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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

15

12

9

5

6

8

10

9

10

10

14

7

8

11

6

7

9

6

5

2

9

10

7

5

11

3

3

6

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

10

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

11

10

13

12

8

9

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

12

9

7

7

16

8

3

10

11

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)

0 2 4 6 8 10 12 14 16 18

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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11

18

15

7

10

6

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

9

11

2

7

11

11

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

9

3

12

13

9

17

16

14

14

10

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)

0 2 4 6 8 10 12 14 16 18

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

12

12

9

5

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

12

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

9

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 …

12

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).

0 2 4 6 8 10 12 14 16 18

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

13

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

6

Preferred length

0 2 4 6 8 10 12

Monday

Tuesday

Wednesday

Thursday

Friday

No preference

5

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).

0 2 4 6 8 10 12

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

Email

Flyer in campus mail

Listserv for specific interest groups

Posters

9

28

3

3

4

Preferred Communication

19

Additional Comments

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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