Key Statement:
Looking to further understand the faculty condition and best ways to provide care and support? Come discuss results and recommendations from the Faculty Persona report!
Keywords:
Identity, Needs, Support
Abstract:
Based on a Fall 2022 study of 530 faculty of varying positions, career stages, and institution types, this study investigated the current faculty condition. Analysis of quantitative and qualitative data has yielded useful information regarding the needs, experiences, behaviors, and goals of six resulting faculty personae. Despite the reality that no individual fully resides within one persona or has identical needs, it can help to understand certain patterns present and the most effective means of engagement and support to provide. Results and recommendations will be discussed and a full copy of the Faculty Persona report made available.
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HEAR IT FROM THE AUTHOR:
TRANSCRIPT:
Hi there. This is Brett Christie, and I’m Vice President for Educational Innovation and Inclusivity at
Alchemy!
Thanks for looking into my session about tapping into faculty personae to provide greater care
and support. Given all that transpired the last few years, we decided to conduct a study on the faculty
condition. In Fall 2022, 530 faculty completed a survey telling us about what their working situations
were like and how they were doing. They shared the passions that led them to become faculty, but also
how they were increasingly struggling in the newer higher education workplace. As we dug deeper into
the data, we did a persona analysis to better understand the faculty user types, their respective needs
and wants, and what types of decisions might be made to support them. These personae are not meant
to pigeonhole faculty, but to serve as lenses through which we might better relate to and support them.
The goal is to continue to feed their passion while providing greater appreciation and efficacy in areas
where they may engage less. For example, an instructor who’s very comfortable as a content expert, but
unsure or uncomfortable with providing active learning experiences for their students. I hope you’ll stop
by and chat in Austin! I’ll also be providing a copy of our full report.
LEARNING OUTCOMES:
1- Describe experimental and hands-on teaching in computer architecture
2- Explain the benefits of hands-on learning for a complex topic such as computer architecture.
3- Assess student success and summarize student attitudes and outcomes related to concept-understanding, self-learning, retention and teamwork.