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Grand Valley State UniversityHERI Faculty Survey

2014 Results

Full-Time Undergraduate Teaching Faculty

Grand Valley State UniversityN=260

Public 4yr Colleges - highN=1,286

Higher Education Research Institute, University of California at Los Angeles


College Senior Survey

Results from the HERI Faculty Survey highlight key areas of faculty’s engagement in teaching, research, and service activities. The survey also touches on faculty’s level of stress, satisfaction with their institution, and perspectives for undergraduate education.

• Academic outcomes and experiences• Co-curricular outcomes and

experiences• Diversity• Future plans• Satisfaction

THE FACULTY EXPERIENCE


Table of Contents

• DemographicsSex Race/EthnicityAcademic Department

• Teaching PracticesStudent-Centered PedagogyHabits of MindTechnology in the ClassroomTypes of Courses Faculty TeachTeaching Load

• Research ActivitiesScholarly ProductivityFoci of Faculty ResearchFaculty Collaboration with

Undergraduates on Research

• Faculty SatisfactionWorkplace SatisfactionSatisfaction with CompensationSatisfaction with Pay Equity and

Family FlexibilityOverall Satisfaction

• Sources of Faculty StressCareer-Related StressStress Due to Subtle Discrimination,

by GenderStress Due to Subtle Discrimination,

by RaceAdditional Sources of Stress

• Faculty’s Perspectives on Campus

ClimateInstitutional Perspective:

Commitment to DiversityPerspectives on Campus Climate for

DiversityInstitutional Perspective:

Commitment to Civic EngagementInstitutional Perspective:

Commitment to PrestigeCampus and Departmental ClimateShared GovernanceInstitutional Commitment

32014 HERI Faculty Survey


A Note about CIRP Constructs

We use the CIRP constructs throughout this PowerPoint to help summarize important information about your faculty from the HERI Faculty Survey.

ConstructsConstructs statistically aggregate questions from the HERI Faculty Survey that tap into key features of the faculty experience. These faculty traits and institutional practices contribute to faculty’s engagement with students in the classroom, their research productivity, and their overall satisfaction.



Demographics

54.2%45.8%

Sex

MaleFemale

African Ameri-

can/Black

Amer-ican In-

dian/Alaska Native

Asian/Native Hawai-

ian/Pacific

Islander

Latino White/Cau-

casian

Other Race/

Ethnicity

Two or MoreRaces/Ethnic-

ities

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2.4% 0.0%5.3%

2.4%

86.1%

2.4% 1.4%

Race/Ethnicity



Demographics

Race/Ethnicity

6

Sources of Funding for College Expenses

■ Your Institution ■ Comparison Group

American Indian/Alaska Native

Asian/Native Hawaiian/Pacific Islander

African American/Black

Latino

White/Caucasian

Other race/ethnicity

Two or more races/ethnicities

0.2%

3.5%

2.1%

3.0%

87.8%

1.6%

1.9%

0.0%

5.3%

2.4%

2.4%

86.1%

2.4%

1.4%



Demographics

Academic Department (Aggregated)

Agriculture or Forestry

Biological Sciences

Business

Education

Engineering

English

Health-related

History or Political Science

Humanities

Fine Arts

Mathematics or Statistics

Physical Sciences

Social Sciences

Other Technical

Other Non-technical

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

0.0%

5.2%

8.2%

7.2%

0.0%

8.2%

13.4%

4.1%

10.3%

6.2%

6.2%

3.1%

16.5%

2.1%

9.3%

0.9%

6.3%

5.4%

0.9%

5.4%

3.6%

0.9%

12.6%

6.3%

8.1%

9.0%

5.4%

12.6%

8.1%

14.4%

Men Women



Teaching Practices

Faculty differ in the types of courses they teach and the methods they use to deliver

content to students.

Return to Table of Contents 9

Student-Centered PedagogyStudent-Centered Pedagogy measures the extent to which faculty use student-centered teaching and evaluation methods in their

courses.

9

Construct Items

• Student presentations• Student evaluations of each others’

work• Class discussions• Cooperative learning (small

groups)• Experiential learning/Field studies• Group projects• Student-selected topics for course

content• Reflective writing/journaling• Using student inquiry to drive

learning

All Faculty Men Women40

42

44

46

48

50

52

54

56

58

60

51.250.2

52.4

50.248.9

51.6




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

23.0% 21.2%27.9% 28.6%

40.2% 36.7%

54.1% 54.6%

32.1% 33.7% 29.9% 33.1%

76.2% 77.7% 69.2% 69.2% 44.3% 45.3%

38.6% 39.0%

63.8% 63.3%63.1% 59.6%

Support their opinions with a

logical argument

Seek solutions to problems and

explain them to others

Look up scientific research articles

and resources

Explore topics on

their own, even though it was not required for class

Accept mistakes as part of the

learning process

Work with other students on group

projects

Habits of MindThese items measure the extent to which faculty structure courses to

develop habits of mind for lifelong learning in students.

Your Institution ■ Frequently■ Occasionally

Comparison Group■ Frequently■ Occasionally2014 HERI Faculty Survey


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

38.6% 37.9%28.5% 29.2% 28.2% 31.0% 36.3% 38.3%

22.0% 25.2%

53.1% 52.6% 69.0% 68.1% 64.7% 63.0% 52.9% 52.2%74.7% 72.1%

Use different points of view to make an

argument

Make connections between ideas from

different courses

Critically evaluate their position on an

issue

Recognize the biases that affect their

thinking

Think more broadly about an issue

Habits of MindThese items measure the extent to which faculty structure courses to

develop habits of mind for lifelong learning in students.


Comparison Group■ Frequently■ Occasionally2014 HERI Faculty Survey


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

45.9% 49.2%39.0% 39.2%

21.6% 18.2%29.4% 28.8% 31.0% 31.6%

43.2% 41.0%

20.2% 16.5%

3.5%2.5%

22.8% 30.0% 19.7% 20.9%

YouTube or other videos

Simulations/animations

Podcasts

Online homework or

virtual labs

Online discussion boards

Technology in the ClassroomClassrooms are becoming more technologically advanced, and faculty

increasingly utilize new technologies to engage students.


Comparison Group■ Frequently■ Occasionally



Types of Courses Faculty Teach

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

15.0% 17.9% 12.9%19.5%

32.4%38.5%


Taught an honors course

Taught a seminar for first-

year students

Taught a capstone course



Average Number of Courses Taught This Term



1

2

3

4

5

6

7

8

9

10

2.65 2.72 2.583.12 3.13 3.1



Research Activities


Scholarly ProductivityA unified measure of the scholarly activity of faculty.


42

44

46

48

50

52

54

56

58

60

50.752.0

49.249.350.1

48.3

Construct Items

• Articles in academic and professional journals

• Chapters in edited volumes• Professional writings published or

accepted for publication in the last two years




Foci of Faculty Research

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

37.1% 31.2% 27.0% 23.5% 24.3% 24.1%

65.6% 64.6%


Conducted research or writing focused on global/international

issues

Conducted research or writing focused on

racial or ethnic minorities

Conducted research or writing focused on

women or gender issues

Engaged in academic research that spans multiple disciplines



Faculty Collaboration with Undergraduates

on ResearchWith undergraduate research becoming a priority at many campuses, faculty are increasingly being asked to work with undergraduates on

research projects.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

36.3% 37.1%49.6% 49.4%

60.3% 66.2%


Supervised an undergraduate thesis

Engaged undergraduates on your research project

Worked with undergraduates

on a research project



Faculty Satisfaction


Workplace SatisfactionWorkplace Satisfaction measures the extent to which faculty are

satisfied with their working environment.


42

44

46

48

50

52

54

56

58

60

48.2 48.547.9

49.4 49.5 49.4


Construct Items

• Autonomy and independence• Professional relationships with

other faculty• Competency of colleagues• Departmental leadership• Course assignments



Satisfaction with Compensation Satisfaction with Compensation measures the extent to which faculty

are satisfied with their compensation packages.


42

44

46

48

50

52

54

56

58

60

52.2 52.1 52.2

50.4 50.949.8


Construct Items

• Salary• Retirement benefits• Opportunity for scholarly pursuits• Teaching load• Job security• Prospects for career advancement



Faculty Satisfaction with Pay Equity and Family Flexibility

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

41.4% 35.7%47.0% 47.9%

56.9% 52.1%

13.3%

8.7%

35.5% 38.5% 21.8%21.8%

Your Institution ■ Very Satisfied■ Satisfied

Comparison Group■ Very Satisfied■ Satisfied

Relative equity of salary and job benefits

Flexibility in relation to family matters or emergencies

Overall job satisfaction



Overall Faculty Job Satisfaction

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0.0%

54.5%

20.0%

60.0% 59.3% 60.0%

33.3%

0.0%

18.2%

60.0%

20.0% 19.8% 20.0%66.7%

Your Institution ■ Very Satisfied■ Satisfied

American Indian/Alask

a Native

Asian/Native

Hawaiian/Pacific Islander

African American/

Black

LatinoWhite/

CaucasianOther

race/ethnicity

More than one

race/ethnicity



Overall Satisfaction “If you could begin your career again, would you still want to come to

this institution?”

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

31.0%

43.3%

16.7%

5.2% 3.8%

30.2%

41.2%

17.1%

7.9%3.7%


Definitely Yes Definitely NoProbably NoProbably Yes


Not Sure


Sources of Faculty Stress


Career-Related StressCareer-Related Stress measures the amount of stress faculty

experience related to their career.


42

44

46

48

50

52

54

56

58

60

51.650.8

52.751.8

50.5

53.4


Construct Items

• Committee work• Colleagues• Students• Research or publishing demands• Institutional procedures/red tape• Teaching load• Lack of personal time• Self-imposed high expectations



Stress Due to Subtle Discrimination, by Gender

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

25.3% 24.2%18.1% 13.7%

33.3% 35.8%

14.1% 11.5%

7.6%7.9%

21.5% 15.4%

Your Institution ■ Extensive■ Somewhat

Comparison Group■ Extensive■ Somewhat

All Faculty

Men FacultyWomen Faculty



Stress Due to Subtle Discrimination, by Race

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

23.6% 22.7% 20.0%33.2%

50.0%43.5%

13.3% 10.8% 20.0%

11.8%

0.0%4.3%


Comparison Group■ Extensive■ Somewhat

White/Caucasian Faculty

Asian/Native Hawaiian/Pacific

Islander Faculty

Underrepresented Racial Minority Faculty



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

41.7% 42.3%49.8% 47.1%

20.8% 24.5%

53.8% 57.1%47.6% 51.6% 48.0% 50.0%

12.1%18.4%

27.5% 29.4%

7.7%8.0%

10.0% 8.5% 23.3%24.2%

19.6%25.5%

Personal Finances

Lack of personal

time

Job securityWorking with

underprepared

students

Change in work responsibilities

Institutional budget cuts

Additional Sources of Faculty Stress“Please indicate the extent to which each of the following has been a

source of stress for you during the last two years:”


Comparison Group■ Extensive■ Somewhat2014 HERI Faculty Survey


Faculty’s Perspectives on Campus Climate


Institutional Priority: Commitment to Diversity

Commitment to Diversity measures the extent to which faculty believe their institution is committed to creating a diverse multicultural

campus environment.


42

44

46

48

50

52

54

56

58

60

51.852.5

51.049.9

50.649.1


Construct Items

• To recruit more minority students• To increase the representation of

women in the faculty and administration

• To increase the representation of minorities in the faculty and administration



Perspectives on Campus Climate for Diversity

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

57.4%49.9% 50.7% 49.5% 45.6%

36.9%

21.8%

17.6% 19.2%12.1%

10.7%

7.1%

This institution has effective hiring practices and policies that increase

faculty diversity

This institution takes responsibility for educating

underprepared students

Faculty are not prepared to deal with conflict over diversity issues in the

classroomYour Institution ■ Agree strongly■ Agree somewhat

Comparison Group■ Agree strongly■ Agree somewhat



Institutional Priority: Civic EngagementCivic Engagement measures the extent to which faculty believe their

institution is committed to facilitating civic engagement among students and faculty.


42

44

46

48

50

52

54

56

58

60

51.450.6

52.2

50.6 50.251.0


Construct Items

• To facilitate student involvement in community service

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

• To create and sustain partnerships with surrounding communities



Institutional Priority: Increasing Prestige

Increasing Prestige measures the extent to which faculty believe their institution is committed to increasing its prestige.


42

44

46

48

50

52

54

56

58

60

47.446.3

48.747.7 47.3

48.1


Construct Items

• To increase or maintain institutional prestige

• To hire faculty “stars”• To enhance the institution’s national

image



Faculty’s Perspectives on Campus and Departmental Climate

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

19.0%10.6%

42.9% 45.7%33.2% 33.9% 35.2% 36.9%2.8%

3.0%

31.1% 29.8% 52.7% 54.8%40.6%

44.4%

There is a lot of campus racial conflict here

My research is valued by faculty in

my department

My teaching is valued by faculty

in my department

My service is valued by faculty

in my department

Your Institution ■ Agree strongly■ Agree somewhat

Comparison Group■ Agree strongly■ Agree somewhat



Faculty Perspectives on Shared Governance

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

38.0% 42.2%57.1% 55.6% 54.0% 51.7%

11.7%14.5%

16.2% 16.1% 18.0% 18.3%

The faculty are typically at odds with campus

administration

Administrators consider faculty concerns when making policy

The administration is open about its

policies

Your Institution ■ Very Descriptive■ Somewhat Descriptive

Comparison Group■ Very Descriptive■ Somewhat Descriptive



Institutional Commitment

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

35.1% 37.4% 42.4% 45.8%

9.5% 14.3%


In the past two years, have you considered leaving

academe for another job

In the past two years, have

you considered leaving this institution for another

Do you plan to retire within the next three years?



For more information about HERI/CIRP Surveys

The Freshman SurveyYour First College Year Survey

Diverse Learning Environments SurveyCollege Senior Survey

The Faculty Survey

Please contact:[email protected](310) 825-1925

www.heri.ucla.edu

The more you get to know your faculty, the better you can understand their needs.


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