1 North Dakota State University Office of Institutional Research and Analysis HERI Faculty Survey;...
-
date post
21-Dec-2015 -
Category
Documents
-
view
213 -
download
0
Transcript of 1 North Dakota State University Office of Institutional Research and Analysis HERI Faculty Survey;...
1
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
Faculty survey data 1989-2005: Trends and
Comparisons with peers and student survey results
William Slanger, Director
Institutional Research and Analysis
North Dakota State University
AIRUM2005
S:\OIRA\SHARED\oia_website\faculty\facultysurveydata
2
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
Points
1. Results make sense
2. Lowered anxiety over sample sizes and response rates
3. Compare yourself to self-selected peers
4. Multiple sources of info said same thing
5. Focus groups
3
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty Survey
Year Number of Respondents
1989 214
1998 198
2002 190
2005 144
About 500 full-time faculty, i.e., 43 to 30% of total faculty
4
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty Survey
Do your interests lie primarily in teaching or research?
1=heavy teaching, 2=leaning teaching, 3=leaning research, 4= heavy research
Year Average
1989 2.31
1998 2.37
2002 2.50
2005 2.35
5
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty Survey
Peer Comparisons
1. Oregon State University2. University of Alaska – Fairbanks3. University of Arkansas – Fayetteville4. University of Idaho5. Utah State University
And
Public universities of medium selectivity
6
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyHours per week doing?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Scheduled teaching hours in classroom 3.31 3.26 3.08 3.39 3.68 3.50 3.40
Preparing for teaching (including reading student papers and grading) 4.09 4.12 3.95 4.23 4.27 4.08 3.90
Advising and counseling of students 2.46 2.40 2.43 2.47 2.48 2.32 2.40
Committee work and meetings 2.32 2.46 2.46 2.41 2.39 2.33 2.38
Research and scholarly writing 4.19 3.98 4.26 3.72 3.35 3.16 3.68
Full-time undergraduate faculty
7
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyHours per week doing?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Other creative products/performances - 1.88 1.81 1.68 1.64 1.74 1.66
Consultation with clients/patients 1.80 1.61 1.59 1.51 1.36 1.36 1.40
Community or public service - 2.06 2.00 1.89 1.86 1.92 1.78
Outside consulting/freelance work - 1.53 1.57 1.28 1.28 1.39 1.42
Household/childcare duties - 3.72 3.79 3.86 3.67 3.75 3.64
Full-time undergraduate faculty
8
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyImportance as undergrad goals?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Prepare students for employment after college 2.96 3.11 3.02 3.08 82% 78% 71%
Develop moral character 2.65 2.58 2.65 2.69 64 50 49
Provide for students’ emotional development 2.29 2.20 2.19 2.26 40 29 29
Help students develop personal values 2.63 2.55 2.44 2.46 57 43 43
Instill in students a commitment to community service - 2.24 2.24 2.35 43 37 33
Full-time undergraduate faculty,
% Very important & Essential
9
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyImportance as undergrad goals?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Prepare students for responsible citizenship - 2.59 2.66 2.59 55% 59% 55%
Enhance students knowledge of an appreciation for other racial ethnic groups
- 2.44 2.46 2.54 55 55 52
Instill a basic appreciation of the liberal arts - - - 2.33 45 47 48
Promote ability to write effectively - - - 3.36 91 87 86
Facilitate search for meaning/purpose in life - - - 2.11 29 29 29
Full-time undergraduate faculty,
% Very important & Essential
10
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyHow many have you published?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Articles in academic/professional journals 3.94 4.46 4.30 4.13 3.88 3.75 4.45
Chapters in edited volumes 1.65 2.07 2.14 2.11 2.04 2.00 2.44
Books, manuals, or monographs 1.77 1.84 1.61 1.53 1.59 1.65 1.87
Other, such as patents or computer software products - - - 1.42 1.38 1.38 1.38
Full-time undergraduate faculty
11
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyGeneral activities?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Were you born in the U.S.A.? - 1.88 1.82 1.82 83% 89% 85%
Are you a U.S. citizen? 1.94 1.93 1.88 1.89 89 95 93
Received funding for your work from foundations - - - 1.33 30 23 31
Received funding for your work from State or Federal Government
- - - 1.58 49 49 50
Received funding for your work from business or industry - - - 1.37 32 27 28
Full-time undergraduate faculty,
% Yes
12
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyHow high a priority for NDSU?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
To develop a sense of community among students and faculty
2.18 2.24 2.28 2.54 55% 42% 43%
To develop leadership ability among students 2.31 2.40 2.36 2.61 55 43 44
To help students learn how to bring about change in American society
1.79 1.79 1.82 2.14 31 25 26
To increase or maintain institutional prestige 2.81 2.69 2.87 2.91 75 61 69
To mentor new faculty - - 2.28 2.55 50 40 41
Full-time undergraduate faculty,
% High and Highest
13
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyExtent you agree with?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Faculty are interested in students’ personal problems 2.82 2.90 2.83 2.85 79% 72% 69%
Faculty feel that most students are well-prepared academically 2.08 2.16 2.35 2.33 36 27 35
Faculty here are strongly interested in the academic problems of undergraduates
2.95 3.18 3.08 2.99 84 71 69
Most students are strongly committed to community service - 2.11 2.23 2.22 35 29 27
My values are congruent with the dominate institutional values - - - 2.83 75 53 55
Full-time undergraduate faculty,
% Agree somewhat & Strongly
14
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyHow well descriptive of NDSU?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
It is easy for students to see faculty outside of regular office hours
2.26 2.49 2.49 2.53 60% 51% 43%
Faculty here respect each other 2.28 2.22 2.23 2.49 50 45 46
Faculty are rewarded for being good teachers 1.64 1.65 1.71 1.82 12 7 10
There is respect for the expression of diverse values and beliefs
- - - 2.21 27 20 26
Faculty are rewarded for their efforts to use instructional technology
- - - 2.00 24 12 14
Full-time undergraduate faculty,
% Very descriptive
15
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveySource of stress last two years?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Managing household responsibilities 1.74 1.76 1.84 1.92 72% 73% 72%
Research or publishing demands 2.04 2.04 2.08 2.12 76 65 73
Teaching load 1.89 1.84 1.83 1.78 66 68 63
Lack of personal time 2.20 2.14 2.07 2.06 78 75 73
Job security - - - 1.5 33 34 26
Full-time undergraduate faculty,
% Somewhat & Extensive
16
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveySatisfied with these job aspects?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Quality of students 3.10 3.22 3.41 3.57 54% 45% 48%
Professional relationships with other faculty 3.91 3.80 3.97 4.02 80 75 75
Social relationships with other faculty - 3.43 3.60 3.62 72 64 62
Relationships with administration 3.33 3.59 3.49 3.69 68 47 52
Overall job satisfaction 3.61 3.64 3.69 3.87 76 70 75
Full-time undergraduate faculty,
% Satisfied or Very satisfied
17
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyAgreement with following?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Colleges should be actively involved in solving social problems
- 2.61 2.68 2.84 75% 68% 70%
Tenure is an outmoded concept - 1.86 2.06 2.05 37 34 31
Tenure is essential to attract the best minds to academe - 2.97 2.88 2.84 68 64 68
Realistically, an individual can do little to bring about changes in society
- - - 1.74 12 19 19
Colleges should be concerned with facilitating undergraduate students’ spiritual development
- - - 1.90 26 18 16
Full-time undergraduate faculty,
% Agree somewhat & Strongly
18
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyImportance to you personally?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Developing a meaningful philosophy of life 3.07 3.06 2.98 2.90 71% 66% 67%
Integrating spirituality into my life - 2.64 2.50 2.45 45 41 36
Being a good colleague - 3.29 3.29 3.40 93 91 91
Achieving congruence between my own values and institutional values
- - 2.48 2.54 61 44 45
Serving as a role model to students - - - 3.36 90 84 83
Full-time undergraduate faculty,
% Very important & Essential
19
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyTo what extent do you?
Full-time undergraduate faculty,
% Great extent
Item ‘89 ’98 ‘02 ‘05 Avg. SU Avg. 5 PUMS
Experience joy in your work - - - 2.60 65% 60% 64%
Feel good about the direction in which your life is headed - - - 2.54 57 57 61
Feel that your work adds meaning to your life - - - 2.63 69 61 67
Consider yourself a religious person - - - 2.13 41 30 27
Consider yourself a spiritual person - - - 2.36 53 44 39
Seek opportunities to grow spiritually - - - 1.99 31 28 24
20
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty Survey
Conclusions:1. Character counts.
2. i.e., NDSU faculty are more interested in “niceness,” “character,” and “happiness,” and instilling these attributes in students than faculty at peers.
3. NDSU faculty are happy campers.
21
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty Survey
Conclusion:
Students are saying it is nice to play nice with the faculty and we appreciate where we think you are coming from, but we are afraid we are not learning enough.
This is probably because faculty are overestimating both the amount of entry student academic ability and the amount of student learning upon exit from NDSU.
Faculty need to narrow this perception gap.
22
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyImportance as undergrad goals?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Prepare students for responsible citizenship
- 2.59 2.66 2.59 55% 59% 55%
Enhance students’ knowledge of and appreciation for other racial ethnic groups
- 2.44 2.46 2.54 55 55 52
Instill a basic appreciation of the liberal arts
- - - 2.33 45 47 48
Promote ability to write effectively
- - - 3.36 91% 87% 86%
Facilitate search for meaning/purpose in life
- - - 2.11 29 29 29
Full-time undergraduate faculty,
% Very important & Essential
23
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
Alumni Outcomes Survey -1999-2001 combined
Only 36% said NDSU had a major impact on “Recognizing and using effective written communication skills,” compared to 45% for peers.
The respective moderate percentages were 47 and 37%, i.e., sums of major and moderate impact the same, but reversed in disfavor of NDSU.
24
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
Alumni Outcomes Survey -1999-2001 combined
“Writing should be a larger part of the upper-level courses at NDSU. I believe NDSU students need more writing skills education than they receive in the required English courses.”
“I could have used more writing classes, particularly technical writing.”
“However, I think more classes should stress writing skills and public speaking.”
25
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyHow well descriptive of NDSU?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
It is easy for students to see faculty outside of regular office hours
2.26 2.49 2.49 2.53 60% 51% 43%
Faculty here respect each other 2.28 2.22 2.23 2.49 50 45 46
Faculty are rewarded for being good teachers 1.64 1.65 1.71 1.82 12 7 10
There is respect for the expression of diverse values and beliefs
- - - 2.21 27 20 26
Faculty are rewarded for their efforts to use instructional technology
- - - 2.00 24 12 14
Full-time undergraduate faculty,
% Very descriptive
26
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveySatisfied with these job aspects?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Quality of students 3.10 3.22 3.41 3.57 54% 45% 48%
Professional relationships with other faculty
3.91 3.80 3.97 4.02 80 75 75
Social relationships with other faculty
- 3.43 3.60 3.62 72 64 62
Relationships with administration
3.33 3.59 3.49 3.69 68 47 52
Overall job satisfaction 3.61 3.64 3.69 3.87 76 70 75
Full-time undergraduate faculty,
% Satisfied or Very satisfied
27
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty SurveyExtent you agree with?
Item ‘89 ’98 ‘02 ‘05 Avg.
NDSU
Avg. 5 Peers
PUMS
Faculty are interested in students’ personal problems 2.82 2.90 2.83 2.85 79% 72% 69%
Faculty feel that most students are well-prepared academically 2.08 2.16 2.35 2.33 36 27 35
Faculty here are strongly interested in the academic problems of undergraduates
2.95 3.18 3.08 2.99 84 71 69
Most students are strongly committed to community service
- 2.11 2.23 2.22 35 29 27
My values are congruent with the dominate institutional values
- - - 2.83 75 53 55
Full-time undergraduate faculty,
% Agree somewhat & Strongly
28
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
National Survey of Student Engagement - 2000 & 2002
Level of Academic
Challenge
NDSU Deciles relative to Doctoral Intensives0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
First-yr
2000 x 2002 xSenior
2000 x 2002 x
29
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
National Survey of Student Engagement - 2005
Freshmen – Level of Academic Challenge
Mean Lower 95% CI Upper 95% CI
NDSU 48.1Doc-Int 51.3 -4.9 -1.6NSSE 2005 52.6
Freshmen – Active and Collaborative Learning
NDSU 41.3Doc-Int 41.2 -1.8 1.9NSSE 2005 42.4
30
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
National Survey of Student Engagement - 2005
Seniors – Level of Academic Challenge
Mean Lower 95% CI Upper 95% CI
NDSU 50.8Doc-Int 55.5 -6.3 -3.0NSSE 2005 56.5
Seniors – Active and Collaborative Learning
NDSU 46.4Doc-Int 51.3 -6.6 -3.2NSSE 2005 51.5
31
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
National Survey of Student Engagement - 2002
Doctoral Intensive Peers
1. Northern Arizona State2. South Dakota State University3. University of Montana4. University of South Dakota5. University of North Dakota6. Wichita State University
32
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
National Survey of Student Engagement - 2002
P values from logistic regression
Peers Doc-Intensive
Level of Academic Challenge:
NDSU less than: .0409 .0001
Active and collaborative learning:
NDSU less than: .5792 .0078
Student interaction with faculty members:
NDSU less than: .0001 .0001
33
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
National Survey of Student Engagement - 2002
Doctoral Extensive Peers (SBHE peers)
1. Oregon State University2. Kansas State University3. New Mexico State University4. University of Idaho5. University of Wyoming6. Utah State University7. University of Arkansas
34
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
National Survey of Student Engagement - 2002
P values from logistic regression
Peers Doc-Intensive
Level of Academic Challenge:
NDSU less than: .0071 .0001
Active and collaborative learning:
NDSU greater than/less than: .4300 .0078
Student interaction with faculty members:
NDSU less than: .0005 .0001
35
0%
20%
40%
60%
80%
100%
NDSU 99 NDSU 02 NDSU 04 X 02 X 04
4.8
4.9
5
5.1
5.2
5.3
5.4
7. Very satisfied
6. Satisfied
5. Somewhat satisfied
4. Neutral
3. Somewhat
dissatisfied
2. Not very satisfied
1. Not satisfied at all
Means(scale of 1 thru 7)
Instructional Effectiveness Instructional Effectiveness - Undergrad- Undergrad
Student Satisfaction Inventory North Dakota State University - Campus
36
Student Satisfaction Inventory North Dakota State University - Campus
0%
20%
40%
60%
80%
100%
NDSU 99 NDSU 02 NDSU 04 X 02 X 04
4.4
4.5
4.6
4.7
4.8
4.9
5
7. Very satisfied
6. Satisfied
5. Somewhat satisfied
4. Neutral
3. Somewhat dissatisfied
2. Not very satisfied
1. Not satisfied at all
Means(scale of 1 thru 7)
Instructional Effectiveness Instructional Effectiveness - Undergrad- Undergrad#3 Faculty care about me as an individual
37
Student Satisfaction InventoryNorth Dakota State University - Campus
0%
20%
40%
60%
80%
100%
NDSU 99 NDSU 02 NDSU 04 X 02 X 04
4.7
4.8
4.9
5
5.1
5.2
5.3
7. Very satisfied
6. Satisfied
5. Somewhat satisfied
4. Neutral
3. Somewhat dissatisfied
2. Not very satisfied
1. Not satisfied at all
Means(scale of 1 thru 7)
Instructional Effectiveness Instructional Effectiveness - Undergrad- Undergrad#25 Faculty are fair and unbiased in their treatment of individual students
38
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
Other sources of collaborative information
ACT Withdrawing/Non-returning Student Survey – 2 years
Disappointed with quality of instruction – major/minor reason
Third among sophomores at 15%
Fourth among juniors at 10%
Third overall at 8%
39
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
Other sources of collaborative information
Internal survey of withdrawing students
“Instructor/classes” has slowly risen to the top of things not liked about NDSU from 13% fall 2002 to 23% spring 2005.
40
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
Other sources of collaborative information
Five focus groups each of undergraduates and graduate students at 10 students each spring
2005
“Nice, friendly, competent university; but level of instruction is not something we can complement you on, particularly for us undergraduates, who have seen a 50% increase in tuition alone the last five years along with fee increases as well.”
41
HERI Faculty Survey; Student NSSE, SSI, AOS
HERI Faculty Survey
Conclusions:
Students are saying it is nice to play nice with the faculty and we appreciate where we think you are coming from, but we are afraid we are not learning enough.
This is probably because faculty are overestimating both the amount of entry student academic ability and the amount of student learning upon exit from NDSU.
Faculty need to narrow this perception gap.
42
North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS
Speculation
Faculty are projecting their positive views of and aspirations for the world onto the students and thus internalizing perceptions of student preparation and learning that are higher than reality.
The energies from the generally positive attitudes of the faculty and the students need to be continually encouraged to be directed toward increased student learning.