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North Dakota State University Office of Institutional Research and Analysis HERI Faculty Survey Stud

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Title: North Dakota State University Office of Institutional Research and Analysis HERI Faculty Survey Stud


1
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 North Dakota State
University AIRUM 2005
S\OIRA\SHARED\oia_website\faculty\facultysurveyda
ta
2
North Dakota State University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey

4
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey Do your interests lie
primarily in teaching or research? 1heavy
teaching, 2leaning teaching, 3leaning research,
4 heavy research

5
North Dakota State University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey Hours
per week doing?
Full-time undergraduate faculty

7
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey Hours
per week doing?
Full-time undergraduate faculty

8
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty
Survey Importance as undergrad goals?
Full-time undergraduate faculty, Very important
Essential

9
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
Full-time undergraduate faculty, Very important
Essential
HERI Faculty
Survey Importance as undergrad goals?

10
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey How
many have you published?
Full-time undergraduate faculty

11
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey General
activities?
Full-time undergraduate faculty, Yes

12
North Dakota State University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey Extent
you agree with?
Full-time undergraduate faculty, Agree somewhat
Strongly

14
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey How
well descriptive of NDSU?
Full-time undergraduate faculty, Very
descriptive

15
North Dakota State University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty
Survey Agreement with following?
Full-time undergraduate faculty, Agree somewhat
Strongly

18
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty
Survey Importance to you personally?
Full-time undergraduate faculty, Very important
Essential

19
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey To what
extent do you?
Full-time undergraduate faculty, Great extent

20
North Dakota State University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
Full-time undergraduate faculty, Very important
Essential
HERI Faculty
Survey Importance as undergrad goals?

23
North Dakota State University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey How
well descriptive of NDSU?
Full-time undergraduate faculty, Very
descriptive

26
North Dakota State University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
HERI Faculty Survey Extent
you agree with?
Full-time undergraduate faculty, Agree somewhat
Strongly

28
North Dakota State University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
National Survey of Student Engagement - 2000
2002

29
North Dakota State University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
National Survey of Student Engagement - 2002 P
values from logistic regression Peers Doc-I
ntensive 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 University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
National Survey of Student Engagement - 2002 P
values from logistic regression Peers Doc-I
ntensive 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 Inventory North 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 Inventory North 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 Inventory North 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 University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI Faculty
Survey Student NSSE, SSI, AOS
Other sources of collaborative information Intern
al survey of withdrawing students Instructor/c
lasses has slowly risen to the top of things not
liked about NDSU from 13 fall 2002 to 23 spring
2005.

40
North Dakota State University Office of
Institutional Research and Analysis HERI 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 University Office of
Institutional Research and Analysis HERI 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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