• PT Committee Peer Review of Teaching
  Documentation of Teaching
• Grad Studies Committee Using format of
  workshop discussions

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• Mentoring TomorrowsTeachers and Scholars
• The Sport, Fitness Health Program

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Early Support Preparation

• Prior to arrival on campus
• Fall Orientation
• Peer Mentoring
• Cluster Groups

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On-Going Professional Development

• Standardized Syllabi
• Brown Bag Lunch Series
• SFHP Resource Center
• Required Course
• Certificate of Development in College Teaching
• Peer Mentoring
• Technology

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Recognitions Rewards

• SFHP Teaching Excellence Award
• SFHP Service Award
• Letters of Recognition

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Results

• Average SEI (Student Evaluation of Instruction)
  is 4.6
• In last 5 years, 3 University GTA Teaching Awards
• GTAs report feeling supported valued
• Leadership in campus-wide GTA enhancement
  activities

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• Reaching Out to
• the Campus CommunityConnections with the
• Office of FTAD

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• Kathryns pictures

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Why This Makes Sense

• Teaching as part of the faculty community
• Potential for cultural change is stronger when
  Initiative occurs at departmental level
• Interactions about teaching begin to take place
  during all faculty discussions, formal informal

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The Role of FTAD

• Resources and support for departmental initiative
• Complementary services outside the department
• University-wide perspective

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Connections with PAES

• Instructional Enhancement Initiative
• Individual consultations
• FTAD programs
• OSTEP
• GTA development

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Benefits of Collaboration

• Multiple levels of support
• Increased participation at both levels
• Strengthened connections between FTAD and faculty
  within the department

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• From an Initiative
• to a
• Culture of EngagementThe Evolution of a
• Teaching Community

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Outcomes

• Evidence that teaching is valued
• Evidence that faculty make changes
• Evidence that the process is valued as well as
  the outcome
• Evidence that faculty take ownership
• Evidence the community is recognized
• Evidence of a cultural change

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• Actively Improving
• Living Learning
• Lessons to Share

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• One more picture slide

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Why Does it Work?

• Departmental support
• Faculty buy-in ownership
• Supported in PT other school activities
• High level of safety
• Seen as important to faculty at all levels
• Strong connection between school Faculty TA
  Development

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Steps to Get Started

• Who needs to be at the table?
• How can you get administrative support?
• How can you get faculty buy-in?
• What would you need to get started?
• What resources are available?
• What can you link to that already exists what
  is important not to link to?

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The Next Step is Yours.