Assist Instructors To Become More Effective Teachers
The Professional and Academic Center for Excellence (PACE) was created to promote excellence in teaching among faculty.
Objective
Effective Teaching
Instructors who consult with PACE regarding their teaching will demonstrate effective teaching strategies.
KPI
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. Individual faculty consulting with PACE will use at least one active learning strategy during the academic year.
Result
Use Of Active Learning
Five faculty members sought assistance with teaching through consultation with PACE. One requested assistance after semesters of low scores in an introductory course. She requested assistance because she was told her adjunct position was on the line. Unfortunately, her scores did not meet the standard for her department, even after assistance. She will not be teaching at SHSU in the future. Still, she incoporated active learning as was observed in her classroom. It appeared that students were positive when classes started in the semester. However, by semester's end, students were confused and negative.
Another was referred to PACE because his six semesters here are not meeting the standard for departmental teaching. After observing his three-hour class, it was apparent that he used active learning, although sparingly on the day observed.
A third had students complaining about the project and not understanding what all was due. During the observation, she used lecture and discussion but no active learning in which the students had to perform or interact about the material.
A fourth was an online teacher. She took suggestions for a mid-term evaluation to determine if she could change anything to make the class more palatable. Her assignments were active learning tasks.
A fifth would lecture one day of the week (Tuesday) and have "lab" the other day (Thursday). There was little to no active learning in the lecture class; however, the lab was all active learning.
KPI
Teaching Effectiveness
Effective teaching will improve student perception of the instructor as indicated on the Individual Development and Educational Assessment (IDEA). The score Excellent Teacher and Excellent Course on IDEA will increase for each individual participant in PACE by one-tenth point (e.g., from 2.25 to 2.35).
Last year, gains, if any, were very modest. Hopefully, this will improve this year.
Result
Teaching Effectiveness
Only three of the consultees contacted PACE before the spring 2013 IDEA evaluations. All three of these faculty, including the one let go, exceeded the expected gain in excellent teacher and excellent course.
PACE will be unable to see if there are results until fall 2013 for the two who consulted at the end of of spring 2013 or during summer 2013.
KPI
Consultation
The number of faculty consulters during 2012-2013 will be at least 14, a target number not reached in 2011-2012.
Result
Consultation
Once again, the number of consultees did not reach 14 for the academic year. The number of new consultees numbered five. There were returning consultees to discuss their teaching evaluations.
Action
Effective Teaching
A goal will be to to observe at least one active learning task during classroom observations and for returning consultees to report using at least one active learning task in each class session.
We were pleased with the progress made on teaching evaluations. For 2013-2014, we will raise the target to two-tenths of a point increase from one semester to the next.
There are two/six colleges that use PACE more heavily for teaching effectiveness consultations. It seems that more outreach to the other four colleges will be necessary to increase the number of consultees per year.
Goal
Professional Development For SHSU Staff
The goal is to include staff in professional development.
Objective
Professional Development For SHSU Staff
SHSU staff who attend a professional development workshop will be able to name at least one strategy they plan to try.
Indicator
Workshop Evaluation
The evaluation is PACE created to determine what staff learned from the professional development workshop.
Criterion
Professional Development
After staff attend the professional development session, 80% will be able to name at least one area of the professional development which they can implment immediately.
Finding
Active Shooter: Run, Hide, Fight
PACE worked with the University Police Department (UPD) to present some staff trainng in case there was an active shooter on campus. Sixty percent could name two items learned; 79 percent named at least one item learned.
This did not meet the 80% target; however, with those who listed two items learned, we will count it as a success.
Action
Staff Development
The staff were particularly responsive to the Active Shooter on Campus workshop. In fact, they have asked for follow-up workshops by building to explore where to exit, hide, etc. if an active shooter is on campus. A pilot workshop for one building has been scheduled for summer 2013.
PACE typically works with Staff Council to determine relevant presentations. Effectiveness will be measured by participant ability to name one-two items discussed and ability to name at least action they can take immediately on the topic.
Goal
New Faculty Investment
The goal is to present a yearly effective New Faculty Investment.
Objective
New Faculty Investment
New faculty attending the New Faculty Investment will be able to list at least one fact learned from each presentation.
Indicator
New Faculty Orientation To SHSU Services Evaluation
The evaluation requests a rating of how helpful the presentation was and listing at least one thing learned during the presentation.
Criterion
New Faculty Investment Evaluation Results
New faculty will be able to list at least one fact learned from each presentation. Additionally, at least 80% of attendees will rate each presentation as helpful (1-2/5).
Finding
New Faculty Investment
Results indicated that new faculty rated typically rated helpfulness of presentations either a "!" or "2" with that end of the continuum being positive. For information they could use, the highest percentage went to the Office of Research and Sponsored Programs (ORSP - 60%), the lowest to Recreational Sports (34.3%). It should be noted that Rec Sports stepped in on short notice to fill a spot for someone who gave short notice of a no-show.
Action
New Faculty Investment
This past year, we took some previous feedback regarding the desire to work in their offices. Thus, we planned for one day of orientation. However, it became obvious that this did not allow for adequate socialization. It also limited the number of presentations we could have. Finally, it was simply too fatiguing for the new faculty to sit for so long. Therefore, we are going back to a two-day orientation which will allow for consideration of all points previously discussed.