HERI Faculty Survey Selected IVCC Results Office of Institutional Research

HERI Based in the Graduate School of Education & Information Studies at the University of California, Los Angeles Sixth in a series of national faculty surveys Conducted every 3 yrs since = 1 st IVCC Faculty Participation

Higher Education Research Institute 421 Colleges & Universities participated “faculty member” = any full-time employee of an accredited college or university who spends at least part of his/her time teaching undergraduates Data reported separately for men & women faculty

HERI Faculty Survey Includes new items relating to remedial & developmental education, community service & spirituality 41 Public 2-Yr Colleges in the norm group; 2678 faculty 35% participation rate required to be counted in the norm group IVCC had 51/82 = 62% survey participation rate; 23 men & 28 women

Survey Focus Demographics How faculty members spend their time How they interact with their students Their preferred methods of teaching Their perceptions of institutional climate Their primary sources of stress and satisfaction.

Age of IVCC Faculty: Women v Men

Age of Faculty: IVCC v Public 2YR

Children Under 18: by Gender and Institution

Highest Degree Earned: IVCC v Public 2YR

Goals for Undergraduate Education (“Very Important” or “Essential”) IVCCWomenMen Public-2YR Develop ability to think critically Help master knowledge in a discipline Prepare for employment after college Promote ability to write effectively Develop moral character

Goals for Undergraduate Education (“Very Important” or “Essential”) IVCCWomenMen Public- 2YR Enhance students' self-understanding Prepare students for responsible citizenship Develop creative capacities Enhance students' knowledge of and appreciation for other racial/ethnic groups Instill a basic appreciation of the liberal arts

Goals for Undergraduate Education (“Very Important” or “Essential”) IVCCWomenMen Public- 2YR Instill commitment to community service Help students develop personal values Prepare for graduate or advanced education Provide for students' emotional development Facilitate search for meaning/purpose in life Enhance spiritual development

Underprepared Students Faculty Views on Underprepared Students (percentages) Agree "somewhat" or "strongly"IVCCWomenMen Public 2-YR Faculty feel that most students are well-prepared academically Most of the students I teach lack the basic skills for college level work

Approaches to Teaching Faculty Approaches to Teaching and Evaluation (percentages) Teaching/evaluation method used in "most" or "all" classes IVCCWomenMen Public 2-YR Class discussion Extensive lecturing Multiple choice mid-term and/or final exams Reflective writing/journaling

Clock Hours per Week: Scheduled Teaching

Clock Hours per Week: Preparing to Teach

Clock Hours per Week: Committee Work + Meetings

Stress Factors: Women v Men

Stress Factors: IVCC v Public 2YR

Sources of Stress: Women v Men

Sources of Stress: IVCC v Public 2YR

Personal Sources of Stress

Professional Sources of Stress

“To a Great Extent”

Job Aspects: “very satisfactory” or “satisfactory”

Faculty Relationship w/ Administration

Subtle Discrimination e.g. prejudice, racism, sexism (Factors noted as a source of stress for you during the last 2 years)

Mentoring

It’s the Teaching

Faculty Development

Priority Issues

Courses Taught Past 2 Yrs: Women v Men

So Where Do We Go From Here? To Infinity and Beyond…………………..