2004-05 HERI Faculty Survey

2004-05 HERI Faculty Survey

Summary of Results from Institutional Profiles

Introductory Comments

All ConcordiaUniversity, St. Paul tenure track and full-time term faculty members were asked to complete surveys from the Higher Education Research Institute (HERI) during the 2004-05 academic year. Seventy-two of the 100 faculty members contacted completed this survey. Three institutional profiles from HERI were received in June 2005. In one profile, response percentages of CSP full-time undergraduate faculty (FTUG) are compared with results from respondents from participating four-year Protestant and four-year private colleges and universities. Responses of full-time academic administrators (ADMN) are similarly compared in a second profile. Responses of all CSP respondents on both national and local items are summarized in the third profile. This report is a summary of results from those institutional profiles. A group of Concordia faculty members completed a similar survey in 2001-02. Comparisons between 2001-02 and 2004-05 survey results on comparable items are also included. A two-page brief summary of findings is also available.

Number of RespondentsReported in Institutional Profiles

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
2001-02 / 73 / 62 / 19 / 43 / 38 / 11 / 30 / 24 / 8
2004-05 / 71 / 60 / 16 / 44 / 38 / 9 / 27 / 22 / 7

The HERI institutional profiles are generated based on the gender field. One 2004-05 CSP respondent did not stipulate gender and is not included in the profiles. Overlap between full-time academic administrator and full-time undergraduate faculty classifications is possible based on responses on principal activity and teaching load items. Several CSP respondents fall into both categories and are included in both FTUG and ADMN breakdowns. Two 2004-05 CSP respondents are classified as part-time undergraduate faculty, one as graduate faculty, and oneis placed in an “other” catch-all category. Responses from these five individuals are included in the profiles only in the ALL, ALL MEN, and ALL WOMEN categories unless they are also classified as administrators.

This summary report focuses on responses to selected items believed to be of greatest interest to readers. The HERI institutional profiles contain much more information than is presented here. The format of this report is the presentation of selected data in table form followed by some additional remarks based on reported the data and additional response details when pertinent. Some data is presented without comment.

Differences in responses by gender are noted on a number of items. In most cases on items on which response differences by gender might be expected, differences between Concordia female and male respondents tended to be greater than differences in comparison groups. The three tables below contain somedemographic and employment data of 2004-05 Concordia respondents.

Responses are reported in percentage form throughout this report.

Age

WOMEN / MEN
30-34 / 18.5 / 2.3
35-39 / 11.1 / 11.6
40-44 / 14.8 / 9.3
45-49 / 18.5 / 23.3
50-54 / 7.4 / 11.6
55-59 / 7.4 / 25.6
60 or older / 22.2 / 16.3

Academic Rank

WOMEN / MEN
Professor / 22.2 / 46.5
Associate Professor / 22.2 / 18.6
Assistant Professor / 11.1 / 20.9
Instructor / 33.3 / 9.3
Other / 11.1 / 4.7

Tenure Status

WOMEN / MEN
Tenured / 29.6 / 54.5
On tenure track, but not tenured / 29.6 / 25.0
Not on tenure track / 40.7 / 20.5

On average, female respondents tended to be younger than male respondents, have lower academic rank, and less likely to be tenured.

Local Items - Service-Learning

The items below were supplied by Campus Compact.

Is your institution/president a member of the Campus Compact? (percentages listed)

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
Yes / 40.0 / 39.0 / 56.2 / 41.9 / 40.5 / 55.6 / 37.0 / 36.4 / 57.1
No / 1.4 / 1.7 / 0 / 2.3 / 2.7 / 0 / 0 / 0 / 0
Don’t know / 58.6 / 59.3 / 43.7 / 55.8 / 56.8 / 44.4 / 63.0 / 63.6 / 42.9

Campus Compact is a national coalition of college and university presidents to which Concordia belongs that promotes students’ public and community service. There appears to be some lack of knowledge about Concordia’s participation.

Percentagesof respondents indicating that the statement is very descriptive or somewhat descriptive of Concordia are reported below. The other item alternatives were not descriptive and don’t know.

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
The President supports service learning. / 92.8 / 91.4 / 100 / 88.1 / 86.1 / 100 / 100 / 100 / 100
The Chief Academic Officer supports service-learning. / 85.5 / 82.7 / 100 / 88.1 / 86.1 / 100 / 91.5 / 77.3 / 100
My department chair supports service-learning. / 70.0 / 67.8 / 87.4 / 65.1 / 62.1 / 88.9 / 77.7 / 77.3 / 85.7
Faculty members in my department teach service learning courses. / 50.0 / 47.5 / 75.0 / 56.5 / 45.9 / 77.8 / 55.5 / 50.0 / 71.5
ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
The promotion and tenure system discourages faculty from engaging in service-learning. / 20.0 / 22.1 / 25.0 / 23.3 / 24.3 / 33.3 / 14.8 / 18.2 / 14.3
There is support (i.e. a center or staff) to coordinate and assist faculty members integrating service-learning into courses. / 72.9 / 69.5 / 93.7 / 72.1 / 70.2 / 88.9 / 74.0 / 68.2 / 100

The general perception is that there is support for service-learning, especially at the highest administrative levels. One-half of the respondents indicated that service-learning was occurring in their departments.

Percentages of respondents indicating that they agree strongly or agree somewhat with the statement are listed. The other item alternatives were disagree somewhat, disagree strongly, and don’t know.

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
Service-learning is an effective way to address the civic dimensions of disciplines/ professions. / 75.7 / 72.9 / 93.7 / 72.1 / 70.2 / 88.9 / 81.4 / 77.3 / 100
The teaching of course content is enhanced through service-learning. / 75.8 / 71.2 / 87.5 / 72.1 / 67.5 / 77.7 / 81.4 / 77.3 / 100
My primary disciplinary/ professional association actively supports service-learning. / 51.4 / 45.7 / 81.2 / 46.6 / 40.5 / 77.7 / 59.2 / 54.6 / 85.7

Respondents generally indicated that they value service-learning. Administrators and undergraduate faculty have differing perceptions of professional association support. 18.6% of full-time undergraduate faculty indicated that they don’t know whether or not their disciplinary/professional association supports service-learning.

Other Institutional Items

If the same or a similar item was included on the 2001-02 HERI Faculty Survey, percentages from that survey are also included.

Percentages of respondents indicating that they agree strongly or agree somewhat with the statement are listed. The other item alternatives were disagree somewhat, disagree strongly, and don’t know. The don’t know alternative was not available on the 2001-02 survey, so comparative differences seen in the table may be slightly larger than actual differences on some items. The items regarding treatment of faculty women and faculty of color were included as national items on the 2001-02 survey but not on the 2004-05 survey.

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
I have adequate input into institutional decision making.
2004-05 / 48.6 / 40.6 / 81.2 / 51.2 / 43.2 / 88.9 / 44.4 / 36.3 / 71.5
I have adequate input into faculty decision making.
2001-02 / 64.7 / 61.4 / 84.2 / 61.0 / 55.5 / 80.9 / 70.3 / 71.5 / 75.0
2004-05 / 61.4 / 55.9 / 75.0 / 62.8 / 56.7 / 77.8 / 59.2 / 54.6 / 71.5
The Framework for Learning should be revised.
2004-05 / 67.2 / 64.4 / 81.2 / 67.4 / 64.8 / 77.7 / 66.6 / 63.6 / 84.8
I am comfortable with the educational paradigm that focuses on student learningoutcomes.
2001-02 / 80.6 / 76.8 / 100 / 77.5 / 74.2 / 100 / 75.1 / 80.9 / 100
2004-05 / 82.9 / 81.4 / 100 / 83.7 / 81.0 / 100 / 81.4 / 81.8 / 100
Women faculty members are treated fairly here.
2001-02 / 80.8 / 83.9 / 73.7 / 90.7 / 92.1 / 90.9 / 66.7 / 70.8 / 50.0
2004-05 / 62.3 / 62.0 / 62.5 / 73.8 / 75.0 / 88.9 / 44.4 / 40.9 / 28.6
Faculty members of color are treated fairly here.
2001-02 / 88.9 / 88.5 / 89.5 / 95.2 / 94.6 / 90.9 / 80.0 / 79.2 / 87.5
2004-05 / 65.2 / 63.8 / 68.7 / 69.8 / 70.2 / 77.7 / 57.7 / 52.4 / 57.2

A much higher percentage of administrators than undergraduate faculty indicated that they have adequate input into institutional decision making. Two-thirds of respondents indicated that the Framework for Learning should be revised.

Large differences between female and male respondents on the fair treatment on women faculty are seen on both the 2001-02 and 2004-05 surveys, but the levels of agreement on this item for both men and women dropped from 2001-02 to 2004-05. Those drops can only be accounted for partially by the 5.8% 2004-05 don’t know responses.

A similar pattern of drops in agreement with the fair treatment of faculty members of color can be seen. 15.9% of 2004-05 respondents indicated that they didn’t know on this item, so that additional response option may be a factor on this item.

It is ______to me that Concordia promotes its identity/heritage as a Lutheran institution.

Reported percentages are of those responding very important or somewhat important. The other alternative was not important.

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
2001-02 / 85.3 / 84.2 / 84.2 / 83.0 / 83.3 / 72.7 / 88.9 / 85.7 / 100
2004-05 / 75.7 / 74.5 / 93.7 / 78.1 / 77.1 / 100 / 72.0 / 70.0 / 85.7

Promoting Concordia’s Lutheran heritage is still considered important but has declined in importance somewhat from 2001-02 for undergraduate faculty.

Concordia’s main emphasis should be which of the following?

Reported percentages are of those responding a blend of liberal arts educationandeducation for professions. The other alternatives were the separate choices education for professions orliberal arts education.

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
2001-02 / 80.6 / 78.6 / 78.9 / 82.5 / 80.0 / 81.8 / 77.8 / 76.2 / 75.0
2004-05 / 84.8 / 85.5 / 87.5 / 87.8 / 85.7 / 100 / 80.0 / 85.0 / 71.4

The blend of the two approaches still has strong support.

How often do you incorporate teaching strategies that you have not previously used into your classes?

Percentages listed are of those responding more than once semester. The other alternatives were once a semester, once a year, and less often than once a year.

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
2001-02 / 62.1 / 62.5 / 66.7 / 63.4 / 63.9 / 63.6 / 60.0 / 60.0 / 71.4
2004-05 / 51.5 / 50.9 / 62.5 / 43.9 / 42.9 / 55.6 / 64.0 / 65.0 / 71.4

How frequently have the new strategies you have implemented resulted in enhanced student learning?

Reported percentages are of those who responded frequently. Other choices were sometimes, rarely, and never.

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
2001-02 / 53.0 / 53.6 / 61.1 / 46.3 / 47.2 / 63.6 / 64.0 / 65.0 / 57.1
2004-05 / 43.9 / 41.8 / 43.7 / 36.6 / 31.4 / 33.3 / 56.0 / 60.0 / 57.1

The incorporation of new strategies has dropped a bit since 2001-02. 2004-05 female respondents indicated more frequent usage of new strategies than did men and that learning was more frequently enhanced.

How frequently do you incorporate activities fostering student engagement in your teaching?

Percentages listed are of those who responded frequently. The other alternatives were sometimes, rarely, and never.

ALL / ALL FTUG / ALL ADMN / ALL MEN / MALE FTUG / MALE ADMN / ALL WOMEN / FEMALE FTUG / FEMALE ADMN
2001-02 / 79.1 / 77.2 / 88.9 / 75.6 / 75.0 / 81.8 / 84.6 / 81.0 / 100
2004-05 / 83.3 / 83.6 / 81.3 / 78.0 / 77.1 / 77.8 / 92.0 / 95.0 / 85.7

High percentages of CSP faculty and administrators have been using and continue to use activities fostering student engagement on a regular basis.

National Items

Only a portion of national items are summarized below. Comparisons are made in HERI institutional profiles between Concordia responses and those of respondents from both Protestant and private four-year institutions. Only the Protestant (PROT)percentages are reported below. The HERI profiles also provide breakdowns by gender within each group, so additional study by that characteristic is possible.

Amount of time spent per week on average on various activities(by percentage of respondents)

CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
At least 9 hours on preparing for teaching (including reading student papers and grading)
2001-02 / 65.6 / 35.3 / 75.2 / 19.3
2004-05 / 67.9 / 14.2 / 74.9 / 20.4
At least 5 hours on committee work and meetings
2001-02 / 27.9 / 76.5 / 22.1 / 62.3
2004-05 / 41.1 / 92.9 / 19.6 / 63.1
At least 5 hours on other administration
2001-02 / 48.3 / 100 / 26.7 / 95.4
2004-05 / 50.0 / 92.9 / 25.9 / 94.5
At least 1 hour on research and scholarly writing
2001-02 / 67.8 / 56.3 / 71.0 / 52.7
2004-05 / 70.9 / 35.7 / 68.7 / 49.0
At least 1 hour per week on community or public service
2001-02 / 83.9 / 100 / 71.7 / 78.2
2004-05 / 73.1 / 84.6 / 70.5 / 75.3
At least 1 hour per week on consulting/ freelance work
2001-02 / 50.0 / 41.2 / 28.2 / 25.8
2004-05 / 37.7 / 14.3 / 28.8 / 23.3

Concordia respondents spend more time on committee work than their Protestant counterparts. CSP undergraduate faculty also spend more time than those in the comparison group on other administrative tasks. Concordia may have administrative duties distributed more widely among faculty than is the case in similar institutions nationally. Responses to the first item below corroborate that conclusion.

Respondents were asked to answer yes or no to a range of questions. Some of those items are noted in the next two tables. The percentages listed are of those responding yes in the next three tables.

CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Have you ever held an academic administrative post?
2001-02 / 54.1 / 89.5 / 43.9 / 79.6
2004-05 / 57.6 / 86.7 / 44.9 / 84.3
Have you ever received an award for outstanding teaching?
2001-02 / 31.1 / 27.8 / 37.9 / 29.5
2004-05 / 23.7 / 20.0 / 41.9 / 35.4
Have you been sexually harassed at this institution?
2001-02 / 8.1 / 15.8 / 4.0 / 5.8
2004-05 / 11.9 / 6.7 / 3.5 / 4.0
Do you use your scholarship to address local community needs?
2004-05 / 55.9 / 73.3 / 50.7 / 46.5

Overall, 22.0% of 2004-05 CSP female respondents reported having been harassed. That figure was 20.0% in 2001-02. 27.3% of 2004-05 CSP undergraduatewomen faculty reported having been sexually harassed compared to 14.3%in the national Protestant sample.

During the past two years have you:

CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Received at least one firm job offer?
2001-02 / 34.4 / 47.4 / 30.7 / 40.1
2004-05 / 28.8 / 26.7 / 28.5 / 30.2
Considered early retirement?
2001-02 / 24.2 / 47.4 / 25.5 / 27.9
2004-05 / 25.4 / 46.7 / 18.8 / 23.6
Considered leaving academe for another job?
2001-02 / 59.0 / 68.4 / 35.3 / 41.8
2004-05 / 39.0 / 33.3 / 34.0 / 32.9
Considered leaving this institution for another?
2004-05 / 44.1 / 40.0 / 41.5 / 44.1
Taught courses at more than one institution during the same term?
2001-02 / 11.5 / 21.1 / 10.8 / 7.8
2004-05 / 11.9 / 0 / 12.2 / 8.3
CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Requested/sought an early promotion?
2001-02 / 8.1 / 21.1 / 5.5 / 5.8
2004-05 / 5.1 / 6.7 / 5.4 / 4.2
Engaged in paid consulting outside of your institution?
2004-05 / 47.5 / 40.0 / 31.6 / 31.6
Engaged in public service/professional consulting without pay?
2004-05 / 62.7 / 73.3 / 54.6 / 60.5

36.4% of female CSP undergraduatefaculty reported having received a job offer compared to 24.3% for men. 62.5% of male administrators reported considering early retirement compared to 28.6% for women.

57.1% CSP men overall reported that they engaged in paid consulting compared to 18.5% for women.

Much smaller percentages of CSP respondents reported considering leaving academe in 2004-05 than in 2001-02. Those current results are now closer to national results.

During the past two years, have you engaged in any of the following activities?

CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Taught a service learning course
2001-02 / 29.1 / 26.7 / 19.4 / 14.3
2004-05 / 24.6 / 33.3 / 20.7 / 17.2
Worked with undergraduates on a research project
2001-02 / 56.9 / 64.7 / 62.4 / 45.8
2004-05 / 61.0 / 60.0 / 60.7 / 43.1
Placed or collected assignments on the Internet
2001-02 / 71.4 / 70.6 / 47.2 / 36.0
2004-05 / 81.7 / 75.0 / 64.5 / 54.6
Taught a course exclusively on the Internet
2001-02 / 30.9 / 70.6 / 4.4 / 7.4
2004-05 / 42.1 / 53.3 / 8.0 / 10.8
Developed a new course
2001-02 / 82.3 / 78.9 / 75.2 / 50.4
2004-05 / 69.5 / 46.7 / 72.6 / 48.0
Taught a first-year seminar
2004-05 / 19.3 / 13.3 / 30.2 / 26.0

Concordia respondents reported placing assignments on the Internet and/or teaching on-line courses with much higher frequency than corresponding Protestant groups. Drops in the percentages of CSP respondents indicating developing a new course from 2001-02 to 2004-05 may indicate that the curriculum is a bit more stable now than it was then.

The items below are all new on the 2004-05 survey. The percentages indicated are of those who responded to a great extent. Other choices were to some extentand not at all.

Indicate the extent to which you:

CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Experience joy in your work / 83.1 / 80.0 / 70.3 / 68.1
Feel good about the direction your life is headed / 78.0 / 86.7 / 66.5 / 69.5
Engage in self-reflection / 84.7 / 86.7 / 70.6 / 71.0
Achieve a healthy balance between your personal life and your professional life / 39.0 / 46.7 / 35.6 / 33.7
Feel that work adds meaning to your life / 83.1 / 86.7 / 73.5 / 73.5
Consider yourself a religious person / 74.6 / 80.0 / 58.4 / 65.3
Consider yourself a spiritual person / 83.1 / 93.3 / 67.2 / 73.1
Experience close alignment between your work and your personal values / 78.0 / 86.7 / 70.9 / 76.6
Seek opportunities to grow spiritually / 57.6 / 86.7 / 48.0 / 55.5
Feel that you have to work harder than your colleagues to be perceived as a legitimate scholar / 28.8 / 46.7 / 22.3 / 21.9

CSP percentages are higher than the comparison groups on all these experiential and spiritual life questions. The comparative percentages of CSP respondents indicating to a great extent experiencing joy in their work and feeling good about the direction of their lives are especially encouraging results. Female respondent percentages are quite a bit lower than male respondents on the balance of personal and professional life question.

Goals for undergraduates noted as essential or very important(other alternatives somewhat important and not important)

CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Prepare students for employment after college
2001-02 / 77.4 / 84.2 / 71.7 / 75.2
2004-05 / 79.7 / 85.7 / 74.9 / 75.1
Prepare students for graduate or advanced education
2001-02 / 43.5 / 63.2 / 65.7 / 66.0
2004-05 / 52.5 / 64.3 / 70.3 / 69.4
Develop moral character
2001-02 / 72.6 / 94.7 / 73.8 / 85.7
2004-05 / 71.2 / 100 / 75.9 / 88.0
CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Help students develop personal values
2001-02 / 68.9 / 84.2 / 72.7 / 85.8
2004-05 / 66.1 / 92.9 / 69.3 / 80.2
Enhance students’ self-understanding
2001-02 / 75.4 / 89.5 / 70.3 / 82.8
2004-05 / 74.6 / 85.7 / 67.8 / 78.2
Instill in students a commitment to community
Service
2001-02 / 40.0 / 44.4 / 45.8 / 63.9
2004-05 / 50.8 / 60.0 / 48.8 / 64.5
Enhance students’ knowledge of and appreciation for other racial/ethnic groups
2001-02 / 65.0 / 83.3 / 66.7 / 83.5
2004-05 / 66.1 / 78.6 / 65.4 / 80.3
Enhance spiritual development
2004-05 / 64.4 / 85.7 / 52.9 / 69.0
Facilitate search for meaning/purpose in life
2004-05 / 62.7 / 85.7 / 58.5 / 72.9

Differences between administrators and undergraduate faculty are seen above in both Protestant and CSP groups, with administrators generally attaching more importance to developing moral character and personal values, enhancing students’ appreciation of other racial/ethnic groups and their spiritual development, and facilitating their search for meaning and purpose in life.

Personal goals noted as essential or very important(other alternatives somewhat important and not important)

CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Becoming an authority in my field
2001-02 / 61.3 / 57.9 / 43.3 / 44.5
2004-05 / 47.5 / 60.0 / 42.4 / 45.1
Raising a family
2001-02 / 80.6 / 78.9 / 75.5 / 78.4
2004-05 / 78.0 / 87.5 / 73.5 / 75.0
Being very well off financially
2001-02 / 19.4 / 21.1 / 26.2 / 29.8
2004-05 / 39.0 / 68.8 / 32.8 / 38.4
Developing a meaningful philosophy of life
2001-02 / 87.1 / 89.5 / 81.8 / 85.7
2004-05 / 94.9 / 87.5 / 77.3 / 80.7
CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Obtaining recognition from my colleagues for contributions to my special field
2001-02 / 45.9 / 31.6 / 34.1 / 32.8
2004-05 / 45.8 / 56.2 / 38.0 / 36.9
Integrating spirituality into my life
2001-02 / 86.7 / 84.2 / 70.7 / 75.0
2004-05 / 81.0 / 87.5 / 67.2 / 75.3
Being a good colleague
2001-02 / 90.2 / 94.7 / 92.8 / 93.8
2004-05 / 94.9 / 93.8 / 94.1 / 94.5
Being a good teacher
2001-02 / 98.4 / 94.7 / 98.8 / 91.3
2004-05 / 100 / 100 / 99.1 / 91.8
Achieving congruence between my own values and institutional values
2001-02 / 73.8 / 84.2 / 63.2 / 74.1
2004-05 / 78.0 / 93.8 / 65.3 / 78.3
Serving as a role model to students
2004-05 / 94.9 / 100 / 91.9 / 91.3

CSP respondent percentages are higher than the national comparison groups on almost all of the items above. All CSP respondents indicated that it was essential or very important to be a good teacher. The percentages of CSP respondents who indicated being well off financially is very important or essential increased substantially from 2001-02 to 2004-05. CSP groups attached more importance to achieving congruence between personal and institutional values and integrating spirituality into their lives.

Agree strongly or agree somewhat(other choices disagree strongly anddisagree somewhat)

CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Racial and ethnic diversity should be more strongly reflected in the curriculum.
2001-02 / 66.1 / 84.2 / 64.9 / 75.3
2004-05 / 60.3 / 73.3 / 62.0 / 73.1
There is a lot of campus racial conflict here.
2001-02 / 9.8 / 11.1 / 8.1 / 7.5
2004-05 / 12.1 / 13.3 / 8.2 / 6.4
Faculty feel that most students are well-prepared academically.
2001-02 / 21.0 / 26.3 / 40.3 / 49.4
2004-05 / 31.0 / 46.7 / 44.6 / 58.4
CSP FTUG / CSP ADMN / PROT FTUG / PROT ADMN
Most students are strongly committed to community service.
2001-02 / 37.7 / 36.8 / 50.2 / 60.3
2004-05 / 37.9 / 53.3 / 57.1 / 66.8
My research is valued by faculty in my department.
2001-02 / 63.3 / 52.9 / 72.5 / 70.5
2004-05 / 64.9 / 64.3 / 71.0 / 66.6
My teaching is valued by faculty in my department.
2001-02 / 91.8 / 88.2 / 91.2 / 89.1
2004-05 / 81.0 / 80.0 / 91.2 / 86.4
My department does a good job of mentoring new faculty.
2004-05 / 60.3 / 60.0 / 69.6 / 68.8
Faculty are sufficiently involved in campus decision making.
2004-05 / 57.9 / 73.3 / 60.4 / 75.3
My values are congruent with the dominant institutional values.
2004-05 / 71.9 / 100 / 78.8 / 86.8
There is adequate support for integrating technology in my teaching.
2004-05 / 82.8 / 93.3 / 75.0 / 78.4
This institution takes responsibility for educating underprepared students.
2004-05 / 62.1 / 80.0 / 62.5 / 65.2
The criteria for advancement and promotion decisions are clear.
2004-05 / 53.4 / 73.3 / 70.7 / 74.3
There is adequate support for faculty development.
2004-05 / 50.0 / 60.0 / 56.1 / 61.4

CSP students are viewed as less strongly committed to community service. CSP groups are less satisfied with the preparedness of students than comparison groups, but that has improved somewhat compared to 2001-02 percentages. Although the percentages of CSP groups indicate the perception that their teaching is valued by the department, those percentages are somewhat lower than the comparison groups and the 2001-02 CSP groups. Agreement that faculty are sufficiently involved in campus decision making is similar between CSP and Protestant undergraduate faculty groups and also between administrative groups. Support for integrating technology into teaching appears to be better at Concordia. CSP undergraduate faculty and administrators differ on institutional commitment to educating underprepared students and on the clarity of advancement and promotion decisions.