1. 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

2. Learning to Live And Living to Learn

4. 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

5. 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

6. 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

7. 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

8. 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)

9. Valuing Instruction The PAES Instructional Enhancement Initiative

11. 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

12. 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

13. …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

14. 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

15. 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)

16. 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

17. Mentoring Tomorrow’s Teachers and Scholars The Sport, Fitness & Health Program

19. Early Support & Preparation Prior to arrival on campus Fall Orientation Peer Mentoring Cluster Groups

20. On-Going Professional Development Standardized Syllabi Brown Bag Lunch Series SFHP Resource Center Required Course Certificate of Development in College Teaching Peer Mentoring Technology

21. Recognitions & Rewards SFHP Teaching Excellence Award SFHP Service Award Letters of Recognition

22. 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

23. Reaching Out to the Campus Community Connections with the Office of FTAD

24. Kathryn’s pictures

25. 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

26. The Role of FTAD Resources and support for departmental initiative Complementary services outside the department University-wide perspective

27. Connections with PAES Instructional Enhancement Initiative Individual consultations FTAD programs OSTEP GTA development

28. Benefits of Collaboration Multiple levels of support Increased participation at both levels Strengthened connections between FTAD and faculty within the department

29. From an Initiative to a Culture of Engagement The Evolution of a Teaching Community

31. 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

32. Actively Improving Living & Learning Lessons to Share

33. One more picture slide

34. 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

35. 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?

36. The Next Step is Yours….