Faculty Development Needs Assessment: Report on Findings

Institution: Kendall College Response to Final Survey

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Faculty Needs Assessment: Report Laureate Higher Education Group Network Products and Service
Project Staff Carmen (Lizy) Lamboy, Ed.D. Director Faculty Development

January, 2009 Laureate Higher Education Group Network Products and Service To request additional information, please contact Laureate Higher Education Group Network Products and Service 701 Brickell Ave., Suite 860 Miami, FL 33131 (786) 425-0370
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Basic Information
This PowerPoint presentation summarizes descriptive statistics at the local level for Kendall College. Complete generalizations and conclusions are presented in the Final Report. Kendall College sample constitutes only 3.3% of the sample and less than 0.1% of the population. Faculty members are nearly equally divided between Full Time (53.1%) and Part Time (46.9%).

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Experience
Teaching Experience Years <1 1-5 % Professional Experience Years 6.3 NONE 37.5 <1 % Teaching Online Experience Years 9.4 NONE 0.0 <1 % 59.4 18.8

6-10
11-15 > 15

18.8 1-5
9.4 6-10 28.1 11-15 > 15

12.5 1-5
21.9 5 3.1 53.1

15.6
6.3

Data shows that over half of those surveyed (53.1%) has more than 15 years of experience, but that 43.8% have 5 or fewer years of teaching experience. More than half of the sample (59.4%) has no online teaching experience.
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Educational Levels
100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 3.1% 6.3% 6.3% 9.4% 6.3% 68.8% Some College Associate Degree Bachelor Degree Some Graduate Studies Master Degree Doctorate

Only 21.9% of the faculty are currently engaged in completing a more advanced degree. 33.3% of faculty who are currently studying are completing an online certification in their discipline. Only 16.7% are completing a masters degree. Faculty do not show preference for either online or campus based programs.
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Education-Seeking Opportunities
Of the faculty seeking professional development, most are interested in completing Non-Credit Workshop and Certificate program in the academic discipline.
Non-Credit /Continuing Education Workshop focused on my academic discipline, technology or Seminar at a Professional Conference Certifications: Academic discipline or Pedagogical Methods Doctoral Program 48.2% 37.9% 13.8%

Education (35.7%) and Foreign Language and ESL (21.4%) are the top interest areas of faculty currently engaged in degree advancement or advanced certifications.

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Assessment of Current Professional Development, Interests and Costs

Slightly over half (56.3%) rate current professional development opportunities as good to excellent. Nearly two-thirds (65.6%) believe the professional development opportunities offered by the Laureate university they work with are equal or better than those offered by similar universities. Most Faculty (90.6%) are interested in additional professional development opportunities and 96.6% expect the university to help pay for their professional development. 13.8% state that the university should pay for professional development in its entirety. 27.6% are willing to pay up to 50% of professional development costs. Over two-thirds (69.0%) of the faculty are not sure if the university offers reimbursement for professional development. Of those who responded that they did know reimbursement program were available, half (50%) were not sure of what the university requirements were to qualify for these programs.

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Top 5 Faculty Development Interests

Interest Area Maintaining in-depth knowledge of the content in my field Improving familiarity with skills in using educational technology and technological developments in the specialty(ies) you teach Broadening in-depth knowledge of principles of adult learning (Andragogy) Broadening in-depth knowledge of principles of effective teaching and learning Working with students experiencing academic difficulty Highest Rating 79.3% 48.3% 44.8% 41.4% 41.4%

Top priorities for Faculty Development needs are developing in-depth knowledge in their field and educational technology.

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Technology Skills
The lowest skill rating related to technology was using Wikis in Education and synchronous communication tools (69.0% at the No Skill level). PowerPoint was rated as the second most important technology for teaching (58.6%), but only 20.7% of the sample state mastering the software at an expert level. Another interesting result reveals that CMS and LMS software is considered important by half of the sample, but that only 13.8% considered themselves experts in their use. Only 13.8% of sample rated themselves at an expert level. The lowest ranking technologies in terms of importance were those that include newer technologies such as: synchronous communication tool (13.8%), Wikis (10.7%), and Microsoft Windows Movie Maker (6.90%).

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Conclusions
Professional development activities in the area of online teaching should be explored as more than half of Kendall faculty have little or no experience teaching online. Attention should be provided to the achievement of advancing the academic degrees of the faculty, especially in areas of certifications and doctorate degrees. NPS should be an instrument that opens up possibilities for assisting schools to advance the degrees of their faculty by 1) offering high-quality, discounted or tuition assisted programs to all faculty notwithstanding the type of contract The top three professional development activities are: 1) Maintaining in-depth knowledge of the content in the field; 2) providing workshops at different levels of educational technology; and 3) Broadening in-depth knowledge of principles of adult learning (Andragogy).

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