Discovering University Faculty Teaching Development Needs (79558)
Session Chair: Paul Corrigan
Saturday, 15 June 2024 10:15
Session: Session 1
Room: Salle 103
Presentation Type:Oral Presentation
University faculty seek to improve their pedagogy, believing it improves student learning. Teaching and learning centers can assist in that task if they can discover the teaching development needs of the faculty. In Hong Kong, a study was conducted at a publicly-funded university with the aim of discovering such needs by using a survey method.
For four weeks, a survey was conducted among Assistant Professors, Associate Professors, and Instructors. Of 605 faculty members invited to participate, 155 (~24.5%) completed the Survey of Faculty Development Needs. It included both quantitative and qualitative sections.
The quantitative section included 31 faculty development topics, mainly identified by a search of 10 teaching and learning center websites at universities in the United States. Survey respondents were asked to rank their interest for each survey topic. The survey found that the three categories with the most interest among respondents included Artificial Intelligence in Teaching, Learning, and Assessment (90.2%); Acquiring and Using Student Feedback (89.9%); and Critical Thinking (89.9%). The least interest included Your First Day in Class (57.3%), Classroom Policies (55.4%), and Documenting your Teaching (53.6%).
The qualitative section consisted of the question “Would you like to suggest another topic?” It yielded 24 suggestions which mostly implied three categories: improvement of teaching performance; student feedback and grading; and features of course development.
The survey results suggested that faculty were concerned not just with improving teaching, but also with improving their teaching evaluation by students. The presentation will analyze in detail the quantitative and qualitative survey results.
Authors:
Paul Corrigan, City University of Hong Kong, Hong Kong
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