KENDALL- Needs Assessment Report

8/13/2019 KENDALL- Needs Assessment Report

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Confidential

Faculty Development Needs

Assessment: Report on Findings

Institution: Kendall College

Response to Final Survey



ConfidentialKendall - Final2

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 GroupNetwork Products and Service

701 Brickell Ave., Suite 860

Miami, FL 33131

(786) 425-0370



ConfidentialKendall- Final 3

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%).




Experience

Teaching

Experience

Professional

Experience

Teaching Online

Experience

Years % Years % Years %

<1 6.3 NONE 9.4 NONE 59.41-5 37.5 <1 0.0 <1 18.8

6-10 18.8 1-5 12.5 1-5 15.6

11-15 9.4 6-10 21.9 5 6.3

> 15 28.1 11-15 3.1> 15 53.1

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.




Educational Levels

• Only 21.9% of the faculty are currently engaged in completing a more advanceddegree.

• 33.3% of faculty who are currently studying are completing an online certificationin their discipline. Only 16.7% are completing a masters degree. Faculty do not

show preference for either online or campus based programs.

3.1%6.3% 6.3%

9.4%

68.8%

6.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Some College

Associate Degree

Bachelor Degree

Some Graduate Studies

Master Degree

Doctorate




Education-Seeking Opportunities

• Of the faculty seeking professional development, most are interested in completingNon-Credit Workshop and Certificate program in the academic discipline.

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

Non-Credit /Continuing Education Workshop focused on my academic

discipline, technology or Seminar at a Professional Conference 48.2%

Certifications: Academic discipline or Pedagogical Methods 37.9%

Doctoral Program 13.8%


http://slidepdf.com/reader/full/kendall-needs-assessment-report 7/10ConfidentialKendall- Final 7

Assessment of Current Professional

Development, Interests and Costs

• Slightly over half (56.3%) rate current professional developmentopportunities as good to excellent.

• Nearly two-thirds (65.6%) believe the professional developmentopportunities offered by the Laureate university they work with are equal orbetter than those offered by similar universities.

•Most Faculty (90.6%) are interested in additional professional developmentopportunities and 96.6% expect the university to help pay for theirprofessional development. 13.8% state that the university should pay forprofessional 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 thatthey did know reimbursement program were available, half (50%) were notsure of what the university requirements were to qualify for these programs.



Top 5 Faculty Development

Interests

Interest Area Highest Rating

Maintaining in-depth knowledge of the content in my field 79.3%

Improving familiarity with skills in using educational technology and technological

developments in the specialty(ies) you teach 48.3%

Broadening in-depth knowledge of principles of adult learning (Andragogy) 44.8%

Broadening in-depth knowledge of principles of effective teaching and learning 41.4%

Working with students experiencing academic difficulty 41.4%

• Top priorities for Faculty Development needs are developing in-depth

knowledge in their field and educational technology.



Technology Skills

• The lowest skill rating related to technology was using Wikis inEducation and synchronous communication tools (69.0% at the “NoSkill” level).

• PowerPoint was rated as the second most important technology for

teaching (58.6%), but only 20.7% of the sample state mastering thesoftware at an expert level.

• Another interesting result reveals that CMS and LMS software isconsidered important by half of the sample, but that only 13.8%considered themselves experts in their use. Only 13.8% of samplerated themselves at an expert level.

• The lowest ranking technologies in terms of importance were thosethat include newer technologies such as: synchronouscommunication tool (13.8%), Wikis (10.7%), and Microsoft WindowsMovie Maker (6.90%).



Documents

KENDALL- Needs Assessment Report