CNU Ad-Hoc Community Study: Religious Tolerance and Diversity
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Transcript of CNU Ad-Hoc Community Study: Religious Tolerance and Diversity
Faculty Perceptions
of Fall 2011 IDEA
Preliminary Report to CNU Faculty Senate
April 2012
By Deborah Moore, Director, OAEA
for IDEA TaskForce & CNU Faculty
Purposes of the Survey
• gather information about Fall 2011 IDEA experience . . . targeting the online. . .
• learn what information you would like to have about IDEA timeline, reports, etc.
• identify what you need to know about the reports to help you improve instruction in your classroom and those planned collectively by your department.
Background Information
Response Rate: 192 submitted of 394 invited (49%); 8 reported “none of my classes were evaluated this fall”)
By subgroup: (not all respondents provided a response to the status item)
Adjunct, 30 of 148 (20%)Restricted, 44 of 78 (56%)Probationary, 31/53 (58%)Tenured, 80 of 115 (70%)
Which best describes your
status in Fall 2011?
Answer Response %
adjunct 29 15%
restricted 47 24%
probationary, hired before Fall 2011 26 14%
probationary, new hire as of Fall 2011 8 4%
tenured 82 43%
Total 192 100%
Home Departments
Which type of administration
did you experience this Fall?
Answer Res-
ponse
%
none of my classes were evaluated this fall 8 4%
online only, short form 82 43%
online only, diagnostic form 40 21%
online, both short and diagnostic forms 34 18%
paper only, diagnostic form 24 13%
paper and online, short form 2 1%
paper and online, both short & diagnostic 2 1%
Total 192 100%
Knowledge about the IDEA
0%10%
15%
25%
50%
Importance: Teaching Effectiveness
Overall, how important is IDEA to you with respect to
your own teaching efforts and improvement practices.
Satisfaction: Teaching Effectiveness
Overall, how satisfied are you with IDEA with respect to your
own teaching efforts and improvement practices.
Importance: Evaluation
Overall, how important is IDEA to you with respect to CNU's
process for instructor/course evaluation?
Satisfaction: Evaluation
Overall, how satisfied are you with IDEA with respect to CNU's process
for instructor/course evaluation?
Teaching Effectiveness:
Importance by Satisfaction
(Q1.6)Overall, how satisfied are you with IDEA with respect to your own teaching efforts
and improvement p...
Very Dissatisfied DissatisfiedSomewhat Dissatisfied
NeutralSomewhat
SatisfiedSatisfied Very Satisfied Total
Not at all Important
4 0 0 0 0 0 0 4
(Q1.5)Overall, how important is IDEA to you
with respect to your own teaching efforts
and improvement prac...
Very Unimportant 0 1 0 1 1 3 0 6
Somewhat Unimportant
1 4 3 2 4 0 1 15
Neither Important nor Unimportant
0 0 0 3 0 0 0 3
Somewhat Important
1 3 6 15 14 17 1 57
Very Important 2 3 5 3 19 41 1 74
Extremely Important
0 0 1 0 3 8 5 17
Total
8 11 15 24 41 69 8 176
Evaluation: Importance by Satisfaction
(Q1.8)Overall, how satisfied are you with IDEA . . .instructor/course evaluation
Very Dissatisfied Dissa-tisfied
Somewhat Dissatisfied Neutral
Somewhat Satisfied Satisfied
Very Satisfied Total
Not at all Important
4 1 0 0 0 0 0 5
(Q1.7)Overall, how important is IDEA .
. . for instructor/course
evaluation
Very Unimportant
2 4 0 2 0 0 0 8
Somewhat Unimportant
3 3 1 0 0 0 0 7
Neither Important nor Unimportant
0 2 4 7 1 1 0 15
Somewhat Important
1 5 6 7 20 4 0 43
Very Important1 6 9 6 17 20 3 62
Extremely Important
3 5 9 2 8 7 2 36
Total 14 26 29 24 46 32 5 176
Please rate the following aspects of the your IDEA experience:
Statistic
I knew
how
to se
lect
obje
ctive
s for e
ach o
f my
cours
es.
The on
line F
IF w
as e
asy t
o com
plete
.
My c
olleag
ues w
ere a
ble to
help
me w
ith th
e FIF,
if I
needed
it.
The O
ffice
of A
ssess
ment
was
able
to re
solve
issu
es
I had
with
com
pletin
g the F
IF.
I knew
when
the ID
EA ad
min
istra
tion w
as
sche
duled.
I know h
ow to u
se m
y repo
rts to
impro
ve in
stru
ct-
tion.
I know h
ow to u
se m
y IDEA
repor
ts fo
r ten
ure an
d
perso
nnel a
ctivi
ties.
Overa
ll I th
ought t
hat th
e onlin
e exp
erienc
e was
more
conv
enient t
han inco
nvenie
nt.
Online, Short Form
Mean 4.14 4.14 3.63 3.36 4.03 3.82 3.60 3.28
SD 0.90 0.63 0.80 0.81 0.93 0.94 0.99 1.25
N 73 72 71 72 73 72 72 72
Mean 3.77 4.05 3.92 3.21 3.81 3.74 3.42 3.33
SD 1.04 0.69 0.75 0.57 0.60 0.97 1.06 1.42
N 39 39 38 39 39 39 38 39
Mean 3.78 4.09 3.65 3.41 4.00 3.79 3.47 3.26
SD 0.88 0.58 0.98 0.88 0.95 0.77 0.90 1.11
N 34 33 32 33 34 34 34 34
Mean 4.17 3.06 3.37 3.11 4.04 3.96 3.83
SD 0.76 0.64 1.07 0.68 0.91 0.91 1.01 NA
N 24 18 18 18 24 24 24
Scale values
Strongly
Disagree
=1
Disagree
=2
Neither
Agree/
Disagree
=3
Agree=4Strongly
Agree=5
Online, Short Form
Online, Short &
Diagnostic Forms
Online, Diagnostic
Form
Paper, Diagnostic
What did you do to encourage or ensure that your students completed their IDEAs for your classes? (Select all that
apply.)
Statistic
Discussed the
importance of student
participation in IDEA
evaluations
Discussed my choice
of objectives and how
they related to the class
Offered rewards for
participation
Set aside classroom time for students to bring laptops
and complete
the evaluation
I didn't do anything to encourage
IDEA participation
Online, Short Form (N=72)
% 88 21 4 6 10
Online, Diagnostic Form (N=39)
% 72 26 18 15 15
Online, Short & Diagnostic Forms
(N=34)% 76 24 9 9 12
Paper, Diagnostic (N=21)
% 76 33 10 10 10
Stat-
istic All 1st Page
Stats at
end
and
items I
added Other
Comments
primarily
Online, Short Form
(N=74)% 51 18 7 1 23
Online, Diagnostic
Form (N=39)% 77 5 0 3 15
Online, Short &
Diagnostic Forms
(N=34)
% 59 12 12 3 15
Paper, Diagnostic
(N=24)% 50 8 13 17 13
Which elements of your individual course reports do
you use?
Statis
tic
weeks
11&12
weeks
12&13
weeks
13&14
(don't
change
the
timefra
me)
weeks
14&15 other
Online, Short Form (N=71) % 3 6 61 25 6
Online, Diagnostic Form
(N=38)% 3 5 45 42 5
Online, Short & Diagnostic
Forms (N=34)% 9 6 50 26 9
Paper, Diagnostic (N=24) % 8 13 50 21 8
Currently the IDEA is administered weeks 13 and 14
of the term. What weeks would you prefer?
IDEA Webpages
• http://www.cnu.edu/assessment/idea/index.asp
• http://www.theideacenter.org/
Preliminary Summary/Highlights
• Survey response rates were acceptable,
although low (56%-70%) for subgroups
except adjunct (20%).
• Nearly every department had faculty
participating in the survey.
• As expected more respondents indicated
having participated with an online
experience (160/192 or 83%) and paper
was limited to a small subgroup (26/192
or 14%). A small group had no classes
evaluated and ended their survey after
reporting their faculty status (8/192 or
4%).
• Although not ideal, these values can
serve as a benchmark for comparison
about faculty perceptions of the online
application of the IDEA.
• The majority of the respondents indicate
good knowledge about IDEA and related
procedures (75%); however 25% indicate
the need information about both the form
and procedures.
• Faculty were asked to provide an overall
rating of importance and satisfaction
about two contexts of IDEA use: IDEA for
personal teaching improvement, and IDEA
as used by CNU for course/instructor
evaluation.
• In the 1st
of 2 contexts, use of IDEA for
personal teaching improvement efforts,
84% or 148/176 respondents indicated
the tool was important (EI + VI + SI).
Within that subgroup, 74% were satisfied
and 14% were dissatisfied with IDEA.
Although room for improvement, overall
this is a positive outcome.
• Similarly 80% or 141/176 respondents
indicated the tool was important (EI + VI
+ SI) in the context of CNUS use of IDEA
for course/instructor evaluation. Within
this subgroup of those who indicate
CNU’s use of IDEA for course/instructor
evaluation is important, 57% were
satisfied and 32% were dissatisfied.
Continued
• Efforts to determine what is
dissatisfying—and addressing the
responses should help to shift
these ratios in a more positive
direction
• Strategies instructors used to
encourage student completion of
IDEA form are similar except
those involved with the
Diagnostic form (either paper or
online) used slightly more
strategies than those involved
with the Short form.
• Weeks 13 and 14 (the current
timeframe) was preferred by the
largest percent of respondents in
the various subgroups (by form),
however there was also support
for pushing the administration to
weeks 14 and 15.
• Regardless of format subgroup,
comments were fewer in quantity
and less helpful qualitatively.