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Do faculty rotate through? Do they own courses? Do instructors teach lower level?

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Asset or deficit perspective of students

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Asset or deficit perspective of students

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Ideas of what engineering courses should be like

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Ideas of what engineering courses should be like

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Faculty having beliefs such as engineering students don't want to talk to each other can be harmful in the classroom.

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Beliefs about the role of gateway courses in establishing rigor of program, importance of this rigor for post-graduation (e.g., med school). This can lead faculty to discuss students' expectations that course be extremely difficult.

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Including student voices in decisions about curricula / course design.

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whose pictures are on the walls... is it a dudewall / whitewall or more inclusive? 

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whose pictures are on the walls... is it a dudewall / whitewall or more inclusive? 

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Lots of what is here is about the invisible norms - here is a visible artifact that students do notice. (Dudewall is Rachel Maddow's term)

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no clear course outcomes identified / required

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no clear course outcomes identified / required

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There is no shared vision of instruction so students do not know what to expect from course to course in the discipline

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Culture of assessment of student learning

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Culture of assessment of student learning

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When research and teaching are

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All over campus in. interdisciplinary space or all in one general location

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1. Students can provide useful feedback
2. Teaching centers are not welcome sources of pedagogical information
3. Instructor churn means that pedagogy changes frequently and lacks cohesion, even about basic curricular matters

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how often,  how quickly, and consistently emails and questions get answered

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how often,  how quickly, and consistently emails and questions get answered

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Feeling of inclusion in the office and classroom.

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Not having a culture of a curriculum (i.e., isolated courses rather than an academic pathway)

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Not having a culture of a curriculum (i.e., isolated courses rather than an academic pathway)

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Coordinating multiple sections of a course with different instructors

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Coordinating multiple sections of a course with different instructors

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Who represents the department on academic committees 

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Who represents the department on academic committees 

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If faculty that only value research (or teaching) represent the department outside the department then it is hard to make systemic changes

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Departmental climate around DEI

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Expectations about what it means to be a 'successful' student in a discipline.

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Invisible: How big course decisions are made?

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Invisible: How big course decisions are made?

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Classroom size? Evening exams? Recitation or not? Grad/undergrad support ratios? What team of faculty is responsible? Who leads discussions? This is very different from our current visible, which for NTT faculty mostly revolves around annual merit review, reappointment, and maybe some committee assignments. Visible: dept weekly colloquium. Invisible: ways of sharing out broadly with faculty issues related to teaching.

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What gets communicated to the students, what is withheld from them, and how they are invited to events and into the decision-making process

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What gets communicated to the students, what is withheld from them, and how they are invited to events and into the decision-making process

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Individualistic views vs. collective- the extent to which a departments culture and climate values collaboration

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how to best teach in a specific discipline

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how to best teach in a specific discipline

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Availability of faculty outside of class.  common department vision, student motivation (and whether faculty help foster it)

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restrictive way of submitting assignments or required attendance.
punitive language in syllabus.

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Competitive behavior that is destructive to collegiality
Disorganization

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Not fully understanding the external factors that impact a student's life and how that can affect their engagement with courses

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Focusing on employee convenience rather than the student experience

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Faculty motivation to teach

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Value, respect for teaching

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Deficit-based vs. asset-based thinking about students

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- Higher emphasis in research demonstrated in the kinds of visuals hung/displayed around the department offices. (Awards, banners, posters, etc. focus on research not teaching)
- Doors to offices closed so faculty can "get work done"
- Office hours are strict and meetings aren't available outside those times

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level of collegiality and mutual respect among the faculty.

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Departmental climate around teaching

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