Institutional Assessments Spring 2011 Report K. El Hassan, PhD. Director OIRA

Outline Exit Survey ICE Reports CAAP College Outcomes Survey HERI Faculty Survey

I. Exit survey 9. Which Faculty/School will you graduate from?   08-09 Percent 09-10 Percent 10-11 Percent Agricultural & Food Sciences 7.9 7.5 9.0 Arts & Sciences 32.9 38.2 32.8 Engineering & Architecture 24.3 26.2 Faculty of Medicine 1.4 .7 6.4 Health Sciences 5.1 4.2 4.3 Rafic Hariri School of Nursing 1.9 2.9 2.6 Suliman S.Olayan S.of Business 26.4 22.1 18.8 13. Which of the following will become your main activity after graduation?   08-09 Percent 09-10 Percent 10-11 Percent I don’t know yet 7.6 9.2 7.8 I have accepted a job 16.2 14.9 17.7 I plan to continue in my current position/job 8.5 5.2 6.4 I will be going to a graduate or professional school full-time next year 22.9 25.9 26.5 I am still seeking employment 35.7 34.3 30.7

Exit Survey 19. Have you applied to any graduate or professional school for study?   08-09 Percent 09-10 Percent 10-11 Percent Yes 33.0 37.9 36.4 No 67.0 62.1 63.6 20. If you answered ”Yes” to number 19 above, have you been accepted for study at any of the graduate or professional schools to which you applied? 20.1 18.0 26.9 2.9 4.1 4.3 Have not yet heard 12.8 18.8 8.8

Exit Survey 26. How do you rate the overall clearance process? 23. Did AUB provide you with career services?   08-09 Percent 09-10 Percent 10-11 Percent Yes 55.0 54.0 51.8 No 45.0 46.0 48.2 26. How do you rate the overall clearance process?   08-09 Percent 09-10 Percent 10-11 Percent Poor 1.5 1.6 2.2 Fair 11.4 9.1 13.1 Good 51.8 47.8 50.5 Very Good 29.4 34.5 27.7 Excellent 5.8 7.0 6.6

II. Instructor Course Evaluation (ICE) Demographics Fall 2010-11 Spring 2010-11 Participants Course sections Questionnaires 1606 25,488 1579 23,533 Class % Freshman 7 6 Sophomore 29 28 Junior 25 26 Senior 23 24 4rth Year Faculty FAFS 6 FAS 55 FEA 21 20 FHS 5 4 OSB 11 SNU 2

Instructor Course Evaluation (ICE) Demographics Fall 2010-11 Spring 2010-11 Reason for taking Course % Required from major 57 55 Elective from major 14 15 Elective outside major 13 16 Required outside major 10 9 University required 6 4 Expected Grade  90 85-89 26 28 80-84 32 70-79 24 22 70 3 Number of hours worked for course/week ≤ 3 36 4 – 6 42 43 7 – 10 > 10 7 Mean Response Rate 73% 74%

ICE

III. College Outcomes Survey (COS) Importance of learning outcomes Learning to Think and reason (I,P) Acquiring knowledge and skills needed for a career Developing problem-solving skills (3 from 5) Learning about career options (5 from 11) Developing effective job-seeking skills (8 from 14) Progress made in Learning to think and reason  Listening to and understanding what others say Improving my writing skills (from 16 to 9) Acquiring knowledge and skills needed for a career (10 to 6) Developing problem-solving skills (6 to 3)

COS Lowest items on progress made Developing effective job-seeking skills (still lowest) Learning about career options (improved ranking) Views of required courses outside major Become a more independent and self-directed learner. Develop as a “Whole person.” Broaden my awareness of diversity among people, their values and cultures. Agreement with statements about college This college is equally supportive of women and men. This college is equally supportive of all racial/ethnic groups. I would recommend this college to others

COS Personal Growth since Entering College & College Contribution Acquiring a well-rounded general education © Taking responsibility for my own behavior (G, C) Interacting well with people from cultures other than my own Preparing to cope with changes (+15) Improving ability to stay with projects until they are finished (+13) © Settling long-time or life goals (+6) Satisfaction with given aspect of college Personal security / safety on campus Library/learning resources center services Opportunities for involvement in campus activities New Student Orientation Services (+7, from 15 to 8)

COS Items lower than norms and lower than 2009. Concern for me as an individual (-.9) Quality of academic advising (-0.7) Faculty respect for students (-0.7) Informal contact with faculty in non-academic settings (- 0.6) Transfer of course credits from other colleges to this college (-0.6) Class size (-0.6) Financial aid services (-0.4)

Areas of Growth: College Contribution Intellectual 4.0 Personal 3.9 Social 3.9 Preparation for graduate work 3.7 Preparation for a career 3.6

Additional Items Highest rated ≥ 4 Lowest Rated ≤ 3.3 Course syllabi are usually distributed early on in the semester The objectives of the courses that I have taken were clearly stated. The syllabi usually included course outcomes i.e. the skills that the students ought to acquire by the end of the course. The material covered in class was relevant to stated course objectives AUB experiences helped me develop as a self learner I made a class presentation I worked with other students on project during class Lowest Rated ≤ 3.3 Teachers usually discussed performance and progress with students. I received prompt feedback from faculty on my academic performance (written or oral) I have talked with faculty members about my career plans. I have worked with a faculty member on research projects. I participated in a community-based project as part of a regular course

IV. CAAP Representative sample of 332 took it though scores of 252 were only received. Slight under-representation of OSB and over-representation of FEA. GPA of those who took it same as last year (79.7). Higher GPA higher CAAP score especially for CT, MR, and R. Males did better on all tests.

Comparison of CAAP Results with National Norms and with 2003-11

CT Scores by Major, Comparison with 2007-2011

Math Reasoning by Major, Comparison with 2006, 07, 09 & 10 56 58 60 62 64 66 68 BUSS ENG SOSC MA06 MA07 MA09 MA10 MA11

CAAP In Writing, AUB students consistently do better on usage/mechanics than on rhetorical writing and they have attained national norm level on this skill. In rhetorical writing they are maintaining average but is slightly lower than national norms and need to work on this. With respect to Reading, they performed usually slightly better on social science readings than on arts/literature, with both close to national norms 90% of students obtained Certificates of Achievements indicating that they achieved ≥50th % ile of the normative sample. 62% obtained two certificates, highest ever.

Distribution of Certificates of Achievement by Subject

V. Faculty Survey Academic Rank Principle Activity 7% 75% 11% 6% 1% Administration Teaching Research Services to clients & patients Other Academic Rank 19% 16% 34% 10% 21% Professor Associate Assistant Lecturer Instructor

19. In how many of the courses that you teach do you use each of the following Evaluation Methods? 2004 Most/All Private Priv/Pub Multiple-choice exams: Mean Gender difference M>F 2.5 1.7*** 2.0*** 49-41 18-21 21-29 Essay exams: % Mean Gender difference M<F 64 37 42 39 2.2 2.3 29-50 43-42 40-38 Short-answer exams % Mean Gender difference M<F 36 38 2.4 35-43 42-35 42-41 Quizzes : Mean Gender difference M>F 45-41 26-25 35-35 Weekly essay assignments: Mean Gender difference M<F 1.8 1.7 15-40 16-24 16-23 Student presentations Mean Gender difference M<F 54 40 49 45 2.6 31-57 42-61 39-55 Term/research papers Mean Gender difference M<F 50 44 2.6** 25-55 47-56 41-48 Student evaluations of each others’ work 17 19 21 1.9 11-33 13-24 17-26 Grading on a curve % Mean Gender difference M>F 27 22 24 1.7* 29-10 27-19 23-12

19. In how many of the courses that you teach do you use each of the following Evaluation Methods? Competency-based grading: Mean Gender difference M<F 2.2 2.4* 38-39 47-51 46-50 Class discussions % Mean Gender difference M<F 94 84 85 82 3.4 3.5 78-93 81-92 79-88 Cooperative Learning Mean Gender difference M<F 45 48 52 56 2.5 2.6 2.8** 36-69 46-62 48-69 Experiential learning/Field studies: Mean Gender difference M<F 2.0 1.9 24-43 20-29 22-33 Teaching assistants Mean Gender difference M>F 14 15 23 13 1.7 2.0*** 1.6 18-10 24-21 14-11 Recitals/Demonstratio Mean Gender difference M<F 28 24-34 21 1.8 23-17 19 1.8* 19-20 Group projects % 32 42 Mean 2.3 2.1* Gender difference M<F 36-52 25-32 28-38

19. In how many of the courses that you teach do you use each of the following Evaluation Methods? Extensive lecturing % 46 44 Mean 2.4 2.5 Gender difference M>F 56-29 50-35 52-34 Multiple drafts of written work % 28 21 23 2.0 1.9 Gender difference M<F 13-36 18-26 19-29 Student-selected topics for course content % 15 21* 1.8 10-24 19-24 17-26 Reflective writing/journaling % 13 14 17 1.2 1.6 1.7 3-33 12-18 12-25 Community service as part of coursework % 6 4 1.3 1-10 2-6 4-8 Electronic quizzes with immediate feedback in class 3 7 Gender difference M=F 3-2 4-5 6-9 Using real-life problems % 55 49 57 2.6 2.8 53-60 47-52 55-61 Using student inquiry to drive learning % 43 42-19 39-51 42-52

Student-Centered Pedagogy Measures the extent to which faculty use student-centered teaching and evaluation Non-significant differences between AUB and norm groups on this construct.  Measure weighted average of following survey items and estimation 'weights' In how many of the courses that you teach do you use each of the following? Cooperative learning (small groups) (2.30) Reflective writing/journaling (1.37)  Student presentations (1.85) Experiential learning/Field studies (1.30) Group projects (1.82) Using student inquiry to drive learning (1.26) Class discussions (1.70) Student-selected topics for course content (1.21) Student evaluations of each others’ work (1.53)

Professional Practice: Scholarly Productivity 14 Professional Practice: Scholarly Productivity 14. How many of the following have you published? 2004 AUB Private Priv/Pub Articles in academic or professional journals 5 or more Mean Gender differences M>F 64 58 3.9 70-37 71*** 4.6 77-61 57 .65-46 Chapters in edited volumes1 or more 53 54 2.0 56-49 74*** 2.8 76-70 59* 2.3 63-54 Books, manuals, or monographs 1 or more 40 35 1.5 38-29 50*** 1.9 55-42 1.7 43-35 Other, such as patents, or computer software products 1 or more 9 15 1.2 18-10 20* 1.4 24-12 1.3 19-8 How many exhibitions or performances in the fine or applied arts have you presented in the last two years? Gender differences M>F AUB, F>M USA 12 15-5 13 11-17 14 13-15 How many of your professional writings have been published or accepted for publication in the last two years? 3 or more 51 2.7 58-39 63* 3.0 67-57 48 2.6 53-40

Professional Practice: Scholarly Productivity 20. Indicate the importance to you personally of each of the following: 2004 AUB Private Priv/Pub Making a theoretical contribution to science Essential / Very important Mean Gender differences M>F USA, AUB same 79 55 2.6 55-55 52 2.5 55-45 43** 2.3 47-36 22. During the present term, how many hours per week on average do you actually spend on each of the following activities? Research and scholarly writing 5 or more hours Gender differences M>F 67 62 3.7 74-42 76*** 4.4 80-69 3.6 67-54 Other creative products/performances 1 or more hours Gender differences M>F AUB, All; 25 1.9 66-54 39** .26 38-41 41* 1.7 43-39

Scholarly Productivity A unified measure of the scholarly activity of faculty. Survey items and estimation 'weights': How many of the following have you published? * Articles in academic and professional journals (3.09) * How many of your professional writings have been published or accepted for publication in the last two years (2.53) * Chapters in edited volumes (2.11) . AUB performance on scholarly productivity is significantly lower than private universities but is similar to overall universities’ average. AUB faculty publications are significantly lower than those of faculty in private universities. AUB faculty spend significantly less time on research writing but significantly more time on creative products.

Professional Practice: Service 22. During the present term, how many hours per week on average do you actually spend on each of the following activities? 2004 AUB Private Pr/Pub Advising and counseling of students 5 or more hours Mean Gender differences M>F 23 33 2.4 27-41 41 2.6 41-41 39-42 Committee work and meetings 5 or more hours Gender differences M=F 27 2.5 33-32 35 33-38 38 36-40 Other administration 5 or more hours 24 34 35-32 32 31-33 Consultation with clients/patients 1 or more hours 22 29 1.9 29-30 17*** 1.3 19-15 19*** 18-19 Community or public service 1 or more hours 36 46 1.7 45-48 48 1.6 48-50 55 52-59 20. Indicate the importance to you personally of each of the following: 2004 AUB Private Pr/Pub Mentoring the next generation of scholars Essential / Very important Mean Gender differences M<F 77 3.0 71-86 84*** 3.3 82-86 79** 3.2 77-82

Conclusion. No significant difference on civic minded practice. Civic Minded Practice. A unified measure of faculty involvement in civic activities. Survey items and estimation 'weights': Collaborated with the local community in research/teaching (1.87) Engaged in public service/professional consulting without pay? (1.51) Do you use your scholarship to address local community needs? (1.78) Community or public service (1.35) Community service as part of coursework (1.64) Advised student groups involved in service/volunteer work (1.33) Conclusion. No significant difference on civic minded practice.

Civic Minded Values. A unified measure of the extent to which faculty believe civic engagement is a central part of the college mission. Encourage students to become agents of social change (2.37) Colleges should be actively involved in solving social problems (1.75) Colleges should encourage students to be involved in community service activities (2.22) Colleges have a responsibility to work with their surrounding communities to address local issues (1.64) Instill in students a commitment to community service (2.15) Influencing social values (1.31) Conclusion: Significant difference on values with AUB higher than both of comparison groups.

Satisfaction: Workplace A unified measure of the extent to which faculty are satisfied with their working environment. How satisfied are you with the following aspects of your job? Professional relationships with other faculty (2.55) Competency of colleagues (1.92) Departmental leadership (1.51) Course assignments (1.33 Autonomy and independence (1.57)

Job Satisfaction Compensation – A unified measure of the extent to which faculty are satisfied with their compensation packages How satisfied are you with the following aspects of your job? Opportunity for scholarly pursuits (2.18) Retirement benefits (1.48) Teaching load (1.27) Job security (1.26) Prospects for career advancement (1.25) Salary (1.40) Significantly smaller percentage of male and female faculty is highly satisfied with their workplace and compensation at AUB as compared with both private and all universities. Nearly 50% have low satisfaction on these two constructs

There are no significant differences on career related stress. Job Satisfaction Career Related Stress - Measures the amount of stress faculty experience related to their career. Please indicate the extent to which each of the following has been a source of stress for you during the last two years: Lack of personal time (1.52) Colleagues (1.14) Teaching load (1.38) Research or publishing Committee work (1.25) Self-imposed high expectations (1.09) Institutional procedures/red tape (1.17) Students (1.08)

Institutional Priority Commitment to Diversity: Measures the extent to which faculty believe their institution is committed to creating a diverse multicultural campus environment. To create a diverse multi-cultural campus environment (3.21) To increase the representation of minorities in the faculty and administration (3.05) To develop an appreciation for multiculturalism (2.79)  To recruit more minority students (2.41) To increase the representation of women in the faculty and administration (1.76) No significant differences on faculty perception that diversity is a priority.

Institutional Priority Civic Engagement – Measures the extent to which faculty believe their institution is committed to facilitating civic engagement among students and faculty To provide resources for faculty to engage in community-based teaching or research (4.27) To create and sustain partnerships with surrounding communities (2.50) To facilitate student involvement in community service (1.29) AUB is significantly higher than private and all universities on faculty perception that civic engagement is a priority at AUB with a low effect size. No significant gender differences.

Institutional Priority Increase Prestige – Measures the extent to which faculty believe their institution is committed to increasing its prestige. To increase or maintain institutional prestige (3.54) To enhance the institution's national image (3.43) To hire faculty "stars" (1.47) AUB is significantly lower than private universities only on faculty perception that increased prestige is a priority

Relationship with Administration Indicate how well each of the following describes your university 2004 AUB Private Priv/pub The faculty are typically at odds with campus administration Very descriptive / somewhat descriptive 79 78 55*** 67* Mean 2 1.7 7.9 Gender difference M>F only in AUB 82-73 52-61 63-67 Administrators consider faculty concerns when making policy 70 76** 72* 1.9 Gender difference M<F in AUB 64-80 78-72 73-71 The administration is open about its policies 66 69 71 1.8 Gender difference M>F only in public 65-68 71-66 70-72 Please indicate the extent to which each of the following has been a source of stress during the last two years Institutional procedures and “red tape” Extensive / somewhat 73 68** 74 Gender difference M>F 77-66 68-67 74-73 Below are some statements about your university. Indicate the extent to which you agree or disagree with each of the following Faculty are sufficiently involved in campus decision making Agree strongly / agree somewhat 30 88 62*** 3.3 2.8 Gender difference M<F 81-100 59-69 58-69 The criteria for advancement and promotion decision are clear 52 58 68*** 71*** 2.5 2.9 Gender difference M>F only except AUB 58-59 73-60 73-67

Relationship with Administration A high percentage of faculty believe that they are sufficiently involved in campus decision-making and it is significantly higher than the norms. This involvement puts them at odds with administration and institutional red tape is a source of stress for AUB faculty and this is significantly higher than norms especially for private universities. A lower percentage view promotion criteria as clear and that their concerns are being considered by administration, also significantly lower than norms. There are gender differences on relationship with administration for AUB and also between AUB and the norms. In general females are more positive in this regard.

Institutional Support & Resources Indicate how well each of the following describes your college or university 2004 AUB Private Priv/pub Faculty are rewarded for being good teachers Very descriptive / somewhat descriptive 55 53 70*** 71*** Mean 1.6 1.9 Gender difference M>F only in private 49-59 71-68 70-71 There is respect for the expression of diverse values and beliefs 85 91** 91 2.2 2.4 2.3 Gender difference M>F 86-83 92-91 91-90 Faculty are rewarded for their efforts to use instructional technology 58 50 66*** 68*** 1.8 Gender difference M<F only in AUB 47-54 70-64 68-67 Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following My research is valued by faculty in my department Agree strongly / agree somewhat 64 68 80*** 76** 2.7 3 2.9 72-60 82-75 78-72 My teaching is valued by faculty in my department 77 79 87*** 88*** 3.3 81-76 87-86 88-88 There is adequate support for faculty development 63 70* 2.6 2.8 63-76 75-62 65-61

Institutional Support & Resources A good percentage (more than 50%) of faculty view that they are getting support for their research and teaching from other faculty and their department, however it is significantly lower than the norms, especially private universities. AUB female faculty, in general, have higher views on their being rewarded for good teaching, for use of technology, and faculty development support, while for US norms female faculty views are either same or lower than male faculty views.