Cultural Change at the Departmental Level

1. Cultural Change at the Departmental Level Kathryn M. Plank Darcy Haag Granello The Ohio State University

2. Rationale • This slide is Kathryn’s to fill in – about contextualizing the rationale from an FTAD perspective – why it’s more beneficial to have these initiatives “bubble up” from the faculty, why having a community within a department is more effective, on-going, etc.

3. History of the Initiative • 2000-2001 Academic year • Discussions among faculty • Commitment of resources by School Director • 2001-2002 Academic year • First year of the initiative • 2002-2003 Academic year • Added a committee; formalized activities • 2003-2004 Academic year • Expanded focus to include GTAs

4. A Little Bit About PAES • School of Physical Activity & Education Services • One of three schools in the College of Education • School was formed in 1996 • Four Sections: • Sport & Exercise Education, Humanities, Management, and Science • Special Education • Workforce Development & Education • Counselor Education, Rehabilitation Services, & School Psychology • 48 faculty; 3 buildings

5. Initial Resources • Faculty Coordinator • Member of the Advisory Team • Release time • Graduate Assistant • 20 hours/week • Budget • $1,500 per year (now $2,000)

6. Activities: 2001-2002 • Autumn • Focus groups with faculty • COE meeting on teaching • Mailed 2 articles on teaching to faculty • Established format for mentoring luncheons on teaching • Winter • book club (McKeachie’s Teaching Tips) – 9 faculty • Newsletter; mailed article on teaching • Spring • faculty workshop – 5 “teaching tips” – 18 faculty • Began website, collecting resources, faculty expertise • Newsletter (including end-of-year report); teaching article

7. Activities: 2002-2003 • Autumn • Formation of PAES Instructional Enhancement Committee • PAES new faculty orientation • Seminar on faculty evaluations • Newsletter; Article on teaching • Assistant professor mentoring luncheon • Winter • Book club (Effective Grading) – 10 faculty • Associate professor mentoring luncheon • Newsletter; Article on teaching • Implemented PAES Instructional Enhancement Award • Spring • Faculty forum: Peer review of instruction – 22 faculty • Spring workshop: 5 teaching tips – 19 faculty • Newsletter; Article on teaching

8. Activities: 2003-2004 • Autumn • New faculty orientation • Reconvened Committee • Faculty Seminar: Preparation for Grad Exams • Newsletter; Article on teaching • Lilly Conference – sponsored 2 additional faculty • Selection of book: (Bransford’s “How People Learn”) • Inclusion of GTAs – PAES GTA Teaching Certificate • Peer Review of Teaching – a formative evaluation • Preparation for Departmental Teaching Award

9. Outcomes • Evidence that teaching is valued • Evidence that faculty make changes • Evidence that the process is valued as well as the outcome • Evidence of reflective teaching • Evidence that faculty take ownership • Evidence that others look to PAES for leadership in teaching • Evidence of a cultural change

10. Why Does It Work? • Department support (funding, fits with other priorities, participation in the Advisory Team) • Faculty buy-in & ownership • Supported in P&T and other school activities • High level of safety • Strong connection between department and Faculty & TA Development • Seen as important to faculty at all levels • Beginning to develop a pattern for activities • Frequent communication to faculty, high level of visibility

11. 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?