Post on 02-Jan-2016
Higher Education Research Institute at UCLA
Higher Education Research Institute
University of California at Los Angeles
2007-2008HERI Faculty Survey
48 RespondentsWilliam Jewell College
Full-Time Undergraduate FacultyExecutive Summary
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Presentation Summary
Demographics Scholarly Priorities Time diary for faculty
work and life Job Satisfaction & Work
Climate Perceptions of
institutional priorities Teaching loads,
techniques & evaluation methods
Fostering Habits of Mind for learning
Diversity issues Community Service/Social
action Attitudes towards
undergraduate education Professional development Professional satisfaction and
dissatisfaction Funding and Publications
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Demographics
Women52%
Men48%
Native English Speakers: 100%
95.7%
4.3%
0.0%
0.0%
0.0%
0.0%
0.0%
0% 20% 40% 60% 80% 100%
White/Caucasian
African American/Black
American Indian/Alaska Native
Asian American/Asian
Native Hawaiian/Pacific Islander
Hispanic
Other
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Demographics
Principal Activity
4%10%
85%
0% 0%0%
20%
40%
60%
80%
100%
Other Administration Teaching Research Client/patientservices
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Demographics
Academic Rank
47%
9%
32%
0%
13%
0%
20%
40%
60%
80%
100%
Professor AssociateProf.
AssistantProf.
Lecturer Instructor
Tenure Status
19%
0%
54%27%
Tenured
On tenure track
Not on tenure track
Institution has no tenure system
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Department of Appointment
6%
0%
0%
4%
11%
11%
11%
13%
15%
28%
2%
0% 20% 40%
Other
Engineering
Technical
Biological Science
Health
Business
Physical Science
Education
Fine Arts
Humanities
Social Science
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Scholarly Priorities“Personally, how important to you is…”
% Essential or Very Important
98%
54%
0%0% 0% 0%
60%
80%
60%54%
0% 0%0%
20%
40%
60%
80%
100%
Research Teaching Service
Principal Activity: Administration Teaching Research Clinical/patient services
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Faculty Time Diary“During the present term, how many hours per week on average do you spend on each of the following activities?”
48%
42%
21%
31%
8%
0%
0%
0%
0%
40%
54%
56%
58%
85%
96%
85%
25%
33%
8%
4%
17%
8%
6%
4%
10%
69%
46%
0%
0%
4%
6%
4%
6%
2%
21%
0%
0% 20% 40% 60% 80% 100%
Other creative products/performances
Community or public service
Other administration
Research and scholarly writing
Commuting to campus
Committee work and meetings
Advising and counseling students
Scheduled teaching
Preparing for Teaching
None or less than 1 hour 1-8 hours 9-20 hours 21 or more hours
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Job Satisfaction“How satisfied are you with the following aspects of your job?”
% Very satisfied or Satisfied
26%
41%
33%
78%
72%
71%
73%
73%
69%
0% 20% 40% 60% 80% 100%
Salary
Propsects for career advancement
Quality of Students
Clerical/administrative support
Health benefits
Retirement benefits
Office/Lab space
Job security
Competency of Colleagues
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Job Satisfaction“How satisfied are you with the following aspects of your job?”
% Very satisfied or Satisfied
15%
33%
62%
84%
79%
85%
90%
67%
75%
0% 20% 40% 60% 80% 100%
Opportunity for scholarly pursuits
Teaching Load
Relationship with administration
Social relationships with other faculty
Departmental leadership
Professional relationships with other faculty
Course assignments
Autonomy and independence
Freedom to determine course content
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Job Satisfaction“If you were to begin your career again, would you…”
65%
13%
23%
Definitely or probably yesNot sureDefinitely or probably no
8%
2% 90%
Still want to come to this institution?
Still want to be a college professor?
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Work Climate“Indicate how well each of the following describes your college or university”
9%
17%
11%
31%
53%
60%
70%
63%
0% 20% 40% 60% 80% 100%
The faculty are typically at odds with campusadminsitration
The administration is open about its policies
Administrators consider faculty concerns whenmaking policy
Faculty here respect each other
Very Descriptive Somewhat Descriptive
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Work Climate“Indicate the extent to which you agree or disagree that…”
% Agree strongly or somewhat
62%
17%
75%
90%
0% 20% 40% 60% 80% 100%
Faculty are sufficiently involved in campusdecision making
There is adequate support for facultydevelopment
My values are congruent with the dominantinstitutional values
Faculty are committed to the welfare of thisinstitution
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Institutional Priorities“How important do you believe each priority is at your institution?”
% Highest priority or High priority
29%
32%
40%
71%
81%
0% 20% 40% 60% 80% 100%
To hire faculty "stars"
To strengthen links with the for-profit,corporate sector
To pursue extramural funding
To increase or maintain institutional prestige
To enhance the institution's national image
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Institutional Priorities“How important do you believe each priority is at your institution?”
% Highest priority or High priority
63%
81%
90%
96%
0% 20% 40% 60% 80% 100%
To develop a sense of community amongstudents and faculty
To develop leadership ability among students
To help students examine and understandtheir personal values
To promote the intellectual development ofstudents
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Teaching“How many of the following courses are you teaching this academic year?”
92%
91%
100%
98%
43%
8%
6%
9%
0%
2%
57%
54%
0%
38%
2%
0%
0%
0%
0% 20% 40% 60% 80% 100%
Vocational/technicalcourses
Other non-credit courses
Developmental/Remedialcourses
Graduate courses
General educationcourses
Other Undergraduatecourses
None 1 to 3 4 or more
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Types of courses taught“During the past two years, have you taught a(n)…”
% Yes
10%
8%
6%
23%
48%
48%
0% 20% 40% 60% 80% 100%
Women's studies course
Ethnic studies course
Course exclusively on the internet
Honors course
Team-taught class
Interdisciplinary course
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Current Teaching Load
0%
13%16%
27%27%
11%4%
0% 2% 0% 0%0%
20%
40%
60%
80%
100%
0 1 2 3 4 5 6 7 8 9 10+
During the present term, how many hours per week on average do you spend in...
23%
0%
25%
69%
2%4%
0%
33% 35%
8%
0%
20%
40%
60%
80%
100%
None 1 to 8 9 to 16 17 to 34 35+
Scheduled teaching (actual hours)
Preparation for teaching (including grading)
Including all institutions at which you teach, how many undergraduate
courses are you teaching this term?
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Instructional Techniques“In how many of the courses that you teach do you use…”
4%
8%
23%
15%
10%
23%
33%
6%
13%
13%
25%
27%
27%
23%
33%
15%
31%
33%
38%
35%
13%54%
29%
33%
0% 20% 40% 60% 80% 100%
Teaching Assistants
Recitals/Demonstrations
Experiential learning/field studies
Group projects
Extensive Lecturing
Using real-life problems
Cooperative small-group learning
Class discussions
All Most Some
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Instructional Techniques“In how many of the courses that you teach do you use…”
2%
4%
15%
10%
8%
15%
8%
2%
6%
17%
8%
4%
31%
8%
6%
35%
48%
44%
44%
29%
40%
0% 20% 40% 60% 80% 100%
Electronic quizzes with immediate feedback
Community service as a part of coursework
Reflective writing/journaling
Student-developed activities
Student-selected topics for course content
Using student inquiry to drive learning
Multiple drafts of written work
All Most Some
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Evaluation methods“In how many of the courses that you teach do you use…”
2%
13%
21%
6%
25%
13%
25%
17%
15%
15%
6%
17%
17%
19%
23%
21%
27%
35%
21%
25%
17%
29%
13%
44%
33%
35%
46%
56%
38%
21%
0% 20% 40% 60% 80% 100%
Grading on a curve
Weekly essay assignments
Multiple-choice exams
Student evaluations of each others’ work
Competency-based grading
Quizzes
Essay exams
Short-answer exams
Term/research papers
Student presentations
All Most Some
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Fostering Habits of Mind for learning“In your interactions with undergraduates, how often do you encourage them to…”
% "Frequently"
58%
67%
73%
69%
83%
96%
0% 20% 40% 60% 80% 100%
Seek alternative solutions to a problem
Evaluate the quality or reliability of information
Seek feedback on academic work
Seek solutions to problems and explain them toothers
Support opinions with a logical argument
Ask questions in class
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Fostering Habits of Mind for learning“In your interactions with undergraduates, how often do you encourage them to…”
% "Frequently"
33%
56%
42%
31%
50%
0% 20% 40% 60% 80% 100%
Take risks for potential gains
Acknowledge failure as a necessary part of thelearning process
Explore topics on their own, even though it was notrequired for a class
Look up scientific research articles and resources
Revise papers to improve writing
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Campus Climate for Racial/Ethnic Diversity
36%
35%
55%
25%
38%
15% 15%
60%
2% 2% 2%15%
0%
28%
48%
23%
0%
20%
40%
60%
80%
100%
Racial and ethnicdiversity should
be more stronglyreflected in the
curriculum
This institutionshould hire morefaculty of color
Faculty of colorare treated fairly
here
There is a lot ofcampus racialconflict here
Disagreestrongly
Disagreesomewhat
Agreesomewhat
Agreestrongly
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Campus Commitment to Diversity“Indicate how important you believe the following priorities are at your college or university…”
% Highest or High Priority
19%
32%
52%
40%
42%
49%
0% 20% 40% 60% 80% 100%
Increasing the representation of minorities in thefaculty and administration
Recruit more minority students
Promoting gender equity among faculty
Creating a diverse multi-cultural campusenvironment
Developing an appreciation for multiculuralism
Increasing the representation of women in thefaculty and administration
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Personal importance of diversity“Indicate the importance to you personally of…”
% Essential or Very Important
79%
92%83%
0%
20%
40%
60%
80%
100%
Engage students in civildiscourses aroundcontroversial issues
Teaching students toleranceand respect for different
beliefs
Enhancing students'knowledge and appreciationof other racial/ethnic groups
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75%
25%
Agree strongly or somewhat Disagree strongly or somewhat
Personal attitudes about student diversity on campus
88%13%
Promoting diversity leads to the admission of too many
underprepared students
A racially/ethnically diverse student body enhances the educational
experience of all students
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Research about diversity issues“During the past two years, have you…”
% Yes
23%
19%
35%
0% 10% 20% 30% 40% 50%
Researched or wroteabout racial or ethnic
minorities
Researched or wroteabout women and
gender issues
Researched or wroteabout
international/globalissues
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Campus climate for diverse faculty
% Agree Strongly or Somewhat
83%77%
44%
0%
20%
40%
60%
80%
100%
Faculty of color are treatedfairly here
Women faculty are treatedfairly here
Gay and lesbian faculty aretreated fairly here
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Experience with discrimination“To what extent has subtle discrimination (e.g. prejudice, racism, sexism) been a source of stress for you during the last two years?"
% Extensive or Somewhat
36%27%
100%
0% 0%
17% 18%
0% 0% 0%0%
20%
40%
60%
80%
100%
All Faculty White/Caucasians
AfricanAmericans
AsianAmericans
Latino/as
Females Males
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Campus Commitment to Social Action“Indicate how important you believe the following priorities are at your college or university…”
% Highest or High Priority
75%
50%
17%
34%
0% 20% 40% 60% 80% 100%
Facilitating student involvement in communityservice
Helping students learn how to bring about changein American society
Providing resources for faculty to engage incommunity-based teaching or research
Creating and sustaining partnerhips withsurrounding communities
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Faculty attitudes about community service/social action
% Agree Strongly or Somewhat
92%
79%
69%
63%
19%
0% 20% 40% 60% 80% 100%
Realistically, an individual can do little to bringabout changes in society
Community service should be given weight incollege admissions decisions
Colleges should be actively involved in solvingsocial problems
Colleges have a responsibility to work with theirsurrounding communities to address local issues
Colleges should encourage students to beinvolved in community service activities
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Attitudes about students and community service/social action
77%
54%
77%
0%
20%
40%
60%
80%
100%
Agree strongly or somewhatthat most students arestrongly committed to
community service
It is essential or very importantto instill in students a
commitment to communityservice
It is essential or very importantto encourage students tobecome agents of social
change
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Involvement in community service/ social action
% Who have...
54%
58%
54%
42%
0% 20% 40% 60% 80% 100%
Collaborated with the local community inresearch/teaching in past two years
Advised student groups involved inservice/volunteer work in past two years
Engaged in public service/professionalconsulting without pay in past two years
Used scholarship to address local communityneeds
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Attitudes towards undergrad education“How important to you are the following goals for undergraduate education?”
% Essential or Very Important
100%
56%
81%
73%
83%
81%
0% 20% 40% 60% 80% 100%
Provide for students'emotional development
Help students developpersonal values
Develop moral character
Enhance students' self-understanding
Develop creativecapacities
Develop ability to thinkcritically
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Attitudes towards undergrad education“How important to you are the following goals for undergraduate education?”
% Essential or Very Important
100%
100%
100%
81%
81%
83%
0% 20% 40% 60% 80% 100%
Engage students in civil discourse aroundcontroversial issues
Prepare students for graduate or advancededucation
Prepare students for employment after college
Help master knowledge in a discipline
Promote ability to write effectively
Help students evaluate the quality and reliability ofinformation
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Attitudes towards undergrad education“How important to you are the following goals for undergraduate education?”
% Essential or Very Important
40%
58%
98%
0% 20% 40% 60% 80% 100%
Teach students theclassic works of
Western civilization
Study a foreignlanguage
Instill a basicappreciation of the
liberal arts
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Faculty work with undergraduates on research projects
In the past two years, % of faculty who have...
69%
40%
0%
20%
40%
60%
80%
100%
Engaged undergraduates on theirresearch project
Worked with undergraduates onany research project
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Climate for faculty work with students “Indicate how well each of the following describes your college or university”
2%
73%
4%
8%
6%
27%
0%
52%
0% 20% 40% 60% 80% 100%
Faculty are rewarded for their refforts to workwith underprepared students
It is easy for students to see faculty outside ofregular office hours
Most students are treated like "numbers in abook"
Faculty are rewarded for being good teachers
Very Descriptive Somewhat Descriptive
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Campus concern about Undergraduates “Indicate the extent to which you agree or disagree with the following statements about your college or university…”
92%8%
Agree strongly or somewhat Disagree strongly or somewhat
88%13%
Faculty are interested in students' personal problems
Faculty here are strongly interested in the academic problems of
undergraduates
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Climate for underprepared students “Indicate the extent to which you agree or disagree with the following statements about your college or university…”
% Agree strongly or agree somewhat
38%
13%
75%
40%
0% 20% 40% 60% 80% 100%
This institution should not offerremedial/developmental education
Most of the students I teach lack the basic skills forcollege level work
Faculty feel that most students are well-preparedacademically
This institution takes responsibility for educatingunderprepared students
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Professional development“Have you engaged in any of the following professional development opportunities at your institution?”
16%
42%
33%
38%
78%
19%
70%
83%
0% 20% 40% 60% 80% 100%
Training for administrative leadership
Tuition remission
Paid workshops on teaching outside the institution
Paid sabbatical leave
Association/membership dues paid by institution
Internal grants for research
Workshops on classroom teaching
Travel paid by institution
% Yes out of those who are eligible and to whom the option is available
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Professional Activities
% of faculty who...
4%
17%
4%
2%
48%
0% 20% 40% 60% 80% 100%
Are teaching courses at more than oneinstitution
Have interrupted their professional career formore than one year for family reasons
Plan to retire within the next three years
Are members of a faculty union
Have ever received an award for outstandingteaching
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Indicators of professional satisfaction
% of faculty who...
17%
65%
50%
79%
65%
96%
0% 20% 40% 60% 80% 100%
Have been able to achieve a healthy balance between theirpersonal and professional life to a great extent
Have experienced close alignment between their work andpersonal values to a great extent
Agree strongly or somewhat that the criteria for advancementand promotion decisions are clear
Agree strongly or somewhat that their research is valued byfaculty in their department
Are very satisfied or satisfied with their job, overall
Agree strongly or somewhat that their teaching is valued byfaculty in their department
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Indicators of professional dissatisfaction“During the past two years, have you…”
% Yes
15%
17%
33%
40%
52%
0% 20% 40% 60% 80% 100%
Changed academic institutions
Considered early retirement
Received at least one firm job offer
Considered leaving academe for another job
Considered leaving this institution for another
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Publications“How many of the following have you published?”
% Agree Strongly or Somewhat
50%
21%8% 10%8%
2% 0% 0%4% 0% 2% 0%0% 0% 0% 0%0% 0% 0% 0%
38%
77%90% 90%
0%
20%
40%
60%
80%
100%
Articles inacademic orprofessional
journals
Chapters in editedvolumes
Books, manuals, ormonographs
Other, such aspatents or
computer softwareproducts
51+
21 to 50
11 to 20
5 to 10
1 to 4
None
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Funding“During the past two years, have you received funding for your work from…”
% Yes
10%15%
29%
0%
10%
20%
30%
40%
50%
Foundations State or federalgovernment
Business or industry