1. Report to UFCD FACULTY Linda S. Behar-Horenstein, Ph.D. Distinguished Teaching Scholar and Professor Co-Program Director HRSA Summary of Faculty Assessment

2. Summary of Surveys Administered Needs AssessmentDetermines faculty needs relative to teaching, assessment, mentoring and scholarship. Knowledge, Efficacy, and Practices Instrument for Oral Healthcare Providers (KEPI) Measures cultural skills. Marlowe Crowne Social Desirability Scale Measures social desirability. Deamonte Driver ScenarioMeasures attitude towards Medicaid patients. Defining Issues Test- 2Measure of moral judgment

3. Needs Assessment - Findings

4. Highly Requested Priorities for Teaching  Teaching effectively  Providing constructive feedback to learners  Using effective assessments  Enhancing small group learning  Using emerging technology in the classroom

5. Priorities for Scholarship  Documenting education outcomes  Grant writing  Developing research designs  Writing an education manuscript received substantial “none to very little knowledge” ratings.

6. Priorities for Administrative & Leadership Skills Career Advancement  Balancing work and personal responsibilities  Demonstrating leadership skills  Managing stress  Managing time  Sustaining passion for teaching.

7. How could mentoring be improved  Explicit, mentoring processes  A structured component of the department  Assigned mentors to mentees,  Goal-setting for faculty tenure as a central focus and training for mentors.  Allotted time for mentoring activities—as reflected in work load.

8. KEPI - FINDINGS

9. Background about KEPI Three subscales: Knowledge of Diversity, Efficacy of Assessment and Culture-Centered Practice. Rating scale of 1 to 4, where 1=low and 4=high. Social desirability bias refers to people reporting inaccurately (rather than how they truly feel or believe) on sensitive topics in order to present themselves in the best possible light. This can be due to both self-deception and other-deception.

10. Data were normally distributed as confirmed by visual inspection of box-plot and quintiles. Estimates of Reliability for DN-2016, DN-2015, and Faculty are strong:.86,.91., and.90 respectively.

11. DN-2016 exhibiting social desirability bias (SDB) scored higher on Knowledge of Diversity with a mean score of 3.47 compared those without SDB 3.23 (p<.045) and Culture-Centered Practices - with SDB 2.54 vs. no SDB 2.10 (p<.002). Faculty exhibiting social desirability bias (SDB) scored significantly higher on Efficacy of Assessment, mean score of 3.11 compared those without SDB 2.84 (p <.035).

12. Faculty scored significantly higher than students on two subscales. Culture-Centered Practice Significance Faculty2.52 Student2.15p. < 0001 Efficacy of Assessment Faculty2.96 Student2.63P<.0002

13. DIT-2

14. Background about DIT-2 Assessed ability to apply moral principles when developing a solution to a general dilemma. After taking an initial position on each dilemma, you were asked to rate and rank 12 arguments for each problems. Three subscales: PI = personal interests; N= maintaining norms; P=postconventional.

15. DIT-2 - Findings PINP Faculty n=35 23.2734.1134.86 Class of 2016 n= 82 23.2134.5437.65 Class of 2015 n=79 21.6934.8738.58

16. Faculty, DN-2016 and DN-2015 Scores

17. Interpretation of DIT-2 Similarity between Faculty, DN-2015 and DN-2016. Note that average adult selects POSTCONVENTIONAL (P) arguments 40% of the time. Average graduate student selects P 53.5%. Average dental & medical graduate students select P about 50% compared to UFCD, DN2016 and DN2015 scores of 34.9, 37.7, and 38.6 respectively.

18. Importance of these scores Persons who apply moral ideals and principals to the resolution of complex social problems generally are better able to develop well- reasoned solutions to problems within their problems. Ability to reason well about complex moral problems predicts wide range of pro-social behaviors, including high ratings on clinical performance measures.

19. SUMMARY: Faculty Development Needs Teaching effectively, giving constructive feedback, using assessments effectively, and teaching small groups. Writing educational research and grants and applying use of research design. Balancing time and stress.

20. SUMMARY: Faculty Development Needs A formal mentoring process. Expanded awareness and increased skills in cultural competencies. Enhanced skills in ethics and reasoning.

21. Deamonte Driver Scale Analysis is ongoing at this time Any questions?