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Cultural Change at the Departmental Level

Explore the journey of cultural change at the departmental level through faculty-led initiatives, emphasizing the importance of community, ongoing commitment, and effective strategies. Learn about the history, resources, activities, and outcomes of the initiative, and discover why this approach is successful. Uncover key factors driving success, such as departmental support, faculty engagement, and strategic alignment with academic goals, leading to a transformative cultural shift.

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Cultural Change at the Departmental Level

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  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?

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