NEEDS ASSESSMENT SURVEY
Center for Innovation in Teaching and Research
Spring 2009
2009 Faculty Needs Assessment -- 2
Introduction
The Center for Innovation in Teaching and Research (CITR) Survey was conducted in
the spring semester of 2009 to help assess the needs for knowledge, skill and
professional development of the faculty at Western Illinois University. The results of the
survey reaffirm many of the findings of the 2006 and 2008 surveys; faculty
overwhelmingly felt there should be less emphasis on technology-related skill building
and more emphasis on building instructional and research techniques. The following
report summarizes many of the survey findings.
Survey Method
The Center for Innovation in Teaching and Research (CITR) began surveying faculty
concerning programming needs and interests in the spring semester of 2004. The
original needs assessment survey was developed through committee and conducted
under the leadership of the Provost’s Office, chaired by Associate Provost Dr. Barbara
Baily. The survey was conducted in 2004, 2005, 2006, 2008 and again recently in 2009,
with the survey being reviewed and modified with each iteration. The CITR Advisory
Board was instrumental in assessing and changing the instrument prior to its
administration.
The survey instrument was constructed to measure a.) self-reported proficiency, b.)
perceived importance of the program area, and c.) the respondent’s likelihood of
attending a program on the topic. While the self-reported expertise is not necessarily a
predictor of likelihood of attendance, it does provide a baseline for determining the
expertise of the faculty member’s skill set at WIU.
The core measure analyzed by this survey was “Program Importance.” Importance was
measured on a 3-point Likert scale ranging from Very Important, Somewhat Important,
to Not Important. Previous surveys used a different metric, a 5-point Likert scale. The
measure allowed the respondent to gauge how important a program item was to them
with the assumption that even if a gap exists, there may not be a need to offer
programming in the area if interest is low.
Faculty were asked to self-assess their skills and interests in a variety of areas,
including enhancing research skills, enhancing instructional skills, enhancing instruction
with technology, international programs and personal development. The respondents
were asked to rate the overall importance of the item as well. The rating of importance
was used in the derivation of the majority of the survey results.
Faculty also evaluated the effectiveness of CITR’s website. Qualitative data was
collected on the enhancements to the website and comments and feedback about
programming. The entire survey is attached as Appendix 1. Appendix 2 lists the
qualitative comments and feedback for CITR programming.
Center for Innovation in Teaching and Research
Western Illinois University
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2009 Faculty Needs Assessment -- 3
As mentioned, the survey sought opinions from faculty to determine the overall
effectiveness of the CITR web presence. To keep the faculty needs at the forefront, the
information gathered about the website will be supplied in a separate report.
Sample
The survey sample was limited to individuals contracted to teach in the spring semester
of 2009. The Provost’s Office and University Technology supplied the list of faculty.
Eight hundred and fifty-nine faculty members were identified across both Western
Illinois University campuses. Individuals from the list were emailed invitations to respond
to a survey assessing potential faculty development needs for the 2009-10 academic
year. Respondents were sent three additional reminders over a two-week period. As an
incentive to participate, respondents were provided with an option to participate in a
random drawing for two Apple iPod Shuffle mp3 players.
Data Analysis
A total of 260 respondents completed the survey and were considered valid and
included in the data analysis. The mean was used to identify the top five items in each
area. Further discussion will focus on these items of perceived relevance.
Demographics used to focus analysis included faculty rank (adjunct, instructor,
assistant, associate, professor), college affiliation (College of Business and Technology,
College of Arts and Sciences, College of Education and Human Services, & College of
Fine Arts and Communication and University Libraries) and primary campus assignment
(Macomb or the Quad Cities).
Demographic Profile
Table 1 provides the demographic profile of the 260 respondents by years at WIU,
faculty status, college affiliation, highest degree earned, tenure status and primary
campus assignment.
Participation in the survey varied by college with the majority of participants (35.8%)
coming from the College of Arts and Sciences. 32.3% of the participants were from the
College of Education and Human Services, 20.8% from the College of Business and
Technology, 8.8% from the College of Fine Arts and Communication and 0.8% from the
University Libraries. Additionally 1.5% of the participants did not indicate their College
affiliation. Figure 1 shows the college participation breakdown.
Tenure status indicated 13.1% of those participating were classified as “temporary”,
15.8% were non-tenure track, 26.5% were tenure track, 44.2% were tenured, and 0.4%
did not indicate their rank.
The primary campus assignment was reported as 92.7% of respondents considered
Macomb their primary campus and 6.9% indicated the Quad Cities as their primary
Center for Innovation in Teaching and Research
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2009 Faculty Needs Assessment -- 4
campus. 0.4% did not indicate their primary campus assignment.
Table 1
Demographic Profile of Faculty Respondents
Frequency
Percentage
Years At WIU
0-3
4-6
7-10
11-15
15+
Missing
Total
80
44
42
34
57
3
260
30.8%
16.9%
16.2%
13.1%
21.9%
1.2%
100.0%
17
48
65
58
70
2
260
6.5%
18.5%
25.0%
22.3%
26.9%
.8%
100.0%
54
2
84
23
20.8%
.8%
32.3%
8.8%
93
4
260
35.8%
1.5%
100.0%
Faculty Status
Adjunct
Instructor
Asst Professor
Assoc Professor
Professor
Missing
Total
College Affiliation
Business & Technology
Library
Education & Human Services
Fine Arts & Communication
Arts & Sciences
Missing
Total
(Table 1 continues)
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Western Illinois University
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2009 Faculty Needs Assessment -- 5
Table 1 (continued)
Highest Degree Earned
Bachelors
Masters
Doctorate
Missing
Total
8
68
177
7
260
3.1%
26.2%
68.1%
2.7%
100.0%
34
41
69
115
1
260
13.1%
15.8%
26.5%
44.2%
.4%
100.0%
241
18
1
260
92.7%
6.9%
.4%
100.0%
Tenure Status
Temporary
Non-tenure track
Tenure Track
Tenured
Missing
Total
Primary Campus Assignment
Macomb
Quad Cities
Missing
Total
Figure 1
College Participation Breakdown
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2009 Faculty Needs Assessment -- 6
Of the 260 respondents, 177 possessed doctoral degrees compared to 68 with a
master’s degree. It is important to recognize that in disciplines such as the arts, a
master’s degree is considered to be a terminal degree. The vast majority of the
respondents (70.8%) were either tenured or tenure track faculty. Interestingly, 30.8% of
sample respondents had less than three years of service at WIU. In comparison 21.9%
of the sample had 15+ years of service at WIU. Table 1 provides the demographic
breakdowns.
Discussion: Needs by Faculty Rank
Table 2 presents the top five self-reported items by all faculty (adjunct, instructor,
assistant professor, associate professor, and professor.) The analysis indicates a high
priority across faculty rank to help students “Foster Critical Thinking.” The remaining top
items represent a balance between classroom teaching skills and skills related to
furthering academic research. “Establishing Student-Teacher Rapport”, “Presenting
Engaging Lectures,” and “Facilitate Classroom Discussion” were identified as the top
items in the teaching domain.
“Writing for Peer Reviewed Publications” and “Using Library Databases” were the
highest identified needs in the research area. These items were found to be the top
items identified in the 2006 and 2008 surveys as well. The shift to online research skills
may be attributed to the change in the way library information has transitioned to the
online environment.
Appendix 3 lists the items across all areas, ranked by perceived importance, colorcoded by area. Appendix 4 shows the top-perceived items by rank in each of the
surveyed areas.
Table 2
Top Needs of Faculty by Category
Mean
Enhancing Research Skills
Writing a peer reviewed publication
2.49
Using library databases to conduct literature searches
2.44
Using Internet search engines & strategies (Google)
2.41
Writing a research grant
2.34
Complying with copyright and fair use standards
2.32
Enhancing Instructional Skills
Fostering critical thinking in students
2.79
Establishing student-teacher rapport
2.73
Presenting an engaging lecture
2.69
Facilitating classroom discussion
2.64
Evaluating course effectiveness
2.62
Enhancing Instruction with Technology
Enhance instruction through technology
2.52
Build online course content
2.21
Communicate effectively in an online course
2.20
Set-up an online course or hybrid course (Western Online)
2.19
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Standard
Deviation
Valid N
0.70
0.68
0.63
0.73
0.70
251
254
253
250
250
0.42
0.48
0.51
0.52
0.53
254
251
248
252
249
0.56
0.64
0.71
0.66
250
254
249
252
2009 Faculty Needs Assessment -- 7
Create & manage online assignments
International Programs
Participating in faculty exchanges with international scholars
Taking a student group overseas (Study Abroad)
Writing an internationally oriented grant
Personal Development
Managing life transitions: Birth or adoption of child
Participating in informal social forums
Preventing and managing stress
Managing time and meetings
Managing life transitions: Retirement
2.18
0.67
253
2.04
2.03
1.92
0.70
0.74
0.76
247
248
249
2.27
2.15
2.11
2.08
1.89
0.75
0.75
0.73
0.75
0.79
233
233
235
231
235
Qualitative Results
Of those surveyed, 43 provided qualitative comments (Appendix 2). Comments varied
but included nine directly mentioning a desire to attend programming but cited
scheduling as an issue. Of the 54 comments in 2008, 15 directly cited scheduling as an
issue with program attendance.
Summary and Implications
Faculty needs as evaluated over a five-year survey period show a pragmatic
realignment of priorities. In year one, there was a significant need indicated primarily for
technology-related training. Year two indicated a mixed need with faculty requesting
programming dealing with technology, international initiatives, and personal life course
issues. In the 2006, 2008 and 2009 surveys, the data suggests a strong shift in faculty
needs towards a more traditional thinking and learning model. Across the board
“Fostering Critical Thinking” was identified as the single most important need.
Furthermore, there is a realignment in that faculty are seeking assistance with their
research agendas. It also suggests that the role of CITR has evolved from the previous
Faculty Development model to one emphasizing continued professional growth as an
academic, not just in the ability to use electronic/technical devices. It also suggests that
faculty are better equipped to acquire information on their own regarding software and
technical devices.
Upon ranking the 2009 survey results across categories and faculty status, and
comparing the results to those from 2008 and 2006, a shift in priorities can be seen.
While “fostering critical thinking” stays as the number one perceived need, “establishing
student-teacher rapport” has become the second ranked need after two previous years
of increased ranking. The item “enhance instruction through technology” has failed to
make the chart for the last two years and was ranked ninth in the 2009 survey. The
overall comparison with the survey results from 2006, 2008 and 2009 is attached as
Appendix 5 to showcase this evolution in changing faculty priorities.
Conclusion
Given the results from the 2006 and 2008 surveys, it is clear that the Center for
Innovation in Teaching and Research and the Western Illinois University administration
Center for Innovation in Teaching and Research
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2009 Faculty Needs Assessment -- 8
must be responsive to a faculty striving to meet the goals of a comprehensive university
by supporting development in both teaching and research. Programming initiatives in
2009-2010 must evolve to align with these shifting priorities. This year’s challenge will
be in creating a learning community that is both energized and collaborative. It is also
clear a new approach must be taken in addressing differences in needs by rank and
college affiliation and in considering requests for flexible alternatives to scheduled
events. To this end, efforts will be made to deliver not only relevant and targeted
content, but also to reevaluate delivery methods and modes. CITR will incorporate a
variety of modalities to extend offerings to faculty.
An initial listing of possible teaching and research initiatives for 2009-2010 is included in
Appendix 6. It is the aim of CITR to use this listing as a jumping off point in working with
College Deans and Department Chairs to develop a comprehensive plan for meeting
both the common and unique needs of each college.
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Western Illinois University
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2009 Faculty Needs Assessment -- 9
Appendix 1
Actual Survey Instrument
Center for Innovation in Teaching and Research
Western Illinois University
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2009 Faculty Needs Assessment -- 10
Faculty Needs Assessment -- 2009
I. General Information
Please provide general information about your faculty role at WIU by completing the following
questions. For each question, select the item that best describes your current faculty assignment.
How long have you been at WIU?
1-3 years
4-6 years
7-10
years
11-15
years
15+ years
Assistant
Professor
Associate
Professor
Professor
Fine Arts &
Communication
Library
What is your Faculty Status?
Adjunct
Instructor
What is your highest degree earned?
Bachelors
Masters
Doctorate
What is your college affiliation?
Business &
Technology
Arts &
Sciences
Education
& Human
Services
What is your tenure status?
Temporary
Nontenure
track
Tenure
Track
Tenured
At which campus is your primary assignment?
Macomb
Quad
Cities
II. Enhancing Research Skills
Please provide a self-assessment of the following faculty skills and abilities. For each skill/ability, please
provide
a) an assessment of your current proficiency
b) an assessment of how important this skill/ability is to your faculty role,
c) an assessment of how likely it would be for you to attend programming in this skill area.
Your Proficiency
Not at all Somewhat
Very
proficient proficient proficient
Topic Importance
Not
Somewhat
Very
important important important
Using library databases
to conduct literature
searches
Using Internet search
engines & strategies
(Google)
Designing a research
study
Creating & locating data
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Likelihood of
Attendance
Will
May
Will
not
attend attend attend
2009 Faculty Needs Assessment -- 11
collection instruments
(Quantitative/Qualitative)
Analyzing quantitative
data using software:
SPSS
Analyzing qualitative
data using software:
Nudist
Analyzing data using
software: Other
Writing a peer reviewed
publication
Writing a research grant
Complying with
copyright and fair use
standards
Discussing intellectual
property issues
Participating in a formal
mentoring program
Attending informal
networking forums
III. Enhancing Instructional Skills
Please provide a self-assessment of the following instructional skills and abilities. For each skill/ability,
please provide
a) an assessment of your current proficiency
b) an assessment of how important this skill/ability is to your faculty role,
c) an assessment of how likely it would be for you to attend programming in this skill area.
Your Proficiency
Not at all Somewhat
Very
proficient proficient proficient
Topic Importance
Not
Somewhat
Very
important important important
Fostering
critical
thinking in
students
Establishing
studentteacher
rapport
Presenting
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Likelihood of
Attendance
Will
not
May
Will
attend attend attend
2009 Faculty Needs Assessment -- 12
an engaging
lecture
Evaluating
course
effectiveness
Creating &
evaluating
quizzes,
tests, &
exams
Creating and
evaluating
writing and
other
assignments
Creating
alternative
assessment
rubrics (e.g.,
portfolios)
Facilitating
classroom
discussion
Facilitating
group
activities &
projects
Detecting &
handling
academic
dishonesty
Handling
difficult or
disruptive
students
Integrating
multicultural
perspectives
& pedagogy
Meeting
curricular
and
accreditation
standards
Participating
in a formal
mentoring
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2009 Faculty Needs Assessment -- 13
program
Attending
informal
networking
forums
IV. Enhancing Instruction with Technology
Please provide a self-assessment of the following technology skills and abilities. For each skill/ability,
please provide
a) an assessment of your current proficiency
b) an assessment of how important this skill/ability is to your faculty role,
c) an assessment of how likely it would be for you to attend programming in this skill area.
Your Proficiency
Not at all Somewhat
Very
proficient proficient proficient
Topic Importance
Not
Somewhat
Very
important important important
Enhance
instruction
through
technology
Prepare a
lecture for
Webcast or
Podcast
Set-up an
online course
or hybrid
course using
WesternOnline
Build online
course content
Create online
quizzes &
surveys
Create &
manage online
assignments
Communicate
effectively in
an online
course
Assess the
needs of
distance
learners
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Likelihood of
Attendance
Will
not
May
Will
attend attend attend
2009 Faculty Needs Assessment -- 14
Apply effective
pedagogy to
distance/online
instruction
Instructional Software
What software do you currently use for instruction? (Please list)
Personally Owned
University Furnished
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What software would
university to furnish a
2009 Faculty Needs Assessment -- 15
V. International Programs
Please provide feedback on the following international programs. For each program area, please provide
a) interest in international program opportunities
b) an assessment of how important the program area is to your faculty role
c) an assessment of how likely it would be for you to attend programming in this area.
Do you have interest in
the following opportunities
Yes
No
Topic Importance
Not
Somewhat
Very
important important important
Likelihood of
Attendance
Will
Will
May
not
attend attend attend
Writing an internationally
oriented grant
Participating in faculty
exchanges with international
scholars
Taking a student group
overseas (Study Abroad)
VI. Personal Development
Please provide feedback on the following opportunities for personal development. For each program area,
please provide
a) interest in personal development opportunities
b) an assessment of how important the program area is to your faculty role
c) an assessment of how likely it would be for you to attend programming in this area.
Do you have interest in
the following opportunities
Yes
No
Topic Importance
Not
Somewhat
Very
important important important
Preventing and managing
stress
Managing time and meetings
Managing finances to meet
future goals
Participating in informal social
forums
Preparing for a major purchase
Preparing for retirement
Preparing for college funding
for dependents
Managing life transitions:
Birth or adoption of child
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Likelihood of
Attendance
Will
not
May
Will
attend attend attend
2009 Faculty Needs Assessment -- 16
Managing life transitions:
Empty Nest
Managing life transitions:
Retirement
Managing life transitions:
Loss of partner
VII. Program Administration
Please provide feedback on the administration of programming by the Center for Innovation in Teaching
and Research. For each question, select the response that best represents you.
How likely are you to attend programming in the following times slots during the work week?
Highly
unlikely
Unlikely
Neither
likely
nor
unlikely
Likely
Highly
likely
Unlikely
Neither
likely
nor
unlikely
Likely
Highly
likely
8:00 - 10:00 a.m.
10:00 - 12:00 p.m.
12:00 - 2:00 p.m.
2:00 - 4:00 p.m.
after 4:00 p.m.
Highly
unlikely
How likely are you to attend an unpaid
weekend workshop?
How likely are you to attend an unpaid
semester break workshop?
How likely are you to enroll in an online
workshop?
How likely are you to attend an all day
summer workshop?
How likely are you to attend a workshop
structured as a conference with concurrent
sessions?
How likely are you to attend an evening
programming event?
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Western Illinois University
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2009 Faculty Needs Assessment -- 17
Center for Innovation in Teaching and Research
Western Illinois University
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2009 Faculty Needs Assessment -- 18
VIII. Website Evaluation
Please help us evaluate our web presence.
Have you ever accessed the Center for Innovation in Teaching and Research (CITR) website?
Yes
No
If yes, how often have you accessed the website?
<5 times
each
semester
5-25
times a
semester
>26
times a
semester
Rate the Center for Innovation in Teaching and Research Website on the following:
Click HERE to see the website.
Very
Poor
Average
Good
Excellent
poor
Ease of use
Content
Organization
Ability to find information
What enhancements would you recommend to our website?
Thank you for completing this survey. We would appreciate any comments or feedback that you
may have. Please record them in the space below.
Would you like to be entered in the survey sweepstakes?
Yes
No
Center for Innovation in Teaching and Research
Western Illinois University
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2009 Faculty Needs Assessment -- 19
Please provide your WIU email address.
(Your email address will be disassociated from your survey responses.)
After you have successfully submited your responses you will be directed to CITR Website.
If you encounter problems with the survey please contact Diane Bagley at DK-Bagley1@wiu.edu
Center for Innovation in Teaching and Research
Western Illinois University
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2009 Faculty Needs Assessment -- 20
Appendix 2
Qualitative Comments and Feedback
Center for Innovation in Teaching and Research
Western Illinois University
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2009 Faculty Needs Assessment -- 21
Thank you for completing this survey. We would appreciate any comments or feedback that you may have. Please
record them in the space below.
NONRESPONDERS: 217
RESPONDERS: 43
?
A well-done survey. Thanks
All good.
Although I do not need or use most of the offerings now, I would have liked to have them back when I started at
WIU.
Answers about attendance are based on where the session is being held.
CITR ROCKS
Doing a great job--keep up the work!
Given that I am located at the Quad Cities campus, I would like to see more presentations/events broadcast to the
QC Campus from Macomb.
Go Roger, Go!
Good job
I access the website to locate help for Western Online. Then I know who to see over in the Library. You do get
absolutely wonderful help. I typically am involved working with students daily Monday through Saturday. Monday,
Tues, Thursday 8:00 until 5-6PM. Wednesdays until 6-630 pm. Fridays until 9:00 PM and Saturdays from 10:00 am
until 4:00 PM. This is why it has been nearly impossible to attend sessions unless they are offered in the summer or
online or at night.
I am a fairly new adjunct professor so I have not researched nor used many resources within the university yet. I am
interested in many of these topics but full time employment outside the university, family and civic duties fill the
majority of my schedule.
I am in the Quad Cities. It is unlikely that I will travel to Macomb during the week due to a lack of time and my
teaching schedule.
I am retiring at the end of this academic year--so some of my answers were hypothetical. Depending on scheduling
in part during the next several months. joe schmitz
I an a retired faculty member who has been involved with Independent Studies and distance learning for many
years (since 1987). I have been involved in modifying courses and offering them on Western OnLine. When I have
questions about doing this, I usually get guidance from peers in my academic department.
I appreciate that CITR is willing to fund inventive programming and take risks. It functions a bit like a university
within the university. I also appreciate the amount of work you guys do that you don't get credit for. It's hard to
motivate people. I am a librarian (Hi Diane! Hi Roger! Hi Peggy! Hi Chad!) and appreciate all that you have brought
to our organization. You are easy to work with, smart, flexible, good humored, collegial. If this was American
Bandstand, I'd easily give you above a 9
I attended the first session on SNAP and decided it would be helpful to the student teaching/pre-student teaching
group. Someone in our group is taking the training and it is working great. I appreciated the opportunity to learn
about this option for data gathering.
I have been an instructor in a temporary position during this school year; however, I have been hired in a tenuretrack position beginning next year. I anticipate having more opportunities in the coming years to take advantage of
your courses and assistance. Thanks
I haven't used the CITR website enough to evaluate effectively.
I retire in 128 days. You may want to throw my answers away. Good Luck Mike Fimmen
I think the CITR does an excellent job of serving the WIU community. There have been courses of mine that have
benefited GREATLY through the offerings of the CITR. Thanks for the work you do, and the people who conduct
workshops and provide special assistance.
I try to participate in workshops and things that will improve my teaching and research. My schedule has become
more constrained over the years rather than less so getting away to training events is more difficult that ever. I also
have a difficult time using the information I gain. I just can't seem to make the time. I am extremely behind in using
new technologies. I have taken WebCT workshops but am not actively using this type of programming in my
courses.
I wish there were comments on each page of this survey! I would have explained some of my responses. For
example, I don't think stress management &c. is unimportant, but I don't think it's CITR's responsibility; let HR deal
with that. My #1 need area is teaching/researching abroad: what opportunities are out there for sabbatical &c.?
I, as likely other faculty are, am overwhelmed with course preparation and department projects. I even find it
annoying that every day it seems someone wants my opinion to facilitate their quantitative analysis of something I
usually don't care much about. If these programs were more cause and effect oriented I might not resent the
intrusion so much. Why can't there be some form of compensation for extracurricular faculty time involvement?
(PAAs? A nice lunch? if not ca$h.)
In the section about attending workshops on vacation/university closed days, I indicated that I would not attend. The
problem is that I have a 4 year old; without childcare, I cannot attend even though I would like to attend. I would also
like to see a session on help us get students to read.
Center for Innovation in Teaching and Research
Western Illinois University
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2009 Faculty Needs Assessment -- 22
Is it possible to design a questionnaire that fits completely on a page? It makes it difficult to use the slide bar at the
bottom on every question.
Like questions about software needed.
Make certain that enhancing teaching presentations are based on good scientific research.
More availability to the faculty in the Quad Cities. Many times, I would like to attend (even via CODEC) some of the
workshops and they are not offered here. It would be impossible some days, to come down to Macomb.
My limited attendance opportunities are a function of the workload and not a negative impression of the classes
offered. Those sessions I have attended have generally been very good.
Please provide programming to accommodate the multitude of teaching schedules.
Please provide training in qualitative research software. And design training programs based on the real needs of
faculty, not necessarily on what you want to "push". Promoting technology for technology's sake is a waste of time
and money. We could use more training on research and grant writing. It would also be nice to have university
teaching conference...perhaps as a consortium with other colleges in the region.
Since I teach two WEB courses and live along way away from campus, my answers may appear strange.
survey TOO long. sorry i didn't have patience to do it all.
Thank you for all your help Roger.
thanks for the handouts from the workshops on the web site
The biggest impediment to my attending CITR workshops is lack of time. I am involved in numerous committees, in
addition to my classes. I would encourage you, as a matter of course, to always offer workshops at two different
times in order to increase the likelihood that an interested individual can find a time that will work.
The survey is really poorly constructed on several fronts: too long, inconsistency of layout of questions and options,
and vaguely worded questions.
There needs to be better up keep of our computer equipment in Morgan Hall. It's unreliable and often doesn't work
making it very hard to plan using it in class.
When you ask for faculty affiliation, you mentioned the Colleges. However, there are faculty who teach and hold
tenure outside of the five colleges, including the Honors College and the IIRA. I wonder if you could include an
"other" category to capture that information. As it is now, I left the College affiliation blank
Willingness to attend a CITR session will differ depending upon faculty teaching schedule. You should rephrase the
questions regarding likelihood of attending and times to reflect a M, W, F teaching schedule versus a T, Th teaching
schedule.
Wonderful programs have been provided in the past, very infomative especially for new faculty.
You have been doing a good job of providing quality workshops. Keep up the good work.
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Western Illinois University
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2009 Faculty Needs Assessment -- 23
Appendix 3
Total of All Items, Mean-ranked,
Judged Perceived Importance Across Faculty Ranks
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Western Illinois University
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2009 Faculty Needs Assessment -- 24
Items by Importance Through All Ranks
Color-Coded by Area
Key
Enhancing Instructional Skills
Enhancing Research Skills
Enhancing Instruction with Technology
International Programs
Personal Development
Fostering critical thinking in students
Establishing student-teacher rapport
Presenting an engaging lecture
Facilitating classroom discussion
Evaluating course effectiveness
Detecting & handling academic dishonesty
Creating & evaluating quizzes, tests, & exams
Creating and evaluating writing and other assignments
Enhance instruction through technology
Writing a peer reviewed publication
Facilitating group activities & projects
Using library databases to conduct literature searches
Using Internet search engines & strategies (Google)
Handling difficult or disruptive students
Writing a research grant
Meeting curricular and accreditation standards
Integrating multicultural perspectives & pedagogy
Complying with copyright and fair use standards
Designing a research study
Managing life transitions: Birth or adoption of child
Build online course content
Communicate effectively in an online course
Set-up an online course or hybrid course
(WesternOnline)
Create & manage online assignments
Creating & locating data collection instruments
(Quantitative/Qualitative)
Participating in informal social forums
Creating alternative assessment rubrics (portfolios)
Apply effective pedagogy to distance/online instruction
Create online quizzes & surveys
Preventing and managing stress
Analyzing data using software: SPSS
Discussing intellectual property issues
Managing time and meetings
Assess the needs of distance learners
Participating in faculty exchanges with international
scholars
Taking a student group overseas (Study Abroad)
Participating in a formal mentoring program
Area
Ranking
1
2
3
4
5
6
7
8
1
1
9
2
3
10
4
11
12
5
6
1
2
3
4
2.79
2.73
2.69
2.64
2.62
2.61
2.61
2.56
2.52
2.49
2.47
2.44
2.41
2.40
2.34
2.33
2.33
2.32
2.30
2.27
2.21
2.20
Standard
Deviation
0.42
0.48
0.51
0.52
0.53
0.56
0.58
0.59
0.56
0.70
0.62
0.68
0.63
0.65
0.73
0.66
0.66
0.70
0.74
0.75
0.64
0.71
2.19
0.66
252
5
7
2.18
0.67
253
2.15
0.74
252
2
13
6
7
3
8
9
4
8
1
2.15
2.15
2.12
2.12
2.11
2.10
2.08
2.08
2.04
0.75
0.72
0.73
0.66
0.73
0.80
0.68
0.75
0.74
233
247
243
253
235
253
241
231
246
2.04
0.70
247
2
10
2.03
1.97
0.74
0.64
248
250
Mean
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Valid N
254
251
248
252
249
253
254
255
250
251
248
254
253
251
250
248
250
250
243
233
254
249
Participating in a formal mentoring program
Prepare a lecture for Webcast or Podcast
Attending informal networking forums
Analyzing data using software: Other
Writing an internationally oriented grant
Managing life transitions: Retirement
Attending informal networking forums
Preparing for retirement
Analyzing data using software: Nudist
Managing finances to meet future goals
Managing life transitions: Loss of partner
Preparing for a major purchase
Preparing for college funding for dependents
Managing life transitions: Empty Nest
14
9
11
12
3
5
15
6
13
7
8
9
10
11
2009 Faculty Needs Assessment -- 25
1.96
0.65
248
1.95
0.68
253
1.93
0.62
247
1.93
0.75
232
1.92
0.76
249
1.89
0.79
235
1.89
0.60
244
1.85
0.85
233
1.81
0.76
244
1.78
0.68
232
1.70
0.76
230
1.70
0.70
232
1.61
0.77
231
1.56
0.73
229
Center for Innovation in Teaching and Research
Western Illinois University
637 Malpass Library ● 298-2434
2009 Faculty Needs Assessment -- 26
Appendix 4
Top Items by Rank
Center for Innovation in Teaching and Research
Western Illinois University
637 Malpass Library ● 298-2434
2009 Faculty Needs Assessment -- 27
Mean
Standard
Deviation
Valid N
0.62
0.79
0.77
0.69
0.61
17
18
18
18
17
0.38
0.43
0.44
0.46
0.46
18
18
17
18
18
0.46
0.70
0.70
0.77
0.77
18
18
17
18
18
0.69
0.77
0.62
17
17
17
0.71
0.79
0.75
0.83
0.88
17
17
17
17
17
Adjunct
Enhancing Research Skills
Using Internet search engines & strategies (Google)
2.47
Using library databases to conduct literature searches
2.17
Complying with copyright and fair use standards
2.00
Participating in a formal mentoring program
2.00
Attending informal networking forums
2.00
Enhancing Instructional Skills
Presenting an engaging lecture
2.83
Fostering critical thinking in students
2.78
Establishing student-teacher rapport
2.76
Facilitating classroom discussion
2.72
Facilitating group activities & projects
2.72
Enhancing Instruction with Technology
Enhance instruction through technology
2.72
Create online quizzes & surveys
2.39
Build online course content
2.35
Set-up an online course or hybrid course (Western Online)
2.33
Create & manage online assignments
2.33
International Programs
Participating in faculty exchanges with international scholars
1.71
Taking a student group overseas (Study Abroad)
1.71
Writing an internationally oriented grant
1.41
Personal Development
Managing time and meetings
2.00
Participating in informal social forums
2.00
Preventing and managing stress
1.94
Managing life transitions: Birth or adoption of child
1.94
Preparing for retirement
1.82
Center for Innovation in Teaching and Research
Western Illinois University
637 Malpass Library ● 298-2434
2009 Faculty Needs Assessment -- 28
Mean
Standard
Deviation
Valid N
2.33
2.20
2.17
2.07
2.04
0.63
0.79
0.74
0.83
0.77
46
45
46
46
45
2.74
2.74
2.73
2.71
2.69
0.53
0.44
0.45
0.46
0.51
46
46
48
45
48
2.52
2.28
2.26
2.25
2.16
0.59
0.83
0.71
0.70
0.71
46
47
47
48
45
1.85
1.82
1.70
0.70
0.78
0.73
46
45
46
2.35
2.28
2.27
2.26
2.00
0.72
0.67
0.74
0.69
0.82
43
43
41
43
43
Instructor
Enhancing Research Skills
Using Internet search engines & strategies (Google)
Complying with copyright and fair use standards
Using library databases to conduct literature searches
Writing a peer reviewed publication
Designing a research study
Enhancing Instructional Skills
Establishing student-teacher rapport
Detecting & handling academic dishonesty
Fostering critical thinking in students
Presenting an engaging lecture
Facilitating classroom discussion
Enhancing Instruction with Technology
Enhance instruction through technology
Communicate effectively in an online course
Build online course content
Create & manage online assignments
Create online quizzes & surveys
International Programs
Participating in faculty exchanges with international scholars
Taking a student group overseas (Study Abroad)
Writing an internationally oriented grant
Personal Development
Managing life transitions: Birth or adoption of child
Preventing and managing stress
Managing time and meetings
Participating in informal social forums
Managing life transitions: Retirement
Center for Innovation in Teaching and Research
Western Illinois University
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2009 Faculty Needs Assessment -- 29
Mean
Standard
Deviation
Valid N
2.62
2.56
2.47
2.46
2.43
0.61
0.61
0.59
0.71
0.66
63
64
62
65
65
2.83
2.74
2.71
2.70
2.63
0.42
0.48
0.49
0.53
0.58
64
61
62
63
63
2.58
2.19
2.18
2.17
2.13
2.13
0.56
0.69
0.66
0.70
0.68
0.71
64
64
65
64
63
63
2.23
2.21
2.11
0.76
0.70
0.72
62
63
64
2.23
2.21
2.18
2.15
1.90
0.80
0.79
0.81
0.76
0.66
62
63
60
62
60
Assistant Professor
Enhancing Research Skills
Writing a peer reviewed publication
Using library databases to conduct literature searches
Complying with copyright and fair use standards
Writing a research grant
Using Internet search engines & strategies (Google)
Enhancing Instructional Skills
Fostering critical thinking in students
Facilitating classroom discussion
Establishing student-teacher rapport
Evaluating course effectiveness
Presenting an engaging lecture
Enhancing Instruction with Technology
Enhance instruction through technology
Create & manage online assignments
Build online course content
Communicate effectively in an online course
Set-up an online course or hybrid course (Western Online)
Apply effective pedagogy to distance/online instruction
International Programs
Taking a student group overseas (Study Abroad)
Participating in faculty exchanges with international scholars
Writing an internationally oriented grant
Personal Development
Participating in informal social forums
Preventing and managing stress
Managing life transitions: Birth or adoption of child
Managing time and meetings
Managing finances to meet future goals
Center for Innovation in Teaching and Research
Western Illinois University
637 Malpass Library ● 298-2434
2009 Faculty Needs Assessment -- 30
Mean
Standard
Deviation
Valid N
0.45
0.59
0.56
0.74
0.62
57
57
57
55
58
0.41
0.52
0.52
0.53
0.54
56
54
56
56
57
0.54
0.62
0.62
0.68
0.70
55
56
57
56
55
0.68
0.64
0.73
54
56
54
0.63
0.73
0.75
0.77
0.81
51
49
52
51
51
Associate Professor
Enhancing Research Skills
Writing a peer reviewed publication
2.79
Using library databases to conduct literature searches
2.63
Writing a research grant
2.60
Designing a research study
2.42
Using Internet search engines & strategies (Google)
2.38
Enhancing Instructional Skills
Fostering critical thinking in students
2.79
Presenting an engaging lecture
2.65
Establishing student-teacher rapport
2.64
Facilitating classroom discussion
2.61
Detecting & handling academic dishonesty
2.53
Enhancing Instruction with Technology
Enhance instruction through technology
2.51
Set-up an online course or hybrid course (Western Online)
2.21
Build online course content
2.21
Communicate effectively in an online course
2.21
Apply effective pedagogy to distance/online instruction
2.15
International Programs
Participating in faculty exchanges with international scholars
2.15
Taking a student group overseas (Study Abroad)
2.14
Writing an internationally oriented grant
2.04
Personal Development
Managing life transitions: Birth or adoption of child
2.37
Participating in informal social forums
2.18
Preventing and managing stress
2.10
Managing time and meetings
2.08
Managing life transitions: Retirement
2.02
Center for Innovation in Teaching and Research
Western Illinois University
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2009 Faculty Needs Assessment -- 31
Mean
Standard
Deviation
Valid N
0.57
0.64
0.61
0.59
0.67
67
64
67
65
69
0.41
0.41
0.46
0.48
0.48
0.62
68
70
68
68
67
69
0.58
0.59
0.60
0.61
0.65
67
68
68
68
64
0.69
0.70
0.81
67
68
68
0.76
0.72
0.69
0.71
0.79
62
62
60
60
63
Professor
Enhancing Research Skills
Writing a peer reviewed publication
2.63
Designing a research study
2.47
Using Internet search engines & strategies (Google)
2.46
Writing a research grant
2.45
Using library databases to conduct literature searches
2.42
Enhancing Instructional Skills
Fostering critical thinking in students
2.79
Establishing student-teacher rapport
2.79
Creating & evaluating quizzes, tests, & exams
2.76
Presenting an engaging lecture
2.72
Evaluating course effectiveness
2.64
Creating and evaluating writing and other assignments
2.64
Enhancing Instruction with Technology
Enhance instruction through technology
2.43
Set-up an online course or hybrid course (Western Online)
2.22
Build online course content
2.18
Create & manage online assignments
2.16
Communicate effectively in an online course
2.16
International Programs
Participating in faculty exchanges with international scholars
2.01
Taking a student group overseas (Study Abroad)
1.99
Writing an internationally oriented grant
1.91
Personal Development
Managing life transitions: Birth or adoption of child
2.31
Participating in informal social forums
2.00
Preventing and managing stress
1.93
Managing time and meetings
1.90
Managing life transitions: Retirement
1.89
Center for Innovation in Teaching and Research
Western Illinois University
637 Malpass Library ● 298-2434
2009 Faculty Needs Assessment -- 32
Appendix 5
Ranking comparison with the survey results from 2006 and 2008
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Western Illinois University
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2009 Faculty Needs Assessment -- 33
2009 Top 10 Perceived Needs Compared
To 2008 and 2006 Survey Rankings*
Question Text
Fostering critical thinking in students
Year
Rank
2009
1
Fostering critical thinking in students
2008
1
Importance of Fostering critical thinking in students
2006
1
Establishing student-teacher rapport
2009
2
Establishing student-teacher rapport
2008
3
Importance of Establishing student-teacher rapport
2006
4
Presenting an engaging lecture
2009
3
Presenting an engaging lecture
2008
2
Importance of Presenting an engaging lecture
2006
5
Facilitating classroom discussion
2009
4
Facilitating classroom discussion
2008
4
Importance of Facilitating classroom discussion
2006
3
Evaluating course effectiveness
2009
5
Evaluating course effectiveness
2008
8
Importance of Evaluating student learning
2006
2
Detecting & handling academic dishonesty
2009
6
Detecting & handling academic dishonesty
2008
5
Importance of Detecting & handle academic dishonesty
2006
6
Creating & evaluating quizzes, tests, & exams
2009
7
Creating & evaluating quizzes, tests, & exams
2008
6
Importance of Creating standard assessments (exams)
2006
14
Creating and evaluating writing and other assignments
2009
8
Creating and evaluating writing and other assignments
2008
7
**NOT ASKED IN 2006
2006
--
Enhance instruction through technology
2009
9
**NOT TOP RANKED
2008
--
**NOT TOP RANKED
2006
--
Writing a peer reviewed publication
2009
10
Writing a peer reviewed publication
2008
9
Importance of Writing for peer-reviewed publication
2006
8
Using library databases to conduct literature searches
2009
12
Using library databases to conduct literature searches
2008
10
Importance of Using library databases to conduct literature searches
2006
7
*PLEASE NOTE THE SCALES USED FOR 2006 & 2008/2009
DIFFERED IN DEGREES.
2008/2009
2006
1 = Not important
1 = Not at all important
2 = Somewhat important
2 = Not Important
3 = Very important
3 = Neutral
4 = Not Important
5 = Very Important
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Western Illinois University
637 Malpass Library ● 298-2434
Appendix 6
Potential Programming and Initiatives 2009-2010
2009 Faculty Needs Assessment -- 35
Potential Programming Initiatives
2009-2010
Innovation in Teaching Initiatives
Foster critical thinking
•
•
•
•
Discipline-based presentations on how to foster critical thinking in different
academic areas (e.g. critical thinking in sciences, humanities, etc.)
Cases from WIU. Identifying role-model faculty members and ask them to
share their approaches in fostering critical thinking in different disciplines
(brown bags and possibly workshops)
Provide online resources (web sites, case studies, videos, etc.) from which
faculty can learn about critical thinking and how to apply it in their teaching.
Exploring discipline & Critical Thinking Skills (discipline can be any academic
area such as math, sciences, etc.)
Facilitate class-room discussion
•
•
•
•
Using small groups within larger general education classes
Using multi-media programs to make large classes more interactive
Ground rules for class participation (workshop, round-table discussion)
Effective classroom discussion using online discussion boards in both hybrid
and online classes (workshop)
Presenting an engaging lecture
•
•
•
•
Making large classes Interactive (video presentation and discussion)
Student-Centered Teaching Skills (workshop)
Fostering Cooperative Learning in Classes (workshop)
In and outside class participation (discussion)
Integrating multicultural perspective
•
Culturally-responsive teaching (workshop):
•
Learning differences (workshop):
•
Addressing the needs of the non-traditional student.
Discuss the basic concepts of Culturally-Responsive Teaching and provides
participants with activities that will make them aware of cultural issues that can arise
in the classroom. Explore ways to help the students appreciate the benefits of
diversity in society. Various scenarios involving diversity issues can be presented
and possible solutions or ways to handle the situation can be examined and
discussed.
Highlight the aspects of learning disabilities and other physical disabilities.
Participants learn about disability accommodations as well as the professors and
students' rights and responsibilities.
Center for Innovation in Teaching and Research
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2009 Faculty Needs Assessment -- 36
Developing student-teacher rapport
•
Effective Management of Students In and Out of the Classroom (brown bag)
•
Using Technology to Enhance Student-Teacher Rapport (Workshop):
How to keep up with students' changing demands and expectations? What can we
do to better motivate the students and handle their needs inside and outside the
classroom more effectively? Handling situations that we may face during lectures,
office hours and in email interactions, and suggest some methods that will help
address them.
Using technologies such as discussion boards, real-time communication, blogs, and
social bookmarks to foster and nourish student-faculty rapport. Expose faculty to
tools beyond what’s available in common learning management systems (e.g.
WebCT) and how they can make the most out of it.
Innovation in Research Initiatives
Using library databases
•
•
•
Workshops in collaboration with library staff (not necessarily Malpass, but
also college-based libraries). Such workshops should focus on disciplinebased databases. This means a librarian specializing in a specific discipline
is the one who should deliver the workshop (e.g. ERIC, Academic Premier,
etc.)
General workshops on using search Engines, particularly Google and its
tools (e.g. Google Scholar). Skills in searching and how to synthesize results.
Using Refworks to optimize your research productivity
Designing a research study
•
•
•
Workshops can be designed in collaboration with Institutional Research.
Seminars of grants and proposal writing
Utilize faculty who teaches in areas related to research methodologies and
research & evaluation (e.g. education, communication, psychology, etc.)
Using various statistical methods
•
•
•
Introduction to basic statistical methods by faculty members from disciplines
such as education, communication, psychology, social work, etc. (descriptive
and inferential)
Introduction to data analysis using SPSS (basics of data entry, and the
various data analysis tools).
Case studies of using statistical methods in research in various disciplines.
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2009 Faculty Needs Assessment -- 37
Writing for peer-reviewed publications
•
•
Writing skills workshops (English-related workshop)
Understanding Journal Requirements (Workshop):
Skills to identify potential journals in your field, their acceptance rate, quality,
styles requirements of the journals. Getting familiar with the process of
submission to certain journals and how to closely follow it. Political issue and
how they influence publication.
Becoming a savvy grant writer
•
•
•
•
•
•
Identifying a grant opportunity
Identifying potential granting sources
Writing the grant – nuts and bolts, do’s and don’ts
Receiving the grant
Dealing with rejection - reworking and resubmitting
Administering a grant
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Western Illinois University
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