There is an inherent assumption that faculty ought to know and practice sound andragogical techniques that result in quality teaching. This organizational improvement plan (OIP) develops a methodical approach to engage faculty in effective teaching practices in an interior design program at a private for-profit university in Canada. The ability to build such a group in this program is threatened by external and internal factors, the most notable of which is the small pool of qualified candidates for faculty positions. A dual theoretical lens consisting of organizational cultural theory and social cognitive theory bring the problem into sharper perspective. To inform the realization of the OIP, a distributed-transformational-servant (D-T-S) leadership model was developed. The critical organizational analysis revealed gaps that pointed to a series of possible solutions. The chosen solution for implementation is the launch a peer–faculty mentoring model. Following the implementation plan, the first goal is for current faculty to act as mentors for new faculty during their first year with the university. The second goal of the plan details the peer-mentoring initiative for faculty who teach Term 1 courses both online and on-campus. Achieving these goals will help to create a faculty who are actively engaged in practices of teaching excellence, which will also improve student achievement metrics. A fully developed monitoring and evaluation plan, as well as a communication plan, support the OIP implementation plan. This work may inspire the expansion of the peer–faculty mentoring model across the campus and within the broader university community
