Post on 21-Dec-2015
transcript
Creating a Departmental Culture Where Teaching is Valued
W. Michael ShermanDarcy Haag Granello
Jackie Goodway-ShieblerSchool of PAES
Kathryn PlankOffice of Faculty & TA Development
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
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
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
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
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)
Where We’ve 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
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
…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
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
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)
Connections within PAES
• Connection with Other Initiatives– Co-sponsored workshops, newsletter
columns with Diversity & Technology– Connections to existing mentoring
program
• Connections with Other Committees– P&T Committee: Peer Review of
Teaching; Documentation of Teaching– Grad Studies Committee: Using format
of workshop & discussions
Early Support & Preparation
• Prior to arrival on campus
• Fall Orientation
• Peer Mentoring
• Cluster Groups
On-Going Professional Development
• Standardized Syllabi
• Brown Bag Lunch Series
• SFHP Resource Center
• Required Course
• Certificate of Development in College Teaching
• Peer Mentoring
• Technology
Recognitions & Rewards
• SFHP Teaching Excellence Award
• SFHP Service Award
• Letters of Recognition
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
• Kathryn’s pictures
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
The Role of FTAD
• Resources and support for departmental initiative
• Complementary services outside the department
• University-wide perspective
Connections with PAES
• Instructional Enhancement Initiative
• Individual consultations
• FTAD programs
• OSTEP
• GTA development
Benefits of Collaboration
• Multiple levels of support
• Increased participation at both levels
• Strengthened connections between FTAD and faculty within the department
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
Why Does it Work?
• Departmental support
• Faculty buy-in & ownership
• Supported in P&T & other school activities
• High level of safety
• Seen as important to faculty at all levels
• Strong connection between school & Faculty & TA Development
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?