curriculum and faculty enhancement ......curriculum and faculty enhancement initiative area. it will...
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CURRICULUM AND FACULTY ENHANCEMENT PROGRAM SURVEY
2
Survey URL: http://www.uncfsp.org/ICB_CFEP
Suggested Sources for Data: Provost/Chief Faculty Development Officer, Operations Director, Faculty Director or University President Total Number of Questions: 34
ICB CURRICULUM AND FACULTY ENHANCEMENT INITIATIVE HIGHLIGHT
The HBCU Curriculum Faculty Enhancement Program (CFEP) will support member institutions as they seek to strengthen academic programs and enhance areas of curriculum growth and need with the goal of creating “Centers of Excellence” in an array of disciplines critical to the success, stability and viability of our nation’s HBCUs. A major component of this program will involve opportunities for small clusters of member institutions to share similar interests and goals via “Networks of Learning.” This team-oriented approach will enable 15-20 institutions to share valuable information, learn from each other’s experiences and respond to challenges together, in a setting that promotes mentoring and collaboration. Initially, these clusters will be focused on the following areas of curriculum reform:
• STEM (Science, Technology, Engineering, Mathematics) Disciplines • Core Curriculum • Professional Programs (including business, nursing, education, library and
information science, etc.) • Humanities • Interdisciplinary Studies
Overall, the HBCU Curriculum Enhancement Program will enable the network of UNCF institutions to work collectively to enhance curricula that will better prepare African-American and other students of color for success in the 21st century workplace. More importantly, a greater number of member institutions will become known for their innovative curriculum and highly-qualified graduates. This will in turn help attract more students and greater public and private funding.
WHAT IS FACULTY DEVELOPMENT?
The needs assessment is concentrating on Faculty Development. Faculty Development refers to
those programs which focus on the individual faculty member. The most common focus for
programs of this type is the faculty member as a teacher. A second frequent focus of such
programs is the faculty member as a scholar and professional. A third area in which faculty
development programs focus is the faculty member as a person. Research is critical to faculty
development, and assists minority professors in increasing their research experience. In addition,
professors who continue their development through furthering their research & training, also
have access to pursue advanced degrees and improve their curricula and teaching skills. A
quality education includes the support and attention of knowledgeable, experienced professors.
3
Faculty members are the driving force behind colleges and universities; therefore, assisting
professors to be as productive as possible will make the entire institution more productive.
HOW THE RESULTS WILL BE USED
Presently there are no instruments available designed to measure both curriculum and faculty
development, at Historically Black Colleges and Universities, (HBCUs). This survey was
developed by CAPA and the Institute for Capacity Building, ICB. The Center for
Assessment, Planning and Accountability, (CAPA), is part of the United Negro College Fund
Special Programs Corporation, (UNCFSP). The survey was designed to inform ICB on what
policies and programs need to be developed to make the HBCUs more successful in their
Curriculum and Faculty Enhancement initiative area. It will be distributed to all HBCUs.
The Curriculum and Faculty Enhancement survey is a product of ICB, in collaboration with
UNCFSP. The instrument was developed with the advice and assistance of UNCF directors,
researchers as well as consultants with expertise in the various fields.
The Curriculum and Faculty Enhancement Survey is designed for use by the Institutional
Research Officers. The instructional guide was created to assist the respondents in areas that
they may not have expertise. The instrument measures four areas related to Curriculum and
Faculty Enhancement: Faculty Development Operations, Faculty Development Programming,
Faculty Characteristics, and Academic Information.
4
CURRICULUM AND FACULTY ENHANCEMENT SURVEY INSTRUCTIONAL
GUIDE WITH EMBEDDED SURVEY QUESTIONS
FACULTY DEVELOPMENT OPERATIONS
Instructions for completing Items 1-10
1. Please answer the following about the chief person who manages the majority of
your faculty development efforts: Please enter detailed information regarding the senior personnel who manages faculty development.
2. Please select the phrase that best describes the type of office or location the
institution’s faculty development initiative has: Please enter location information for type of faculty development office at your campus.
3. Please select how long the faculty development initiative has been in existence in its
current form: Please select the approximate length of time the faculty development office has existed.
4. Please select the individual the person that runs faculty development operations
directly reports to: Please select the name of the individual that the faculty development lead reports to.
5. Please select the number of individuals, including the administrator, that are on the
faculty development staff: Please select the appropriate number of faculty staff for your institution.
6. Please select the status of the institution’s specific faculty development goals: Please select the appropriate answer that best reflects the faculty development goal status.
7. If applicable, please enter the institution’s specific faculty development goals: Please list any specific faculty development goals that your institution has.
8. Please select all phrases that describe how funding for internal faculty development
operations is secured: (Select all that Apply) Please select all areas that indicate where the internal faculty development operations funds are secured
from.
9. Please select all phrases that describe how funding for internal faculty development
programming is secured: (Select all that Apply) Please select all areas that indicate where the internal faculty development programming funds are
secured from.
10. Please select the methods the institution utilizes to measure faculty satisfaction: (Select all that Apply) Please select all methods used to measure faculty satisfaction.
5
FACULTY DEVELOPMENT OPERATIONS
1. Please answer the following about the chief person who manages the majority of your faculty development
efforts:
• Position title:
• Highest academic degree:
• Years with institution:
• Years in present position:
• Gender:
2. Please select the phrase that best describes the type of office or location the institution’s faculty development
initiative has:
• Dedicated office in an academic building
• Dedicated office in an administrative building
• Free-standing structure dedicated to faculty development
• There is no specific faculty development location or structure
3. Please select how long the faculty development initiative has been in existence in its current form:
• 0-6 months
• 6 months - 1 year
• 1-3 years
• 3-5 years
• 5-10 years
• More than 10 years
4. Please select the individual the person that runs faculty development operations directly reports to:
• Institution President
• Provost/Chief Academic Officer
• Dean
• Other
5. Please select the number of individuals, including the administrator, that are on the faculty development staff:
• 1
• 2
• 3
• 4
• 5 or more
6. Please select the status of the institution’s specific faculty development goals:
• There are specific faculty development goals that have been adopted as institutional policy
• There are specific faculty development goals that are currently under review to be adopted as institutional
policy
• The faculty development office has specific goals but they are not part of any institutional formal policy
• Faculty development goals are currently being developed
• There are no current faculty development goals
• Unknown
7. If applicable, please enter the institution’s specific faculty development goals:
8. Please select all phrases that describe how funding for internal faculty development initiative operations is
secured: (Select all that Apply)
6
• Funds designated as a line item in the institutional annual budget
• Funds secured from external grants
• Other
• There is no budget for faculty development operations
9. Please select all phrases that describe how funding for internal faculty development initiative programming is
secured: (Select all that Apply)
• Funds designated as a line item in the institutional annual budget
• Funds secured from external grants
• Other
• There is no budget for faculty development operations
10. Please select the methods the institution utilizes to measure faculty satisfaction: (Select all that Apply)
• Annual Institution Survey
• Reports from Faculty Chairs
• Statistics on Faculty Turnover
• Other
• Unknown
• The institution does not measure faculty satisfaction
FACULTY DEVELOPMENT PROGRAMMING
Instructions for completing Items 11-15
For the following programming questions, please consider those faculty development
opportunities that would have been available to the majority of your faculty over the past 5
years.
11. Select the terms that best describe the faculty development opportunities offered at
the institution: (Select all that Apply) Please select all opportunities offered for faculty development.
12. Please select the rewards or incentives that are offered to faculty to participate in
activities to improve their teaching, research and/or course development: (Select all that
Apply) Please select all types of rewards or incentives offered for participation in any faculty development area.
13. Please select the types of support the institution offers for faculty to obtain advanced
degrees: (Select all that Apply) Please select all types of support offered in obtaining advanced degrees.
14. Please select the types of support for faculty research the institution provides: (Select
all that Apply) Please select all types of support the institution offers to faculty for research.
15. Please select the way(s) that best describe how the institution prepares faculty for the
promotion and tenure process: (Select all that Apply) Please select all areas that describe how the institution prepares faculty for either promotions or tenure.
7
FACULTY DEVELOPMENT PROGRAMMING
For the following programming questions, please consider those faculty development
opportunities that would have been available to the majority of your faculty over the past 5
years.
11. Select the terms that best describe the faculty development opportunities offered at the institution: (Select all
that Apply)
• Annual Faculty Orientation
• Classroom Management
• Consideration of Gender Issues in the
Curriculum
• Course Development Innovations
• Curriculum Design Innovations
• Faculty Advisor Training
• Faculty Research
• Faculty/Student Research
• Globalizing the Curriculum
• Grant Writing
• Instructional Strategies
• Integrating Technology in the Classroom
• Mentoring
• Multiculturalism/Diversity/Inclusive
Classrooms
• New Faculty Orientation
• Publication Development
• Student Advising
• Student Evaluation/Assessment
• Student Tutoring
• Technology Usage Training
• Tenure and Promotion Workshops
• Other
• None of these are Offered
12. Please select the rewards or incentives that are offered to faculty to participate in activities to improve their
teaching, research and/or course development: (Select all that Apply)
• Grants
• Release Time
• Student Assistants
• Special Recognition
• Other
• None
13. Please select the types of support the institution offers for faculty to obtain advanced degrees: (Select all that
Apply)
• Nomination for External Grants and Fellowships
• Institutional Grants
• Release Time
• Mentoring
• Other
• No Support Offered
14. Please select the types of support for faculty research the institution provides: (Select all that Apply)
• Mentoring
• Sabbatical
• Research Semester (no teaching duties)
• Course Release Time
• Institutional Grants (for travel to collections,
conferences, field work salary supplement)
• Teaching Assistants
• Student Research Assistants
• Research Equipment
• Intramural Research Sharing (symposia,
faculty research groups)
• Online Learning/Research Communities
• Inter-institutional Research Collaborations
• Other
• No Support Offered
15. Please select the way(s) that best describe how the institution prepares faculty for the promotion and tenure
process: (Select all that Apply)
8
• Promotion and Tenure Process Manual
• Workshops
• Assignment of Faculty Mentor
• Portfolio Reviews
• Other
• None Provided
FACULTY CHARACTERISTICS- TENURED FACULTY
Instructions for completing Items 16-19
16. Please enter the number of full-time, tenured faculty the institution has in the
following categories by gender. Please enter gender appropriate number regarding full-time, tenured faculty in the categories listed.
17. Please enter the number of full-time, tenured faculty the institution has in the
following race/ethnicity categories by gender. Please enter gender appropriate number regarding race/ethnicity of full-time, tenured faculty.
18. Please enter the number of full-time, tenured faculty the institution has in the
following ‘highest degree earned’ categories by gender. Please enter gender appropriate number regarding highest degree earned of full-time, tenured faculty.
19. Please enter the number of full-time, tenured faculty that have been at the institution
for the time-periods specified by gender. Please enter gender appropriate number regarding length of time served of full-time, tenured faculty.
FACULTY CHARACTERISITICS
Tenured Faculty
16. Please enter the number of full-time, tenured faculty the institution has in the following categories by gender.
Male Female
Full Professor
Associate Professor
Assistant Professor
Lecturer
Instructor
Other
17. Please enter the number of full-time, tenured faculty the institution has in the following race/ethnicity
categories by gender.
Male Female
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Non-Resident Alien
9
18. Please enter the number of full-time, tenured faculty the institution has in the following ‘highest degree
earned’ categories by gender.
Highest Degree Earned Male Female
Certificate
Bachelor’s
Master’s
Doctoral
Other
19. Please enter the number of full-time, tenured faculty that have been at the institution for the time-periods
specified by gender.
Male Female
0-3 years
3-6 years
7-10 years
Over 10 years
FACULTY CHARACTERISTICS: TENURE-TRACK FACULTY
Instructions for completing Items 20-23
20. Please enter the number of full-time, tenure-track faculty the institution has in the
following categories by gender. Please enter gender appropriate number regarding full-time, tenure-track faculty in the categories listed.
21. Please enter the number of full-time, tenure-track faculty the institution has in the
following race/ethnicity categories by gender. Please enter gender appropriate number regarding race/ethnicity of full-time, tenure-track faculty.
22. Please enter the number of full-time, tenure-track faculty the institution has in the
following ‘highest degree earned’ categories by gender. Please enter gender appropriate number regarding highest degree earned of full-time, tenure-track faculty.
23. Please enter the number of full-time, tenure-track faculty that have been at the
institution for the time-periods specified by gender. Please enter gender appropriate number regarding length of time served of full-time, tenure-track faculty.
FACULTY CHARACTERISITICS
Tenure-Track Faculty
20. Please enter the number of full-time, tenure-track faculty the institution has in the following categories by
gender.
Male Female
Full Professor
Associate Professor
Assistant Professor
Lecturer
Instructor
Other
10
21. Please enter the number of full-time, tenure-track faculty the institution has in the following race/ethnicity
categories by gender.
Male Female
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Non-Resident Alien
22. Please enter the number of full-time, tenure-track faculty the institution has in the following ‘highest degree
earned’ categories by gender.
Highest Degree Earned Male Female
Certificate
Bachelor’s
Master’s
Doctoral
Other
23. Please enter the number of full-time, tenure-track faculty that have been at the institution for the time-periods
specified by gender.
Male Female
0-3 years
3-6 years
7-10 years
Over 10 years
FACULTY CHARACTERISTICS: NON-TENURE-TRACK FACULTY
Instructions for completing Items 24-27
24. Please enter the number of full-time, non-tenure-track faculty the institution has in
the following categories by gender. Please enter gender appropriate number regarding full-time, non- tenure-track faculty in the categories
listed.
25. Please enter the number of full-time, non-tenure-track faculty the institution has in
the following race/ethnicity categories by gender. Please enter gender appropriate number regarding race/ethnicity of full-time, non-tenure-track faculty.
26. Please enter the number of full-time, non-tenure-track faculty the institution has in
the following ‘highest degree earned’ categories by gender. Please enter gender appropriate number regarding highest degree earned of full-time, non- tenure-track
faculty.
27. Please enter the number of full-time, non-tenure-track faculty that have been at the
institution for the time-periods specified by gender. Please enter gender appropriate number regarding length of time served of full-time, non- tenure-track
faculty.
11
FACULTY CHARACTERISITICS
Non-Tenure Track-Faculty
24. Please enter the number of full-time, non-tenure-track faculty the institution has in the following categories by
gender.
Male Female
Full Professor
Associate Professor
Assistant Professor
Lecturer
Instructor
Other
25. Please enter the number of full-time, non-tenure-track faculty the institution has in the following
race/ethnicity categories by gender.
Male Female
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Non-Resident Alien
26. Please enter the number of full-time, non-tenure-track faculty the institution has in the following ‘highest
degree earned’ categories by gender.
Highest Degree Earned Male Female
Certificate
Bachelor’s
Master’s
Doctoral
Other
27. Please enter the number of full-time, non-tenure-track faculty that have been at the institution for the time-
periods specified by gender.
Male Female
0-3 years
3-6 years
7-10 years
Over 10 years
FACULTY CHARACTERISTICS: ADJUNCT OR PART-TIME FACULTY
Instructions for completing Items 28-31
12
28. Please enter the number of adjunct or part-time faculty the institution has in the
following categories by gender. Please enter gender appropriate number regarding adjunct or part-time faculty in the categories listed.
29. Please enter the number of adjunct or part-time faculty the institution has in the
following race/ethnicity categories by gender. Please enter gender appropriate number regarding race/ethnicity of adjunct or part-time faculty.
30. Please enter the number of adjunct or part-time faculty the institution has in the
following ‘highest degree earned’ categories by gender. Please enter gender appropriate number regarding highest degree earned of adjunct or part-time faculty.
31. Please enter the number of adjunct or part-time faculty that have been at the institution
for the time-periods specified by gender. Please enter gender appropriate number regarding length of time served of adjunct or part-time faculty.
Adjunct or Part-Time Faculty
28. Please enter the number of adjunct or part-time faculty the institution has in the following categories by
gender.
Male Female
Full Professor
Associate Professor
Assistant Professor
Lecturer
Instructor
Other
29. Please enter the number of adjunct or part-time faculty the institution has in the following race/ethnicity
categories by gender.
Male Female
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Non-Resident Alien
30. Please enter the number of adjunct or part-time faculty the institution has in the following ‘highest degree
earned’ categories by gender.
Highest Degree Earned Male Female
Certificate
Bachelor’s
Master’s
Doctoral
Other
13
31. Please enter the number of adjunct or part-time faculty that have been at the institution for the time-periods
specified by gender.
Male Female
0-3 years
3-6 years
7-10 years
Over 10 years
ACADEMIC INFORMATION
Instructions for completing Items 32-34
32. Please select the degrees your institution confers: (Select all that Apply) Please select all appropriate types of degrees offered at your institution.
33. Please select the learning experiences the institution offers to students: (Select all
that Apply) Please select all types of learning experiences offered to students.
34. Please enter the academic departments at your institution and the major school
or division the department is part of: (Select all that Apply) Please enter all names of academic departments and their associated school or divisions.
ACADEMIC INFORMATION
32. Please select the degrees your institution confers: (Select all that Apply)
• Certificates
• Associates
• Bachelors
• Masters
• Doctoral
• Other
33. Please select the learning experiences the institution offers to students: (Select all that Apply)
• Blended Courses (part distance ed./part in-
class)
• Capstone Seminar
• Cooperative Education Program
• Distance Learning Courses
• Faculty – Student Research Projects
• Freshman Year Curriculum
• Honors Programs
• Integration of Gender Issues in Curriculum
• Integration of Global Issues in the
Curriculum
• Interdisciplinary Seminars
• Internship Program
• Online Learning Communities
• Senior Thesis
• Service Learning Program (aka Community-
based Learning)
• Study Abroad Program
• Other
• None of these are Offered
34. Please enter the academic departments at your institution and the major school or division the department is part
of. (Select all that Apply)
Department School/Division
14
SUGGESTED READINGS
Listed below are sources that will offer further in-depth information on some of the topics in
this survey. Many of these sources were utilized to develop the needs assessment.
Beach, A.L., Dawkins, P.W., Rozman, S.L., & Grant, J.L. (2008). Faculty development at Historically Black
Colleges and Universities. In M. Gasman, B. Baez., and C. S.V.Turner (Eds.) Understanding Minority-
Serving Institutions. (pp. 156-168). New York: State University of New York Press.
Beach, A.L. (2002). Strategies to improve college teaching: the role of different levels of organizational influence on
faculty instructional practices. Doctoral Dissertation. Michigan State University.
Hirt, J.B., Strayhorn, T.L., Amelink, C.T., & Bennett, B.R. (2006). The nature of student affairs work at Historically
Black Colleges and Universities. Journal of College Student Development, 47, 661-676.
Johnson, B.J., & Harvey, W. (2002). The socialization of Black college faculty: implication for policy and practice.
The Review of Higher Education, 25, 297-314.
Kim, M. M. (2002). Historically Black vs. White institutions: Academic development among Black students. The
Review of Higher Education, 25, 385-407.
CURRICULUM AND FACULTY ENHANCEMENT PROGRAM SURVEY
2
Survey URL: http://www.uncfsp.org/ICB_CFEP
Suggested Sources for Data: Provost/Chief Faculty Development Officer, Operations Director, Faculty Director or University President Total Number of Questions: 34
ICB CURRICULUM AND FACULTY ENHANCEMENT INITIATIVE HIGHLIGHT
The HBCU Curriculum Faculty Enhancement Program (CFEP) will support member institutions as they seek to strengthen academic programs and enhance areas of curriculum growth and need with the goal of creating “Centers of Excellence” in an array of disciplines critical to the success, stability and viability of our nation’s HBCUs. A major component of this program will involve opportunities for small clusters of member institutions to share similar interests and goals via “Networks of Learning.” This team-oriented approach will enable 15-20 institutions to share valuable information, learn from each other’s experiences and respond to challenges together, in a setting that promotes mentoring and collaboration. Initially, these clusters will be focused on the following areas of curriculum reform:
• STEM (Science, Technology, Engineering, Mathematics) Disciplines • Core Curriculum • Professional Programs (including business, nursing, education, library and
information science, etc.) • Humanities • Interdisciplinary Studies
Overall, the HBCU Curriculum Enhancement Program will enable the network of UNCF institutions to work collectively to enhance curricula that will better prepare African-American and other students of color for success in the 21st century workplace. More importantly, a greater number of member institutions will become known for their innovative curriculum and highly-qualified graduates. This will in turn help attract more students and greater public and private funding.
WHAT IS FACULTY DEVELOPMENT?
The needs assessment is concentrating on Faculty Development. Faculty Development refers to
those programs which focus on the individual faculty member. The most common focus for
programs of this type is the faculty member as a teacher. A second frequent focus of such
programs is the faculty member as a scholar and professional. A third area in which faculty
development programs focus is the faculty member as a person. Research is critical to faculty
development, and assists minority professors in increasing their research experience. In addition,
professors who continue their development through furthering their research & training, also
have access to pursue advanced degrees and improve their curricula and teaching skills. A
quality education includes the support and attention of knowledgeable, experienced professors.
3
Faculty members are the driving force behind colleges and universities; therefore, assisting
professors to be as productive as possible will make the entire institution more productive.
HOW THE RESULTS WILL BE USED
Presently there are no instruments available designed to measure both curriculum and faculty
development, at Historically Black Colleges and Universities, (HBCUs). This survey was
developed by CAPA and the Institute for Capacity Building, ICB. The Center for
Assessment, Planning and Accountability, (CAPA), is part of the United Negro College Fund
Special Programs Corporation, (UNCFSP). The survey was designed to inform ICB on what
policies and programs need to be developed to make the HBCUs more successful in their
Curriculum and Faculty Enhancement initiative area. It will be distributed to all HBCUs.
The Curriculum and Faculty Enhancement survey is a product of ICB, in collaboration with
UNCFSP. The instrument was developed with the advice and assistance of UNCF directors,
researchers as well as consultants with expertise in the various fields.
The Curriculum and Faculty Enhancement Survey is designed for use by the Institutional
Research Officers. The instructional guide was created to assist the respondents in areas that
they may not have expertise. The instrument measures four areas related to Curriculum and
Faculty Enhancement: Faculty Development Operations, Faculty Development Programming,
Faculty Characteristics, and Academic Information.
4
CURRICULUM AND FACULTY ENHANCEMENT SURVEY INSTRUCTIONAL
GUIDE WITH EMBEDDED SURVEY QUESTIONS
FACULTY DEVELOPMENT OPERATIONS
Instructions for completing Items 1-10
1. Please answer the following about the chief person who manages the majority of
your faculty development efforts: Please enter detailed information regarding the senior personnel who manages faculty development.
2. Please select the phrase that best describes the type of office or location the
institution’s faculty development initiative has: Please enter location information for type of faculty development office at your campus.
3. Please select how long the faculty development initiative has been in existence in its
current form: Please select the approximate length of time the faculty development office has existed.
4. Please select the individual the person that runs faculty development operations
directly reports to: Please select the name of the individual that the faculty development lead reports to.
5. Please select the number of individuals, including the administrator, that are on the
faculty development staff: Please select the appropriate number of faculty staff for your institution.
6. Please select the status of the institution’s specific faculty development goals: Please select the appropriate answer that best reflects the faculty development goal status.
7. If applicable, please enter the institution’s specific faculty development goals: Please list any specific faculty development goals that your institution has.
8. Please select all phrases that describe how funding for internal faculty development
operations is secured: (Select all that Apply) Please select all areas that indicate where the internal faculty development operations funds are secured
from.
9. Please select all phrases that describe how funding for internal faculty development
programming is secured: (Select all that Apply) Please select all areas that indicate where the internal faculty development programming funds are
secured from.
10. Please select the methods the institution utilizes to measure faculty satisfaction: (Select all that Apply) Please select all methods used to measure faculty satisfaction.
5
FACULTY DEVELOPMENT OPERATIONS
1. Please answer the following about the chief person who manages the majority of your faculty development
efforts:
• Position title:
• Highest academic degree:
• Years with institution:
• Years in present position:
• Gender:
2. Please select the phrase that best describes the type of office or location the institution’s faculty development
initiative has:
• Dedicated office in an academic building
• Dedicated office in an administrative building
• Free-standing structure dedicated to faculty development
• There is no specific faculty development location or structure
3. Please select how long the faculty development initiative has been in existence in its current form:
• 0-6 months
• 6 months - 1 year
• 1-3 years
• 3-5 years
• 5-10 years
• More than 10 years
4. Please select the individual the person that runs faculty development operations directly reports to:
• Institution President
• Provost/Chief Academic Officer
• Dean
• Other
5. Please select the number of individuals, including the administrator, that are on the faculty development staff:
• 1
• 2
• 3
• 4
• 5 or more
6. Please select the status of the institution’s specific faculty development goals:
• There are specific faculty development goals that have been adopted as institutional policy
• There are specific faculty development goals that are currently under review to be adopted as institutional
policy
• The faculty development office has specific goals but they are not part of any institutional formal policy
• Faculty development goals are currently being developed
• There are no current faculty development goals
• Unknown
7. If applicable, please enter the institution’s specific faculty development goals:
8. Please select all phrases that describe how funding for internal faculty development initiative operations is
secured: (Select all that Apply)
6
• Funds designated as a line item in the institutional annual budget
• Funds secured from external grants
• Other
• There is no budget for faculty development operations
9. Please select all phrases that describe how funding for internal faculty development initiative programming is
secured: (Select all that Apply)
• Funds designated as a line item in the institutional annual budget
• Funds secured from external grants
• Other
• There is no budget for faculty development operations
10. Please select the methods the institution utilizes to measure faculty satisfaction: (Select all that Apply)
• Annual Institution Survey
• Reports from Faculty Chairs
• Statistics on Faculty Turnover
• Other
• Unknown
• The institution does not measure faculty satisfaction
FACULTY DEVELOPMENT PROGRAMMING
Instructions for completing Items 11-15
For the following programming questions, please consider those faculty development
opportunities that would have been available to the majority of your faculty over the past 5
years.
11. Select the terms that best describe the faculty development opportunities offered at
the institution: (Select all that Apply) Please select all opportunities offered for faculty development.
12. Please select the rewards or incentives that are offered to faculty to participate in
activities to improve their teaching, research and/or course development: (Select all that
Apply) Please select all types of rewards or incentives offered for participation in any faculty development area.
13. Please select the types of support the institution offers for faculty to obtain advanced
degrees: (Select all that Apply) Please select all types of support offered in obtaining advanced degrees.
14. Please select the types of support for faculty research the institution provides: (Select
all that Apply) Please select all types of support the institution offers to faculty for research.
15. Please select the way(s) that best describe how the institution prepares faculty for the
promotion and tenure process: (Select all that Apply) Please select all areas that describe how the institution prepares faculty for either promotions or tenure.
7
FACULTY DEVELOPMENT PROGRAMMING
For the following programming questions, please consider those faculty development
opportunities that would have been available to the majority of your faculty over the past 5
years.
11. Select the terms that best describe the faculty development opportunities offered at the institution: (Select all
that Apply)
• Annual Faculty Orientation
• Classroom Management
• Consideration of Gender Issues in the
Curriculum
• Course Development Innovations
• Curriculum Design Innovations
• Faculty Advisor Training
• Faculty Research
• Faculty/Student Research
• Globalizing the Curriculum
• Grant Writing
• Instructional Strategies
• Integrating Technology in the Classroom
• Mentoring
• Multiculturalism/Diversity/Inclusive
Classrooms
• New Faculty Orientation
• Publication Development
• Student Advising
• Student Evaluation/Assessment
• Student Tutoring
• Technology Usage Training
• Tenure and Promotion Workshops
• Other
• None of these are Offered
12. Please select the rewards or incentives that are offered to faculty to participate in activities to improve their
teaching, research and/or course development: (Select all that Apply)
• Grants
• Release Time
• Student Assistants
• Special Recognition
• Other
• None
13. Please select the types of support the institution offers for faculty to obtain advanced degrees: (Select all that
Apply)
• Nomination for External Grants and Fellowships
• Institutional Grants
• Release Time
• Mentoring
• Other
• No Support Offered
14. Please select the types of support for faculty research the institution provides: (Select all that Apply)
• Mentoring
• Sabbatical
• Research Semester (no teaching duties)
• Course Release Time
• Institutional Grants (for travel to collections,
conferences, field work salary supplement)
• Teaching Assistants
• Student Research Assistants
• Research Equipment
• Intramural Research Sharing (symposia,
faculty research groups)
• Online Learning/Research Communities
• Inter-institutional Research Collaborations
• Other
• No Support Offered
15. Please select the way(s) that best describe how the institution prepares faculty for the promotion and tenure
process: (Select all that Apply)
8
• Promotion and Tenure Process Manual
• Workshops
• Assignment of Faculty Mentor
• Portfolio Reviews
• Other
• None Provided
FACULTY CHARACTERISTICS- TENURED FACULTY
Instructions for completing Items 16-19
16. Please enter the number of full-time, tenured faculty the institution has in the
following categories by gender. Please enter gender appropriate number regarding full-time, tenured faculty in the categories listed.
17. Please enter the number of full-time, tenured faculty the institution has in the
following race/ethnicity categories by gender. Please enter gender appropriate number regarding race/ethnicity of full-time, tenured faculty.
18. Please enter the number of full-time, tenured faculty the institution has in the
following ‘highest degree earned’ categories by gender. Please enter gender appropriate number regarding highest degree earned of full-time, tenured faculty.
19. Please enter the number of full-time, tenured faculty that have been at the institution
for the time-periods specified by gender. Please enter gender appropriate number regarding length of time served of full-time, tenured faculty.
FACULTY CHARACTERISITICS
Tenured Faculty
16. Please enter the number of full-time, tenured faculty the institution has in the following categories by gender.
Male Female
Full Professor
Associate Professor
Assistant Professor
Lecturer
Instructor
Other
17. Please enter the number of full-time, tenured faculty the institution has in the following race/ethnicity
categories by gender.
Male Female
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Non-Resident Alien
9
18. Please enter the number of full-time, tenured faculty the institution has in the following ‘highest degree
earned’ categories by gender.
Highest Degree Earned Male Female
Certificate
Bachelor’s
Master’s
Doctoral
Other
19. Please enter the number of full-time, tenured faculty that have been at the institution for the time-periods
specified by gender.
Male Female
0-3 years
3-6 years
7-10 years
Over 10 years
FACULTY CHARACTERISTICS: TENURE-TRACK FACULTY
Instructions for completing Items 20-23
20. Please enter the number of full-time, tenure-track faculty the institution has in the
following categories by gender. Please enter gender appropriate number regarding full-time, tenure-track faculty in the categories listed.
21. Please enter the number of full-time, tenure-track faculty the institution has in the
following race/ethnicity categories by gender. Please enter gender appropriate number regarding race/ethnicity of full-time, tenure-track faculty.
22. Please enter the number of full-time, tenure-track faculty the institution has in the
following ‘highest degree earned’ categories by gender. Please enter gender appropriate number regarding highest degree earned of full-time, tenure-track faculty.
23. Please enter the number of full-time, tenure-track faculty that have been at the
institution for the time-periods specified by gender. Please enter gender appropriate number regarding length of time served of full-time, tenure-track faculty.
FACULTY CHARACTERISITICS
Tenure-Track Faculty
20. Please enter the number of full-time, tenure-track faculty the institution has in the following categories by
gender.
Male Female
Full Professor
Associate Professor
Assistant Professor
Lecturer
Instructor
Other
10
21. Please enter the number of full-time, tenure-track faculty the institution has in the following race/ethnicity
categories by gender.
Male Female
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Non-Resident Alien
22. Please enter the number of full-time, tenure-track faculty the institution has in the following ‘highest degree
earned’ categories by gender.
Highest Degree Earned Male Female
Certificate
Bachelor’s
Master’s
Doctoral
Other
23. Please enter the number of full-time, tenure-track faculty that have been at the institution for the time-periods
specified by gender.
Male Female
0-3 years
3-6 years
7-10 years
Over 10 years
FACULTY CHARACTERISTICS: NON-TENURE-TRACK FACULTY
Instructions for completing Items 24-27
24. Please enter the number of full-time, non-tenure-track faculty the institution has in
the following categories by gender. Please enter gender appropriate number regarding full-time, non- tenure-track faculty in the categories
listed.
25. Please enter the number of full-time, non-tenure-track faculty the institution has in
the following race/ethnicity categories by gender. Please enter gender appropriate number regarding race/ethnicity of full-time, non-tenure-track faculty.
26. Please enter the number of full-time, non-tenure-track faculty the institution has in
the following ‘highest degree earned’ categories by gender. Please enter gender appropriate number regarding highest degree earned of full-time, non- tenure-track
faculty.
27. Please enter the number of full-time, non-tenure-track faculty that have been at the
institution for the time-periods specified by gender. Please enter gender appropriate number regarding length of time served of full-time, non- tenure-track
faculty.
11
FACULTY CHARACTERISITICS
Non-Tenure Track-Faculty
24. Please enter the number of full-time, non-tenure-track faculty the institution has in the following categories by
gender.
Male Female
Full Professor
Associate Professor
Assistant Professor
Lecturer
Instructor
Other
25. Please enter the number of full-time, non-tenure-track faculty the institution has in the following
race/ethnicity categories by gender.
Male Female
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Non-Resident Alien
26. Please enter the number of full-time, non-tenure-track faculty the institution has in the following ‘highest
degree earned’ categories by gender.
Highest Degree Earned Male Female
Certificate
Bachelor’s
Master’s
Doctoral
Other
27. Please enter the number of full-time, non-tenure-track faculty that have been at the institution for the time-
periods specified by gender.
Male Female
0-3 years
3-6 years
7-10 years
Over 10 years
FACULTY CHARACTERISTICS: ADJUNCT OR PART-TIME FACULTY
Instructions for completing Items 28-31
12
28. Please enter the number of adjunct or part-time faculty the institution has in the
following categories by gender. Please enter gender appropriate number regarding adjunct or part-time faculty in the categories listed.
29. Please enter the number of adjunct or part-time faculty the institution has in the
following race/ethnicity categories by gender. Please enter gender appropriate number regarding race/ethnicity of adjunct or part-time faculty.
30. Please enter the number of adjunct or part-time faculty the institution has in the
following ‘highest degree earned’ categories by gender. Please enter gender appropriate number regarding highest degree earned of adjunct or part-time faculty.
31. Please enter the number of adjunct or part-time faculty that have been at the institution
for the time-periods specified by gender. Please enter gender appropriate number regarding length of time served of adjunct or part-time faculty.
Adjunct or Part-Time Faculty
28. Please enter the number of adjunct or part-time faculty the institution has in the following categories by
gender.
Male Female
Full Professor
Associate Professor
Assistant Professor
Lecturer
Instructor
Other
29. Please enter the number of adjunct or part-time faculty the institution has in the following race/ethnicity
categories by gender.
Male Female
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Non-Resident Alien
30. Please enter the number of adjunct or part-time faculty the institution has in the following ‘highest degree
earned’ categories by gender.
Highest Degree Earned Male Female
Certificate
Bachelor’s
Master’s
Doctoral
Other
13
31. Please enter the number of adjunct or part-time faculty that have been at the institution for the time-periods
specified by gender.
Male Female
0-3 years
3-6 years
7-10 years
Over 10 years
ACADEMIC INFORMATION
Instructions for completing Items 32-34
32. Please select the degrees your institution confers: (Select all that Apply) Please select all appropriate types of degrees offered at your institution.
33. Please select the learning experiences the institution offers to students: (Select all
that Apply) Please select all types of learning experiences offered to students.
34. Please enter the academic departments at your institution and the major school
or division the department is part of: (Select all that Apply) Please enter all names of academic departments and their associated school or divisions.
ACADEMIC INFORMATION
32. Please select the degrees your institution confers: (Select all that Apply)
• Certificates
• Associates
• Bachelors
• Masters
• Doctoral
• Other
33. Please select the learning experiences the institution offers to students: (Select all that Apply)
• Blended Courses (part distance ed./part in-
class)
• Capstone Seminar
• Cooperative Education Program
• Distance Learning Courses
• Faculty – Student Research Projects
• Freshman Year Curriculum
• Honors Programs
• Integration of Gender Issues in Curriculum
• Integration of Global Issues in the
Curriculum
• Interdisciplinary Seminars
• Internship Program
• Online Learning Communities
• Senior Thesis
• Service Learning Program (aka Community-
based Learning)
• Study Abroad Program
• Other
• None of these are Offered
34. Please enter the academic departments at your institution and the major school or division the department is part
of. (Select all that Apply)
Department School/Division
14
SUGGESTED READINGS
Listed below are sources that will offer further in-depth information on some of the topics in
this survey. Many of these sources were utilized to develop the needs assessment.
Beach, A.L., Dawkins, P.W., Rozman, S.L., & Grant, J.L. (2008). Faculty development at Historically Black
Colleges and Universities. In M. Gasman, B. Baez., and C. S.V.Turner (Eds.) Understanding Minority-
Serving Institutions. (pp. 156-168). New York: State University of New York Press.
Beach, A.L. (2002). Strategies to improve college teaching: the role of different levels of organizational influence on
faculty instructional practices. Doctoral Dissertation. Michigan State University.
Hirt, J.B., Strayhorn, T.L., Amelink, C.T., & Bennett, B.R. (2006). The nature of student affairs work at Historically
Black Colleges and Universities. Journal of College Student Development, 47, 661-676.
Johnson, B.J., & Harvey, W. (2002). The socialization of Black college faculty: implication for policy and practice.
The Review of Higher Education, 25, 297-314.
Kim, M. M. (2002). Historically Black vs. White institutions: Academic development among Black students. The
Review of Higher Education, 25, 385-407.