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Faculty survey data 1989-2005: Trends and Comparisons with peers and student survey results

North Dakota State University Office of Institutional Research and Analysis HERI Faculty Survey; Student NSSE, SSI, AOS. Faculty survey data 1989-2005: Trends and Comparisons with peers and student survey results. William Slanger, Director Institutional Research and Analysis

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Faculty survey data 1989-2005: Trends and Comparisons with peers and student survey results

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  1. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS Faculty survey data 1989-2005: Trends and Comparisons with peers and student survey results William Slanger, Director Institutional Research and Analysis North Dakota State University AIRUM 2005 S:\OIRA\SHARED\oia_website\faculty\facultysurveydata

  2. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS • Points • Results make sense • Lowered anxiety over sample sizes and response rates • Compare yourself to self-selected peers • Multiple sources of info said same thing • 5. Focus groups

  3. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey

  4. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Do your interests lie primarily in teaching or research? 1=heavy teaching, 2=leaning teaching, 3=leaning research, 4= heavy research

  5. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS • HERI Faculty Survey • Peer Comparisons • Oregon State University • University of Alaska – Fairbanks • University of Arkansas – Fayetteville • University of Idaho • Utah State University • And • Public universities of medium selectivity

  6. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Hours per week doing? Full-time undergraduate faculty

  7. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Hours per week doing? Full-time undergraduate faculty

  8. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Importance as undergrad goals? Full-time undergraduate faculty, % Very important & Essential

  9. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS Full-time undergraduate faculty, % Very important & Essential HERI Faculty Survey Importance as undergrad goals?

  10. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey How many have you published? Full-time undergraduate faculty

  11. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey General activities? Full-time undergraduate faculty, % Yes

  12. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey How high a priority for NDSU? Full-time undergraduate faculty, % High and Highest

  13. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Extent you agree with? Full-time undergraduate faculty, % Agree somewhat & Strongly

  14. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey How well descriptive of NDSU? Full-time undergraduate faculty, % Very descriptive

  15. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Source of stress last two years? Full-time undergraduate faculty, % Somewhat & Extensive

  16. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Satisfied with these job aspects? Full-time undergraduate faculty, % Satisfied or Very satisfied

  17. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Agreement with following? Full-time undergraduate faculty, % Agree somewhat & Strongly

  18. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Importance to you personally? Full-time undergraduate faculty, % Very important & Essential

  19. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey To what extent do you? Full-time undergraduate faculty, % Great extent

  20. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS • HERI Faculty Survey • Conclusions: • Character counts. • 2. i.e., NDSU faculty are more interested in “niceness,” “character,” and “happiness,” and instilling these attributes in students than faculty at peers. • 3. NDSU faculty are happy campers.

  21. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Conclusion: Students are saying it is nice to play nice with the faculty and we appreciate where we think you are coming from, but we are afraid we are not learning enough. This is probably because faculty are overestimating both the amount of entry student academic ability and the amount of student learning upon exit from NDSU. Faculty need to narrow this perception gap.

  22. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS Full-time undergraduate faculty, % Very important & Essential HERI Faculty Survey Importance as undergrad goals?

  23. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS Alumni Outcomes Survey -1999-2001 combined Only 36% said NDSU had a major impact on “Recognizing and using effective written communication skills,” compared to 45% for peers. The respective moderate percentages were 47 and 37%, i.e., sums of major and moderate impact the same, but reversed in disfavor of NDSU.

  24. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS Alumni Outcomes Survey -1999-2001 combined “Writing should be a larger part of the upper-level courses at NDSU. I believe NDSU students need more writing skills education than they receive in the required English courses.” “I could have used more writing classes, particularly technical writing.” “However, I think more classes should stress writing skills and public speaking.”

  25. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey How well descriptive of NDSU? Full-time undergraduate faculty, % Very descriptive

  26. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Satisfied with these job aspects? Full-time undergraduate faculty, % Satisfied or Very satisfied

  27. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Extent you agree with? Full-time undergraduate faculty, % Agree somewhat & Strongly

  28. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS National Survey of Student Engagement - 2000 & 2002

  29. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS National Survey of Student Engagement - 2005 Freshmen – Level of Academic Challenge Mean Lower 95% CI Upper 95% CI NDSU 48.1 Doc-Int 51.3 -4.9 -1.6 NSSE 2005 52.6 Freshmen – Active and Collaborative Learning NDSU 41.3 Doc-Int 41.2 -1.8 1.9 NSSE 2005 42.4

  30. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS National Survey of Student Engagement - 2005 Seniors – Level of Academic Challenge Mean Lower 95% CI Upper 95% CI NDSU 50.8 Doc-Int 55.5 -6.3 -3.0 NSSE 2005 56.5 Seniors – Active and Collaborative Learning NDSU 46.4 Doc-Int 51.3 -6.6 -3.2 NSSE 2005 51.5

  31. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS • National Survey of Student Engagement - 2002 • Doctoral Intensive Peers • Northern Arizona State • South Dakota State University • University of Montana • University of South Dakota • University of North Dakota • Wichita State University

  32. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS National Survey of Student Engagement - 2002 P values from logistic regression PeersDoc-Intensive Level of Academic Challenge: NDSU less than: .0409 .0001 Active and collaborative learning: NDSU less than: .5792 .0078 Student interaction with faculty members: NDSU less than: .0001 .0001

  33. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS • National Survey of Student Engagement - 2002 • Doctoral Extensive Peers (SBHE peers) • Oregon State University • Kansas State University • New Mexico State University • University of Idaho • University of Wyoming • Utah State University • University of Arkansas

  34. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS National Survey of Student Engagement - 2002 P values from logistic regression PeersDoc-Intensive Level of Academic Challenge: NDSU less than: .0071 .0001 Active and collaborative learning: NDSU greater than/less than: .4300 .0078 Student interaction with faculty members: NDSU less than: .0005 .0001

  35. Student Satisfaction InventoryNorth Dakota State University - Campus Instructional Effectiveness - Undergrad Means (scale of 1 thru 7) 7. Very satisfied 6. Satisfied 5. Somewhat satisfied 4. Neutral 3. Somewhat dissatisfied 2. Not very satisfied 1. Not satisfied at all

  36. Student Satisfaction InventoryNorth Dakota State University - Campus Instructional Effectiveness - Undergrad Means (scale of 1 thru 7) #3 Faculty care about me as an individual 7. Very satisfied 6. Satisfied 5. Somewhat satisfied 4. Neutral 3. Somewhat dissatisfied 2. Not very satisfied 1. Not satisfied at all

  37. Student Satisfaction InventoryNorth Dakota State University - Campus Instructional Effectiveness - Undergrad Means (scale of 1 thru 7) #25 Faculty are fair and unbiased in their treatment of individual students 7. Very satisfied 6. Satisfied 5. Somewhat satisfied 4. Neutral 3. Somewhat dissatisfied 2. Not very satisfied 1. Not satisfied at all

  38. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS Other sources of collaborative information ACT Withdrawing/Non-returning Student Survey – 2 years Disappointed with quality of instruction – major/minor reason Third among sophomores at 15% Fourth among juniors at 10% Third overall at 8%

  39. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS Other sources of collaborative information Internal survey of withdrawing students “Instructor/classes” has slowly risen to the top of things not liked about NDSU from 13% fall 2002 to 23% spring 2005.

  40. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS Other sources of collaborative information Five focus groups each of undergraduates and graduate students at 10 students each spring 2005 “Nice, friendly, competent university; but level of instruction is not something we can complement you on, particularly for us undergraduates, who have seen a 50% increase in tuition alone the last five years along with fee increases as well.”

  41. HERI Faculty Survey; Student NSSE, SSI, AOS HERI Faculty Survey Conclusions: Students are saying it is nice to play nice with the faculty and we appreciate where we think you are coming from, but we are afraid we are not learning enough. This is probably because faculty are overestimating both the amount of entry student academic ability and the amount of student learning upon exit from NDSU. Faculty need to narrow this perception gap.

  42. North Dakota State UniversityOffice of Institutional Research and AnalysisHERI Faculty Survey; Student NSSE, SSI, AOS Speculation Faculty are projecting their positive views of and aspirations for the world onto the students and thus internalizing perceptions of student preparation and learning that are higher than reality. The energies from the generally positive attitudes of the faculty and the students need to be continually encouraged to be directed toward increased student learning.

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