Utility Of The Professional And Academic Center For Excellence (PACE) For Teaching Faculty
The Professional and Academic Center for Excellence (PACE) was created to promote excellence in teaching among faculty.
Objective
Effective Teaching
PACE is designed to assist faculty with effective teaching in the college classroom.
Indicator
Consultation
Since PACE has just recently become operational, it is important to publicize the services to faculty. There were two faculty members who consulted PACE to improve their teaching, one tenure-track, and one adjunct. The target is to increase the number of faculty who consult PACE.
Criterion
Faculty Consultation
The number of faculty consulting with PACE will increase 1000% from two individuals to 20.
Finding
Consultation
PACE did not meet the goal of 20 consulters. However, we did increase from two to seven, over a 300% increase. The majority was from the College of Humanities and Social Sciences; one was from the College of Education.
Indicator
Active Learning
Research informs that using active learning activities in the college classroom increases student learning outcomes; the indicator will be use of active learning techniques.
Criterion
Active Learning Use
Individual faculty consulting with PACE will use at least one active learning strategy (e.g., small group interaction), during the academic year.
Finding
Active Learning
All of the consulters observed used at least one active learning strategy during the class observed. There were four consulters whose classes were observed. The other three sought consultation too late to have classes observed during this academic year. The four consulters who did use active learning used small group interaction to discuss and solve problems associated with the academic area.
Indicator
Teaching Effectiveness
Effective teaching will improve student perception of the instructor as indicated on the Individual Development and Educational Assessment (IDEA).
Criterion
Instructor Effectiveness
The score for Excellent Teacher and Excellent Course on IDEA results will increase for each individual participant in PACE consultation by one-quarter point (e.g., from 2.50 to 2.75).
Finding
Teaching Effectiveness
Of those who consulted with PACE during the fall 2009 semester, all but one increased their IDEA scores by greater than one-fourth of a point. The one who did not increase the score did not complete the accompanying form correctly, which affected the outcome scores.
Action
Effective Teaching
PACE will continue to advertise the consultation service, particularly to the remaining three colleges: College of Arts and Sciences (COAS), College of Business Administration (COBA), and College of Criminal Justice (CJ). The goal will be to consult with some faculty members of each college who wish to work on teaching effectiveness and increase the number of consulters from seven to 20.
PACE will work on expanding faculty knowledge and experience with active learning strategies in addition to small group interactive work.
PACE will work with consulters to make sure they complete the IDEA forms correctly. The target will be to raise the excellent teacher score by .5 from the previous 2009-2010 score (eg. 2.50 to 3.00.
Goal
Increase The Utility Of The Professional And Academic Center For Excellence (PACE) For Teaching Assistants
The goal is to develop a certification program for teaching assistants.
Objective
Teaching Assistant Certification
A series of training seminars will be created to increase the teaching effectiveness of teaching assistants (TAs). Successful completion of the seminars will identify the participant as a Certified SHSU Teaching Assistant.
Indicator
T. A. Certification
The task is to develop a certification program for teaching assistants that would include at least six 90-minute sessions and would present training in areas of classroom management, class planning of objectives, assessments, and active learning. The rubric was devised to determine the effectiveness of the series from the teaching assistant's viewpoint. The target task is to pilot a training series for teaching assistants using Department of Psychology teaching assistants.
Criterion
Completion Of Training Series
At least 80% of the teaching assistants will complete the certification series.
Finding
Completion Of Training Series
The pilot consisted of five 2-hour sessions for a total of 10 hours with four teaching assistants (TAs) teaching introductory psychology. All four completed the series for a 100% completion.
Criterion
Training Completion Rubric Score
The 80% of teaching assistants completing the training certification will score at least 70% on the Teaching Assistant Training Completion Rubric.
Finding
Training Completion Rubric Score
All four of the TAs received a score of 70% or above on the rubric.
Action
Teaching Assistant Certification
The training series will expand to one each semester that will either be heterogeneous with participants from various academic areas or homogeneous with participants from a particular college or department. The rubric cut-off scores will continue to be 70% with an average for the series of at least 70% for all participants.
Goal
Increase The Utility Of PACE For SHSU Staff
The goal is to include staff in professional development.
Objective
Staff Professional Development
PACE will need to determine how best to meet at least some staff needs.
Indicator
Staff Needs Assessment
An objective of PACE is to include staff in professional development which would assist them to see their essential role in fulfilling of the University's mission and to develop effective skills for their role. The target will be to meet with various groups of staff to conduct needs assessments for the various staff roles.
Criterion
Staff Meetings
The number of meetings will increase from zero to 12 with various groups and individuals. Effectiveness of staff workshops will be assessed with at least 10% reporting use of skills.
Finding
Staff Meetings
Met with Staff Council and a Staff Council representative on two occasions to determine what to tackle first in way of workshops for staff. The consensus was assertiveness training. Two workshops were held in spring 2010, both called Appropriate Assertiveness. They were held during the lunch hour with lunch provided by PACE. Fourteen attended the workshop in February; 20 attended in March. When contacted a week later, 25% of the attendees reported a situation in which they had used their assertive skills. Attached is one example sans the name. Only four meetings regarding staff were held.
Criterion
Needs Assessment Summary
A rank-ordered needs assessment summary will be produced to establish the direction for staff involvement in PACE.
Finding
Needs Assessment
A needs assessment was provided by the Staff Council. It is attached.
Action
Staff Development
PACE will continue to provide relevant workshops for staff. Plans are underway for a sequel to Appropriate Assertiveness: Appropriate Assertive Criticism.
Goal
New Faculty Orientation
The goal is to establish a yearly New Faculty Orientation.
Objective
Collaborative New Faculty Orientation
In collaboration with the five colleges, PACE will establish a yearly New Faculty Orientation.
Indicator
Associate Dean Meetings
Collaboration with the five colleges through meetings with associate deans from each college.
Criterion
Meetings With PACE
PACE will host at least two associate deans' meetings to plan the new faculty orientation.
Finding
Associate Dean Meetings
PACE hosted one meeting after the last New Faculty Orientation in which we debriefed the orientation, what to continue, what to discard. Another meeting was held on September 24, 2009, to plan for the 2010 New Faculty Orientation. Much of the same structure will be used with a few additions to the speakers.
Indicator
New Faculty Follow-Up Support
To continue services for new faculty throughout the first year, it will be necessary to conduct monthly follow-up support sessions for new faculty. Such sessions will assist with support and problem-solving in the classroom.
Criterion
Follow-Up Sessions
Dates of follow-up sessions throughout academic year.
Finding
Follow-Up Sessions
There was only one follow-up session, October 26, 2009. Lunch was served, and faculty could come and go. Faculty requested more follow-up sessions so as to stay in contact with colleagues outside of their particular college and department
Indicator
New Faculty Concerns
As a result of the general orientation and the follow-up sessions, PACE will have the opportunity to generate a list of new faculty concerns to be used to improve new faculty orientation each year.
Criterion
New Faculty Concerns Summary
A summary of new faculty concerns generated throughout the academic year will be generated to direct subsequent new faculty orientation.
Finding
New Faculty Concerns
At the October 26th meeting, an evaluation was completed by the new faculty attending. The results are attached.
Action
New Faculty Orientation
Results of the indicators suggest some additional relevant topics to include more follow-up sessions throughout the first year.