Annual Report Word Document

IntroductionStaffMichael HarrisDirectorMichael S. Harris is an associate professor of higher education and director of the Center forTeaching Excellence. His teaching and scholarly interests are in the organization and governanceof higher education. He recently coauthored, Teaching for Learning: 101 Intentionally DesignedEducational Activities to Put Students on the Path to Success (Routledge, 2016).His work has been published in the Journal of Higher Education, Research in Higher Education,Higher Education: Handbook of Theory and Research, Innovative Higher Education, Planningfor Higher Education, Community College Journal of Research and Practice, Trusteeship, andreported by the Chronicle of Higher Education.He has served as a Member-at-large of Division J (Postsecondary) within the AmericanEducational Research Association. He also serves on the advisory board of the ASHEmonograph series and reviews for the Journal of Higher Education, Routledge, InnovativeHigher Education, Education Policy Analysis Archives, International Journal of Management inEducation, and other leading journals as well as the Fund for the Improvement of PostsecondaryEducation (FIPSE).He holds a B.A. from the University of North Carolina in American History, and an M.Ed. andEd.D. from the University of Pennsylvania in higher education administration.Addy TolliverInstructional DesignerAs an Instructional Designer, Dr. Adeline \"Addy\" Tolliver assists faculty in course development,deployment, and evaluation. Prior to joining SMU's Center for Teaching Excellence, Addyworked at Texas Wesleyan University's Center for Excellence in Teaching and Learning as anInstructional Technologist. Before her position at Texas Wesleyan, she was a graduate assistantfor the Baylor University Online Teaching and Learning Services, a graduate fellow at theBaylor Academy for Teaching and Learning, and the instructor for TED 3380 (Social Issues inEducation), TED 1112 (Technology) lab and the graduate level EDC5370 (TechnologyFundamentals). In addition to her role at the CTE, Addy is also an Adjunct Clinical Professor inthe Department of Education Policy and Leadership. She has earned a B.F.A in Graphic Design,a M.S.Ed. in Sport Pedagogy and Coaching and an Ed.D. in Curriculum and Instruction –Instructional Technology (Dissertation Title - Rethinking the Dissertation: A Case Study on theState of Acceptance of New Media Projects as Ed.D. Capstone Experiences).Douglas WilsonInstructional DesignerDouglas A. Wilson is an instructional designer whose research focuses on the scholarship ofteaching and learning, design thinking, instructional design, and learning technologies. Afterreceiving his Ph.D. in Learning, Design, and Technology from The Pennsylvania State

University, Doug joined Southern Methodist University as instructional designer in the Center Comment [JM1]: So, I’ve been thinking about thefor Teaching Excellence. Doug has published several peer-reviewed research articles related to organization of the report. All of these paragraphs about ourteaching and learning in journals such as Systemic Practice and Action Research, Thinking Skills core services are great, but then we include additionaland Creativity, Community College Journal of Research and Practice, NACADA information later that relates. Part of me is thinking that weJournal, and NADE Digest. Doug also teaches online as Adjunct Professor in Higher Education include all of the relevant information in one place – like theand Learning Technologies at Texas A&M University-Commerce. Doug has worked on large paragraph about our workshops, and then list all theand small-scale instructional design projects in higher education. In his first career, Doug worked workshops. What do you think? We may want to evenas a television news reporter and holds an M.S. in Journalism from Columbia University. As a reserve a room somewhere and look at the flow on Mondayformer full-time faculty member at Richland College in Dallas, Doug taught community college (like with whiteboards and stuff)journalism and developmental writing. Comment [JM2]: Switch the paragraph. Start with NFOJordan Morrison (since we hosted that first). The lunch and learn was aProgram Specialist continuation of that. I think we had three sessions planned for that. I will go back and see if I can find the informationJordan Morrison is the Program Specialist in the Center for Teaching Excellence. Jordan for you with the details of all of them. We may also want tooversees the center’s events and is responsible for the internal responsibilities of the office. include the names of the programs here (instead of theAdditionally, she is responsible for the internal marketing and design for the Center for Teaching program page because this wasn’t open to all faculty). EvenExcellence. Jordan joined CTE from the Department of Education Policy and Leadership where though it wasn’t super successful – it shows that we reachedshe served as the Senior Program Specialist working with doctoral and masters students. Before out in a variety of different ways.joining the SMU family, she served as an events coordinator at Rice University, planningacademic seminars and colloquiums. Jordan earned a Master’s in Education with a focus in Also, break it into two paragraphs.Higher Education from Southern Methodist University and her undergraduate degree from theUniversity of Texas at Arlington with a Bachelor of Business Administration in Marketing.Molly EllisGraduate Research AssistantMolly Ellis is a second-year Education Ph.D. Student in the Annette Caldwell Simmons Schoolof Education. She earned a Master’s in Education with a focus in Higher Education fromSouthern Methodist University and a Bachelor’s degree in Economics from Trinity University.She currently works as Graduate Research Assistant for the Center for Teaching Excellence atSouthern Methodist University. Molly’s experience includes projects related to pedagogy,course evaluations, community development, organizational leadership, and educational policyinitiatives. Her research interest includes assessment and evaluation, and the policies andinfrastructures that surround such practices in higher education.Core ServicesNew Faculty MembersCTE offered New Faculty Orientation (NFO) parts one and two, which provided new faculty withinformation about SMU, it’s students, important student services, effective teaching techniques,available technology, SMU assessment and accreditation information, and policies and proceduresfor faculty members. NFO provides new faculty with information about SMU’s campus, students,and resources to help faculty transition into their new roles at SMU.

As a continuation to NFO, CTE hosted a New Faculty Lunch and Learn that included discussionsabout resources for faculty, campus culture, and strategies for success. The series helped developcamaraderie among new faculty and create professional networks across campus.All Faculty MembersThroughout the year, CTE offers a series of timely programs open to the entire SMU teachingcommunity. The school year kicks off with the Teaching Effectiveness Symposium, now in its24th year, and programs continue throughout the year. Topics include fostering inclusiveclassrooms, how to shape world changers, technology services, and solutions to common studentresearch problems. The programs are presented by recognized experts from within the SMUfaculty, and are designed to foster discussion about teaching and learning issues.Instructional Design ServicesThe CTE offers a variety of solutions that assist faculty in improving teaching practices as well ascourses. Instructional design services include:• Face-to-face course design• Online course design• Canvas consultation with a focus on pedagogy• Syllabus redesign• Technology implementation for student engagement and/or subject matter showcase• Assessment strategies• Research-based strategies to improve learning• Confidential classroom observations• Research partnership on the effectiveness of teaching strategiesOnline Teaching Faculty TrainingThe Online Teaching Faculty Training (OTFT) is a 6-week fully online course (hosted inCanvas), that trains instructors about the pedagogy of teaching online. Launched in the fall, it hasserved XX amount of faculty and led to X amount of new courses put online. We definitely wantto include metrics and data.Partnering with other SMU Teaching-Related InitiativesCTE seeks to foster a student-centered appreciation of learning and reflective, analytical thoughtthroughout the SMU community. To enhance the impact and cooperation of all SMU entities, CTEpartners with campus groups to enhance our students’ learning. CTE offers programs and behind-the- scenes support in conjunction with the Altshuler Learning Enhancement Center, AcademicTechnologies, University Curriculum, Engaged Learning, the Dean of Students, SMU Libraries,and others.Teaching Effectiveness SymposiumAs CTE’s hallmark program, the 24th SMU Teaching Effectiveness Symposium was held August19th, 2016. The keynote speaker was Maryellen Weimer, a professor emerita of Teaching andLearning at Penn State Berks and led instructional development at the university for more than adecade. The program included a welcome from President Turner and breakout sessions whichincluded the topics of fostering inclusive classrooms, distinguished Altshuler roundtable, shaping

world changers, back to school readiness, and solutions to common student research problems.At the end of the symposium, CTE invited on campus partners to share information with facultyat a resources fair. This fair is an opportunity for faculty to engage with different office anddepartment on campus to learn about ways to collaborate to meet students’ needs. Of the facultythat attended, 81.82% stated that all the campus services they expected were present at theresources fair.For the 2016 TES, 153 faculty registered to attend, while 120 attended the event. Overall, facultyfelt the TES was valuable for their professional development. In an anonymous survey, 76.2% ofattendees were satisfied or very satisfied with the key note speakers presentation and76.23%were satisfied or very satisfied with the content in the breakout sessions.HistoryIn 1992, the SMU Faculty Senate appointed an ad hoc committee to organize a day-longsymposium for new and experienced faculty. The objective was to explore areas of excellence inteaching and to identify pitfalls and how to avoid them. The first Teaching EffectivenessSymposium was convened the week before fall classes in 1993.The overwhelming response led the provost to appoint a 14-member Commission on Teachingand Learning early in 1994. Its charge was to coordinate issues on teaching effectiveness, facultydevelopment and other related matters, and to recommend and implement policies pertaining toteaching effectiveness. Its membership included faculties from the several schools, arepresentative from the Learning Enhancement Center, and a graduate and undergraduatestudent. The provost was represented ex-officio.Chaired by a faculty member and meeting monthly since its inception, the Commission hascontinued the symposium and has added additional forums, including an annual seminar forteaching assistants, as well as breakfast and luncheon round tables. The need for a moreelaborate and formal structure became obvious as the Commission’s focus broadened.The University’s Strategic Plan for 1996-2000 included, as its first goal, the enhancement ofteaching and learning through faculty development, curricular review, and expansion of learningsupport for students. The first objective toward meeting that goal was the establishment of aCenter for Teaching and Learning to support the faculty in pursuit of excellence in teaching.Toward that achievement, the Commission proposed that the center be named the Center forTeaching Excellence. The Commission, now Advisory Board, also created a mission statement,goals, and philosophy for the new center.Approved by the administration and identified as a funding need in the Capital Campaign, theCenter became a reality in the fall of 1997. Ron Wetherington was named as part-time director.At the same time, the Digital Commons became a part of the Center.In the years since the Center’s founding, its activities have expanded. Most notably, in thesummer of 2000 an Academy of Distinguished Teachers was created, along with the AltschulerDistinguished Teaching Professor Award. The Academy serves the academic community

through the Center of Teaching Excellence by actively fostering the intellectual culture of theUniversity through Forums and other events. Four faculty are selected each year to serve a two-year term. Funding comes from a generous gift by former Chair of the SMU Board of Trustees,Ruth Altshuler.(Michael will add a paragraph here about his time at CTE)Vision and GoalsVisionSMU’s Center for Teaching Excellence (CTE) will be an ongoing catalyst for the growth of auniversity culture that values, supports, and rewards effective student-centered teaching.Goals• CTE will serve as the nucleus of SMU’s support of teaching excellence.• CTE will create a high level of awareness among SMU faculty of CTE's offerings.• CTE will deliver high-quality programs and services.• CTE will offer individual and group support to instructors in designing, teaching, and assessing their courses, including training in effective use of technology.• CTE will provide tangible support to innovative teaching methods that engage students and enhance learning.• CTE will recognize and reward excellence in teaching.• CTE will stimulate conversation about teaching that creates opportunities for improvement of teaching, mutual inspiration, and a sense of renewal in university teaching.• CTE will cultivate a sense of community across disciplines, united by a common concern for teaching and student learning.• CTE will identify and create programs for areas in which improvement of course design and teaching aligns with other university priorities.• CTE will become SMU’s leader in fostering excellence in teaching and learning by collaborating with other campus entities that offer services that support student learning.University Strategic PlanCTE seeks to support the mission of the university and meet the strategic plan goals. The specificsections of the strategic plan that relate directly to CTE are as followed: • Enable new faculty to develop teaching skills through initiatives such as mentoring, feedback on at least an annual basis, tracking, and demonstrating effective teaching. • Develop and support alternative delivery methods, including, where appropriate, online and hybrid approaches to foster curriculum innovation as well as manage course and degree programs in high demand. • Strengthen the Center for Teaching Excellence (CTE) to provide greater support for faculty, offering programs and services reflecting best practices at aspirational peer institutions, including reviewing and advocating the best methods for using online hybrid education.

• Increase the percentage of faculty using CTE to one-third annually (currently one-fifth).CTE Year at a GlanceTotal attendance/vs. total registeredBreakdown of schoolGraduate student attendanceTotal % of faculty servedTotal # consultationsChart of events with registered/attendWorkshopsCTE host various workshops throughout the school year to help educate faculty on availableresources and train faculty on best practices within higher education. The workshops hosted in the2016-2017 year include: • The Road to Tenure Workshop • Hands On Workshop: Creating Videos for Your Students • Inquiry Models of Teaching: Understanding the Socratic Method • Understanding the 2016 Horizon Report • Design Jam: Re-Designing the Classroom in the Age of Technology • Scholarship of Teaching and Learning • Video Grading • Untethered Teaching: Using Your iPad to Present and Annotate • The Art of Storytelling Using the One Button Studio • Online Teaching Training • CanvasCourse Evaluations – From Michael HarrisCTE uses EaluationKit to manage our evaluations.AwardsAltshuler Distinguished Teaching Professor AwardSince 2001, The Altshuler Distinguished Teaching Professor Award annually recognizes SMUfaculty members for their notable commitment to and achievements in fostering student learning.

These are teachers whose concerns for higher education go beyond classroom boundaries andoften the boundaries of their own disciplines. In student mentoring, in discussions aboutteaching, and in continuous reflection about their own successes and ways to improve, theyrepresent the highest achievement in reaching the goals of higher education.Recipients receive a $10,000 award and membership in SMU's Academy of DistinguishedTeachers. For two years following the award, they participate actively with other members of theAcademy in providing campus-wide leadership in teaching and learning.2017 WinnersSteve Sekula, Department of Physics, Dedman College of Humanities and SciencesKumar Venkataraman, Department of Finance, Cox School of BusinessKeith Robinson, Dedman School of LawKathleen Wellman, History Department, Dedman College of Humanities and SciencesPresident’s Associates AwardThe President's Associates Outstanding Faculty Award is given annually to tenured faculty forthe advancement of teaching and learning. This award of $1000 is designed to honor faculty whohave sustained high achievement as teachers and whose scholarship makes a meaningfulcontribution to student learning.This year’s winner: Matthew Wilson, Department of Political Science, Dedman College ofHumanities and SciencesGolden Mustang AwardThe Golden Mustangs, SMU alumni who graduated at least fifty years ago, have established anaward for the advancement of teaching and learning.This award of $1000 is given each year to a junior, tenure-track faculty member, whose teachingis consistently excellent; whose courses reflect thoughtful curricular development; and whosescholarship makes a meaningful contribution to the discipline and to student learning.This year’s winner: Orly Mazur, Dedman School of LawProvost’s Teaching Recognition AwardThe Provost’s Recognition Award honors full-time non-tenure-track faculty who demonstrate acommitment to excellence and a consummate dedication to teaching and learning. The non-tenure-track candidate must have taught credited courses full time for a minimum of 5continuous years prior to his/her year of nomination. This award provides an opportunity tohonor the contributions to teaching at SMU made by these important colleagues. The awardcarries a $1,000 stipend.This year’s winners: Elena Borzova, Department of Mechanical Engineering, Lyle School of Engineering

Sal Mistry, Department of Management, Cox School of BusinessTeaching SupportIndividualized Consulting/Instructional DesignCTE can help faculty with various aspects of their teaching. Faculty members may requestindividual or small-group consultations for assistance with things like course design, developingsyllabi, generating creative assignments, revising learning objectives, understanding studentevaluations, classroom teaching skills, developing rubrics, and more.Academic Technology ServicesCTE provides personalized and expert services to our faculty in support of academic researchand instructional technology use, innovation, and experimentation at SMU.From creating a course from scratch on Canvas, or analyzing a large data set using SAS or SPSS,to building an interactive website for your students to use in WordPress, or designing a mobile-friendly exam, CTE has the expertise to help get it done.President’s Partners Grant and Technology Library Comment [JM3]: Take out all the money part (since this was all done last academic year). We want to include a list ofThe President’s Partner Grant provided funds for CTE to grow the technology library, which holds what we’ve loaned out to faculty, and how they are using it.materials teachers can check-out for a semester to enhance their technology pedagogy. As part of the And how we’ve decided to expand it for the future. You maygrant, when checking out an CTE Technology Library item, a faculty member agrees to work in have to get Addy to help write a few things. Or meet withpartnership with a CTE instructional designer to incorporate at least three intentional and her to leanr more about it, and then write it up.pedagogically transformative activities in their classes. Our goal is to encourage faculty to usetechnology in their classes in an intentional and meaningful way.If the faculty utilized the technology in a way that enhances their instruction, said faculty member canapply for a Just-In-Time Grant to fund the replacement technology, and the faculty member is able tokeep the technology they checked-out.The library includes: iPad (3) iPad + Stylus*(2) iPad Pro + Apple Pencil* iPad Pro + Apple Pencil (5) Apple TV* (2) Apple TV Apple TV

(2) Snowball ICE Microphone*These items were acquired through The President’s Partner Grant Comment [JM4]: What were the books? Dates? Who led the discussion? How many faculty did we give out books to?Peer Feedback Program This one is a bit complicated in terms of the exact numbersCTE’s Classroom Observation Program provides confidential assistance to full-time facultymembers wishing to evaluate and improve their classroom teaching. The review will include a because a file got removed…but I think we can piece itpre-class meeting, observation, and post-class feedback, emphasizing areas of concern to the together.observed faculty member. The observer will NOT be a member of the same academicdepartment as the requester.In addition to the Peer Feedback Program, CTE encourages faculty to participate in PeerTeaching Visits. Peer Teaching Visits allow a small group of faculty to observe an AltshulerDistinguished Teaching Professor in the classroom. A CTE staff member will also lead a discussabout the observations and ways to adapt teaching styles and strategies.Faculty Learning CommunitiesA Faculty Learning Community (FLC) is a peer-led group of faculty members (6-12) who engagein an active, collaborative, year–long program, structured to provide encouragement, support, andreflection. Each FLC focuses on a question, a set of problems, or a passion about a topic, asmembers deepen their knowledge and expertise in the chosen area by interacting on an ongoingbasis. This year, FLCs participated in group book discussions throughout the year on topics relatedto their interests.Book Discussions • September Book Discussion: “The Price of Privilege: How Parental Pressure and Material are Creating a Generation of Disconnected and Unhappy Kids” by Madeline Levine • October Book Discussion: “Why are Professor's Liberal and Why Do Conservatives\" Care by Neil Gross o 21 attendees

• November Book Discussion: “Missoula: Rape and the Justice System in a College Town” by Jon Krakauer o 11 attendees• April Book Discussion: “A History of the Culture Wars: A War for the Soul of America” by Andrew HartmanJust-in-Time Teaching & Technology Grants Comment [JM5]: This section needs to be expanded on.The Just-in-Time Teaching and Technology Grants program provides small grants to faculty Especially with the budget. We give out 10k in grants/year.from across campus to reduce the barriers for faculty acquiring needed materials or technology So we will want to include some winners and what they’vefor their classrooms. The program was piloted in the Spring of 2016 and the results are very done with the money. Let’s also include some numbers aboutencouraging. Student survey responses and faculty reports confirm that the tools provided by the how many people have requested money, and how its grownJiTTT Grants improved their courses. from fall to spring. I’ll send you the spreadsheet.The results of the grant in the 2016 year give us confidence that this initiative should be replicatedin the upcoming years. We will continue gathering data to make sure this program supports SMU’smission and impacts student learning in a positive manner. Faculty can apply for Just-in-TimeTeaching and Technology Grants through the CTE website.The Fall 2016 Winners are listed below:Full Name Department Rationale for Grant Request AWARDED Guildhall FUNDS Elizabeth VR headset and Desktop Package for $1000 Stringer Meadows/Dance graduate students to be able to update Chemistry interactive VR activities for the Psychology $994.57Christopher $193.77 Ham Meadows/Theater department. New audio and lights control for classroom $900David Son Meadows/Advertising Sociology for dance studio. The equipment was $1000 Claudia outdated. $690 Stephens Higher Education $20.98 English Bluetooth lapel microphone to be able to $99.66Mark Allen APSM record lectures and make them available for $1000 Sheri students in Canvas for review. Kunovich Wacom tablet to be able digitally draw Kiersten costume designs and a new monitor for the Ferguson students to be able to showcase and critique Ellen each other’s work. Cardona Professional grade laser printer for advertising students to be able to print andScott Davis critique their designs. Student licenses of NVIVO software for qualitative data analysis. Reflector app to be able to project iPad into a big screen and VoiceThread instructor account. Dry erase boards for cooperative learning activities. iPad Pro, Apple Pencil, and Reflector app to collaborate with students and to project the activities in the big screen.

TOTAL $5898.98