Confidential Faculty Development Needs Assessment: Report on Findings Institution: AIEP – Universidad Andrés Bello Response to Final Survey

Confidential AIEP - Final 2 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 (786)

Confidential AIEP Final3 Basic Information This PowerPoint presentation summarizes descriptive statistics at the local level for AIEP at Universidad Andrés Bello. Complete generalizations and conclusions are presented in the Final Report. AIEP sample constitutes only 5.3% of the sample and less than 0.2% of the population. (n=47) Faculty members are predominantly part-time (72.3%).

Confidential AIEP Final4 Experience Teaching Experience Professional Experience Teaching Online Experience Years% % % <18.5NONE0.0NONE <10.0< 550.0 > > Data shows AIEP faculty are relatively new at teaching. More than half (53.3%) state having up to 5 years of teaching experience. Yet, 80.8% state having more that 6 years of professional experience. A great majority (89.4%) has no online teaching experience.

Confidential AIEP Final5 Educational Levels Only 21.3% of the faculty are currently engaged in completing a more advanced degree. 60.0% of faculty who are currently studying are completing a masters degree. On-line programs are preferred (60.0%) among those studying.

Confidential AIEP Final6 Education-Seeking Opportunities Of the faculty seeking professional development, most are interested in completing a masters degree, followed by doctorate degree. Certificate program in the academic discipline was also one of the top interests. Areas of top interest were Education and Business among faculty currently engaged in degree advancement or advanced certifications. Masters Degree38.3% Doctoral Program19.2% Certificate Programs in Academic Discipline17.2%

Confidential AIEP Final7 Assessment of Current Professional Development, Interests and Costs 70.2% rate current professional development opportunities as good to excellent. Nearly three-fourth(74.5%) believe the professional development opportunities offered by the Laureate university they work with are equal or better than those offered by similar universities. All Faculty are interested in additional professional development opportunities and 85.1% expect the university to help pay for their professional development. 8.51% state that the university should pay for professional development in its entirety. 36.2% are willing to pay up to 50% of professional development costs. Over half (59.6%) 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.

Confidential AIEP Final8 Top 5 Faculty Development Interests Interest AreaHighest Rating Maintaining in-depth knowledge of the content in my field91.5% Improving familiarity with skills in using educational technology and technological developments in the specialty(ies) you teach80.9% Obtaining or making progress toward achieving a higher academic degree78.7% Broadening in-depth knowledge of principles of effective teaching and learning66.0% Improving skills in designing online courses63.8% Even though “Improving English proficiency for teaching and learning” was not one of the top five, over half of respondents presented this as important (61.7%).

Confidential AIEP Final9 Technology Skills Using Synchronous communication tools and CMS and LMS software are considered important by almost half of the faculty (46.8% and 42.6% respectively), yet over half of respondents reveal they have no skill in the usage of The lowest skill rating related to technology was using Wikis in Education and synchronous communication tools (69.0% at the “No Skill” level). No one rated themselves at the “Expert level” in the use of CMS/LMS and Synchronous communication tools. PowerPoint was rated as the most important technology for teaching (89.4%), but only 14.9% of the sample state mastering the software at an expert level. The lowest ranking technologies in terms of importance were: Social Networking (4.26%), Blogs and Microsoft Access (both at 2.13%), and Microsoft Publisher (0.0%).

Confidential AIEP Final10 Conclusions Professional development activities in the area of online teaching should be explored as finding reveal that a great majority has no online teaching experience and is considered as one of the top five areas of interest by more than half of the sample. Attention should be provided to the achievement of advancing the academic degrees of the faculty, especially in areas of masters 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 One topic that stands out is “Improving English proficiency for teaching and learning.” NPS should seek partners with energy and vision to help LIU network universities promote learning English as a second language or develop a program which developed within. Training will give faculty the opportunity to enhance their English skills for the purpose of teaching, but additionally learning, as they seek opportunities to complete an advanced degree.