Creating a Departmental Culture Where Teaching is Valued

Creating a Departmental Culture Where Teaching is Valued W. Michael Sherman Darcy Haag Granello Jackie Goodway-Shiebler School of PAES Kathryn Plank Office 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’s Teachers 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 Community Connections 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 Engagement The 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….