AMERICAN UNIVERSITY OF BEIRUT
CENTER FOR TEACHING & LEARNING
NEEDS ASSESSMENT SURVEY RESULTS, 2013-2014
A needs assessment survey was administered electronically to all AUB full time faculty
members during the spring semester 2013-2014; this is the second round of collecting data in a
needs assessment survey from AUB full time faculty members. The survey consisted of four
sections. The first section requested the name (optional), position, faculty, and department of the
respondents. The second section targeted general professional needs and the possible methods of
delivery. For example respondents were asked to rank professional development topics such as
classroom management, assessment, planning for teaching, teaching methods, and technology. The
second section targeted ranking specific professional needs within the general needs themes. For
example, respondents were asked to rank the following possible needs within “assessment”: 1)
Developing traditional assessments (multiple choice items, matching items, essay items, …), 2)
Developing alternative assessments (authentic, performance, portfolio, rubrics), 3) Interpreting
assessment data, 4) Improving test taking performance, 5) Identifying educational difficulties, 6)
other activities. The third section of the survey requested information about preferred modes of
presentation such as face-to-face single workshops, face-to-face workshop series, speaker series,
peer mentoring, action research, and faculty learning communities, brown bag sessions, and
individual consultation. In addition, this section requested information about the preferred duration
of professional development activities and the preferred time during the week when these activities
should be presented. Appendix A presents a copy of the survey.
Ninety one faculty members responded to the survey; however, 65 of the respondents
answered all the survey questions. Respondents came from all faculties and schools with the largest
number from the Faculty of Arts and Sciences and from the rank of assistant professor. Figure 1
presents the percentage of professors from different ranks and different faculties who responded to
the survey:
1
Figure 1. Percentage of professors from different ranks and different faculties who responded to
the survey.
Rank
Faculty
Results
Results of the survey are presented below. These results are presented in the same order that
the questions appeared in the survey. Faculty members were requested to respond to the items of
the survey using a 5-point scale with 1 being the least important and 5 being the most important.
General Professional Needs
The section of the survey on general professional needs included two items. The first items
asked faculty members to rank professional development activities while the second asked them to
identify the preferred mode of presentation.
Most Important Professional Development Topics
Results showed that 75.4% of faculty members ranked teaching methods as important or
most important followed by 73.5% who ranked active learning as important or most important and
69.6% who ranked technology as important or most important. The topic that ranked last was
academic advising which was ranked important or most important by 36.2% of the respondents
(Figure 2).
2
Figure 2. Percentage ranking of professional development topics.
1
2
3
4
Least
Important
5
Most
Important
Classroom Management
7.2
7.2
23.2
27.5
34.8
Assessment
29.0
7.2
21.7
13.0
29.0
Planning for Teaching
15.9
13.0
24.6
14.5
31.9
Teaching Methods
7.2
5.8
11.6
31.9
43.5
Technology
7.2
4.3
18.8
37.7
31.9
Active Learning
10.1
2.9
13.0
17.0
56.5
Liberal Arts Education
20.3
20.3
15.9
17.4
26.1
Academic Advising
31.9
11.6
20.3
17.4
18.8
Specific Professional Needs
The section on specific professional needs asked faculty members to identify specific
professional development activities under the larger topics of assessment, classroom management,
instructional planning, and instructional methods.
Assessment
Figure 3 shows that 78.2% of respondents thought that identifying educational difficulties
was important or most important. This was followed by developing traditional assessments
(69.6%). However, 53.6% of the respondents thought that interpreting assessment data was
important or most important, followed by those who selected improving students' test taking
performance (47.8%), and 37.7% who selected developing alternative assessments.
Figure 3. Percentage ranking of assessment activities.
1
Least
Important
36.2
8.7
17.4 20.3
5
Most
Important
17.4
Developing traditional assessments (multiple
choice items, True-False, essay)
10.1
4.3
15.9 34.8
34.8
Interpreting assessment data
10.1
11.6 24.6 27.5
26.1
Improving students’ test-taking performance
20.3
18.8 13.0 24.6
23.2
Identifying educational difficulties
8.7
4.3
39.1
Developing alternative assessments
(checklists, portfolios, rubrics, short write-ups)
3
2
3
8.7
4
39.1
Classroom Management
Figure 4 shows that 82.6% of respondents thought that techniques to enhance student
motivation were important or most important while 69.9% thought that creating an effective
learning environment was important or most important followed by 68.1% who identified
succeeding with difficult and challenging students as important or most important. Finally,
defining rules and teaching appropriate behavior was identified by 42% as important or most
important.
Figure 4. Percentage ranking of classroom management activities.
1
2
3
4
5
Least
Most
Important
Important
24.6
10.1 18.8 24.6
17.4
Defining rules and teaching appropriate behavior
Creating effective learning environments
4.3
8.7
14.5 15.9
52.2
Techniques to enhance student motivation
1.4
2.9
8.7
30.4
52.2
Succeeding with difficult and challenging students
7.2
10.1 10.1 24.6
43.5
Instructional Planning
Figure 5 shows that 65.2% and 60.9% of the respondents respectively ranked writing
program learning outcomes and selecting instructional activities as important or most important.
Furthermore, 44.9% thought that writing course learning outcomes was important or most
important, while 42.0% thought that preparing course syllabi and identifying assessment methods
were important or most important.
Figure 5. Percentage ranking of instructional planning activities.
1
2
Least
Important
21.7
13.0
Preparing course syllabi
3
4
18.8
5
Most
Important
17.4
24.6
Writing course learning outcomes
17.4
11.6
21.7
27.5
17.4
Writing program learning outcomes
8.7
5.8
15.9
33.3
31.9
Selecting instructional activities
2.9
5.8
26.1
31.9
29.0
Identifying assessment methods
15.9
8.7
29.0
26.1
15.9
4
Instructional Methods
Figure 6 shows that teaching critical thinking and higher order thinking was ranked as
important or most important by more than 85.5% or the respondents. Alternatively, between 62.0%
and 66.3% only 66.6% of the respondents thought that research-based instructional methods,
student-centered classes in higher education, inquiry based learning, interdisciplinary
curriculum, and project-based learning were important or most important. Furthermore, between
50.7% and 59.4% of the respondents thought that team-based learning, community-based
learning, technology-based learning, flipped classes, interdisciplinary curriculum, project-based
learning, and case-based learning, were important or most important, while between 43.4% and
49.3% thought that Teacher centered approaches (interactive lectures), cooperative learning, and
flipped classes were important or most important.
Figure 6. Percentage ranking of instructional methods
1
Least
Important
8.7
3
4
8.7
5
Most
Important
13.0 36.2
29.0
Teaching critical thinking and higher order thinking
skills
5.8
1.4
2.9
26.1
59.4
Student-centered classes in Higher Education
7.2
5.8
20.3 36.2
26.1
Teacher centered approaches (interactive lectures)
8.7
8.7
29.0 33.3
15.9
Cooperative learning
10.1
11.6 24.6 26.1
23.2
Inquiry-based learning
7.2
7.2
18.8 33.3
29.0
Team-based learning
8.7
8.7
18.8 33.3
26.1
Community-based learning
13.0
13.0 18.8 27.5
23.2
Technology-based learning
8.7
4.3
30.4 29.0
23.2
Flipped classes
14.5
7.2
30.4 24.6
18.8
Interdisciplinary curriculum
5.8
2.9
23.2 37.7
26.1
Project-based learning
4.3
7.2
17.4 39.1
27.5
Case-based learning
5.8
5.8
26.1 33.3
24.6
Research-based instructional methods
5
2
Logistics
Mode of Presentation of Professional Development Activities
Faculty members were asked to rank a list of items under mode of presentation of
professional development activities. Results presented in Figure 7 show that 52.2% thought that
individual consultations were important or most important. This was followed by speaker series
(49.3%), self-directed learning (42.0%), and faculty learning communities (42%). Finally,
between 29.0% and 39.1% thought that face-to-face single workshops, face-to-face workshop
series, peer mentoring , conference presentations, forums, study groups, action research,
examining student work, , peer observation, , online workshops, and brown bag sessions were
important or most important.
Figure 7. Percentage ranking of mode of presentation of Professional Development Activities
1
2
3
4
5
Least
Most
Important
Important
Speaker series
13.0
13.0
17.4
26.1
23.2
Face-to-Face Single workshops
13
15.9
26.1
18.8
18.8
Face-to-Face workshop series
8.7
18.8
29.0
21.7
14.5
Peer mentoring
17.4
18.8
21.7
15.9
18.8
Conference presentations
14.5
20.3
21.7
23.2
13.0
Forums
15.9
13.0
26.1
23.2
14.5
Study groups
26.1
23.2
14.5
20.3
8.7
Action research
21.7
24.6
13.0
21.7
11.6
Examining student work
11.6
26.1
27.5
20.3
7.2
Self-directed learning
13.0
15.9
21.7
31.9
10.1
Peer observation
11.6
15.9
26.1
26.1
13.0
Faculty learning communities
7.2
13.0
30.4
18.8
23.2
Online workshops
23.2
15.9
15.9
23.2
14.5
Brown Bag sessions
15.9
17.4
29.0
21.7
8.7
Individual consultations
11.6
11.6
17.4
34.8
17.4
Preference of Duration of Professional Development Activities
Results showed that the majority of respondents prefer 1 or 2-hour workshops and one hour
activities scheduled after work hours or in the afternoon.
6
Comments Provided by Respondents
Survey respondents were provided with the opportunity to provide comments and suggest
additional topics for professional development activities. Below is a list of the comments and
suggestions provided the respondents.
1. Effective and ethical use of social media in the classroom -scholarly blogging (instructors)
and for classroom
2. Share practical teaching via video from other universities
3. Developing peer observation is important in one of our programs but could be a project to
develop in collaboration or consultation with CTL
4. Enhancing students' motivation, examining learning outcomes to suit students' needs
5. I would love to attend a workshop on transformative learning that I have picked up, read
about and tried somewhat in my classes.
6. I suggest that CTL coordinate with the writing center in developing templates as well as
handouts that outline formats as well as criteria for graduate academic writing that
professors of graduate courses can use as part of their guidelines for their seminar and
courses assignments
7. Independent Learning/ Self-Access and / Self-Learning, using Technology in research, how
to "beat" plagiarism
8. Provide more grant opportunities
9. More work on enhancing the use of technology in teaching should be done. Students at FM
favor this option whereas not all professors know about it or even how to do it. An
incentive was provided to promote blended learning; the same should be done for the use of
clickers....
10. One issue I struggle with is how to maximize teaching effectiveness while spending less
time on teaching, since research is a priority in terms of promotion criteria. While I highly
value the ways in which teaching can be improved, a recurrent concern of mine is that
improving my teaching methods and assessment methods requires spending more time on
teaching, so I'd appreciate techniques to help make us more efficient teachers.
11. Opportunities to hear what people have found to work and not work is more important than
formal presentations. If formal presentations, at least half the time should be audience
engagement.
12. Program reinvention, seeing what is being done in top ranking universities, seeing
alternative teaching strategies, a focus on teaching writing.
13. Set up a forum once a year whereby faculty members are invited to give one most effective
and innovative idea to improve pedagogy in less than 15 minutes. The forum will be one
day long whereby at the end an award is given to the most effective idea.
Summary
In Summary, faculty members ranked teaching methods as important or most important
followed by active learning and technology. Also respondents thought that identifying educational
difficulties, developing traditional assessments as important or most important. In terms of
7
classroom management, respondents thought that techniques to enhance student motivation were
important or most important. Moreover, they ranked writing program learning outcomes selecting
instructional activities aligned with these outcomes and teaching critical thinking and higher order
thinking as important or very important,. Regarding mode of presentation of professional
development activities, faculty members rank individual consultations as the most important among
these modes.
As to comments provided, they show that faculty members are interested in effective
teaching methodology and alternative practices, further collaboration with the writing center and
other universities. Other themes were reported such as learning outcomes, grant opportunities, peer
observation and forums on best practices.
8
Appendix A
Needs Assessment Survey 2014
The purpose of this survey is to obtain your input on the types of professional development
activities that you think the Center for Teaching and Learning (CTL) should offer in the future.
Your responses will help us make the CTL more responsive to your needs.
Dear Colleagues
There are 13 questions in this survey
Personal Information
1. Name: (Optional)
Please write your answer here:
2. Rank:
Please choose only one of the following:
 Professor
 Associate Professor
 Assistant Professor
 Lecturer
 Instructor
3. Faculty and School. Please choose only one of the following:
 FAFS
 FAS
 FEA
 FHS
 FM
 OSB
 SON
4. Department: Please write your answer here:
General Professional Needs
5. Overall, which topics in professional development are the most important to you? Rank
each of the following items in the set, 1 being the least important and 5 being the most
important
1
2
Classroom Management
Assessment
Planning for Teaching
Teaching Methods
Technology
Active Learning
9
3
4
5
Liberal Arts Education
Academic Advising
6. Rank each of the items in the following set, 1 being the least important and 5 being
the most important.
I am interested in:
A. Assessment:
1
2
3
4
5
Developing alternative assessments (checklists, portfolios,
rubrics, short write-ups)
Developing traditional assessments (multiple choice items, TrueFalse, essay)
Interpreting assessment data
Improving students' test taking performance
Identifying educational difficulties
Specific Professional Needs
7. Rank each of the items in the following set, 1 being the least important and 5 being
the most important.
B. Classroom Management:
Please choose the appropriate response for each item:
1
2
3
4
5
Defining rules and teaching appropriate behavior
Creating effective learning environments
Techniques to enhance student motivation
Succeeding with difficult and challenging students
8. Rank each of the items in the following set, 1 being the least important and 5 being
the most important.
C. Instructional Planning:
1
Preparing course syllabi
Writing course learning outcomes
Writing program learning outcomes
Selecting instructional activities
Identifying assessment methods
10
2
3
4
5
9. Rank each of the items in the following set, 1 being the least important and 5 being
the most important.
D. Instructional Methods:
1
2
3
4
5
Research-based instructional methods
Teaching critical thinking and higher order thinking skills
Student-centered classes in Higher Education
Teacher centered approaches (interactive lectures)
Cooperative learning
Inquiry-based learning
Team-based learning
Community-based learning
Technology-based learning
Flipped classes
Interdisciplinary curriculum
Project-based learning
Case-based learning
Logistics
10. In what ways would you like to see CTL professional development activities presented?
Rank each of the items in the set, 1 being the least favorable, and 5 being the most favorable.*
1
Speaker series
Face-to-Face Single workshops
Face-to-Face workshop series
Peer mentoring
Conference presentations
Forums
Study groups
Action research
Examining student work
Self-directed learning
Peer observation
Faculty learning communities
Online workshops
Brown Bag sessions
Individual consultations
11
2
3
4
5
11. I prefer to participate in CTL professional development sessions that last: Please choose
only one of the following:
 One hour
 Two Hours
 Half-day
 Full day
 Two days
 More than two days
12. I prefer to participate in professional development activities that are:
Please choose only one of the following:
 Scheduled on Saturday
 Scheduled after work hours and/or in the afternoon
 Scheduled during times when university is not in session
13. In the space provided, please suggest additional topics for professional development
activities. Please rank the topics from most to least important.
Please write your answer here:
Thank you very much in advance for your support
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