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Assessing Involvement in Faculty Development
Thomas F. Nelson Laird Allison BrckaLorenz
Leah Peck
Indiana University Center for Postsecondary Research
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Overview
• How many times do faculty participate in various teaching professional development (PD) activities?
• How many different PD activities do faculty participate in?
• How important is it to faculty for institutions to provide support for certain teaching aspects? – Differences by 1) disciplinary area, 2) gender, 3) rank,
4) race, 5) institution type • What else do you want to know about?
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FSSE
• Designed to complement NSSE • Gives a snapshot of
– Faculty perceptions of how often students engage in different activities
– The importance faculty place on various areas of learning and development
– The nature and frequency of student-faculty interactions
– How faculty organize their time in and out of class • 2013: 146 institutions; over 18,000 faculty
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FSSE-G
• FSSE-G: Faculty Survey of Student Engagement for Graduate Student Instructors
• Designed to capture graduate student instructors’ experiences with and preparation for teaching
• Pilot administration in spring 2014
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2006 FSSE
• 131 institutions – 20% doctoral, 45% master’s, 35% bachelor’s-
granting; 52% private • Over 21,000 faculty
– 46% women – 16% faculty of color – 23% Full professor, 22% Associate, 25% Assistant,
22% Lecturer/Instructor, 7% Other • Average institutional response rate: 54%
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Participation in Faculty Dev. Activities
1. During the current academic year, about how many times have you participated in teaching improvement activities of the following types?
Response options: 0, 1, 2, 3, 4, 5 or more – Individual consultations – Classroom observations with feedback – Meetings with a small group of colleagues – Workshops – Web-based instructional programs – Campus-wide forums – Conference sessions
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Average Number of Times Participating in Any Activity: Carnegie
8.5
10.6 10.5
0
5
10
15
Doctoral-granting Master's-granting Bachelor's-granting
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Average Number of Times Participating in Any Activity: Race/Ethnicity
8.8
9.6
10.5
10.7
11.6
11.7
13.7
0 5 10 15
Asian
White
Multi-racial
Other
Latino/a
African American/Black
American Indian
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Average Number of Times Participating in Any Activity: Gender
10.8
8.7
0
5
10
15
Female Male
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Average Number of Times Participating in Any Activity: Rank
10.6 9.7 9.4 9.1
0
5
10
15
Assistant Professor Associate Professor Full Professor Lecturer/Instructor
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Average Number of Times Participating in Any Activity: Disciplinary Area
7.0
8.1
8.2
8.6
8.7
10.0
11.6
13.5
0 5 10 15
Engineering
Social science
Biological science
Physical science
Business
Arts & Humanities
Professional
Education
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Participation in Faculty Dev. Activities
1. During the current academic year, about how many times have you participated in teaching improvement activities of the following types?
Response options: 0, 1, 2, 3, 4, 5 or more – Individual consultations – Classroom observations with feedback – Meetings with a small group of colleagues – Workshops – Web-based instructional programs – Campus-wide forums – Conference sessions
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Number of Faculty Dev. Activities Faculty Have Participated In
9% 9%
12%
15% 16% 16%
14%
10%
0%
5%
10%
15%
20%
0 1 2 3 4 5 6 7Number of Activities
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Average Number of Activities Participated in: Carnegie
4.0 4.0
3.4
0
2
4
6
Master's-granting Bachelor's-granting Doctoral-granting
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Average Number of Activities Participated in: Race/Ethnicity
3.7
3.7
3.9
4.1
4.2
4.3
4.7
0 2 4 6
Asian
White
Multi-racial
Other
Latino/a
African American/Black
American Indian
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Average Number of Activities Participated in : Gender
4.0 3.5
0
2
4
6
Female Male
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Average Number of Activities Participated in: Rank
4.1 3.8 3.6 3.6
0
2
4
6
Assistant Professor Associate Professor Lecturer/Instructor Full Professor
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Average Number of Activities Participated in: Disciplinary Area
3.1
3.3
3.4
3.4
3.7
3.7
4.4
4.6
0 2 4 6
Engineering
Biological science
Social science
Physical science
Business
Arts & Humanities
Professional
Education
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Most Frequent Participation
• The most frequently participated in activity was meeting with a small group of colleagues (average of 2-3 times)
• Web-based instructional programs were participated in least often (average of 0-1 times)
• The remaining activities were participated in an average of 1-2 times
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Importance of Services to Improve Teaching
2. How important is it that your institution provides services for you to improve your teaching in the following areas?
Response options: Very important, Important, Somewhat important, Not important
– Incorporating active learning strategies – Developing students' critical thinking/problem-solving skills – Improving student-faculty interactions – Facilitating classroom experiences with diversity – Using technology to improve student learning – Creating a supportive classroom environment – Assessing student engagement and learning
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Average Value of Importance for Services to Improve Teaching
2.7
2.9
2.9
3.0
3.1
3.1
3.2
1 2 3 4
Facilitating classroom experiences with diversity
Improving student-faculty interactions
Incorporating active learning strategies
Using technology to improve student learning
Assessing student engagement and learning
Creating a supportive classroom environment
Developing critical thinking/problem solving
Not important (1) Very important (4)
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Average Value of Importance for Services to Improve Teaching: Carnegie
3.0 3.0 2.9
1
2
3
4
Master's-granting Bachelor's-granting Doctoral-granting
Very important (4)
Not important (1)
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Average Value of Importance for Services to Improve Teaching: Race/Ethnicity
3.0
3.0
3.0
3.1
3.2
3.3
3.5
1 2 3 4
White
Other
American Indian
Multi-racial
Asian
Latino/a
African American/Black
Not important (1) Very important (4)
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Importance of Providing Services to Improve Facilitation of Classroom Diversity Experiences
4%
12%
22%
62%
12%
18%
24%
45%
16%
21%
25%
38%
9%
23%
33% 35%
16.7%
28.7% 29.3% 25.3%
0%
20%
40%
60%
80%
Not important Somewhat important Important Very important
Black
Latino/a
Multi-racial
Asian
White
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Average Value of Importance for Services to Improve Teaching: Gender
3.1 2.9
1
2
3
4
Female Male
Very important (4)
Not important (1)
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Average Value of Importance for Services to Improve Teaching: Rank
3.1 3.0 2.9 2.9
1
2
3
4
Lecturer/Instructor Assistant Professor Associate Professor Full Professor
Very important (4)
Not important (1)
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Average Value of Importance for Services to Improve Teaching: Disciplinary Area
2.8
2.8
2.9
2.9
2.9
3.0
3.1
3.3
1 2 3 4
Engineering
Physical science
Biological science
Business
Social science
Arts & Humanities
Education
Professional
Not important (1) Very important (4)
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FSSE 2014
• Items to be asked again in 2014 • Considering revisions (handout)
– How do you like the new set? – What revisions do you recommend? – What else would you like to know about faculty
professional development?
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Number of Classroom Observations with Feedback by Disciplinary Area
0%
20%
40%
60%
0 1 2 3 4 5 or more
Engineering Biological science Professional Education
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Number of Workshops by Gender
0%
20%
40%
60%
0 1 2 3 4 5 or more
Male Female
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Number of Classroom Observations by Rank
0%
10%
20%
30%
40%
50%
60%
0 1 2 3 4 5 or moreLecturer/Instructor Assistant Professor Associate Professor Full Professor