by John Sullivan

March 24, 2003

Introduction
This study will be a needs based training assessment of Raritan Valley Community College (RVCC) faculty. With technology moving forward at a rapid pace faculty are in constant need of acquiring new knowledge to keep their teaching methods current. The purpose of this study will be to employ a research design using a quantitative online survey instrument to determine faculty perceptions of their own training needs. The research problem of conducting a training needs analysis of RVCC faculty regarding their own instruction needs is seen as significant to ensure that they can meet the challenges imposed by their technologically skilled students, and the constant challenge of keeping up with new modalities of educational delivery. Therefore, it is necessary for on going needs based assessment of faculty training. The sample will consist of full-time and adjunct faculty at RVCC with teaching roles. Analysis and synthesis of the questionnaires will provide answers to develop a needs-driven training strategy. This proactive model may serve as a model for other community colleges, and a topic for education and training conferences and publications.

This research is based on my dissertation titled a ”A Statewide Online Web-based Training Program to Prepare New Jersey Community College Faculty for Distance Teaching”, that sold over 100 copies so far. This study will differ in that only the needs of RVCC faculty will be determined; the questionnaire will be developed for online delivery; it will analyze all training needs (not just Web-based instruction); and it will analyze innovative teaching needs.

Goal
While each year RVCC has provided some sort of in-service training, it is not needs based. In order to design such a professional development program for RVCC to meet the growing teaching needs of faculty, however, it is first necessary to identify: a) faculty perceptions of their technological and pedagogical proficiency and skill areas; b) perceptions of faculty regarding their own training needs (software, hardware, and instructional methodologies); c) preferred methods of training delivery (e.g. summer instruction, interactive television, etc); and d) faculty perceptions of impediments to implementing new instructional methodologies. To identify these needs and preferences an online survey will be conducted of RVCC faculty, and structured interviews of chief academic administrators will also be held. This needs analysis is essential for the ultimate goal of this In-College sabbatical which is the development of a training program based on needs analysis for RVCC faculty as they strive to meet the needs of a diverse, urban, suburban, and rural population.

Significance and Relevance
Since the introduction of the personal computer and the Internet dramatic shifts have occurred in who is learning, as well as when and where they are learning. With this growth come challenges in human resource development in terms of skill acquisition for faculty. Benefits from faculty development are reported by Willis (1992), who points out that experienced educators are likely to agree with the claim that thoughtful course adaptation is required if the computer based instruction is to be effective.
To ensure that professors can meet the challenges imposed by their diverse and technologically skilled students, it is essential for RVCC to commit to staff development. First, staff development is one of the basic means by which an organization achieves its goals. It is in staff development that an organization's goals are interpreted and integrated with the teacher's career goals. Second, faculty need to be made aware of new knowledge and skills that can enhance their effectiveness. Finally, staff development increases the teacher's proficiency in both subject matter and educational processes (Piasta, 1991).
Educators must learn not only what technologies and methods are available and how they may influence our society, but also learn how to use them effectively in their instruction designs for the fundamental areas of a) planning; b) teaching; and c) evaluation (Weber, 1996).

Approach
Many times recommendations for teacher training are based on expert judgement or a review of the literature (Roopnarine-Maedke, 1989). In contrast, the purpose of this study will be to employ a quantitative research design to determine faculty perceptions of their own training needs. Data collected for this research can be classified as descriptive since the research study seeks to reveal current attitudes, opinions, demographic information, and perceptions of faculty toward their own training needs. In order to determine the needs of RVCC faculty a needs analysis will be conducted. Needs assessment methods can be defined as a composition of analytical methods comprised of various diagnostic instructions and procedures whose purpose is to investigate performance deficiencies and to pinpoint areas where an intervention strategy may be developed and applied to correct the deficiency or fill the knowledge gap (McClelland, 1996). These perceived needs will be the basis for faculty training, and instructional delivery methods.

The research goal of surveying full and part-time faculty regarding their own computing and teaching needs are seen as significant since the design of faculty's in-service training requires the cooperation and participation of faculty (Nisseh, 1996). The research questions will also address faculty willingness to attend training sessions, preferred teaching methodologies, demographic differences, utilization patterns, and general computer knowledge. Brunner's (1992) study concluded that the innovation (of technology) works well only when people perceive a need for it. Full and part time faculty at RVCC will be selected because they are in the best position to identify their training needs in the area of instruction and in understanding the place of the community college in higher education. Only they are able to indicate preferred training needs, sites, times, and impediments.

This study will be conducted on all full and part faculty at RVCC late in the Spring of 2004. After researching the needs of the faculty, a survey instrument will be created and sent out for review to a panel of experts to ensure content validity of the instrument. The criteria used to define “expert” will be experience with faculty training needs. The panel will consist of faculty, academic chairs, instructional designers, and upper level administrators (academic deans, academic VPs, etc.) from RVCC and other NJ community colleges who are currently involved with faculty development.

The panel members will be asked to evaluate the instrument to determine whether it conforms with the knowledge and skills required for faculty to effectively perform their responsibilities. The experts will be asked to examine each area of potential in-service training to judge how adequately these specific needs represent the skills and knowledge essential for community college teaching excellence. Any suggestions related to content, layout, and design will then be implemented. Furthermore, by identifying the major aspects of academic issues and reducing the total number of questions in the questionnaire, this study will focus its attention on the most important needs and concerns of faculty.

To determine the reliability of the instrument, the instrument will be pilot tested to a stratified sample of faculty at RVCC by academic department and rank of both full and part-time (one full-time and one part-time faculty member per department). All subjects will be requested to complete the survey, to indicate any items that might be ambiguous or inappropriate, and to make any pertinent comments. The instrument will be revised to accommodate their suggestions. Any questions not revised will be added to the scores of the final instrument survey. Most importantly, the responses of each individual will be tabulated to determine the consistency of the responses. The revised questionnaire will then be made available to all RVCC faculty online, both full-time and part-time. Although respondents will remain anonymous, each potential respondent will be identified by a code to facilitate identification of non-respondents for follow-up purposes.

Much time will be spent on the development of this instrument and implementing it online. Once the statistical computation on the data (input) is completed, using ANOVA analysis the question remains: What do the numbers mean and what is the next step? An important distinction in needs assessment data evaluation lies in understanding the function it serves (McClelland, 1995). After the research questions are answered this information will form the basis for making recommendations for designing and implementing different kinds of training strategies.

The sequence of instruction will be designed to make it possible for learners to proceed from "wherever they are" to the desired goal of educating enough faculty to meet RVCC’s mission statement. It is the purpose of planned instruction to help each person develop as fully as possible in his or her own individual direction.

Resources
The total resources necessary for this project are unknown at this point. It is assumed that the author will be performing all of the activities. However, it is anticipated that the author will have to become familiar with the development and retrieval of Web-based surveys. This may require some classes or self-study. The requisite statistical software license is already in the possession of the author. It is also anticipated that the RVCC’s faculty will be of help. Last, an In-College sabbatical will be needed to support this endeavor.


References:

• Brunner, C. (1992). Integrating Technology into the Curriculum; Teaching the Teachers. Technology Reports, Rep. No. 25, New York: Center for Technology in Education. (as cited in Weber, R., 1996).
• McClelland, S.B. (1995). Organizational Needs Assessments: Design, Facilitation, and Analysis. Westport, Connecticut: Quorum Books.
• Nasseh, B., (1996). “A Study of Computer-Based Distance Education In Higher Education Institutions in Indiana.” Diss. Ball State University, 1996. Dissertation Abstracts International, AG9709689.
• Piasta, B. (1991). “Staff Development Needs of New Jersey Community College Part-Time Faculty: Perceptions of Part-Time Faculty, Department Chairs, and Administrators.” Diss. Temple University, 1991. Dissertation Abstracts International, AAG9134991.
• Roopnarine-Maedke, P. (1989). “A Survey of Faculty Perceptions of Computing Education Needs At Southern-Illinois University at Carbondale (Illinois).” Diss. Southern-Illinois University at Carbondale, 1989. Dissertation Abstracts International, AAG9022815.
• Willis, B. (1992). Effective Distance Education: A Primer for Faculty and Administrators. Alaska: University of Alaska Press.
• Weber, R. (1996). “An Identification of Barriers to the Integration of Information Technology as Perceived by Secondary Education Teacher Education Students. Diss. Illinois State University, 1996. Dissertation Abstracts International, AAD96-33431.

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