Title V Grant Results of Faculty Development Needs Assessment Summer 2013 The Office of Academic Programs and Faculty Development at the California State University, Dominguez Hills (CSUDH) and the Office of Teaching and Learning at West Los Angeles College (WLAC) administered a Faculty Development Needs Assessment at their respective campuses in order to develop the programming and professional development opportunities provided through the Title V grant. This report summarizes the findings of the survey at WLAC and concludes with a comparison of the results of similar items from surveys at the two campuses. WLAC Results of Faculty Development Needs Assessment The WLAC Faculty Development Needs Assessment was administered online in August 2013. There were 53 surveys completed, approximately 50% of the faculty who received survey invitations by email. Over half of the respondents were part-time faculty (56%) and over 40% were full-time; 60% had taught more than 10 years, 23% between six to ten years and the remainder five years or less. About 42% of the respondents teach in classrooms, 8% online, and 50% teach both online and in classrooms. Respondents (n=47) were in the following Divisions: • Behavioral and Social Science: 23% • Business: 19% • Language Arts: 15% • Humanities & Fine Arts: 9% • Mathematics: 9% • Science: 9% • Allied Health: 4% • Computer Science & Applications: 4% • Library & Learning Resources: 4% • Counseling: 2% • Dance, Health & PE: 2% Table 3 presents the topics in rank order of interest with the first highlighted section being those in which the faculty are most interested, with over 75% of the respondents showing Great or Moderate Interest. The next section of topics did not rank as high; however, the majority of respondents (at least 60%) still indicated Great or Moderate Interest. In the last highlighted section were the topics in which respondents showed the least interest overall, i.e. more than 50% of the respondents indicated Slight or No Interest. Based on the average score (avg), the respondents were most interested in the following topics, with 75% or more of the respondents indicating Great or Moderate Interest in these topics: • Developing students’ critical thinking skills (avg=3.58)
• • • • • •
Using multimedia (audio, video, podcasts, etc.) to enhance teaching/learning (avg=3.37) Teaching strategies for underprepared learners (avg=3.33) Teaching students with diverse learning styles (avg=3.26) Incorporating active learning strategies (avg=3.19) Online learning for students (avg=3.19) Understanding student motivation (3.13)
The topics in which respondents showed the least interest, i.e., averaged less than 3 and 50% or more of the respondents indicated Slight or No Interest in the topic, include: • Affective Domain/Non-Cognitive skills (avg=2.58) • Campus-wide, common reading (avg=2.5) • Reading Apprenticeship (avg=2.48) • Designing capstone projects (avg=2.35) Of particular note was the topic of Working with Students with Disabilities, which averaged slightly less than 3 (2.92); however, 53% of the respondents indicated Moderate Interest in receiving professional development in this area. Table 3. Topics for Faculty Development in Order of Interest Topics for Faculty Development
Great Interest (4)
Moderate Interest (3)
Slight Interest (2)
No Interest (1)
Average
Developing students’ critical thinking skills (n=52)
65.40%
26.90%
7.70%
—
3.58
Using multimedia (audio, video, podcasts, etc.) to enhance teaching/learning(n=52)
48.10%
40.40%
11.50%
—
3.37
Teaching strategies for underprepared learners (n=52)
46.20%
42.30%
9.60%
1.90%
3.33
Teaching students with diverse learning styles (n=50)
46.00%
38.00%
12.00%
4.00%
3.26
Incorporating active learning strategies (n=52)
46.20%
28.80%
23.10%
1.90%
3.19
Online learning for students (n=52)
46.20%
30.80%
19.20%
3.80%
3.19
Understanding student motivation (n=52)
36.50%
42.30%
19.20%
1.90%
3.13
Integrating multicultural content (n=53)
43.40%
28.30%
22.60%
5.70%
3.09
40.00%
32.00%
24.00%
4.00%
3.08
40.40%
30.80%
21.20%
7.70%
3.04
40.40%
28.80%
19.20%
11.50%
2.98
Developing collaborative/cooperative learning strategies (n=50) Using computer programs (Word, Excel, PowerPoint, etc.) to enhance teaching/learning (n=52) Integrating writing across the curriculum (n=52)
Topics for Faculty Development
Great Interest (4)
Moderate Interest (3)
Slight Interest (2)
No Interest (1)
Average
Designing multidisciplinary curriculum (n=51)
35.30%
35.30%
21.60%
7.80%
2.98
Developing and assessing student learning outcomes (n=52)
42.30%
23.10%
23.10%
11.50%
2.96
Developing a faculty webpage (n=51)
37.30%
27.50%
29.40%
5.90%
2.96
Developing internships (n=52)
38.50%
25.00%
26.90%
9.60%
2.92
Working with Students with Disabilities (n=51)
21.60%
52.90%
21.60%
3.90%
2.92
Developing learning communities/ student cohorts (n=50)
30.00%
36.00%
26.00%
8.00%
2.88
Integrating student research experiences into classrooms (n=53)
26.40%
41.50%
24.50%
7.50%
2.87
32.70%
26.90%
32.70%
7.70%
2.85
28.80%
38.50%
21.20%
11.50%
2.85
Faculty-Student Dialogs (n=51)
21.60%
41.20%
31.40%
5.90%
2.78
Equity (n=52)
25.00%
36.50%
28.80%
9.60%
2.77
Affective Domain/Non-Cognitive skills (n=52)
19.20%
30.80%
38.50%
11.50%
2.58
Campus-wide, common reading (n=52)
17.30%
28.80%
40.40%
13.50%
2.5
Reading Apprenticeship (n=52)
17.30%
26.90%
42.30%
13.50%
2.48
Designing capstone projects (n=51)
21.60%
15.70%
39.20%
23.50%
2.35
Designing service learning/experiential activities (n=52) Using social media (Facebook, YouTube, Twitter, etc.) to enhance teaching/learning (n=52)
Table 4 shows in rank order the likelihood that faculty would participate in the listed development activities. Over 70% of the respondents were Very or Moderately Likely to participate in: • Web-based and digital resources (avg=3.36) • Conferences (e.g. Tech Fair on WLAC campus; STEM Conference at CSUDH) (avg=3.23) • Showcase of effective teaching strategies (avg=3.18) The following two activities averaged less than 3 with over 40% of faculty Slightly or Not Likely to participate in: • Workshops on Pedagogy (avg=2.84) • Faculty Inquiry Committee (avg=2.63)
Very Likely (4)
Moderately Likely (3)
Slightly Likely (2)
Not Likely (1)
Average
Web-based and digital resources (n=53)
47.20%
43.40%
7.50%
1.90%
3.36
Conferences (e.g., Tech Fair on WLAC campus; STEM Conference at CSUDH) (n=52)
55.80%
15.40%
25.00%
3.80%
3.23
Showcase of effective teaching strategies (n=50)
36.00%
46.00%
18.00%
—
3.18
Workshops on Pedagogy (n=51)
35.30%
25.50%
27.50%
11.80%
2.84
Faculty Inquiry Group (n=51)
31.40%
19.60%
29.40%
19.60%
2.63
Activities for Faculty Development
The following topics and activities (verbatim) were suggested in the open-ended question. • Use of classroom response technology for students with learning challenges. Student-pair mentoring for students with learning challenges. • Very practical computer skills workshops--incl Apple products. • Greater access to and availability of funding for adjuncts to receive professional development or continuing education.. • Develop in the students, the love and interest of the subject being taught, as opposed to learn it or fail. Show them that there are more than one way to approach learning - such as 1. abide by the rules, 2. Learn details and 3.Recognize the overall form. • A way to service those students who have severe academic deficits in programs other than at West Los Angeles college. • I'M ALWAYS INTEREST IN LEARNING ABOUT OTHER CULTURES...PARTICULARLY, FOODS, DRESS, SPECIAL ACTIVITIES, PLACES OF INTEREST ONE COULD VISIT, AND THE LANGUAGE SPOKEN... YOUR SURVEY HAS INCLUDED THE OTHER INTEREST I CARE ABOUT... THANK YOU FOR SHARING. • Information Literacy. • Activities where faculty members can earn units of credit Teaching in a hybrid format. • Mentor opportunities for those of us experienced enough that can help other faculty. • Techniques for converting a class to Online instruction. • Additional assistance with SLO and other additional assignments, given the increase in the faculty workload and distraction from actual teaching. Summary Comparison of CSUDH and WLAC Findings The WLAC survey had the same topics of interest and development activities as the CSUDH survey, as well as an additional nine topics of interest. Described below are some similarities and differences in faculty interest between the two institutions.
Based on the average score (avg), respondents from both CSUDH and WLAC were overall the most interested in: • Developing students’ critical thinking skills (CSUDH, avg=3.55; WLAC, avg= 3.58) • Using technology resources/tools [WLAC: multimedia] to enhance teaching/learning (CSUDH, avg=3.4; WLAC, avg=3.37) • Incorporating active learning strategies (CSUDH, avg=3.32; WLAC, avg. 3.19) Overall, respondents from both CSUDH and WLAC were the least interested in the following topics: • Designing capstone projects (CSUDH, avg=2.96; WLAC, avg=2.35) • Designing multidisciplinary curriculum (CSUDH, avg=2.94; WLAC, avg. 2.98) • Designing service learning/experimental activities (CSUDH, avg=2.93; WLAC, avg=2.85) • Developing internships (CSUDH, avg=2.91; WLAC, avg=2.92) Respondents from CSUDH were more interested in the following topics than respondents from WLAC: • Integrating research experiences into the classroom (CSUDH, avg=3.4; WLAC, avg= 2.87) • Integrating writing across the curriculum (CSUDH, avg=3.21; WLAC, avg=2.98) Respondents from WLAC were more interested in the following topics than respondents from CSUDH: • Teaching strategies for underprepared learners (CSUDH, avg=3.16; WLAC, avg=3.33) • Online learning for students (CSUDH, avg=2.92; WLAC, avg=3.26) Table 5 compares the likelihood of CSUDH and WLAC faculty participation in development activities. Overall, it appears that WLAC faculty might be more likely to participate in development activities, favoring web-based and digital resources and conferences. Both faculty indicated about the same likelihood to participate in the showcase of effective teaching strategies and workshops on pedagogy and the least likelihood to participate in a faculty inquiry committee/group. Table 5. Likelihood of CSUDH and WLAC Faculty Participation in Development Activities CSUDH Average
WLAC Average
Showcase of effective teaching strategies
3.14
3.18
Web-based and digital resources
3.07
3.36
Workshops on Pedagogy
2.93
2.84
Conferences (e.g., Technology in Education, such as Tech Fair on WLAC campus; STEM at CSUDH)
2.78
3.23
Faculty Inquiry Committee/Group
2.76
2.63
Activities for Faculty Development
