National Louis conducted a Needs Assessment of 1057 adjunct faculty with 206 returning it for a return rate of 19.5%. Primarily the respondents were from the College of Education (69.1%). The College of Arts and Sciences faculty had a 21.6% response rate and 9.3% of the faculty College of Management and Business responded.
The primary purpose of this survey was to gather information to begin creating a professional development plan for National Louis University so that the institution can move forward with a comprehensive training plan for its adjuncts.
In this survey, the faculty members were asked general questions regarding their willingness to participate in professional development, the types of professional development sessions in which they would be interested, and the dates and times in which they would be available.
Based on a review of this data, the following conclusions were drawn:
1. Faculty are interested in receiving additional professional development from National Louis
2. Interest varies by college (low of 74% from College of Education and Management and Business, high of 82% from Arts and Sciences).
3. Most faculty who responded have an interest in professional development delivery in a hybrid manner (ranged from low of 26% in COE to a high to 42% in M&B ). This is by far the most requested type of delivery over either strictly online or face to face.
4. Mentoring received a mixed reaction from the group surveyed. The College of Education faculty indicated that 31% of the faculty members who responded would be interested in a mentor, while in the College of A&S, 41% of the faculty indicated they would be interested in a mentoring program of some kind. In the College of Management and Business, 47% indicated they would be interested in a program of some kind.
5. The colleges had a definite split when it came to the types of professional development courses they would be interested in. The Colleges of Management & Business and Arts & Sciences were firmly in the camp of wanting more pedagogy courses (74% and 55% respectively) whereas the College of Education would like to focus more on courses that enhance their classroom technical abilities (53%).