Faculty Development Needs Assessment: Findings and Recommendations

Center for Excellence in Teaching, Learning & Leadership

Faculty Development Needs Assessment: Findings and RecommendationsÌý

Click Here to View the Full Needs Assessment Report

In Fall 2025, CETLL conducted a needs assessment—combining a college-wide faculty survey (303 responses) and thirty 1:1ÌýinterviewsÌýwith deans, chairs, and faculty—to understand what QC faculty need to teach effectively and to guide CETLL’s short- and long-term planning. ThisÌýsummaryÌýhighlights the findings and recommendations thatÌýemergedÌýthrough this process.Ìý

Three broad findings emerged:

  1. Teaching has become more complex, as faculty balance foundational skill-building, rapidly changing technology, evolving assessment practices, and growing attention to student engagement and career preparation.
  2. ÌýFaculty consistently want more opportunities to learn with and from one another, throughÌýpeer mentoring, interdisciplinary collaboration, and sustained communities of practice.
  3. Meaningful change requires institutional investment: faculty need protected time,Ìýrecognition, and structural support—not just more programming—to sustain teachingÌýinnovationÌýand scholarship.

Within these broad findings, generative AI, supporting student skills development, andÌýexperiential/active learning stood out as the most urgent priorities, alongside strong interestÌýin assessment practices, intentional course design, instructional technology, and support forÌýscholarship—especially mentorship for new, pre-tenure, and adjunct faculty.Ìý

Based on these findings, this report recommends that QC and CETLL:Ìý

  • Incorporate these findings into QC’s next strategic plan
  • Implement strategies that expand faculty time, recognition, and support to ease workloadÌýbarriers to teaching innovation and scholarship, especially for new, pre-tenure/CCE, andÌýadjunct faculty
  • Develop focused programming on top priority areas– especially generative AI, student skillsÌýdevelopment, and experiential/active learning– with both institution-wide guidance andÌýdiscipline specific support
  • Continue and expand peer-based learning and interdisciplinary collaboration
  • Improve outreach so more faculty are aware of and can access existing CETLL offerings