Creating a Departmental Culture Where Teaching is Valued

W. Michael ShermanDarcy Haag Granello

Jackie Goodway-ShieblerSchool of PAES

Kathryn PlankOffice of Faculty & TA Development

Learning to Live

And

Living to Learn

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)

Valuing Instruction

The PAES Instructional Enhancement Initiative

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

Mentoring Tomorrow’sTeachers and Scholars

The Sport, Fitness & Health Program

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

Reaching Out to

the Campus CommunityConnections with the

Office of FTAD

• 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

From an Initiative

to a

Culture of EngagementThe Evolution of a

Teaching Community

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

Actively Improving

Living & Learning

Lessons to Share

• One more picture slide

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?

The Next Step is Yours….