Faculty Survey 2010 11 Education Research Institute (HERI ......HERI 2010‐11: Overall Report 7 up...

HERI2010‐11:OverallReport

FacultySurvey2010‐11

HigherEducationResearchInstitute(HERI)OverallReport

AdministeredNovember2010toMarch2011

RonaldE.Severtis,Jr.


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TableofContents

SurveyBackgroundandSummary...................................................................................................................5 HowRepresentativeisourSample?.................................................................................................................6 Full‐timeandpart‐timefaculty.....................................................................................................................6 Gender......................................................................................................................................................................6 Job‐relatedRespondentCharacteristics....................................................................................................7

ProfessionalPractice:Teaching,ScholarshipandService...................................................................11 ProfessionalPracticebyTenureStatus,AcademicRank&Full‐TimeStatus.........................11

TenureStatus............................................................................................................................................11 AcademicRank.........................................................................................................................................12 Full‐TimeStatus......................................................................................................................................12

StudentsandTeaching........................................................................................................................................13 EncouragingUndergraduates.....................................................................................................................13 EducationGoalsforUndergraduates.......................................................................................................14 EvaluationMethodsandInstructionalTechniques/Methods......................................................15

InstitutionalPerception......................................................................................................................................18 InstitutionalDescriptions.............................................................................................................................18 InstitutionalClimate........................................................................................................................................19 InstitutionalPriorities....................................................................................................................................20

BeingaFacultyMember.....................................................................................................................................21 Affect......................................................................................................................................................................21 WorkandPersonalObjectives....................................................................................................................22 HoursSpentperWeek....................................................................................................................................23 RecentActivities...............................................................................................................................................24 RestartingaCareer..........................................................................................................................................25 Stress......................................................................................................................................................................25 JobSatisfaction..................................................................................................................................................26 InstitutionalViewpoints................................................................................................................................27

FocusonPart‐TimeFaculty..............................................................................................................................29 PeerGroupDifferences.......................................................................................................................................31 ProfessionalPractice‐Teaching.................................................................................................................31 ProfessionalPractice‐Scholarship............................................................................................................31 ProfessionalPractice‐Service.....................................................................................................................32


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InstitutionalSupportandResources.......................................................................................................32 GoalsforUndergraduateEducation.........................................................................................................32

PersonalDevelopment.........................................................................................................................32 CivicMindedValues...............................................................................................................................32 OtherEducationGoals..........................................................................................................................32

Diversity...............................................................................................................................................................33 CommitmenttoDiversity....................................................................................................................33 SocialAgency............................................................................................................................................33 OtherDiversity.........................................................................................................................................33

Satisfaction..........................................................................................................................................................34 Compensation...........................................................................................................................................34 Workplace..................................................................................................................................................34 OtherSatisfaction...................................................................................................................................34

InstitutionalPriorities....................................................................................................................................34 CivicEngagement....................................................................................................................................34 CivicMindedValues...............................................................................................................................35 CommitmenttoDiversity....................................................................................................................35 IncreasePrestige.....................................................................................................................................35 OtherInstitutionalPriorities.............................................................................................................35

InteractionswithStudents...........................................................................................................................35 HabitsofMind....................................................................................................................................................36 HealthandWellness........................................................................................................................................36

CareerRelatedStress............................................................................................................................36 OtherHealthandWellness.................................................................................................................36 OtherSourcesofStress........................................................................................................................36

RelationshipwithAdministration.............................................................................................................36 HERIConstructs.....................................................................................................................................................37 FacultyWork&JobSatisfaction.................................................................................................................37

JobSatisfaction:Compensation........................................................................................................37 CareerRelatedStress............................................................................................................................37 ScholarlyProductivity..........................................................................................................................37 SocialAgency............................................................................................................................................37

EducationalGoals&Mission.......................................................................................................................38 CivicMindedValues...............................................................................................................................38


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UndergraduateEducationGoal:PersonalDevelopment.......................................................38 InstitutionalPriorities....................................................................................................................................38

CivicEngagement....................................................................................................................................38 CommitmenttoDiversity....................................................................................................................38 IncreasePrestige.....................................................................................................................................38

AppendixA...............................................................................................................................................................39 AppendixB:Constructs......................................................................................................................................47 FacultyWork&JobSatisfaction.................................................................................................................47 EducationalGoals&Mission.......................................................................................................................48 InstitutionalPriorities....................................................................................................................................48


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SurveyBackgroundandSummaryTheAcademicAssessmentCommitteeatIndianaUniversitySoutheastprovidesfacultyinputtostrategicplanning.AttheirOctober14,2010,meeting,thecommitteeapprovedwithoutdissentamotiontoutilizethe2010‐11HigherEducationResearchInitiative(HERI)FacultySurveytoserveasaguideininformingthestrategicplanningprocess.Since1989,morethan1200institutionshaveparticipatedintheHERIFacultySurvey,offeredbytheCooperativeInstitutionalResearchProgram(CIRP)triennially.IUSoutheastpreviouslyparticipatedin1989,1992,1995and1998.TheHERIisnationallynormedandprovides,alongwithon‐linedataanalysis,reportsthatcanbecustomizedtoincludecomparisonswithpeerandaspirationalpeerinstitutionsthatparticipateinthesamesurveycycle,thusguidingthestrategicplanningprocessandhelpingtoinforminstitutionalpriorities.Thefacultyinstrumentitselfisadministeredentirelyweb‐based,includesspecificsectionsintendedforpart‐timefaculty,andcollectsdataondemographics,facultyactivitiesinsideandoutsidetheclassroom;andperceptionofstudentlearningandgoals,stressandjobsatisfaction,institutionalgoalsandpriorities.Inaddition,itemsfromtheFacultySurveycanmaptoHLC‐NCACriteriaandaidinaccreditation.Alistof546full‐andpart‐timefacultywasobtainedfromIUSoutheastHumanResources.Sixfacultyweredroppedfromthesurveybecauseavalidemailaddressforthemcouldnotbelocated.AninvitationemailwassenttoallremainingfacultyonFebruary8,2011,buttenaddressescouldnotbedelivered.ThesurveyclosedonMarch8,2011.Overall,530invitationstoparticipateweresent.Fiverespondentsoptedout,leavingapopulationsizeof525.Therewere206fullsurveyssubmittedandanadditional75partialresponsesthatareincludedintheanalysis,leavingatotalresponserateof53.5%.Becauseoftheuniquelinksentwitheachsurveyrequest,eachfacultyrespondentcouldonlylogoneresponse.Individualquestionresponseratevaries,asallsurveyquestionswerevoluntaryandsomerespondentschosenottoanswercertainquestions.Wehavechosentoincludepartialresponsesinthedatareport.ResultswereoriginallydelayedduetoCIRPerrorincalculationsrelatingtothepeergroupanalysesinthedata.Complete,accuratereportswerereceivedanddownloadedonSeptember12,2012,anddataanalysiscontinued.OIRArecommendsthattheAcademicAssessmentCommitteemakeoveralldataresultsofthisreportavailabletothefacultypopulationontheOIRAwebsite.Inaddition,requestsforschool‐specificreportsshouldbereviewedandmadeavailableifpossible.Lastly,anemailshouldbesenttotheentireoriginaldistributionlistwithalinktotheOIRAreport.Thesestepssupporttheinstitution’smissionoftransparencyandencouragefacultytotakefutureassessments.


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HowRepresentativeisourSample?

Full‐timeandpart‐timefacultySelf‐reportedfull‐timefacultyrespondedtothesurveyinagreaterproportionthanself‐reportedpart‐timefaculty(57%to43%),despitepart‐timefacultyoutnumberingfull‐timefaculty60%to40%intheoverallpopulation.

Table1Work Status N %

Full‐Time (≥9 months/yr) 159 56.6% Part‐Time 122 43.4% Total 281 100.0%

Achi‐squaregoodnessoffittestwascalculatedcomparingthesampledistributionacrossfull‐timestatuswiththecampuspopulation.Asignificantdeviationfromtheexpectedvalueswasfound(Χ2=30.685,p.05,d.f.=1).Thus,wecanconcludethatthesampledistributionaccuratelyrepresentsthegendermake‐


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upofthecampusfaculty.Theimplicationisthatsignificantresultsbygendershouldbeconsideredreliable.Job‐relatedRespondentCharacteristicsTogetanideaofthemake‐upofthefacultysample,belowaretenbrieftablesshowingdatarelatedtoprincipalactivity,administrativeposition,academicrank,tenurestatus,degreecharacteristics,andacademicappointmentarea.Table3indicatesthatalmostallrespondentsprimarilyidentifywithateachingactivity,whilenearly5%holdsprimaryadministrativeduties.About1inevery5respondentsholdsanadministrativeposition(manyconcurrentlywithateachingassignment),primarilyasdepartmentchairs(orprogramcoordinators),asshowninTable4.

Table3Principal Activity N %

Teaching 260 92.5% Administration 13 4.6%

Research 2 0.7% Services to clients/patients 2 0.7%

Other 4 1.4% Grand Total 281 100.0%

Table4Administrative Positions %

Department Chair 7.8% Dean 2.5% Other 10.3%

Total Administrative 20.6%

Table5indicatesthatnearly1inevery3respondentsholdsinstructorrank,and1in4holdslecturerrank,meaningthatamajorityofthesampleisnotontenuretrack.Infact,asshowninTable6,onlyabout2inevery5respondentsaretenuredorontenuretrack.

Table5Present Academic Rank N %

Instructor 89 31.8% Lecturer 68 24.3% Professor 48 17.1%

Asst Professor 41 14.6% Assoc Professor 34 12.1%

Grand Total 280 100.0%

Table6Tenure Status N %

Not on tenure track 168 60.4% Tenured 77 27.7%

On tenure track, not tenured 33 11.9% Grand Total 278 100.0%

Table7comparesrespondents’academicranktotenurestatusandTable8comparesacademicranktofull‐timeemployeestatus.Inbothcases,tenurestatusandfull‐timestatusarehighlycorrelatedwithacademicrank,whichisexpectedbasedonboththejobdescriptionsandrequirements.


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Table7Present Academic Rank

Tenure Status Professor Assoc Professor Asst Professor Lecturer InstructorTenured 91.5% 97.1% 2.4% 0.0% 0.0%

On tenure track, not tenured 0.0% 2.9% 75.6% 1.5% 0.0%Not on tenure track 8.5% 0.0% 22.0% 98.5% 100.0%

Grand Total 100.0% 100.0% 100.0% 100.0% 100.0%

Table8Present Academic Rank

Full‐Time (≥9 months/yr) Professor Assoc Professor Asst Professor Lecturer InstructorYes 87.5% 100.0% 90.2% 60.3% 5.6% No 12.5% 0.0% 9.8% 39.7% 94.4%

Grand Total 100.0% 100.0% 100.0% 100.0% 100.0% Table9indicatesthatnearlyhalfofthesamplehasaMaster’sastheirhighestdegreeearnedwhileanother44%haveearnedaPhD.Table10showsthat14%ofrespondentsareworkingonearninganotherdegree,primarilythePhD.

Table9Highest Degree Earned %

Master's 48.2% PhD 44.2% EdD 3.6%

Bachelor's 1.8% LLB, JD 1.8% Other 0.4%

Grand Total 100.0%

Table10Degree Currently Working On %

PhD 8.7% Master's 1.3%

Bachelor's, EdD, other beyond BA 1.3% Other 2.6%

Grand Total 14.0%

Respondentsrepresentawiderangeofacademicdisciplinesoncampus,assuggestedinTable11.Nearlythree‐quartersofthesamplecomprisesfacultywhosecumulativecurrentacademicappointmentsareinEducation,Business,English,theArts,History,SocialSciences,BiologicalSciencesandPhysicalSciences.


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Table11Current Appointment Dept N %

Education 30 14.6% Business/Management 24 11.7%

English 21 10.2% Arts 19 9.3%

Social Sci & History (non‐Psych) 18 8.8% Psychology 13 6.3%

Biological Sciences 12 5.9% Physical Sciences 12 5.9%

Communication/Journalism 8 3.9% Health/Clinical Science 8 3.9% Mathematics/Statistics 7 3.4%

Computer/Information Sciences 6 2.9% Philosophy/Religion 6 2.9% Foreign Language 4 2.0% Library Sciences 3 1.5% Fitness Studies 2 1.0%

Multidisciplinary 2 1.0% Other 10 4.9%

Grand Total 205 100.0%Sixty‐ninepercentofrespondentscouldbeplacedintotheirrespectiveIUSoutheastSchools(or,inthecaseofLibrarySciencesfaculty,theirrespectiveservice)inTable12.AboutthreeofeverytenfacultyrespondentsholdappointmentsintheArts&Letters,whileoneineveryfiveisaNaturalSciencefaculty.

Table12Distribution by School/Service N %

Arts & Letters 57 29.2% Natural Sciences 38 19.5% Social Sciences 33 16.9% Education 31 15.9% Business 24 12.3% Nursing 8 4.1%

Library Sciences 3 1.5% General Studies 1 0.5% Grand Total 195 100.0%


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Duetomissingdataonoveraquarterofrespondentsoncurrentacademicappointment,wewereunabletoruntestsdeterminingifthesamplerespondentsdifferedsignificantlyfromthepopulationintermsofacademicschool.Assuch,resultsshouldbeinterpretedcautiously,ascertainschoolsmaybeunder‐orover‐representedbysamplerespondents.Nonetheless,resultsbyschoolareavailableonrequestfromOIRA;however,theseresultswillnotbecomparedtootherIUSoutheastschools,andrawdatabypeerinstitutionswasnotincludedintheanalysisfromtheCIRP.SchoolswillbeabletocomparetheirresultstooverallIUSoutheastresults.


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ProfessionalPractice:Teaching,ScholarshipandServiceRespondentswereaskedtoratetheimportanceofteaching,scholarship(orresearch)andservice.TheseresultsarepresentedinTable13below.

Table13Importance of Essential Very important Somewhat important Not important Grand Total

Teaching 77.9% 18.8% 1.8% 0.0% 100.0% Research 30.1% 35.9% 22.5% 11.6% 100.0% Service 22.5% 46.0% 29.0% 2.5% 100.0%

Teachingisseenasthemostessentialaspectofthethreepractices,withnearly97%ofrespondentsindicatingitasessentialorveryimportant,andnoneratingitasnotimportant.Abouttwoofeverythreerespondentsindicatedthatresearch(66%)andservice(68.5%)wereessentialorveryimportant.Researchwasseenasnotimportantbyaboutoneineverytenrespondents.ProfessionalPracticebyTenureStatus,AcademicRank&Full‐TimeStatusBecauseacademicrankissohighlycorrelatedwithtenurestatusandfull‐timestatus(seeTables7and8above),andbecausechiefactivitiessuchasteaching,researchandserviceintuitivelyvarybyacademicrank(basedonjobrequirements,etc.),itisfurtherexpectedthattheimportanceofteaching,researchandservicewouldalsovarybyacademicrankaswell.Thosevariationsaresummarizedbelow(andpresentedintablesA1throughA9inAppendixA).

TenureStatusTheself‐ratedimportanceofteachingdoesnotvarysignificantlybytenurestatus.Forexample,98.7%oftenuredfacultyrespondedthatteachingisessentialorveryimportanttothempersonally,whilethissentimentwassharedby98.2%ofnon‐tenuredfacultyand96.9%ofnon‐tenuredbuton‐tenuretrackfaculty.Regardingresearch,roughly85%ofbothtenuredandnon‐tenuredbuton‐tenuretrackfacultyreportedthatresearchisessentiallyorveryimportanttothempersonally,whileonly54%ofnon‐tenuredfacultyagreedonimportance.Lastly,74%ofnon‐tenuredfacultyindicatedthatserviceisessentialorveryimportanttothempersonally,whileonly64%oftenuredfacultyand60%ofnon‐tenuredbuton‐tenuretrackfacultyconcurred.


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AcademicRankTheimportanceofteachingdoesnotvarymuchbyacademicrank.100%ofinstructorsandAssociateProfessors,98%ofAssistantProfessors,97%oflecturersand96%ofProfessorsreportedthatteachingwaspersonallyessentialorveryimportant.Theimportanceofresearchisessentialorveryimportantto89%ofProfessorsand83%ofAssistantProfessors,comparedto74%ofAssociateProfessors,andjust53%ofinstructorsand52%oflecturers.Consistentwithtenurecomparisons,servicewasalsoseenasessentialorveryimportantto75%ofinstructors.71%ofAssociateProfessorsand70%oflecturersalsoratedserviceasessentialorveryimportantcomparedto60%ofAssistantProfessorsandProfessors.

Full‐TimeStatusFull‐timeandpart‐time(lessthan9monthsperacademicyear)facultydidnotdifferinthepersonalimportancetheyplaceonteaching.99%offull‐timeand98%ofpart‐timefacultyindicatedthatteachingwasessentialorveryimportanttothempersonally.Thepercentageoffull‐timefacultythatindicatedthatresearchwasessentialorveryimportantwas74%comparedto55%ofpart‐timefaculty.Finally,75%ofpart‐timefacultyrespondedthatservicewasessentialorveryimportanttothempersonally,comparedto64%offull‐timefaculty.


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StudentsandTeaching

EncouragingUndergraduatesRespondentsweregivenaseriesofquestionsaskinghowoftentheyencourageanumberofundergraduatehabits.Theirresponsesarebrokendownbelow,asallrespondentsandaspart‐timerespondents.

Table14

All Respondents Part‐time Respondents

Frequently Occasionally Not at all Frequently Occasionally

Not at all

Ask questions in class 95.8% 2.7% 1.5% 96.4% 2.7% 0.9% Integrate skills & knowledge from different sources and

experiences 83.0% 13.5% 3.5% 88.2% 10.9% 0.9% Accept mistakes as part of the

learning process 81.9% 16.2% 1.9% 84.5% 13.6% 1.8% Support their opinions with a

logical argument 80.4% 16.9% 2.7% 82.7% 16.4% 0.9% Seek solutions to problems &

explain to other 78.5% 19.2% 2.3% 79.3% 19.8% 0.9% Seek feedback on their

academic work 76.0% 21.3% 2.7% 82.7% 16.4% 0.9% Seek alternative solutions to

problem 73.0% 23.6% 3.5% 76.4% 22.7% 0.9% Evaluate quality or reliability of information they receive 71.5% 25.0% 3.5% 77.5% 18.9% 3.6% Revise papers to improve

writing 58.5% 28.8% 12.7% 62.2% 27.0% 10.8% Explore topics on their own, even though not required for

class 52.1% 40.5% 7.3% 57.3% 37.3% 5.5% Look up scientific research articles and resources 51.0% 32.8% 16.2% 48.2% 32.7% 19.1%

Take risks for potential gains 43.0% 42.2% 14.7% 49.5% 38.5% 11.9% Almostallfacultyrespondentsfrequentlyencouragetheirstudentstoaskquestionsinclass.Atleastfourofeveryfiverespondentsfrequentlyencourageintegrationofskillsandknowledgefromdifferentsourcesandexperiences,acceptanceofmistakesaspartofthelearningprocess,andsupportingopinionswithlogicalarguments.Lessthanhalfofallrespondentsencouragestudentstotakerisksforpotentialgains.Asidefromlookingupscientificresearcharticlesandresources,part‐timerespondentsmorefrequentlyencourageallofthelistedhabitsintheirundergraduatescomparedtoallrespondents.


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Atleastfourofeveryfivepart‐timerespondentsfrequentlyencouragestudentstoseekfeedbackontheiracademicwork,whileonlythreeofeveryfourofallfacultyrespondentsfrequentlyencouragethatbehavior.EducationGoalsforUndergraduatesRespondentswereaskedtoindicatetheimportanceofeighteeneducationgoalsforundergraduatestudents.Thegoalsseenasmostessentialforallrespondentsarebelow,whilethefulltableappearsasTableA10inAppendixA.

Table15


Essential Very or

somewhat Not

important EssentialVery or

somewhat Not

important Develop ability to think

critically 87.9% 12.1% 0.0% 90.7% 9.3% 0.0% Help students evaluate

the quality and reliability of information 65.7% 34.3% 0.0% 66.0% 34.0% 0.0% Help master knowledge

in a discipline 63.2% 36.8% 0.0% 59.8% 40.2% 0.0% Prepare students for employment after

college 57.3% 41.4% 1.3% 63.9% 35.1% 1.0% Promote ability to write

effectively 56.9% 41.4% 1.7% 67.0% 30.9% 2.1% Teach students

tolerance and respect for different beliefs 54.4% 43.1% 2.5% 59.8% 38.1% 2.1%

Nearlynineoutofeverytenfacultyrespondentsindicateitessentialthatstudentsdevelopcriticalthinkingabilities.Almosttwo‐thirdsofallrespondentsalsorateitessentialthattheyhelpundergraduatesevaluatethequalityandreliabilityofinformation(66%)andhelpthemmasterknowledgeinadiscipline(63%).Also,nearlyone‐third(29%)ofallrespondentsrateasunimportanttheteachingofclassicworksofWesterncivilization.Alsorankingasleastimportantamongallrespondentsareencouragingstudentstobecomeagentsofsocialchange(15%),instillingacommitmenttocommunityservice(12%),andengagingstudentsincivildiscoursearoundcontroversialissues(11%).Nearlyalloftheseeducationgoalsaremoreoftenessentialtopart‐timerespondentscomparedtoallrespondents.Thegoalsthatarenotmoreessentialtopart‐timerespondentsarehelpingmasterknowledgeinadisciplineandengagingstudentsincivildiscoursearoundcontroversialissues.Part‐timefacultyindicatesimilarimportanceforanumberofeducationgoals.Ninety‐onepercentofpart‐timefacultyrespondentsindicateitisessentialthatstudentsdevelop


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criticalthinkingabilities,whiletwo‐thirdsofpart‐timerespondentsalsorateitessentialthattheypromotetheabilitytowriteeffectively(67%),helpundergraduatesevaluatethequalityandreliabilityofinformation(66%)andpreparestudentsforemploymentaftercollege(64%).Overhalfofpart‐timerespondentsalsorateessentialthattheyhelpstudentsmasterknowledgeinadiscipline,teachstudentstoleranceandrespectfordifferentbeliefs,andenhancestudents’self‐understanding.Additionally,anindependent‐samplesttestcomparingthehighest‐scoringcategory(essential)offull‐timeandpart‐timefacultyfoundasignificantdifferencebetweenthescoresofthetwogroupsonthefollowingthreegoals:developingmoralcharacter(t(190)=‐3.15,p


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short‐answerexamsinalloftheircourses.Abouttwo‐thirdsnevergradeonacurve(8%dosoinalloftheirclasses)orgiveweeklyessayassignments(14%doinalloftheirclasses).Comparedtoallrespondents,part‐timefacultyaremorelikelytouseallevaluationmethodsaboveinalloftheircoursesexceptforquizzes.Theseresultsmayindicatethetypesofcoursesthatpart‐timefacultyteachinrelationtofull‐timefacultyortheevaluationmethodsthattheirindividualdepartmentsprefer.Withregardstoinstructionaltechniques,nearlythree‐quartersofallrespondentsuseclassdiscussionsinalloftheircourses.Abouthalfofallrespondentsusesmallgroupslearningandreal‐lifeproblemsinalloftheircourses.Nineoutoftenrespondentsdonotuseteachingassistantsinanyoftheircoursesandthree‐quartersofrespondentsindicatetheabsenceofelectronicquizzeswithimmediatefeedbackandcommunityserviceaspartofcourseworkintheircourses.Halfofallrespondentsdonotuserecitalsordemonstrationsorreflectivewritingintheircourses.

Table17


All

Most or

Some None All

Most or

Some None Class discussions 74.7% 23.7% 1.6% 77.6% 20.6% 1.9%

Cooperative learning (small groups) 53.0% 35.6% 11.5% 46.7% 36.4% 16.8% Using real‐life problems 45.6% 47.2% 7.1% 51.4% 40.2% 8.4%

Using student inquiry to drive learning 32.1% 55.6% 12.3% 43.9% 43.9% 12.1% Extensive lecturing 20.2% 58.7% 21.0% 26.2% 51.4% 22.4% Group projects 19.8% 54.9% 25.3% 20.6% 43.0% 36.4%

Experiential learning/Field studies 19.4% 43.5% 37.2% 21.5% 37.4% 41.1% Multiple drafts of written work 19.0% 43.9% 37.2% 22.4% 36.4% 41.1%

Student‐selected topics for course content 15.1% 44.4% 40.5% 23.4% 30.8% 45.8% Recitals/Demonstrations 14.6% 33.2% 52.2% 18.7% 30.8% 50.5%

Reflective writing/journaling 14.6% 35.2% 50.2% 16.8% 32.7% 50.5% Electronic quizzes with immediate feedback in class 4.4% 20.6% 75.0% 3.7% 17.8% 78.5%

Community service as part of coursework 3.6% 22.5% 73.9% 4.7% 11.2% 84.1% Teaching assistants 0.8% 8.8% 90.4% 0.9% 7.5% 91.5%

Three‐quartersofpart‐timerespondentsuseclassdiscussionsinalloftheircourses,andabouthalfofpart‐timerespondentsreporttheuseofreal‐lifeproblems,smallgroupslearningandusingstudentinquirytodrivelearninginalloftheircourses.Aboutnineofeverytenpart‐timerespondentsdonotuseteachingassistantsorcommunityserviceaspartofcoursework,whilethree‐quartersdonotuseelectronicquizzeswithimmediatefeedback.Lastly,abouthalfofpart‐timerespondentsreporttheabsenceofthefollowinginstructionaltechniquesinthecoursestheyteach:recitalsordemonstrations,reflectivewriting,andstudent‐selectedtopicsforcoursecontent.


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Part‐timerespondentsaremorelikelythanallrespondentstoreporttheuseofallinstructionaltechniqueslistedinalloftheircoursesexceptforsmallgroupslearningandelectronicquizzeswithimmediatefeedbackinclass.Thismaybeinfluencedbythetypeofcoursestaught,classsize,orperceivedavailabilityandtrainingofcoursetechnology.Anindependent‐samplesttestcomparingthehighest‐scoringcategory(all)offull‐timeandpart‐timefacultyfoundasignificantdifferencebetweenthescoresofthetwogroupsonthefollowingtwoinstructionaltechniques:student‐selectedtopicsforcoursecontent(t(175)=‐3.03,p


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InstitutionalPerceptionFacultywereaskedtoreflectondescriptionsofIUSoutheast,theinstitutionalclimate,andinstitutionalpriorities.Again,responsesarebrokendownbyallrespondentsandpart‐timerespondents.InstitutionalDescriptionsFacultywereaskedhowwellasetofstatementsdescribesIUSoutheast.Allrespondentsandpart‐timerespondentsagreewiththeeasewithwhichstudentscanseefaculty,thatfacultyrespectforeachother,thatstudentsarenottreatedlikenumbersinabook,andtherespectfortheexpressionofdiversevaluesandbeliefs.

Table18

Respondents Very

descriptive Somewhat descriptive

Not descriptive

Easy for students to see faculty outside of regular office hours

All 50.2% 46.0% 3.8% Part‐time 38.9% 56.8% 4.2%

Faculty here respect each other All 47.7% 47.7% 4.7% Part‐time 52.6% 41.1% 6.3%

There is respect for the expression of diverse values and beliefs

All 44.5% 51.3% 4.2% Part‐time 53.1% 43.8% 3.1%

The administration is open about its policies All 26.5% 56.0% 17.5% Part‐time 42.6% 47.9% 9.6%

Faculty are rewarded for being good teachers

All 20.9% 60.0% 19.1% Part‐time 18.9% 63.2% 17.9%

Faculty are rewarded for their efforts to use instructional technology

All 17.1% 56.4% 26.5% Part‐time 19.1% 56.4% 24.5%

Administrators consider faculty concerns when making policy

All 13.2% 66.0% 20.9% Part‐time 16.8% 69.5% 13.7%

Faculty are typically at odds with campus administration

All 8.2% 45.7% 46.1% Part‐time 2.2% 23.9% 73.9%

Most students are treated like "numbers in a book"

All 2.1% 10.2% 87.7% Part‐time 4.2% 10.4% 85.4%

Allrespondentsandpart‐timerespondentsdifferintheirinstitutionaldescriptionsofIUSoutheastonanumberoftraits.Allrespondentsaremorelikelythanpart‐timerespondentstolabeltheeaseofstudentstoseefacultyoutsideofregularofficehoursasverydescriptive,andlesslikelytolabeltherespectfortheexpressionofdiversevaluesandbeliefsasverydescriptive.Anindependent‐samplesttestcomparingfull‐timeandpart‐timefacultyfoundasignificantdifferencebetweenthescoresofthetwogroupsonthefollowinginstitutionaldescriptions:thefacultyaretypicallyatoddswithcampusadministration(t(230)=‐7.68,p


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tofull‐timefaculty,part‐timefacultyaresignificantlylesslikelytodescribefacultyatoddswithadministrationyetlesslikelytodescribeadministrationasopenaboutitspolicies,andsignificantlymorelikelytodescribeadministratorsasconsideringfacultyconcernswhenmakingpolicy.InstitutionalClimateFacultywereaskedtheirlevelofagreementonanumberofcampustraitsthatpertaintotheclimateoftheinstitution.Thetraitsagreedtomoststronglybyallrespondentsarebelow,whilethefulltableappearsasTableA11inAppendixA.

Table19

Respondents Agree strongly Agree

Disagree somewhat

Disagree strongly

Faculty of color are treated fairly here All 55.5% 40.4% 2.8% 1.4% Part‐time 58.8% 37.6% 1.2% 2.4%

Women faculty are treated fairly here All 51.6% 43.0% 4.5% 0.9% Part‐time 63.2% 31.0% 4.6% 1.1%

Gay and lesbian faculty are treated fairly here

All 50.2% 44.7% 4.6% 0.5% Part‐time 59.0% 36.1% 3.6% 1.2%

My teaching is valued by faculty in my department

All 46.6% 43.9% 8.1% 1.4% Part‐time 45.5% 48.9% 4.5% 1.1%

Faculty are committed to the welfare of this institution

All 44.3% 48.9% 5.4% 1.4% Part‐time 47.1% 46.0% 5.7% 1.1%

Allrespondentsandpart‐timerespondentsstronglyagreethatwomen,facultyofcolorandgayandlesbianfacultyaretreatedfairlyhere,thattheirteachingisvaluedintheirdepartment,thatfacultyarecommittedtothewelfareoftheinstitutionandthatfacultyarestronglyinterestedintheacademicproblemsofundergraduates.Bothsetsofrespondentsalsostronglydisagreethatthereisalotofracialconflictoncampus.Anindependent‐samplesttestcomparingthehighest‐scoringcategory(agreestrongly)offull‐timeandpart‐timefacultyfoundasignificantdifferencebetweenthescoresofthetwogroupsonthefollowinginstitutionalclimateopinions:theinstitutionshouldhiremorefacultyofcolor(t(216)=‐2.60,p


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InstitutionalPrioritiesFacultywereaskedhowimportantanumberofinstitutionalprioritiesareatIUSoutheast.Thehighestprioritiesforallrespondentsarebelow,whilethefulltableappearsasTableA12inAppendixA.

Table20

Respondents Highest priority

High priority

Medium priority

Low priority

To promote the intellectual development of students

All 58.6% 27.9% 10.2% 3.3% Part‐time 67.5% 25.3% 6.0% 1.2%

To create a diverse multi‐cultural campus environment

All 21.0% 36.0% 36.0% 7.0% Part‐time 24.4% 41.5% 25.6% 8.5%

To increase or maintain institutional prestige All 20.6% 43.5% 29.9% 6.1% Part‐time 22.0% 43.9% 26.8% 7.3%

To develop an appreciation for multiculturalism

All 19.7% 38.5% 37.0% 4.8% Part‐time 23.7% 40.8% 30.3% 5.3%

To develop a sense of community among students and faculty

All 19.5% 49.8% 26.0% 4.7% Part‐time 27.7% 48.2% 22.9% 1.2%

Bothallrespondentsandpart‐timerespondentsagreethatsomeofthehighestprioritiesaretopromotetheintellectualdevelopmentofstudents,todevelopasenseofcommunityamongstudentsandfaculty,andtoincreaseormaintaininstitutionalprestige.Further,part‐timerespondentsalsolistedastheirhighestinstitutionalprioritiestodevelopleadershipabilityamongstudents,topromotegenderequityamongfaculty,tocreateadiversemulti‐culturalcampusenvironment,tocreateandsustainpartnershipswithsurroundingcommunities,andtodevelopanappreciationformulticulturalism.Therewereanumberofprioritiesthatallrespondentsandpart‐timefacultyperceivedifferently.Forinstance,57%ofpart‐timerespondentslisttoprovideresourcesforfacultytoengageincommunity‐basedteachingorresearchaseitherahighorthehighestpriorityatIUSoutheast,comparedtojust38%ofallrespondents.Also,69%ofpart‐timerespondentslistthepromotionofgenderequityamongfacultyasahighorthehighestpriority,comparedto52%ofallrespondents.Otherlargegapsbetweenpart‐timeandallrespondentsinhighpriorityperceptionareseeninstrengtheninglinkswiththefor‐profit,corporatesector(53%forpart‐timerespondentsand36%forallrespondents),increasingtherepresentationofwomeninthefacultyandadministration(53%to38%),anddevelopingleadershipabilityamongstudents(71%to59%).Allrespondentsandpart‐timerespondentsagreethathiringfaculty“stars”isalowpriority(80.6%cumulatively).Othercumulativeitemsoflowpriorityincludestrengtheninglinkswiththefor‐profit,corporatesector(37%),pursuingextramuralfunding(34%)andprovidingresourcesforfacultytoengageincommunity‐basedteachingorresearch.Thelargestgapsbetweenpart‐timeandallrespondentsinlowpriorityperceptionincludeincreasingtherepresentationofwomeninthefacultyandadministration(8%ofpart‐timeand17%ofallrespondents)andhiringfacultystars(36%ofpart‐timeand45%ofallrespondents).


21

BeingaFacultyMemberFacultywereaskedvariousjob‐specificquestionsrelatedtoaffect,workandpersonalobjectives,hoursspent,recentactivities,restartingacareer,sourcesofstress,jobsatisfaction,andinstitutionalviewpoints.AffectFacultywereaskedtheextenttowhichtheyexperienceanumberofitems.

Table21

Respondents

To a great extent

To some extent

Not at all

Experience close alignment between your work and personal values

All 73.0% 24.3% 2.7% Part‐time 80.4% 19.6% 0.0%

Graduate school training prepared you well for role as faculty member

All 51.3% 43.3% 5.4% Part‐time 52.7% 40.9% 6.4%

Achieve a healthy balance between personal and professional life

All 49.6% 42.4% 8.0% Part‐time 61.3% 36.0% 2.7%

Feel you have to work harder than your colleagues to be perceived as a legitimate scholar

All 23.8% 39.1% 37.2% Part‐time 18.2% 39.1% 42.7%

Mentor new faculty All 16.7% 41.8% 41.4%

Part‐time 4.5% 27.7% 67.9% Allrespondents(73%)andpart‐timerespondents(80%)agreethattheyexperienceclosealignmentbetweentheirworkandpersonalvaluestoagreatextent.Inaddition,51%ofallrespondentsfeeltoagreatextentthatgraduateschooltrainingpreparedthemwellfortheirroleasfaculty,and50%alsofeeltoagreatextentthattheyachieveahealthybalancebetweenpersonalandprofessionallife,comparedto53%and61%ofpart‐timerespondents,respectively.Sixty‐eightpercentofpart‐timerespondentsreportthattheydonotmentornewfacultyatall,comparedto41%ofallrespondents,while43%ofpart‐timefacultydonotfeeltheyhavetoworkharderthancolleaguestobeperceivedasalegitimatescholar,comparedto37%ofallrespondents.Thelargestvariationonaffectbetweenthesetwogroupsisinmentoring:59%ofallrespondentsfeeltosomeoragreatextentthattheymentornewfaculty,comparedto32%ofpart‐timerespondents.Anindependent‐samplesttestcomparingthehighest‐scoringcategory(toagreatextent)offull‐timeandpart‐timefacultyfoundasignificantdifferencebetweenthescoresofthetwogroupsonthefollowingexperiences:achieveahealthybalancebetweenpersonalandprofessionallife(t(260)=3.29,p


22

WorkandPersonalObjectivesFacultywereaskedtoindicatethepersonalimportanceofanumberofwork‐relatedandpersonalobjectives.

Table22

Respondents Essential

Very or somewhat important

Not important

Developing a meaningful philosophy of life All 53.3% 43.5% 3.3% Part‐time 56.9% 41.2% 2.0%

Raising a family All 46.3% 35.4% 18.3% Part‐time 52.9% 30.4% 16.7%

Helping to promote racial understanding All 45.3% 51.0% 3.7% Part‐time 52.5% 43.6% 4.0%

Becoming an authority in my field All 38.1% 53.4% 8.5% Part‐time 39.8% 50.5% 9.7%

Mentoring the next generation of scholars All 36.1% 61.5% 2.5% Part‐time 38.0% 60.0% 2.0%

Integrating spirituality into my life All 34.7% 49.0% 16.3% Part‐time 39.6% 45.5% 14.9%

Helping others who are in difficulty All 29.7% 69.9% 0.4% Part‐time 36.3% 63.7% 0.0%

Keeping up to date with political affairs All 25.0% 70.5% 4.5% Part‐time 29.7% 67.3% 3.0%

Adopting 'green' practices to protect the environment

All 19.1% 74.4% 6.5% Part‐time 23.5% 70.6% 5.9%

Influencing social values All 17.1% 67.9% 15.0% Part‐time 20.6% 68.6% 10.8%

Participating in a community action program All 9.0% 65.7% 25.3% Part‐time 12.9% 66.3% 20.8%

Becoming very well off financially All 6.9% 77.1% 15.9% Part‐time 7.9% 72.3% 19.8%

Making a theoretical contribution to science All 6.9% 48.6% 44.5% Part‐time 8.9% 41.6% 49.5%

Becoming a community leader All 6.1% 61.2% 32.7% Part‐time 9.9% 63.4% 26.7%

Influencing the political structure All 4.9% 58.1% 37.0% Part‐time 8.8% 60.8% 30.4%

Allrespondentsandpart‐timerespondentscumulativelyagreethatdevelopingameaningfulphilosophyoflife(53%&57%,respectively),raisingafamily(46%&53%)andhelpingtopromoteracialunderstanding(45%&53%)aremostessentialpersonally.Despitethatcumulativeagreement,thedifferenceinagreementbetweenthetwogroupsoneventheseobjectivesisabout7%each.Additionally,36%ofpart‐timerespondents


23

reportthathelpingotherswhoareindifficultyisessential,comparedto30%ofallrespondents.Allrespondentsandpart‐timerespondentscumulativelyagreethatmakingatheoreticalcontributiontoscienceisnotimportant(45%&50%,respectively).Asimilaragreement(thoughwithasimilar6%‐7%differencebetweengroups)isseenas37%ofallrespondentsand30%ofpart‐timerespondentsindicatethatinfluencingthepoliticalstructureisnotimportant,and33%ofallrespondentsand27%ofpart‐timerespondentsreportthatbecomingacommunityleaderisnotimportant.HoursSpentperWeekFacultyalsoindicatedtheaveragenumberofhoursspentonanumberofactivities.

Table23Respondents None 1‐4 5‐8 9‐12 13‐16 17+

Consultation with clients/ patients

All 73.7% 13.6% 3.8% 2.1% 2.1% 4.6% Part‐time 67.7% 16.7% 2.1% 2.1% 2.1% 9.3%

Outside consulting/ freelance work

All 69.2% 20.1% 5.1% 2.6% 0.9% 2.1% Part‐time 58.9% 23.2% 7.4% 5.3% 1.1% 4.3%

Other employment outside of academia

All 68.5% 8.1% 2.1% 1.7% 1.3% 18.3% Part‐time 37.5% 10.4% 3.1% 4.2% 2.1% 42.8%

Other administration All 50.6% 28.3% 8.9% 5.1% 3.0% 4.2% Part‐time 77.3% 19.6% 1.0% 0.0% 0.0% 2.1%

Other creative products/ performances

All 48.5% 34.0% 6.4% 3.0% 1.7% 6.4% Part‐time 46.9% 28.1% 8.3% 3.1% 3.1% 10.4%

Community or public service All 36.9% 49.6% 7.6% 3.8% 0.4% 1.6% Part‐time 43.8% 40.6% 7.3% 5.2% 1.0% 2.1%

Committee work & meetings All 36.3% 37.1% 16.9% 6.3% 2.1% 1.2% Part‐time 83.5% 13.4% 3.1% 0.0% 0.0% 0.0%

Research & scholarly writing All 36.0% 29.7% 16.9% 6.4% 4.7% 6.4% Part‐time 59.4% 25.0% 7.3% 3.1% 2.1% 3.1%

Advising/counseling All 15.2% 61.6% 17.7% 3.8% 0.0% 1.7% Part‐time 28.9% 66.0% 4.1% 1.0% 0.0% 0.0%

Household/childcare duties All 6.4% 20.1% 23.5% 17.5% 7.3% 25.2% Part‐time 7.4% 14.7% 28.4% 16.8% 6.3% 26.4%

Actual scheduled teaching All 5.1% 17.7% 34.6% 31.2% 7.2% 4.2% Part‐time 3.1% 35.1% 35.1% 18.6% 4.1% 4.0%

Commuting to campus All 3.8% 68.8% 21.9% 5.1% 0.4% 0.0% Part‐time 3.1% 80.4% 14.4% 2.1% 0.0% 0.0%

Teaching prep (including reading & grading)

All 3.8% 19.4% 25.3% 16.0% 15.2% 20.3% Part‐time 2.1% 36.1% 27.8% 8.2% 11.3% 14.4%


24

Notsurprisingly,therearestrikingdifferencesinhowpart‐timerespondentsspendtheirtimecomparedtoallrespondents,especiallyinvolvingwork.Forinstance,part‐timerespondentsgenerallyspendlesstimeperweekteaching(73%teach0to8hoursperweekcomparedto57%offull‐timefaculty),teachingpreparation(66%prep0to8hoursversus49%),advisingandcounseling,incommitteework,meetingsandotheradministration,doingresearchandscholarlywriting,andcommutingtocampus.Asexpected,part‐timerespondentstypicallyspendmoretimethanallrespondentsinothercreativeproductsandperformances,consultationwithclientsorpatients,doingoutsideconsultingandfreelancework,andotheremploymentoutsideofacademia.RecentActivitiesFacultywereaskediftheyhaddoneanyofthefollowingactivitiesoverthepasttwoyears:

Table24Respondents Yes No

Engaged in public service/professional consulting without pay All 55.7% 44.3%Part‐time 52.6% 47.4%

Considered leaving this institution for another All 36.4% 63.6%Part‐time 30.2% 69.8%

Considered leaving academe for another job All 33.1% 66.9%Part‐time 33.3% 66.7%

Engaged in paid consulting outside institution All 27.2% 72.8%Part‐time 26.3% 73.7%

Received at least one firm job offer All 25.5% 74.5%Part‐time 27.4% 72.6%

Considered early retirement All 21.6% 78.4%Part‐time 22.9% 77.1%

Changed academic institutions All 19.1% 80.9%Part‐time 22.9% 77.1%

Requested/sought an early promotion All 8.1% 91.9%Part‐time 8.4% 91.6%

Therewasgeneralagreementacrossbothallrespondentsandpart‐timerespondentsinregardstotheseactivities.Mostcommon,56%ofallrespondentsand53%ofpart‐timerespondentsengagedinpublicserviceorprofessionalconsultingwithoutpay.Leastcommon,8%ofeachgrouprequestedorsoughtanearlypromotion.Interestingly,thebiggestpercentagediscrepancybetweenthegroupscameinregardstoleavingIUSoutheast,as36%ofallrespondentsconsideredleavingforanotherinstitutioncomparedto30%ofpart‐timerespondents.


25

RestartingaCareerFacultywereaskedtwoquestionswithregardstobeginningtheircareersagain:wouldtheystillcomebacktoIUSoutheastandwouldtheystillwanttobeacollegeprofessor.

Table25

Respondents Definitely

yes Probably

yes Not sure

Probably no

Definitely no

Still want to come to this institution

All 44.5% 35.2% 11.9% 5.5% 3.0% Part‐time 58.3% 32.3% 6.3% 0.0% 3.1%

Still want to be a college professor

All 65.3% 24.6% 6.8% 1.7% 1.7% Part‐time 63.5% 24.0% 8.3% 2.1% 2.1%

Ninety‐onepercentofpart‐timerespondentswoulddefinitelyorprobablycometoIUSoutheastifbeginningtheircareersagain,comparedto80%ofallrespondents.Nearlynineintenofbothgroupswouldstillwanttobecollegeprofessors.StressFacultywereaskedtoidentifysourcesofstressduringthelasttwoyears.Themostextensivesourcesofstressforallrespondentsarebelow,whiletheremainderappearasTableA13inAppendixA.

Table26Respondents Extensive Somewhat Not at all

Self‐imposed high expectations All 23.4% 55.4% 21.2% Part‐time 21.3% 52.1% 26.6%

Personal finances All 22.0% 46.6% 31.4% Part‐time 33.0% 42.9% 24.2%

Working with underprepared students All 21.4% 60.7% 17.9% Part‐time 21.5% 58.1% 20.4%

Lack of personal time All 20.5% 59.0% 20.5% Part‐time 18.3% 57.0% 24.7%

Managing household responsibilities All 19.2% 52.0% 28.8% Part‐time 17.9% 51.6% 30.5%

Allrespondentsandpart‐timerespondentsagreecumulativelythattheirmostextensivesourceofstressoverthelasttwoyearsispersonalfinances(22%forallrespondentsand33%forpart‐timerespondents),followedbyself‐imposedhighexpectations(23%&21%,respectively)andworkingwithunderpreparedstudents(21%&22%).Inaddition,21%ofallrespondentsindicatedthatlackofpersonaltimewasanextensivesourceofstress.Thesourceofleaststress,cumulativelyindicatedbyallandpart‐timerespondents,issubtlediscrimination(76%ofallrespondentsand87%ofpart‐timerespondents).Othercumulativesourcesofstress‐andparticularlyforpart‐timerespondents‐includefacultymeetings(49%ofallrespondentsand93%ofpart‐timerespondents),committeework(49%and90%,respectively),colleagues(54%&84%),healthofspouseorpartner(66%&


26

70%),andteachingload(60%&75%).Inaddition,part‐timerespondentsreportlittlestressconcerningresearchorpublishingdemands(83%),reviewandpromotionprocess(78%),andinstitutionalproceduresand“redtape”(71%).Lastly,seventypercentofallrespondentsindicatethatfrictionwithspouseorpartnerisnotasourceofstressoverthelasttwoyears.Anindependent‐samplesttestcomparingthehighest‐scoringcategory(extensive)offull‐timeandpart‐timefacultyfoundasignificantdifferencebetweenthescoresofthetwogroupsonthefollowingstressors:review/promotionprocess(t(173)=‐2.17,p


27

Thegreatestlevelsofcumulativedissatisfactionforbothgroupsisfoundinhealthbenefits(81%ofpart‐timetojust20%ofallrespondents),retirementbenefits(73%to19%),andtuitionremissionforchildrenordependents(67%to20%).Thesethreecharacteristicsarealsotheoneswiththegreatestlevelofvariationbetweenthetwogroups.Anindependent‐samplesttestcomparingthehighest‐scoringcategory(varysatisfied)offull‐timeandpart‐timefacultyfoundasignificantdifferencebetweenthescoresofthetwogroupsonthefollowingcharacteristics:healthbenefits(t(135)=‐7.50,p


28

Theviewpointreceivingthestrongestlevelofagreementfrombothallrespondentsandpart‐timerespondentsisthataracially/ethnicallydiversestudentbodyenhancestheeducationalexperienceofallstudents(60%&59%,respectively).Inaddition,38%ofallrespondentsand39%ofpart‐timerespondentsstronglyagreethatcollegesshouldprohibitracistorsexistspeechoncampus.Combiningboth“agree”categories,cumulativelyforbothrespondentgroups,largelevelsofagreementarefoundintheabovestatementsandinthefollowing:collegesshouldencouragestudentstobeinvolvedincommunityserviceactivities(90%allrespondentsand91%part‐timerespondents)andcollegeshavearesponsibilitytoworkwiththeirsurroundingcommunitiestoaddresslocalissues(85%apiece).Thelargestlevelofdisagreementforbothgroupsisfoundinthestatement:thisinstitutionshouldnotofferremedial/developmentaleducation.Thirty‐ninepercentofallrespondentsand54%ofpart‐timerespondentsstronglydisagree.Inaddition,37%ofpart‐timerespondentsdisagreestronglythatpromotingdiversityleadstotheadmissionoftoomanyunderpreparedstudents,combinedwith33%ofallrespondents.


29

FocusonPart‐TimeFacultyPart‐timefacultywereaskedaseriesofquestionstobetterunderstandtheirgoals,choicesandopinions.IndatashowninAppendixTablesA15throughA17,ffgiventhechoice,59%ofpart‐timerespondentswouldprefertoworkfull‐timeatIUSoutheast.Inaddition,45%ofpart‐timerespondentshavesoughtafull‐timepositionatIUSoutheastoranotherinstitutionand32%ofpart‐timerespondentshaveafull‐timeprofessionalcareeroutsideacademia.Additionally,part‐timerespondentswereaskedaseriesofquestionsregardingtheirreasonsforteachingpart‐timeatIUSoutheast.

Table29Agree Strongly

Agree Somewhat

Disagree Somewhat

Disagree Strongly

My expertise in my chosen profession is relevant to the course(s) I teach 81.8% 16.5% 1.7% 0.0%

My part‐time position in an important source of income for me 47.9% 27.3% 19.8% 5.0%

Teaching part‐time fits my current lifestyle 47.1% 37.2% 9.9% 5.8% Full‐time positions were not available 40.2% 31.6% 10.3% 17.9%

Part‐time teaching is a stepping‐stone to a full‐time position 20.8% 36.7% 24.2% 18.3%

Compensation is not a major consideration in my decision to teach part‐time 13.2% 33.1% 32.2% 21.5%

My part‐time position provides benefits (e.g. health insurance, retirement, etc.) that I need 0.0% 1.7% 5.8% 92.6%

Ninety‐eightpercentofpart‐timerespondentsagreethattheirexpertiseintheirprofessionsisrelevanttotheircourses,while84%agreethatteachingpart‐timefitstheircurrentlifestyle.Three‐quartersagreethattheirpart‐timepositionisanimportantsourceoftheirincome,and72%agreethatfull‐timepositionswerenotavailable.Additionally,nearlyallrespondentsdisagreethattheirpart‐timepositionprovidesneededbenefits.Lastly,part‐timefacultywereaskedavarietyofquestionsregardingpart‐timeinstructorsatIUSoutheast.

Table30Agree Strongly

Agree Somewhat

Disagree Somewhat

Disagree Strongly

Receive respect from students 62.0% 34.7% 1.7% 1.7% Have no guarantee of employment security 54.5% 36.4% 6.6% 2.5%

Have good working relationships with the administration 48.8% 37.2% 10.7% 3.3% Have access to support services 43.8% 38.0% 12.4% 5.8% Are respected by full‐time faculty 40.8% 47.5% 5.0% 6.7%

Are primarily responsible for introductory classes 37.2% 38.0% 16.5% 8.3% Rarely get hired into full‐time positions 23.1% 39.3% 29.9% 7.7%

Are given specific training before teaching 12.4% 33.1% 31.4% 23.1% Are required to attend meetings 4.2% 21.7% 44.2% 30.0%

Are compensated for advising/counseling students 3.4% 10.2% 41.5% 44.9%


30

Nearlyallpart‐timerespondentsagreethatfellowpart‐timefacultyreceiverespectfromstudents,while88%agreethatpart‐timefacultyarerespectedbyfull‐timefaculty.Eighty‐sixpercentofthepart‐timesampleagreethatpart‐timefacultyhavegoodworkingrelationshipswiththeadministration.Abouteightoutofeverytenagreethatpart‐timefacultyhaveaccesstosupportservices,butnineoutoftenagreethatpart‐timefacultyhavenoguaranteeofemploymentsecurity.About86%ofthepart‐timesampledisagreethatpart‐timefacultyarecompensatedforadvisingorcounselingstudents,whileaboutthree‐quartersdisagreethatpart‐timefacultyarerequiredtoattendmeetings.


31

PeerGroupDifferencesTheHERIdatafromourcampuswasalsocomparedtonationallynormeddataforthreetypesofschools:apeergroupofourchoice(ofparticipatingHERIschools),public4‐yearcolleges,andacombinationofpublic/privateuniversitieswithpublic4‐yearcolleges.Onlysignificantdifferencesofsummarizedmeans(combiningthestrongest2Likertcategoriessuchas‘all’and‘most’,forinstance)ortheirequivalent(combiningthetopnumericalcategories,suchas‘5ormorehours’)arepresentedbelow.OrganizedbyHERItheme,thissectionexploressignificantdifferencesbetweenIUSoutheastfull‐timerespondentsandtheirHERIpeers(schoolsidentifiedaseitherIUSoutheastpeersoraspirationalpeers,listedinAppendixTableA18),public4‐yearfacultypeers(ninety‐eightHERI‐participatingschoolscategorizedas4‐yearpubliccolleges,suchasIUSoutheast:listavailableuponrequest),andacombinationofbothHERIandpublic4‐yeargroups.Differencesarealsoexaminedbygenderbetweenthethreesetsofpeergroupslistedabove.Whilestatisticalsignificanceindicatesadifferenceofmeansexpectedbymorethanjustchance,effectsizeindicatesthepracticaldifferenceinmagnitudebetweenthetwomeans.Roughlyspeaking,HERIeffectsizeof.2indicatesasmalleffect,.5amediumeffectand.8alargeeffect.SubheadingsinthesesectionsbelowindicatequestionsthatmakeuptheHERIconstructsthatareanalyzedattheendofthereport.ProfessionalPractice‐TeachingBothourfull‐timeIUSoutheastrespondents(p


32

numbersofprofessionalwritingsacceptedforpublicationinthelasttwoyearscomparedtotheirHERIpeers.Lastly,bothourfullsample(p


33

sampleplaceslessimportanceonpreparingstudentsforgraduateoradvancededucationrelativetotheirHERIpeers(p


34

Satisfaction

CompensationAsshowninTable31,comparedtoHERIpeersandpublic4‐yearfaculty,IUSoutheastfacultyaresignificantlymoresatisfiedwiththeircompensation:opportunitiesforscholarlypursuits,teachingloadandretirementbenefits.

Table31IU Southeast Sample Full‐time Male Female

Sig level Effect size Sig level Effect size Sig level Effect sizeOpportunities for Scholarly Pursuits

HERI peers p


35

partnershipsasasignificantlyhigherprioritycomparedtoallpublic4‐yearfaculty(p


36

HabitsofMindTheIUSoutheastfemalesampleencouragesundergraduatestorevisetheirpaperstoimprovetheirwritingsignificantlymoreoftenthanboththeirHERIpeers(p


37

HERIConstructsTheCIRPusesItemResponseTheory(IRT)tocombinesurveyquestionsintoconstructs,weightingindividualquestionsthatbettermeasureanarrayofbroadconcepts.ResultscanindicatehowthefacultyexperienceatIUSoutheastdiffersforourcomparisongroups.Asabove,onlysignificantdifferencesarepresented.ThequestionsthatcreateeachconstructarelistedinAppendixB.FacultyWork&JobSatisfaction

JobSatisfaction:CompensationThisisaunifiedmeasureoftheextenttowhichfacultyaresatisfiedwiththeircompensationpackages.Overall,IUSoutheastfacultyaremoresatisfiedwiththeircompensationpackagescomparedtoboththeirHERIpeersandpublic4‐yearfaculty.Thefull‐timesample(p


38

EducationalGoals&Mission

CivicMindedValuesThisisaunifiedmeasureoftheextenttowhichfacultybelievecivicengagementisacentralpartofthecollegemission.IUSoutheastfull‐timefemalerespondentsbelievecivicengagementissignificantlylessacentralpartofthecollegemissioncomparedtoboththeirHERIpeers(p


39

AppendixATablesA1throughA9:ProfessionalPracticebyTenureStatus,AcademicRankandFull‐Time

Status

TableA1

Importance of teaching Essential Very

important Somewhat important

Not important

Grand Total

Tenured 79.2% 19.5% 1.3% 0.0% 100.0% On tenure track, not

tenured 78.1% 18.8% 3.1% 0.0% 100.0% Not on tenure track 79.4% 18.8% 1.8% 0.0% 100.0%

TableA2

Importance of research Essential Very


Not important

Grand Total



TableA3

Importance of service Essential Very


Not important

Grand Total



TableA4

Importance of teaching Essential

Very important

Somewhat important

Not important

Grand Total

Instructor 75.0% 25.0% 0.0% 0.0% 100.0%Lecturer 88.1% 9.0% 3.0% 0.0% 100.0%

Asst Professor 77.5% 20.0% 2.5% 0.0% 100.0%Assoc Professor 76.5% 23.5% 0.0% 0.0% 100.0%

Professor 78.7% 17.0% 4.3% 0.0% 100.0%

TableA5Importance of research Essential

Very important

Somewhat important

Not important

Grand Total



Professor 40.4% 48.9% 6.4% 4.3% 100.0%


40

TableA6Importance of service Essential

Very important

Somewhat important

Not important

Grand Total



Professor 19.1% 40.4% 34.0% 6.4% 100.0%

TableA7Importance of teaching Essential

Very important

Somewhat important

Not important

Grand Total

Full‐time 9 months+ 83.5% 15.2% 1.3% 0.0% 100.0% Not full‐time 73.7% 23.7% 2.5% 0.0% 100.0%

TableA8

Importance of research Essential

Very important

Somewhat important

Not important

Grand Total


TableA9

Importance of service Essential Very


Not important

Grand Total



41

TableA10‐EducationGoalsforUndergraduatesAll Respondents Part‐time Respondents

Importance‐‐> Essential Very or

somewhat Not

important Essential Very or

somewhat Not

important Develop ability to think critically 87.9% 12.1% 0.0% 90.7% 9.3% 0.0%

Prepare students for employment after college 57.3% 41.4% 1.3% 63.9% 35.1% 1.0%

Prepare students for graduate or advanced education 34.5% 64.7% 0.8% 46.9% 51.0% 2.1%

Develop moral character 35.6% 60.7% 3.8% 47.4% 49.5% 3.1% Provide for students' emotional

development 23.8% 70.3% 5.9% 34.0% 61.9% 4.1% Teach students the classic works

of Western civilization 11.3% 59.4% 29.3% 14.4% 56.7% 28.9% Help students develop personal

values 29.7% 66.1% 4.2% 37.1% 59.8% 3.1% Enhance students' self‐

understanding 41.8% 54.0% 4.2% 51.5% 45.4% 3.1% Instill in students a commitment

to community service 16.7% 71.1% 12.1% 18.6% 71.1% 10.3% Enhance students' knowledge of

and appreciation for other racial/ethnic groups 43.7% 51.3% 5.0% 49.0% 44.8% 6.3%

Help master knowledge in a discipline 63.2% 36.8% 0.0% 59.8% 40.2% 0.0%

Develop creative capacities 40.6% 56.9% 2.5% 45.4% 54.6% 0.0% Instill a basic appreciation of the

liberal arts 32.6% 58.2% 9.2% 35.1% 59.8% 5.2% Promote ability to write

effectively 56.9% 41.4% 1.7% 67.0% 30.9% 2.1% Help students evaluate the

quality and reliability of information 65.7% 34.3% 0.0% 66.0% 34.0% 0.0%

Engage students in civil discourse around controversial issues 31.4% 57.7% 10.9% 30.9% 55.7% 13.4%

Teach students tolerance and respect for different beliefs 54.4% 43.1% 2.5% 59.8% 38.1% 2.1%

Encourage students to become agents of social change 25.6% 59.7% 14.7% 33.0% 52.6% 14.4%


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TableA11‐InstitutionalClimate

Respondents Agree strongly Agree

Disagree somewhat

Disagree strongly

Faculty of color are treated fairly here All 55.5% 40.4% 2.8% 1.4% Part‐time 58.8% 37.6% 1.2% 2.4%

Women faculty are treated fairly here All 51.6% 43.0% 4.5% 0.9% Part‐time 63.2% 31.0% 4.6% 1.1%

Gay and lesbian faculty are treated fairly here All 50.2% 44.7% 4.6% 0.5% Part‐time 59.0% 36.1% 3.6% 1.2%

My teaching is valued by faculty in my department

All 46.6% 43.9% 8.1% 1.4% Part‐time 45.5% 48.9% 4.5% 1.1%

Faculty are committed to the welfare of this institution

All 44.3% 48.9% 5.4% 1.4% Part‐time 47.1% 46.0% 5.7% 1.1%

Faculty here are strongly interested in the academic problems of undergraduates

All 42.7% 50.0% 6.8% 0.5% Part‐time 40.7% 55.8% 3.5% 0.0%

My values are congruent with the dominant institutional values

All 28.6% 56.7% 11.5% 3.2% Part‐time 36.9% 52.4% 9.5% 1.2%

Faculty are interested in students' personal problems

All 23.8% 65.5% 9.4% 1.3% Part‐time 25.8% 58.4% 13.5% 2.2%

There is adequate support for faculty development

All 21.5% 56.2% 17.4% 5.0% Part‐time 20.0% 62.4% 12.9% 4.7%

This institution takes responsibility for educating underprepared students

All 21.4% 54.1% 20.9% 3.6% Part‐time 29.1% 51.2% 17.4% 2.3%

Student Affairs staff have the support and respect of faculty

All 20.1% 67.8% 10.7% 1.4% Part‐time 17.3% 77.8% 4.9% 0.0%

Racial and ethnic diversity should be more strongly reflected in the curriculum

All 19.5% 39.5% 32.7% 8.2% Part‐time 16.3% 27.9% 44.2% 11.6%

My research is valued by faculty in my department

All 19.0% 49.0% 21.9% 10.0% Part‐time 12.5% 51.3% 22.5% 13.8%

Faculty are sufficiently involved in campus decision making

All 18.9% 51.2% 23.5% 6.5% Part‐time 27.7% 57.8% 8.4% 6.0%

The criteria for advancement and promotion decisions are clear

All 18.2% 50.5% 22.9% 8.4% Part‐time 13.6% 46.9% 32.1% 7.4%

This institution should hire more faculty of color

All 18.1% 42.5% 32.1% 7.2% Part‐time 10.3% 40.2% 41.4% 8.0%

Most of the students I teach lack the basic skills for college level work

All 11.3% 33.5% 45.2% 10.0% Part‐time 9.2% 31.0% 49.4% 10.3%

This institution should hire more women faculty

All 9.5% 41.2% 39.4% 10.0% Part‐time 11.5% 34.5% 41.4% 12.6%

Faculty feel that most students are well‐prepared academically

All 0.9% 33.3% 51.8% 14.0% Part‐time 2.3% 42.0% 43.2% 12.5%

There is a lot of campus racial conflict here All 0.5% 3.2% 25.5% 70.9% Part‐time 1.1% 3.4% 23.9% 71.6%


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TableA12‐InstitutionalPriorities

Respondents Highest priority

High priority

Medium priority

Low priority

To promote the intellectual development of students

All 58.6% 27.9% 10.2% 3.3% Part‐time 67.5% 25.3% 6.0% 1.2%

To create a diverse multi‐cultural campus environment

All 21.0% 36.0% 36.0% 7.0% Part‐time 24.4% 41.5% 25.6% 8.5%

To increase or maintain institutional prestige All 20.6% 43.5% 29.9% 6.1% Part‐time 22.0% 43.9% 26.8% 7.3%

To develop an appreciation for multiculturalism All 19.7% 38.5% 37.0% 4.8% Part‐time 23.7% 40.8% 30.3% 5.3%

To develop a sense of community among students and faculty

All 19.5% 49.8% 26.0% 4.7% Part‐time 27.7% 48.2% 22.9% 1.2%

To develop leadership ability among students All 15.8% 43.1% 38.3% 2.9% Part‐time 26.9% 43.6% 29.5% 0.0%

To create and sustain partnerships with surrounding communities

All 15.6% 41.7% 35.1% 7.6% Part‐time 21.5% 43.0% 30.4% 5.1%

To promote gender equity among faculty All 14.3% 37.6% 34.8% 13.3% Part‐time 21.8% 47.4% 24.4% 6.4%

To increase the representation of minorities in the faculty and administration

All 14.1% 33.5% 42.7% 9.7% Part‐time 16.0% 37.3% 38.7% 8.0%

To recruit more minority students All 13.7% 39.6% 38.7% 8.0% Part‐time 13.6% 39.5% 38.3% 8.6%

To enhance the institution's national image All 12.1% 33.5% 36.7% 17.7% Part‐time 16.9% 33.7% 37.3% 12.0%

To increase the representation of women in the faculty and administration

All 10.1% 28.0% 44.4% 17.4% Part‐time 13.3% 40.0% 38.7% 8.0%

To strengthen links with the for‐profit, corporate sector

All 9.8% 26.5% 43.1% 20.6% Part‐time 13.7% 39.7% 30.1% 16.4%

To pursue extramural funding All 9.2% 29.1% 42.2% 19.4% Part‐time 12.0% 36.0% 37.3% 14.7%

To provide resources for faculty to engage in community‐based teaching or research

All 8.7% 29.3% 44.2% 17.8% Part‐time 13.2% 43.4% 28.9% 14.5%

To help students learn how to bring about change in society

All 8.4% 27.6% 47.2% 16.8% Part‐time 15.9% 30.5% 41.5% 12.2%

To facilitate student involvement in community service

All 7.9% 35.5% 44.9% 11.7% Part‐time 15.9% 34.1% 40.2% 9.8%

To hire faculty "stars" All 2.8% 16.0% 36.3% 44.8% Part‐time 6.2% 19.8% 38.3% 35.8%


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TableA13‐StressRespondents Extensive Somewhat Not at all

Review/promotion process All 17.6% 28.3% 54.0% Part‐time 10.3% 11.8% 77.9%

Child care All 16.2% 36.0% 47.8% Part‐time 19.0% 32.8% 48.3%

Care of elderly parent All 14.8% 32.7% 52.5% Part‐time 8.7% 37.7% 53.6%

Institutional budget cuts All 13.6% 48.6% 37.9% Part‐time 10.1% 32.9% 57.0%

Committee work All 12.2% 38.8% 48.9% Part‐time 0.0% 10.3% 89.7%

Institutional procedures and 'red tape' All 11.9% 41.1% 47.0% Part‐time 7.2% 21.7% 71.1%

Change in work responsibilities All 11.8% 37.4% 50.7% Part‐time 9.6% 37.3% 53.0%

Being part of a dual career couple All 11.3% 32.8% 55.9% Part‐time 12.2% 32.4% 55.4%

Job security All 10.3% 29.0% 60.7% Part‐time 18.7% 36.3% 45.1%

Colleagues All 9.5% 36.8% 53.6% Part‐time 0.0% 16.5% 83.5%

Research or publishing demands All 8.6% 39.5% 51.9% Part‐time 1.5% 15.4% 83.1%

Friction with spouse/partner All 7.6% 22.7% 69.7% Part‐time 7.8% 27.3% 64.9%

Children's problems All 7.3% 33.1% 59.6% Part‐time 10.6% 28.8% 60.6%

Faculty meetings All 6.7% 36.9% 56.4% Part‐time 0.0% 6.7% 93.3%

Subtle discrimination (prejudice, racism, sexism) All 6.5% 17.5% 76.0% Part‐time 3.6% 9.6% 86.7%

My physical health All 6.3% 41.5% 52.2% Part‐time 7.5% 37.6% 54.8%

Students All 5.7% 52.0% 42.3% Part‐time 1.1% 45.7% 53.3%

Teaching load All 5.4% 34.2% 60.4% Part‐time 3.4% 21.6% 75.0%

Keeping up with information technology All 5.3% 42.7% 52.0% Part‐time 5.6% 37.1% 57.3%

Health of spouse/partner All 4.3% 30.1% 65.6% Part‐time 3.8% 26.3% 70.0%


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TableA14‐JobSatisfactionRespondents Very satisfied Marginally satisfied Not satisfied

Freedom to determine course content

All 55.9% 7.2% 2.3% Part‐time 51.7% 7.9% 2.2%

Autonomy and independence All 38.2% 6.6% 3.1% Part‐time 37.4% 4.4% 1.1%

Course assignments All 36.3% 8.8% 1.8% Part‐time 41.3% 8.7% 1.1%

Professional relationships with other faculty

All 31.9% 14.0% 6.1% Part‐time 35.9% 15.2% 4.3%

Departmental leadership All 31.8% 18.4% 9.4% Part‐time 47.7% 13.6% 3.4%

Competency of colleagues All 31.8% 11.7% 2.2% Part‐time 42.5% 6.9% 2.3%

Clerical/administrative support All 31.4% 15.9% 9.5% Part‐time 44.0% 8.3% 4.8%

Overall job satisfaction All 24.0% 17.9% 3.9% Part‐time 30.4% 16.3% 5.4%

Job security All 23.6% 21.3% 13.0% Part‐time 8.6% 35.8% 23.5%

Health benefits All 23.1% 10.4% 19.7% Part‐time 0.0% 5.4% 81.1%

Retirement benefits All 22.5% 17.3% 18.5% Part‐time 2.7% 13.5% 73.0%

Social relationships with other faculty

All 21.5% 19.5% 7.8% Part‐time 23.7% 21.1% 6.6%

Tuition remission for your children/dependents

All 18.6% 21.4% 20.0% Part‐time 8.3% 8.3% 66.7%

Office/lab space All 15.6% 19.0% 19.4% Part‐time 9.1% 35.1% 27.3%

Teaching load All 15.4% 19.3% 8.3% Part‐time 13.2% 24.2% 11.0%

Opportunity for scholarly pursuits All 13.4% 26.3% 16.8% Part‐time 4.0% 26.0% 34.0%

Availability of child care at this institution

All 9.5% 19.0% 26.2% Part‐time 6.7% 13.3% 33.3%

Prospects for career advancement

All 7.9% 30.2% 25.4% Part‐time 6.2% 32.3% 43.1%

Salary All 4.4% 31.7% 23.8% Part‐time 3.3% 32.2% 24.4%

Quality of students All 3.9% 34.9% 12.2% Part‐time 3.3% 31.5% 12.0%


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TableA15‐Ifgiventhechoice,wouldprefertoworkatIUSoutheastN %

Yes 72 59.0% No 50 41.0%

TableA16‐Haveeversoughtafull‐timeteachingpositionatIUSoutheastorelsewhere

N % Yes 55 45.1% No 67 54.9%

TableA17‐Full‐timeprofessionalcareerisoutsideacademia

N % Yes 37 31.6% No 80 68.4%

TableA18‐HERIpeers,2010‐2011:HERIFacultySurvey

HERI Peer Group, 2010‐2011 Full‐time Faculty (N) All Respondents (N) Indiana University Southeast 159 281

Indiana University‐ Purdue University‐ Fort Wayne 132 195 Fort Hays State University 136 158

Aurora University 61 157 University of Indianapolis 90 119

Lewis University 82 98


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AppendixB:ConstructsConstructsaresetsofrelatedsurveyitemsthatmeasureanunderlyingtraitofthefacultyexperience,weightedaccordingtohoweffectivetheyarein“tappinginto”thetrait.ConstructsfromIUSoutheastdatathatdiffersignificantlyfromeitherHERIpeersorpublic4‐yearpeersarepresentedbelow.Notethatnumbersinparenthesesbelowindicatestheweightsofeachquestionincreatingtheconstruct.FacultyWork&JobSatisfactionJobsatisfaction:compensation‐Howsatisfiedareyouwiththefollowingaspectsofyourjob?

*Opportunityforscholarlypursuits(2.18)*Retirementbenefits(1.48)*Salary(1.40)*Teachingload(1.27)*Jobsecurity(1.26)*Prospectsforcareeradvancement(1.25)

Careerrelatedstress‐Pleaseindicatetheextenttowhicheachofthefollowinghasbeenasourceofstressforyouduringthelasttwoyears:

*Lackofpersonaltime(1.52)*Teachingload(1.38)*Committeework(1.25)*Institutionalprocedures/redtape(1.17)*Colleagues(1.14)*Researchorpublishingdemands(1.13)*Self‐imposedhighexpectations(1.09)*Students(1.08)

Scholarlyproductivity‐Howmanyofthefollowinghaveyoupublished?

*Articlesinacademicandprofessionaljournals(3.09)*Howmanyofyourprofessionalwritingshavebeenpublishedoracceptedforpublicationinthelasttwoyears(2.53)*Chaptersineditedvolumes(2.11)

Socialagency‐Indicatetheimportancetoyoupersonallyofeachofthefollowing:

*Participatinginacommunityactionprogram(2.32)*Becomingacommunityleader(1.84)*Influencingsocialvalues(1.49)*Helpingtopromoteracialunderstanding(1.40)*Keepinguptodatewithpoliticalaffairs(1.06)


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EducationalGoals&MissionCivicmindedvalues

*Encouragestudentstobecomeagentsofsocialchange(2.37)*Collegesshouldencouragestudentstobeinvolvedincommunityserviceactivities(2.22)*Instillinstudentsacommitmenttocommunityservice(2.15)*Collegesshouldbeactivelyinvolvedinsolvingsocialproblems(1.75)*Collegeshavearesponsibilitytoworkwiththeirsurroundingcommunitiestoaddresslocalissues(1.64)*Influencingsocialvalues(1.31)

Undergraduateeducationgoal:personaldevelopment‐Indicatetheimportancetoyouofeachofthefollowingeducationgoalsforundergraduatestudents:

*Helpstudentsdeveloppersonalvalues(4.92)*Provideforstudents'emotionaldevelopment(2.91)*Developmoralcharacter(2.87)*Enhancestudents'self‐understanding(2.65)

InstitutionalPrioritiesInstitutionalpriority:civicengagement‐Indicatehowimportantyoubelieveeachprioritylistedbelowisatyourcollegeoruniversity:

*Toprovideresourcesforfacultytoengageincommunity‐basedteachingorresearch(4.27)*Tocreateandsustainpartnershipswithsurroundingcommunities(2.50)*Tofacilitatestudentinvolvementincommunityservice(1.29)

Institutionalpriority:commitmenttodiversity‐Indicatehowimportantyoubelieveeachprioritylistedbelowisatyourcollegeoruniversity:

*Tocreateadiversemulti‐culturalcampusenvironment(3.21)*Toincreasetherepresentationofminoritiesinthefacultyandadministration(3.05)*Todevelopanappreciationformulticulturalism(2.79)*Torecruitmoreminoritystudents(2.41)*Toincreasetherepresentationofwomeninthefacultyandadministration(1.76)

Institutionalpriority:increaseprestige‐Indicatehowimportantyoubelieveeachprioritylistedbelowisatyourcollegeoruniversity:

*Toincreaseormaintaininstitutionalprestige(3.54)*Toenhancetheinstitution'snationalimage(3.43)*Tohirefaculty"stars"(1.47)

Faculty Survey 2010 11 Education Research Institute (HERI ......HERI 2010‐11: Overall Report 7 up...

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