2007-2008 HERI Faculty Survey

Higher Education Research Institute at UCLA

Higher Education Research Institute

University of California at Los Angeles

2007-2008HERI Faculty Survey

242 RespondentsU of Idaho

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




Demographics

Women31%

Men69%

Native English Speakers: 91.2%

91.5%

0.8%

3.4%

4.2%

0.0%

1.7%

2.5%

0% 20% 40% 60% 80% 100%

White/Caucasian

African American/Black

American Indian/Alaska Native

Asian American/Asian

Native Hawaiian/Pacific Islander

Hispanic

Other




Demographics

Principal Activity

2%

12%

63%

22%

2%0%

20%

40%

60%

80%

100%

Other Administration Teaching Research Client/patientservices




Demographics

Academic Rank

36%

25% 26%

6% 7%

0%

20%

40%

60%

80%

100%

Professor AssociateProf.

AssistantProf.

Lecturer Instructor

Tenure Status

15%

0%

60%25%

Tenured

On tenure track

Not on tenure track

Institution has no tenure system




Department of Appointment

5%

15%

3%

19%

0%

5%

11%

11%

13%

11%

8%

0% 20% 40%

Other

Engineering

Technical

Biological Science

Health

Business

Physical Science

Education

Fine Arts

Humanities

Social Science




Scholarly Priorities“Personally, how important to you is…”

% Essential or Very Important

97%

63% 62%

0%

100% 100%

82%

93%

68%

84%

0%

96%

0%

20%

40%

60%

80%

100%

Research Teaching Service

Principal Activity: Administration Teaching Research Clinical/patient services




Faculty Time Diary“During the present term, how many hours per week on average do you spend on each of the following activities?”

45%

41%

32%

7%

10%

3%

6%

1%

0%

40%

56%

48%

46%

88%

83%

85%

62%

42%

14%

3%

15%

34%

2%

14%

9%

36%

48%

0%

0%

1%

2%

1%

5%

13%

10%

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




Job Satisfaction“How satisfied are you with the following aspects of your job?”

% Very satisfied or Satisfied

36%

43%

54%

25%

34%

60%

77%

50%

66%

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




Job Satisfaction“How satisfied are you with the following aspects of your job?”

% Very satisfied or Satisfied

50%

57%

71%

63%

75%

76%

92%

35%

81%

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




Job Satisfaction“If you were to begin your career again, would you…”

49%

22%29%

Definitely or probably yesNot sureDefinitely or probably no

11%

4%86%

Still want to come to this institution?

Still want to be a college professor?




Work Climate“Indicate how well each of the following describes your college or university”

45%

9%

5%

39%

43%

41%

44%

50%

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




Work Climate“Indicate the extent to which you agree or disagree that…”

% Agree strongly or somewhat

31%

52%

56%

83%

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




Institutional Priorities“How important do you believe each priority is at your institution?”

% Highest priority or High priority

31%

54%

80%

58%

69%

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




Institutional Priorities“How important do you believe each priority is at your institution?”

% Highest priority or High priority

45%

46%

41%

83%

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




Teaching“How many of the following courses are you teaching this academic year?”

97%

96%

95%

45%

77%

15%

3%

4%

5%

54%

22%

70%

1%

15%

0%

0%

0%

1%

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




Types of courses taught“During the past two years, have you taught a(n)…”

% Yes

5%

5%

19%

13%

53%

49%

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




Current Teaching Load

0%

35%38%

16%

5% 3% 1% 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...

38%

1%

62%

32%

4% 1%0%

42%

17%

3%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?




Instructional Techniques“In how many of the courses that you teach do you use…”

8%

16%

25%

19%

16%

34%

36%

11%

10%

16%

20%

29%

29%

19%

22%

45%

30%

35%

25%

30%

20%55%

30%

41%

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




Instructional Techniques“In how many of the courses that you teach do you use…”

0%

4%

10%

15%

6%

25%

5%

2%

7%

9%

13%

13%

21%

19%

9%

29%

51%

43%

47%

21%

27%

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




Evaluation methods“In how many of the courses that you teach do you use…”

8%

9%

9%

10%

34%

12%

22%

20%

21%

25%

15%

12%

11%

18%

30%

15%

19%

25%

26%

29%

18%

31%

15%

38%

30%

34%

37%

34%

36%

25%

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




Fostering Habits of Mind for learning“In your interactions with undergraduates, how often do you encourage them to…”

% "Frequently"

68%

67%

67%

71%

78%

93%

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




Fostering Habits of Mind for learning“In your interactions with undergraduates, how often do you encourage them to…”

% "Frequently"

35%

50%

56%

58%

54%

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




Campus Climate for Racial/Ethnic Diversity

42%

48%52%

5%

33%23%

12%

36%

8% 4% 4%

57%

2%

32%25%17%

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




Campus Commitment to Diversity“Indicate how important you believe the following priorities are at your college or university…”

% Highest or High Priority

36%

34%

40%

42%

38%

41%

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




Personal importance of diversity“Indicate the importance to you personally of…”


71%78%

66%

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




76%

24%

Agree strongly or somewhat Disagree strongly or somewhat

Personal attitudes about student diversity on campus

95%5%

Promoting diversity leads to the admission of too many

underprepared students

A racially/ethnically diverse student body enhances the educational

experience of all students




Research about diversity issues“During the past two years, have you…”

% Yes

13%

13%

30%

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




Campus climate for diverse faculty

% Agree Strongly or Somewhat

84% 84%78%

0%

20%

40%

60%

80%

100%

Faculty of color are treatedfairly here

Women faculty are treatedfairly here

Gay and lesbian faculty aretreated fairly here




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

49% 45%

0%

100% 100%

13% 12%

50%

14%

0%0%

20%

40%

60%

80%

100%

All Faculty White/Caucasians

AfricanAmericans

AsianAmericans

Latino/as

Females Males




Campus Commitment to Social Action“Indicate how important you believe the following priorities are at your college or university…”

% Highest or High Priority

35%

26%

27%

38%

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




Faculty attitudes about community service/social action


85%

89%

75%

63%

23%

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




Attitudes about students and community service/social action

48% 51% 48%

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




Involvement in community service/ social action

% Who have...

54%

41%

68%

52%

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




Attitudes towards undergrad education“How important to you are the following goals for undergraduate education?”


100%

42%

60%

66%

65%

87%

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






97%

97%

95%

90%

71%

66%

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






35%

40%

63%

0% 20% 40% 60% 80% 100%

Teach students theclassic works of

Western civilization

Study a foreignlanguage

Instill a basicappreciation of the

liberal arts




Faculty work with undergraduates on research projects

In the past two years, % of faculty who have...

70%

60%

0%

20%

40%

60%

80%

100%

Engaged undergraduates on theirresearch project

Worked with undergraduates onany research project




Climate for faculty work with students “Indicate how well each of the following describes your college or university”

4%

55%

3%

7%

33%

41%

19%

48%

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




Campus concern about Undergraduates “Indicate the extent to which you agree or disagree with the following statements about your college or university…”

84%16%

Agree strongly or somewhat Disagree strongly or somewhat

85%15%

Faculty are interested in students' personal problems

Faculty here are strongly interested in the academic problems of

undergraduates




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

26%

38%

33%

61%

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




Professional development“Have you engaged in any of the following professional development opportunities at your institution?”

21%

13%

22%

24%

25%

48%

54%

68%

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




Professional Activities

% of faculty who...

5%

10%

10%

13%

53%

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




Indicators of professional satisfaction

% of faculty who...

24%

56%

59%

73%

56%

85%

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




Indicators of professional dissatisfaction“During the past two years, have you…”

% Yes

17%

26%

35%

46%

62%

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




Publications“How many of the following have you published?”


21%

43%

34%20%

16%

10%7% 3%

16%

2% 0% 1%

21%

1% 0% 1%13%

0% 0% 1%

13%

43%59%

73%

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




Funding“During the past two years, have you received funding for your work from…”

% Yes

28%

20%

0%

10%

20%

30%

40%

50%

Foundations State or federalgovernment

Business or industry


Higher Education Research Institute


For more information:

[email protected]

www.gseis.ucla.edu/heri

2007-2008 HERI Faculty Survey

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