Faculty Development Needs Assessment - uav.edu Dev/UAV Faculty Development...development at UAV has...
Transcript of Faculty Development Needs Assessment - uav.edu Dev/UAV Faculty Development...development at UAV has...
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UNIVERSITY OF ANTELOPE VALLEY
Faculty Development Needs
Assessment
Summary Report
Academic Affairs
4/20/2015
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Survey Results Report Assessment Conducted Online via Lime Survey from March 30, 2015 – April 13, 2015.
Prepared by: Dr. Melea Fields, Dean of Academic Affairs Prepared for: UAV Faculty Submitted: 4.21.2015
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TABLE OF CONTENTS Faculty Development Needs Assessment ..................................................................................................... 1
Table of Contents ...................................................................................................................................... 3
EXECUTIVE SUMMARY .............................................................................................................................. 4
SURVEY OBJECTIVES .................................................................................................................................. 4
PARTICIPANTS ........................................................................................................................................... 5
Methodology ............................................................................................................................................. 5
DATA COLLECTED ...................................................................................................................................... 5
RESULTS .................................................................................................................................................... 6
Question 1 – Classroom Methods........................................................................................... 6
Question 2 – Writing Across the Curriculum .......................................................................... 7
Question 3 – Syllabus and Curriculum Design ........................................................................ 8
RECOMMENDATIONS ............................................................................................................................. 19
APPENDIX A – Complete Lime Survey Results ........................................................................................ 20
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EXECUTIVE SUMMARY
Faculty fulfill a variety of roles at UAV: as teachers whose commitment is to provide their
students with expert instruction and guidance; as participants in the collegial community of the
university; and as members of the community of scholars within their disciplines. Faculty
development at UAV has as its goal, continued renewal and growth of the university faculty in
all facets of their professional lives.
In Spring 2015 a need was identified to develop and establish a comprehensive Faculty
Development Program. The Dean of Academic Affairs, with assistance and feedback from
faculty developed the assessment of needs survey to be administered to all faculty and assist in
developing the UAV Faculty Development Program. Based on the results of the assessment and
needs analysis the faculty development program will be developed. The effects of the overall
program, once fully implemented will be seen ultimately in the quality of the instruction
students receive and in the quality of scholarly activity and collegial involvement on campus.
Therefore the purpose of the UAV Faculty Development Program is to promote the professional
development of all faculty members and to foster a climate for innovation in teaching and
learning. Additionally, the program will work to provide resources, which will help faculty to
develop as scholars, to publish, to share insights both within the community and at professional
conferences, and to improve their work in the classroom based on the results from this report.
SURVEY OBJECTIVES
To understand faculty needs.
To use the results to build a comprehensive faculty development program that will:
o Ensure satisfactory adjustments to changing environments in instruction and
within disciplines.
o Support faculty members in their efforts to maintain competence in their
teaching fields by keeping abreast of developments in their own discipline and in
disciplines related to their own.
o To keep faculty informed and to foster active discussion of developments in the
scholarship of teaching and learning.
o Encourage thoughtful and effective integration of educational technology into
the teaching and learning process.
o Support the efforts of individual faculty members to enhance their teaching and
learning effectiveness.
o Assist new faculty in developing productive and satisfying careers at UAV.
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PARTICIPANTS
The total number of individuals who attempted the assessment was 36.
Of those, 15 identified themselves as full-time faculty, and 9 as part-time faculty and 12 did not identify.
The following results cover the 36 participants who responded.
METHODOLOGY
The survey was conducted using the online format through Lime Survey.
DATA COLLECTED
The facilitator collected two forms of data:
Quantitative: Quantitative data was obtained in the form of general frequencies to determine interest and need levels of faculty in various categories.
Qualitative: Qualitative data included three open ended questions soliciting participant comments.
Appendix A contains the complete list of questions.
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RESULTS
The results are broken out by category and listed by question.
Question 1 – Classroom Methods
Based on the responses the top five Classroom Methods most important to the faculty are: 1. Active Learning techniques (15) 2. Use of humor in the classroom (14) 3. Cooperative/Collaborative learning (12) 4. Team teaching (11) 5. Effective lecturing (11)
0 2 4 6 8 10 12 14 16
Active learning
Cooperative/Collaborative learning
Competency-based teaching/learning
Problem-based learning (PBL)
Case-based learning
Experiential Learning
Discovery-based learning
Facilitating controversial issues in the classroom
Challenging students’ misconceptions
Constructive approaches to teaching
Use of humor in the classroom
Effective explanations
Clarifying expectations
Effective lecturing
Facilitating discussions
Flipped classroom techniques
Teaching in laboratory settings
Teaching in clinical settings
Teaching seminars
Teaching large classes (40+)
Teaching small classes (15 and under)
Enhancing academic rigor
Promoting and supporting integrative learning
Promoting and supporting interdisciplinary teaching …
Team teaching
Integrating community service learning into your course
Incorporating field experience into your course
Supervising undergraduate research
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12
9
5
6
8
10
9
10
10
14
7
8
11
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7
9
6
5
2
9
10
7
5
11
3
3
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Classroom Methods
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Question 2 – Writing Across the Curriculum
Based on the responses the top three Writing Across the Curriculum areas identified as most important to the faculty are:
1. Providing effective feedback and grading writing assignments & designing effective writing assignments (15)
2. Instructing students about plagiarisms (11) 3. Using peer feedback with students’ drafts & informal writing-to-learn activities for the
classroom (10)
0 2 4 6 8 10 12 14 16
Informal writing-to-learn activities for the classroom
Integrating the writing process into your teaching
Integrating writing into large classes
Designing effective writing assignments
Instructing students about plagiarism
Using peer feedback with students’ drafts
Providing effective feedback and grading writing assignments
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7
4
15
11
10
15
Writing Across the Curriculum
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Question 3 – Syllabus and Curriculum Design
Based on the responses the top three Syllabus and Curriculum Design areas identified as most important to the faculty are:
1. Designing activities, assignments, and projects (13) 2. New approaches to syllabus design (12) 3. Curriculum development process (11)
0 2 4 6 8 10 12 14
Curriculum development process
Designing learning experiences: aligning goals, methods, and assessments (e.g., Backward Design
etc.)
Designing activities, assignments, and projects
New approaches to syllabus design
Developing team-taught courses
Developing Interdisciplinary courses
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10
13
12
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Syllabus and Curriculum Design
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Question 4 – Assessment
Based on the responses the top three Assessment areas identified as most important to the faculty are:
1. Performance Assessments (service learning, projects, presentations) (16) 2. Developing rubrics for assessing assignments and projects (12) 3. Program evaluation (11)
0 2 4 6 8 10 12 14 16
Developing rubrics for assessing assignments and projects
Writing effective essay tests
Writing effective multiple-choice tests
Classroom assessment techniques (CATs/informal, formative assessments)
Performance assessments (service learning, projects, presentations)
Designing and responding to student self assessments
Use and evaluations of portfolios
Grading group work
Program evaluation
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7
7
16
8
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10
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Assessment
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Question 5 – Instructional Technology
Based on the responses the top three Instructional Technology areas identified as most important to the faculty are:
1. Using technology to enhance teaching effectiveness (18) 2. Integrating social media components into your course (15) 3. Integrating instructional technology into your course (11)
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Developing and teaching blended courses
Integrating instructional technology into your courses
Using technology to enhance teaching effectiveness
Integrating social media components into your courses
Developing the course website
Online assessment
Facilitating online discussion/chat sessions (asynchronous or synchronous)
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15
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10
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Instructional Technology
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Question 6 – Issues of Diversity and Inclusion
Based on the responses the top three Issues of Diversity and Inclusion areas identified as most important to the faculty are:
1. Working with ESL students (11) 2. Working with students with disabilities (11) 3. Inclusive teaching practices (11)
0 2 4 6 8 10 12
Incorporating multicultural content into your curriculum
Inclusive teaching practices
Use of inter-group dialogue
Gender issues in the classroom
Working with students with disabilities
Working with English as a Secondary Language (ESL) students
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11
2
7
11
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Issues of Diversity and Inclusion
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Question 7 – Learners and Learning
Based on the responses the top four Learners and Learning areas identified as most important to the faculty are:
1. Motivating students (17) 2. Teaching students how to learn (16) 3. Teaching underprepared students (14) 4. UAV students, their needs, and implications for teaching (14)
0 2 4 6 8 10 12 14 16 18
Teaching first-year students
Cognitive development
Student learning styles and their implications for the classroom
How people learn: Implications of cognitive science research for teaching
Building rapport/productive relationships with your students
Motivating students
Teaching students how to learn
Teaching underprepared students
UAV students, their needs, and implications for teaching
The adult learner
Students in crisis
Effective faculty advising
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3
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13
9
17
16
14
14
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10
12
Learners and Learning
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Question 8 – Teaching the Competencies
Based on the responses the top three Teaching the Competencies areas identified as most important to the faculty are:
1. Critical thinking (18) 2. Oral communications (12) 3. Written communications (12)
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Written communications
Oral communications
Reading comprehension
Information literacy
Technology and media literacy
Quantitative literacy
Visual literacy
Critical thinking
Teaching ethics and academic integrity
Global competence
Promoting engaged citizenship
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12
9
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9
8
4
18
9
4
3
Teaching the Competencies
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Question 9 – Classroom Management Techniques
Based on the responses the top three Classroom Management Techniques areas identified as most important to the faculty are:
1. Dealing with difficult students (15) 2. Managing difficult discussions (15) 3. Civility in the classroom and beyond (12)
0 2 4 6 8 10 12 14 16
Civility in the classroom and beyond
Managing difficult discussions
Dealing with difficult students
Encouraging academic integrity
Classroom management teams
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15
15
11
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Classroom Management Techniques
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Question 10 – Working with Graduate Students
Based on the responses the top four Working with Graduate Students areas identified as most important to the faculty are:
1. The adult learner (11) 2. Supervising graduate research (10) 3. Mentoring the graduate student (9) 4. Conflict management with graduate students (9)
0 2 4 6 8 10 12
Conflict management with graduate students
Mentoring the graduate student
Supervising graduate research
Helping graduate students understand research integrity
The adult learner
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9
10
8
11
Working with Graduate Students
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Question 11 – Professional Issues
Based on the responses the top five Professional Issues areas identified as most important to the faculty are:
1. Preparing for performance reviews (13) 2. Documenting teaching (12) 3. Evaluating teaching (12) 4. Identifying and maximizing our teaching style (12) 5. Work/life balance (12)
0 2 4 6 8 10 12 14
Documenting teaching
Evaluating teaching
Conducting peer evaluations
Developing a teaching portfolio
Writing reflective statements/Teaching philosophy …
Building a faculty website
Introduction to the Scholarship of teaching and …
Conducting effective faculty and committee meetings
Identifying and maximizing our teaching style
Designing effective faculty mentoring programs
Maximizing mentoring relationships
Intellectual property issues (copyright, fair use, …
Writing textbooks
Preparing for performance reviews
Introduction to college teaching for new college …
Introduction to academia (for those who come from …
Work/life balance
Understanding your personal style: e.g. Myers-Briggs …
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12
7
10
7
9
8
8
12
7
9
5
7
13
5
5
12
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Professional Issues
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Questions 12, 13, 14, 15 & 16 - Preferences
Preferred format is Combination of presentation, group/interactive work, and discussion (18), followed by Formal presentation(s) followed by discussion (13).
Preferred length is up to 60 minutes (15), followed by Up to 90 minutes (7).
Preferred day is Friday (11), followed by No preference (10).
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Formal presentation(s) followed by discussion
Combination of presentation, …
Problem-based session
Informal discussions on designated topics
Book discussions
Observing outstanding teachers followed by …
Online sessions using collaborative meeting …
Online self-paced modules
Online facilitated modules
No preference
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18
8
5
4
3
4
9
3
4
Preferred Format
0 5 10 15
Up to 60 minutes
Up to 90 minutes
Up to 2 hours
Up to 2 ½ hours
Up to 3 hours
½ day
No preference
15
7
4
0
0
0
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Preferred length
0 2 4 6 8 10 12
Monday
Tuesday
Wednesday
Thursday
Friday
No preference
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5
5
7
11
10
Preferred Day
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Preferred time is 9am (11), followed by 10am (10), 1pm (10) and 2pm (10).
Preferred communication is via Email (28), followed by UAV website (9).
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8am
9am
10am
11am
12pm
1pm
2pm
3pm
4pm
5pm
6pm
7pm
2
11
10
6
4
10
10
7
7
4
2
1
Preferred Time
0 5 10 15 20 25 30
UAV Website
Flyer in campus mail
Listserv for specific interest groups
Posters
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28
3
3
4
Preferred Communication
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RECOMMENDATIONS
Recommendation
1 Review report with Faculty Development Committee and begin planning monthly sessions and identifying speakers, plan a year out.
2 Begin the Faculty Development Program by offering those items ranked highest in needs (Top 3-5 in each category).
3 Offer monthly sessions on topics identified in this assessment
4 Develop and launch the Faculty Development website for communication.
5 Provide electronic resources to all faculty through the Faculty Development webpage pertaining to all topics.
APPENDIX A – COMPLETE LIME SURVEY RESULTS