2010-11 HERI Faculty Survey HERI Theme Reports Full-time Undergraduate Faculty The University of Montana comparison group 1: comparison group 2: Public Universities Public/Private Universities and Public 4yr Colleges 1.2 2010-11 HERI Faculty Survey HERI Theme Reports Table of Contents HERI Theme Reports How to Read the CIRP Theme Reports a. Professional Practice: Teaching b. Professional Practice: Scholarship c. Professional Practice: Service d. Institutional Support and Resources e. Goals for Undergraduate Education f. Diversity g. Satisfaction h. Institutional Priorities i. Interaction with Students j. Habits of Mind k. Health and Wellness l. Relationship with Administration H1 1A 1B 1C 1D 1E 1F 1G 1H 1I 1J 1K 1L How to Read the HERI Faculty Survey Report HERI Theme CIRP Surveys are comprehensive, covering a wide range of topics that research has shown are important to the college experience. Theme reports combine relevant items together for easy access. By examining these items together, these reports illustrate what contributes to specific areas of interest on campus and can be used to facilitate discussion on your campus. Although the survey items were included because they relate to the theme, the item(s) may not be the most important to your institution, its mission, programs, or goals. We encourage you to review your entire Institutional Profile for additional results of specific interest on your campus. Theme reports are generated for full-time undergraduate faculty. Theme Description – Provides a brief definition of the topics covered by the theme. Institutional Support and Resources - These items gauge faculty involvement and opinions regarding professional development and support for faculty available on campus. CIRP Construct: Job Satisfaction-Workplace Total Sample Uiversity Summarized Frequencies – Full results for all items are provided in the Institutional Profile report. Mean – The arithmetic mean is computed for each survey item based on the response options. Response options are given numeric values and are listed in descending order (i.e., 5=Much Stronger, 4=Stronger, 3=No Change, 2=Weaker, 1=Much Weaker). Comp 1 – The first comparison group is based on your institution's type and control. There is adequate support for faculty development Agree Strongly / Agree somewhat Mean Standard Deviation Significance Effect Size Men Women Your Inst Comp 1 Comp 2 Your Inst Comp 1 Comp 2 Your Inst Comp 1 Comp 2 21.4% 1.21 0.42 --- 73.6% 1.97 0.70 76.7% 2.00 0.68 28.6% 1.29 0.47 76.5% 2.00 0.69 77.8% 2.02 0.68 14.3% 1.14 0.36 68.5% 1.90 0.72 75.3% 1.98 0.68 *** -1.09 *** -1.16 --- *** -1.03 *** -1.07 --- *** -1.06 *** -1.24 Note: Significance * p<.05, ** p<.01, *** p<.001 Statistical Significance – Uses the t-test to examine the difference between the mean score for your institution and the comparison group. Items with mean differences that are larger than would be expected by chance are noted with one, two, or three stars, which correspond to the three standard levels of significance (*p< .05, **p< .01, and ***p< .001). Statistical significance measures the extent to which a difference is occurring by chance, not the extent to which a difference is practically important. Large sample sizes (like those in the comparison groups) tend to generate statistical significance even though the magnitude of the difference may be small and not practically significant. In order to provide additional context to statistical significance, effect sizes are provided. Effect Size – Determines the practical significance of the mean difference between your institution and the comparison group. It is calculated by dividing the mean difference by the standard deviation of the comparison group. Generally, an effect size of .2 is considered small, .5 medium, and .8 large. A positive sign indicates that your institution’s mean is greater than the mean of the comparison group; a negative sign indicates your mean is smaller than the mean of the comparison group. Note that a negative effect size is sometimes preferred (e.g. a negative effect size on questions regarding stress suggest fewer faculty at your institution reported this was the case). Comp 2 – The second comparison group is based on your institution's type and control. Standard Deviation – Measures the variability around the mean. A small standard deviation indicates that the responses to the item tend to be very close to the mean, whereas a large standard deviation indicates that the responses are spread over a larger range of response options. H1 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Teaching HERI Theme Professional Practice - Teaching - These items relate to use of pedagogical practicies and evaluation methods as well as the prevalence of specific types of teaching assignments. See CIRP Construct: Student-Centered Pedagogy, Undergraduate Education Goal: Personal Development, Civic Minded Practice The University of Montana Personally, how important to you is: Teaching Essential/Very important During the past two years, have you engaged in any of the following activities? Taught an honors course Taught an interdisciplinary course Taught an ethnic studies course Taught a women’s studies course Taught a service learning course Taught an exclusively web-based course at this institution Participated in a teaching enhancement workshop Collaborated with the local community in research/teaching Taught a seminar for first-year students Taught a capstone course Taught in a learning community (e.g., FIG, linked courses) Supervised an undergraduate thesis How many courses are you teaching this term? Mean Median Mode What types of courses do you primarily teach? (based on faculty who indicated they were not teaching this term) Undergraduate credit courses Graduate courses Non-credit courses I do not teach Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 99.3% 96.6% 96.6% 100.0% 96.0% 96.4% 98.5% 97.5% 97.0% 20.0% 48.4% 11.6% 9.1% 21.9% 27.1% 52.3% 64.3% 23.9% 41.9% 11.6% 43.2% 23.0% 45.4% 9.8% 5.8% 15.9% 14.0% 53.4% 41.4% 23.8% 34.0% 9.0% 37.0% 21.8% 46.3% 10.6% 6.4% 17.2% 14.6% 55.6% 42.4% 24.7% 34.7% 8.2% 36.9% 24.4% 54.4% 6.7% 1.1% 18.9% 23.3% 47.8% 60.7% 24.4% 48.9% 11.1% 47.8% 24.9% 47.0% 7.9% 1.9% 13.2% 12.0% 48.4% 38.2% 23.7% 35.3% 8.3% 39.2% 23.0% 47.9% 8.7% 2.0% 14.6% 12.4% 49.7% 39.4% 24.7% 35.2% 7.6% 38.4% 13.8% 40.0% 18.5% 20.0% 26.2% 32.3% 58.5% 69.2% 23.1% 32.3% 12.3% 36.9% 19.9% 42.7% 12.9% 12.2% 20.2% 17.2% 61.6% 46.5% 24.0% 31.9% 10.0% 33.5% 19.9% 43.9% 13.6% 13.1% 21.1% 18.0% 64.7% 47.0% 24.8% 33.9% 9.3% 34.7% 2.6 2.0 2 2.2 2.0 2 2.4 2.0 2 2.6 2.0 2 2.2 2.0 2 2.4 2.0 2 2.6 2.0 2 2.2 2.0 2 2.5 2.0 2 100.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% Page 1 of 7 Construct CM Practice 1A 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Teaching HERI Theme Professional Practice - Teaching - These items relate to use of pedagogical practicies and evaluation methods as well as the prevalence of specific types of teaching assignments. See CIRP Construct: Student-Centered Pedagogy, Undergraduate Education Goal: Personal Development, Civic Minded Practice The University of Montana Do you teach remedial/developmental skills in any of the following areas? Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 Reading Writing Mathematics ESL General academic skills Other subject areas In how many of the courses that you teach do you use each of the following? 7.7% 17.4% 4.5% 0.0% 11.6% 7.7% 6.3% 14.2% 4.9% 1.3% 12.9% 7.5% 5.9% 13.4% 5.1% 1.1% 11.6% 6.8% 7.8% 20.0% 6.7% 0.0% 11.1% 6.7% 7.0% 13.1% 4.8% 0.5% 10.7% 7.3% 5.8% 12.1% 5.4% 0.5% 10.1% 6.5% 7.7% 13.8% 1.5% 0.0% 12.3% 9.2% 5.3% 16.0% 5.0% 2.7% 16.3% 7.8% 6.2% 15.4% 4.8% 2.0% 13.8% 7.3% 27.1% 2.03 0.99 - 28.5% 2.02 1.04 29.2% 2.03 1.06 27.2% 1.99 1.03 28.2% 1.99 1.05 30.9% 2.09 1.08 0.00 0.01 0.01 27.7% 2.08 0.99 - 30.5% 2.07 1.05 0.01 26.7% 2.00 0.99 - 0.01 -0.01 41.3% 2.34 1.03 - 40.0% 2.32 1.09 40.3% 2.32 1.09 39.3% 2.32 1.09 39.9% 2.31 1.10 40.8% 2.33 1.08 0.02 0.06 0.07 38.5% 2.26 1.03 - 41.4% 2.33 1.08 0.02 43.4% 2.39 1.02 - -0.06 -0.06 44.8% 2.44 0.95 - 44.4% 2.44 1.01 44.1% 2.42 1.02 43.4% 2.44 1.01 44.0% 2.43 1.02 44.2% 2.42 1.02 0.02 -0.04 -0.03 47.7% 2.48 0.97 - 45.9% 2.44 1.01 0.00 42.7% 2.40 0.94 - 0.04 0.06 Evaluation Methods Multiple-choice exams All / Most Mean Standard deviation Significance Effect size Essay exams All / Most Mean Standard deviation Significance Effect size Short-answer exams All / Most Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Page 2 of 7 Construct 1A 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Teaching HERI Theme Professional Practice - Teaching - These items relate to use of pedagogical practicies and evaluation methods as well as the prevalence of specific types of teaching assignments. See CIRP Construct: Student-Centered Pedagogy, Undergraduate Education Goal: Personal Development, Civic Minded Practice The University of Montana In how many of the courses that you teach do you use each of the following? Quizzes All / Most Mean Standard deviation Significance Effect size Weekly essay assignments All / Most Mean Standard deviation Significance Effect size Student presentations All / Most Mean Standard deviation Significance Effect size Term/research papers All / Most Mean Standard deviation Significance Effect size Student evaluations of each others’ work All / Most Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 38.3% 2.31 1.03 - 39.6% 2.34 1.06 38.5% 2.30 1.07 -0.03 0.01 16.2% 1.67 0.84 - 18.8% 1.77 0.95 19.7% 1.78 0.95 -0.11 -0.12 44.6% 2.52 0.94 - 39.3% 2.44 0.96 41.9% 2.48 0.96 0.08 0.04 40.2% 2.38 0.97 - 39.8% 2.36 0.96 42.6% 2.43 0.98 0.02 24.0% 2.03 0.94 - 19.9% 1.87 0.95 * 0.17 Your Inst Men Comp 1 Comp 2 Your Inst 36.0% 2.29 1.04 - 39.5% 2.34 1.07 38.5% 2.29 1.08 -0.05 0.00 14.4% 1.66 0.81 - 15.1% 1.67 0.89 16.1% 1.68 0.90 -0.01 -0.02 42.2% 2.51 0.94 - 31.9% 2.29 0.93 * 0.24 35.3% 2.34 0.95 37.4% 2.31 0.95 40.5% 2.39 0.97 -0.05 40.4% 2.38 0.96 - 0.07 20.1% 1.87 0.95 * 0.17 27.0% 2.07 0.99 - 16.6% 1.77 0.90 ** 0.33 Page 3 of 7 Women Comp 1 Comp 2 41.5% 2.34 1.03 - 39.9% 2.34 1.04 38.8% 2.32 1.05 0.00 0.02 18.4% 1.69 0.88 - 24.8% 1.94 1.02 25.2% 1.93 1.01 -0.25 -0.24 47.7% 2.54 0.94 - 51.4% 2.68 0.94 51.8% 2.68 0.95 -0.15 -0.15 43.7% 2.45 0.98 45.9% 2.50 0.99 -0.01 40.0% 2.37 0.99 - -0.08 -0.13 16.1% 1.75 0.89 *** 0.36 20.0% 1.97 0.87 - 25.2% 2.04 1.00 26.3% 2.06 1.00 -0.07 -0.09 0.18 Construct StudentCentered Pedagogy StudentCentered Pedagogy 1A 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Teaching HERI Theme Professional Practice - Teaching - These items relate to use of pedagogical practicies and evaluation methods as well as the prevalence of specific types of teaching assignments. See CIRP Construct: Student-Centered Pedagogy, Undergraduate Education Goal: Personal Development, Civic Minded Practice The University of Montana In how many of the courses that you teach do you use each of the following? Grading on a curve All / Most Mean Standard deviation Significance Effect size Competency-based grading All / Most Mean Standard deviation Significance Effect size Class discussions All / Most Mean Standard deviation Significance Effect size Cooperative learning (small groups) All / Most Mean Standard deviation Significance Effect size Experiential learning/Field studies All / Most Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 20.6% 1.66 0.96 - 19.8% 1.69 0.99 18.7% 1.66 0.97 -0.03 0.00 50.0% 2.45 1.20 - 45.1% 2.36 1.22 47.1% 2.41 1.21 0.07 0.03 83.3% 3.46 0.78 - 80.7% 3.38 0.86 81.4% 3.41 0.85 0.09 0.06 57.8% 2.86 1.08 - 53.7% 2.75 1.08 54.7% 2.76 1.07 0.10 35.5% 2.21 1.05 - 23.4% 1.89 1.01 *** 0.32 Your Inst Men Comp 1 Comp 2 Your Inst 27.8% 1.86 1.07 - 23.8% 1.80 1.02 22.6% 1.77 1.01 0.06 0.09 44.3% 2.34 1.22 - 43.2% 2.30 1.21 45.1% 2.34 1.20 0.03 0.00 83.3% 3.43 0.79 - 76.9% 3.26 0.91 77.4% 3.30 0.90 0.19 0.09 57.3% 2.78 1.04 - 24.9% 1.94 1.01 *** 0.27 33.3% 2.13 1.03 - Page 4 of 7 Women Comp 1 Comp 2 10.7% 1.40 0.72 - 13.5% 1.51 0.90 12.6% 1.50 0.86 -0.12 -0.12 57.8% 2.59 1.16 - 48.2% 2.46 1.22 50.1% 2.51 1.21 0.11 0.07 86.9% 3.57 0.75 87.6% 3.57 0.74 0.14 83.1% 3.51 0.77 - -0.08 -0.08 44.5% 2.52 1.06 * 0.25 46.6% 2.55 1.07 * 0.21 58.4% 2.97 1.12 - 68.5% 3.11 1.01 67.0% 3.07 1.01 -0.14 -0.10 20.1% 1.81 0.96 ** 0.33 21.3% 1.85 0.96 ** 0.29 38.5% 2.32 1.08 - 28.6% 2.03 1.08 * 0.27 30.5% 2.09 1.08 Construct StudentCentered Pedagogy StudentCentered Pedagogy StudentCentered Pedagogy 0.21 1A 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Teaching HERI Theme Professional Practice - Teaching - These items relate to use of pedagogical practicies and evaluation methods as well as the prevalence of specific types of teaching assignments. See CIRP Construct: Student-Centered Pedagogy, Undergraduate Education Goal: Personal Development, Civic Minded Practice The University of Montana In how many of the courses that you teach do you use each of the following? Teaching assistants All / Most Mean Standard deviation Significance Effect size Recitals/Demonstrations All / Most Mean Standard deviation Significance Effect size Group projects All / Most Mean Standard deviation Significance Effect size Extensive lecturing All / Most Mean Standard deviation Significance Effect size Multiple drafts of written work All / Most Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 9.7% 1.56 0.70 - 14.5% 1.69 0.85 14.4% 1.66 0.87 -0.15 -0.11 20.0% 1.81 0.97 - 18.3% 1.71 0.95 18.9% 1.74 0.96 0.11 0.07 36.3% 2.27 1.02 - 30.4% 2.19 0.98 30.7% 2.19 0.97 0.08 0.08 42.2% 2.38 0.85 - 47.4% 2.49 0.97 46.4% 2.48 0.97 -0.11 -0.10 27.2% 2.12 0.81 - 21.8% 1.99 0.90 22.8% 2.01 0.91 0.14 0.12 Your Inst Page 5 of 7 Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 13.4% 1.72 0.75 - 16.1% 1.74 0.86 15.8% 1.72 0.88 -0.02 0.00 4.6% 1.35 0.57 - 12.0% 1.61 0.84 * -0.31 12.2% 1.58 0.83 * -0.28 21.1% 1.88 0.97 - 16.9% 1.67 0.92 * 0.23 18.1% 1.72 0.93 18.4% 1.71 0.98 - 20.4% 1.79 1.00 20.1% 1.77 1.01 -0.08 -0.06 32.6% 2.22 1.03 - 26.9% 2.08 0.95 27.3% 2.09 0.95 36.2% 2.36 1.00 35.8% 2.34 0.99 0.15 0.14 41.6% 2.32 1.02 - -0.04 -0.02 41.6% 2.36 0.84 - 54.1% 2.66 0.95 ** -0.32 53.9% 2.65 0.96 ** -0.30 43.1% 2.40 0.86 - 36.4% 2.23 0.95 35.0% 2.22 0.93 0.18 0.19 25.5% 2.08 0.78 - 18.3% 1.90 0.84 * 0.21 19.3% 1.92 0.86 29.7% 2.17 0.85 - 27.2% 2.15 0.96 28.1% 2.14 0.96 0.02 0.03 0.17 0.19 Construct StudentCentered Pedagogy 1A 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Teaching HERI Theme Professional Practice - Teaching - These items relate to use of pedagogical practicies and evaluation methods as well as the prevalence of specific types of teaching assignments. See CIRP Construct: Student-Centered Pedagogy, Undergraduate Education Goal: Personal Development, Civic Minded Practice The University of Montana In how many of the courses that you teach do you use each of the following? Student-selected topics for course content All / Most Mean Standard deviation Significance Effect size Reflective writing/journaling All / Most Mean Standard deviation Significance Effect size Community service as part of coursework All / Most Mean Standard deviation Significance Effect size Electronic quizzes with immediate feedback in class All / Most Mean Standard deviation Significance Effect size Using real-life problems All / Most Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 23.2% 1.95 0.86 - 18.0% 1.90 0.85 19.3% 1.93 0.87 0.06 0.02 17.4% 1.72 0.97 - 15.8% 1.66 0.89 16.4% 1.69 0.90 0.07 7.1% 1.46 0.71 - Your Inst Men Comp 1 Comp 2 21.1% 1.92 0.82 - 14.8% 1.82 0.81 16.8% 1.86 0.84 0.12 0.07 10.9% 1.51 0.77 * 0.22 11.6% 1.54 0.80 0.03 18.9% 1.68 0.96 - 5.4% 1.29 0.61 *** 0.28 5.4% 1.31 0.62 ** 0.24 4.4% 1.38 0.61 - 9.7% 1.34 0.72 - 7.3% 1.30 0.67 7.6% 1.32 0.69 0.06 62.4% 2.94 0.96 - 54.5% 2.69 1.03 ** 0.24 Your Inst Women Comp 1 Comp 2 26.2% 2.00 0.92 - 23.2% 2.03 0.90 23.1% 2.03 0.90 -0.03 -0.03 23.8% 1.91 1.00 23.7% 1.92 1.00 0.18 15.4% 1.78 0.99 - -0.13 -0.14 3.4% 1.22 0.53 ** 0.30 3.4% 1.24 0.54 * 0.26 10.8% 1.58 0.81 - 8.5% 1.41 0.71 8.4% 1.42 0.71 0.24 0.23 5.7% 1.26 0.60 6.4% 1.27 0.64 9.6% 1.38 0.76 0.12 0.09 9.3% 1.35 0.74 - 10.1% 1.38 0.78 0.03 10.0% 1.33 0.72 - -0.04 -0.04 54.8% 2.69 1.03 ** 0.24 59.6% 2.87 0.94 - 52.1% 2.62 1.02 * 0.25 52.3% 2.62 1.03 * 0.24 66.1% 3.05 0.99 - 58.4% 2.80 1.03 58.6% 2.81 1.03 0.24 0.23 Page 6 of 7 Construct StudentCentered Pedagogy StudentCentered Pedagogy Civic Minded Practice 1A 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Teaching HERI Theme Professional Practice - Teaching - These items relate to use of pedagogical practicies and evaluation methods as well as the prevalence of specific types of teaching assignments. See CIRP Construct: Student-Centered Pedagogy, Undergraduate Education Goal: Personal Development, Civic Minded Practice The University of Montana In how many of the courses that you teach do you use each of the following? Using student inquiry to drive learning All / Most Mean Standard deviation Significance Effect size During the present term, how many hours per week on average do you actually spend on each of the following activities? Scheduled teaching (give actual, not credit hours) 9 or more hours Mean Standard deviation Significance Effect size Preparing for teaching (including reading student papers and grading) 13 or more hours Mean Standard deviation Significance Effect size Have you ever received an award for outstanding teaching? Yes Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 53.3% 2.68 0.91 - 43.7% 2.49 0.94 * 0.20 45.2% 2.51 0.95 * 0.18 52.2% 2.66 0.88 - 40.3% 2.42 0.94 * 0.26 41.5% 2.43 0.95 * 0.24 54.7% 2.70 0.95 - 49.4% 2.61 0.94 50.8% 2.64 0.95 0.10 0.06 41.8% 3.47 1.20 - 33.0% 3.18 1.23 ** 0.24 39.8% 3.32 1.27 42.1% 3.49 1.21 - 32.9% 3.18 1.20 * 0.26 38.1% 3.28 1.23 41.6% 3.45 1.20 - 33.3% 3.19 1.28 42.4% 3.38 1.32 0.20 0.05 30.1% 4.03 1.43 - 32.7% 3.95 1.71 34.7% 4.04 1.71 28.6% 3.83 1.65 30.0% 3.87 1.63 41.7% 4.29 1.81 -0.01 0.08 0.06 33.8% 4.11 1.54 - 39.3% 4.17 1.79 0.05 27.3% 3.97 1.34 - -0.03 -0.10 45.8% 44.8% 43.5% 46.7% 47.0% 45.7% 44.6% 41.3% 40.2% 0.12 Page 7 of 7 0.17 Construct StudentCentered Pedagogy 1A 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Scholarship HERI Theme Professional Practice - Scholarship - These items relate to faculty's involvement and opinions about activities associated with the scholarship component of faculty work. See CIRP Construct: Scholarly Productivity The University of Montana Personally, how important to you is: Research Essential / Very important During the past two years, have you engaged in any of the following activities? Collaborated with the local community in research/teaching Conducted research or writing focused on - International/global issues Conducted research or writing focused on - Racial or ethnic minorities Conducted research or writing focused on - Women and gender issues Engaged undergraduates on your research project Worked with undergraduates on a research project Engaged in academic research that spans multiple disciplines Received funding for your work from - Foundations Received funding for your work from - State or federal government Received funding for your work from - Business or industry Have you engaged in any of the following professional development opportunities at your institution? Internal grants for research Yes Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 85.1% 82.3% 80.5% 86.6% 84.5% 82.9% 83.1% 78.7% 76.8% 64.3% 43.2% 24.5% 21.9% 57.4% 72.3% 68.4% 23.9% 45.2% 14.3% 41.4% 32.0% 23.4% 20.2% 52.5% 64.6% 68.6% 20.7% 37.3% 13.5% 42.4% 32.3% 23.2% 20.3% 52.6% 66.2% 67.0% 22.3% 33.7% 12.0% 60.7% 41.1% 18.9% 13.3% 67.8% 78.9% 72.2% 23.3% 54.4% 20.2% 38.2% 34.4% 19.9% 12.9% 56.5% 68.0% 72.6% 22.4% 42.3% 17.4% 39.4% 33.9% 20.0% 13.6% 57.2% 69.8% 70.8% 24.3% 38.2% 15.3% 69.2% 46.2% 32.3% 33.8% 43.1% 63.1% 63.1% 24.6% 32.3% 6.2% 46.5% 28.1% 29.2% 32.2% 46.1% 59.1% 62.1% 18.0% 29.4% 7.2% 47.0% 29.9% 28.3% 30.6% 45.4% 60.7% 61.1% 19.4% 26.7% 6.9% 49.7% 50.2% 49.5% 50.0% 52.8% 52.1% 49.2% 46.0% 45.6% Page 1 of 3 Construct CM Practice 1B 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Scholarship HERI Theme Professional Practice - Scholarship - These items relate to faculty's involvement and opinions about activities associated with the scholarship component of faculty work. See CIRP Construct: Scholarly Productivity The University of Montana How many of the following have you published? Articles in academic or professional journals 5 or more Mean Standard deviation Significance Effect size Chapters in edited volumes 1 or more Mean Standard deviation Significance Effect size Books, manuals, or monographs 1 or more Mean Standard deviation Significance Effect size Other, such as patents, or computer software products 1 or more Mean Standard deviation Significance Effect size How many exhibitions or performances in the fine or applied arts have you presented in the last two years? 1 or more Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 64.2% 4.01 1.84 - 57.4% 3.87 1.96 54.9% 3.77 1.94 0.07 0.12 59.0% 2.14 1.21 - 58.8% 2.21 1.35 57.2% 2.19 1.37 -0.05 -0.04 42.6% 1.67 0.99 - 39.7% 1.63 0.95 39.5% 1.64 0.97 0.04 0.03 11.9% 1.22 0.76 - 14.7% 1.26 0.77 14.2% 1.27 0.82 -0.05 -0.06 14.9% 1.37 1.02 - 14.2% 1.37 1.07 14.9% 1.37 1.04 0.00 0.00 Your Inst Page 2 of 3 Men Comp 1 Comp 2 Your Inst Women Comp 1 69.7% 4.25 1.91 - 64.6% 4.22 1.99 62.3% 4.14 1.98 46.0% 3.30 1.78 0.02 0.06 56.9% 3.68 1.70 - 0.21 43.7% 3.21 1.74 * 0.27 62.0% 2.21 1.21 - 62.2% 2.33 1.39 60.5% 2.33 1.44 53.4% 2.03 1.26 52.1% 1.99 1.24 -0.09 -0.08 54.7% 2.05 1.21 - 0.02 0.05 42.7% 1.69 0.98 - 42.3% 1.69 1.00 43.0% 1.72 1.04 35.2% 1.53 0.86 34.3% 1.51 0.84 0.00 -0.03 42.3% 1.64 1.00 - 0.13 0.15 14.5% 1.26 0.83 - 19.4% 1.35 0.89 18.5% 1.35 0.91 7.2% 1.11 0.49 7.8% 1.15 0.62 -0.10 -0.10 7.9% 1.16 0.65 - 0.10 0.02 19.1% 1.45 1.09 - 13.8% 1.39 1.16 14.5% 1.38 1.09 14.9% 1.33 0.92 15.8% 1.35 0.95 0.05 0.06 9.1% 1.26 0.92 - -0.08 -0.09 Comp 2 Construct Scholarly Productivity Scholarly Productivity 1B 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Scholarship HERI Theme Professional Practice - Scholarship - These items relate to faculty's involvement and opinions about activities associated with the scholarship component of faculty work. See CIRP Construct: Scholarly Productivity The University of Montana How many of your professional writings have been published or accepted for publication in the last two years? 3 or more Mean Standard deviation Significance Effect size Indicate the importance to you personally of each of the following: Making a theoretical contribution to science Essential / Very important Mean Standard deviation Significance Effect size 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 Mean Standard deviation Significance Effect size Other creative products/performances 1 or more hours Mean Standard deviation Significance Effect size Do you use your scholarship to address local community needs? Yes Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 50.0% 2.55 1.06 - 47.9% 2.55 1.23 45.3% 2.49 1.24 0.00 0.05 34.9% 2.10 0.96 - 41.3% 2.25 1.07 40.8% 2.24 1.06 -0.14 -0.13 59.6% 3.28 1.69 - 62.3% 3.66 2.12 * -0.18 60.8% 3.60 2.09 45.8% 1.69 1.00 - 40.2% 1.72 1.19 40.5% 1.72 1.18 -0.03 52.3% 37.2% Your Inst Women Comp 1 Comp 2 38.8% 2.27 1.12 37.7% 2.25 1.12 0.04 40.1% 2.34 1.05 - 0.06 0.08 46.7% 2.38 1.08 * -0.25 45.9% 2.36 1.07 * -0.23 29.3% 2.09 0.96 - 32.9% 2.04 1.02 33.1% 2.05 1.01 0.05 0.04 65.2% 3.54 1.85 - 67.2% 3.94 2.18 66.1% 3.87 2.15 54.6% 3.20 1.92 52.7% 3.19 1.93 -0.18 -0.15 52.3% 2.92 1.37 - -0.15 -0.14 42.4% 1.75 1.18 42.1% 1.75 1.20 38.5% 1.67 1.15 0.06 0.06 39.9% 1.52 0.73 - 36.8% 1.67 1.19 -0.03 49.9% 1.82 1.14 - -0.13 -0.13 37.5% 54.4% 34.2% 34.5% 49.2% 42.2% 42.1% -0.15 Page 3 of 3 Men Comp 1 Comp 2 Your Inst 57.3% 2.70 1.05 - 53.6% 2.72 1.27 50.5% 2.65 1.28 -0.02 38.9% 2.11 0.97 - Construct Scholarly Productivity CM Practice 1B 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Service HERI Theme Professional Practice - Service - These items relate to faculty's involvement and opinions about activities associated with the service component of faculty work. See CIRP Construct: Civic Minded Practice, Civic Minded Values The University of Montana Personally, how important to you is: Service Essential / Very important During the past two years, have you engaged in any of the following activities? Advised student groups involved in service/volunteer work Published op-ed pieces or editorials Please indicate the extent to which you: Mentor new faculty To a great extent / To some extent Mean Standard deviation Significance Effect size Indicate the importance to you personally of each of the following: Mentoring the next generation of scholars Essential / Very important Mean Standard deviation Significance Effect size During the present term, how many hours per week on average do you actually spend on each of the following activities? Advising and counseling of students 5 or more hours Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 69.7% 61.3% 61.3% 71.1% 60.1% 60.0% 67.7% 63.2% 63.3% 54.8% 18.7% 77.2% 2.04 0.70 - 41.0% 14.8% 68.9% 1.89 0.71 * 0.21 42.6% 15.6% 70.6% 1.91 0.70 * 0.19 80.0% 3.19 0.78 - 77.5% 3.12 0.82 78.4% 3.14 0.81 0.09 0.06 45.4% 2.58 0.85 - 35.8% 2.48 0.95 38.3% 2.53 0.95 0.11 0.05 Page 1 of 2 47.8% 24.4% 80.0% 2.08 0.69 - 38.6% 18.2% 71.4% 1.91 0.69 * 0.25 40.7% 18.5% 72.2% 1.92 0.69 * 0.23 80.0% 3.19 0.81 - 75.3% 3.08 0.83 76.3% 3.09 0.82 0.13 0.12 39.3% 2.46 0.71 - 36.0% 2.47 0.90 37.8% 2.51 0.91 -0.01 -0.05 64.6% 10.8% 73.4% 1.98 0.72 - 44.9% 9.3% 45.6% 11.2% 64.7% 1.84 0.72 68.3% 1.90 0.72 0.19 0.11 80.0% 3.20 0.75 - 81.2% 3.20 0.78 81.5% 3.22 0.78 0.00 -0.03 53.9% 2.75 1.00 - 35.8% 2.50 1.01 39.2% 2.55 1.01 0.25 0.20 Construct Civic Minded Practice 1C 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Professional Practice - Service HERI Theme Professional Practice - Service - These items relate to faculty's involvement and opinions about activities associated with the service component of faculty work. See CIRP Construct: Civic Minded Practice, Civic Minded Values The University of Montana During the present term, how many hours per week on average do you actually spend on each of the following activities? Committee work and meetings 5 or more hours Mean Standard deviation Significance Effect size Other administration 5 or more hours Mean Standard deviation Significance Effect size Consultation with clients/patients 1 or more hours Mean Standard deviation Significance Effect size Community or public service 1 or more hours Mean Standard deviation Significance Effect size Do you use your scholarship to address local community needs? Yes Engaged in public service/professional consulting without pay? Yes Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 48.5% 2.68 0.93 - 35.2% 2.45 0.99 ** 0.23 35.1% 2.45 0.97 ** 0.24 46.0% 2.65 0.95 - 34.4% 2.42 0.96 * 0.24 33.8% 2.41 0.93 * 0.26 38.6% 2.62 1.40 - 31.0% 2.37 1.57 39.7% 2.56 1.20 - 29.5% 2.33 1.51 29.1% 2.32 1.49 0.16 29.5% 2.34 1.51 * 0.19 0.15 0.16 25.5% 1.35 0.69 - 15.2% 1.25 0.74 15.8% 1.26 0.76 15.1% 1.25 0.76 15.5% 1.25 0.76 0.14 0.12 23.9% 1.32 0.65 - 0.09 0.09 68.1% 1.82 0.69 - 50.1% 1.63 0.79 ** 0.24 52.1% 1.66 0.80 * 0.20 63.7% 1.80 0.73 - 47.8% 1.60 0.77 * 0.26 49.8% 1.64 0.81 52.3% 37.2% 37.5% 54.4% 74.8% 57.7% 58.1% 78.9% Page 2 of 2 Women Comp 1 Comp 2 52.2% 2.71 0.90 - 36.4% 2.49 1.04 37.1% 2.50 1.01 0.21 0.21 37.0% 2.71 1.64 - 33.7% 2.45 1.66 30.5% 2.38 1.54 0.16 0.21 27.6% 1.38 0.74 - 15.9% 1.25 0.72 16.1% 1.26 0.76 0.18 0.16 53.8% 1.68 0.82 56.0% 1.70 0.80 0.20 73.8% 1.86 0.63 - 0.22 0.20 34.2% 34.5% 49.2% 42.2% 42.1% 58.8% 59.6% 69.2% 56.0% 55.7% Construct Civic Minded Practice CM Practice CM Practice 1C 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Support and Resources HERI Theme Institutional Support and Resources - These items gauge faculty involvement and opinions regarding professional development and support for faculty available on campus. CIRP Construct: Job Satisfaction-Workplace Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 52.3% 53.4% 55.6% 47.8% 48.4% 49.7% 58.5% 61.6% 64.7% 23.9% 19.0% 20.6% 22.2% 16.9% 18.0% 26.2% 22.3% 24.7% 36.1% 31.1% 33.6% 37.8% 35.0% 37.6% 33.8% 24.6% 27.6% 78.1% 73.8% 74.5% 75.6% 73.6% 73.3% 81.5% 74.2% 76.2% 49.7% 50.2% 49.5% 50.0% 52.8% 52.1% 49.2% 46.0% 45.6% 14.2% 12.3% 12.7% 12.2% 11.5% 12.8% 16.9% 13.7% 12.6% 27.1% 20.4% 21.4% 28.9% 20.9% 21.5% 24.6% 19.5% 21.2% 16.8% 16.7% 18.0% 18.9% 16.3% 17.7% 13.8% 17.3% 18.4% 9.7% 10.8% 10.7% 3.3% 5.1% 5.7% 18.5% 19.9% 18.3% 45.8% 44.8% 43.5% 46.7% 47.0% 45.7% 44.6% 41.3% 40.2% The University of Montana Your Inst During the past two years, have you engaged in any of the following activities? Participated in a teaching enhancement workshop Have you engaged in any of the following professional development opportunities at your institution? Paid workshops outside the institution focused on teaching Yes Paid sabbatical leave Yes Travel funds paid by the institution Yes Internal grants for research Yes Training for administrative leadership Yes Received incentives to develop new courses Yes Received incentives to integrate new technology into your classroom Yes Have you ever interrupted your professional career for more than one year for family reasons? Yes Have you ever received an award for outstanding teaching? Yes Note: Significance * p<.05, ** p<.01, *** p<.001 Page 1 of 3 Construct 1D 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Support and Resources HERI Theme Institutional Support and Resources - These items gauge faculty involvement and opinions regarding professional development and support for faculty available on campus. CIRP Construct: Job Satisfaction-Workplace The University of Montana Indicate how well each of the following describes your college or university: Faculty are rewarded for being good teachers Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size There is respect for the expression of diverse values and beliefs Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size Faculty are rewarded for their efforts to use instructional technology Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size 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 Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 65.5% 1.75 0.62 - 69.2% 1.83 0.65 70.3% 1.85 0.65 -0.12 -0.15 92.9% 2.31 0.60 - 89.5% 2.23 0.62 89.9% 2.25 0.63 0.13 54.2% 1.61 0.61 - 77.3% 2.95 0.83 - Your Inst Men Comp 1 Comp 2 Your Inst 67.8% 1.77 0.60 - 68.4% 1.82 0.65 70.6% 1.85 0.65 -0.08 0.10 93.3% 2.38 0.61 - 66.5% 1.80 0.65 *** -0.29 67.5% 1.82 0.67 *** -0.31 73.9% 2.90 0.85 74.6% 2.91 0.86 0.06 0.05 Page 2 of 3 Women Comp 1 Comp 2 70.6% 1.85 0.64 69.8% 1.85 0.65 -0.12 62.5% 1.73 0.65 - -0.19 -0.18 89.5% 2.21 0.61 ** 0.28 90.3% 2.25 0.62 * 0.21 92.3% 2.22 0.57 - 89.4% 2.27 0.64 89.3% 2.26 0.64 -0.08 -0.06 55.6% 1.64 0.64 - 67.1% 1.79 0.64 * -0.23 67.3% 1.81 0.65 * -0.26 52.3% 1.55 0.56 - 65.6% 1.80 0.67 ** -0.37 67.8% 1.85 0.69 *** -0.43 85.6% 3.04 0.78 - 75.9% 2.91 0.83 76.9% 2.95 0.84 70.6% 2.88 0.89 70.9% 2.86 0.88 0.16 0.11 65.6% 2.81 0.89 - -0.08 -0.06 Construct 1D 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Support and Resources HERI Theme Institutional Support and Resources - These items gauge faculty involvement and opinions regarding professional development and support for faculty available on campus. CIRP Construct: Job Satisfaction-Workplace The University of Montana Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following: My teaching is valued by faculty in my department Agree Strongly / Agree somewhat Mean Standard deviation Significance Effect size There is adequate support for faculty development Agree Strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 91.7% 3.35 0.67 - 86.6% 3.23 0.77 87.2% 3.27 0.76 0.16 0.11 94.4% 3.44 0.64 - 85.9% 3.21 0.78 ** 0.29 87.2% 3.26 0.75 * 0.24 41.9% 2.28 0.91 - 60.3% 2.61 0.83 *** -0.40 62.7% 2.66 0.83 *** -0.46 40.0% 2.23 0.89 - 60.7% 2.61 0.83 *** -0.46 64.0% 2.67 0.83 *** -0.53 Your Inst Page 3 of 3 Women Comp 1 Comp 2 87.7% 3.23 0.70 - 87.6% 3.26 0.76 87.2% 3.27 0.77 -0.04 -0.05 44.6% 2.34 0.94 - 59.8% 2.61 0.83 * -0.33 60.8% 2.63 0.85 ** -0.34 Construct 1D 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Goals for Undergraduate Education HERI Theme Goals for Undergraduate Education - These items gauge faculty opinion regarding common goals for undergraduate education. See CIRP Construct: Undergraduate Education Goal: Personal Development, Civic Minded Values The University of Montana Indicate the importance to you of each of the following education goals for undergraduate students: Develop ability to think critically Essential / Very important Mean Standard deviation Significance Effect size Prepare students for employment after college Essential / Very important Mean Standard deviation Significance Effect size Prepare students for graduate or advanced education Essential / Very important Mean Standard deviation Significance Effect size Develop moral character Essential / Very important Mean Standard deviation Significance Effect size Provide for students’ emotional development Essential / Very important Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 99.3% 3.88 0.34 - 99.5% 3.88 0.35 99.5% 3.89 0.33 0.00 -0.03 78.7% 3.19 0.78 - 76.3% 3.11 0.81 77.7% 3.12 0.81 0.10 0.09 70.9% 2.91 0.72 - 72.2% 2.95 0.73 74.4% 2.98 0.73 -0.05 -0.10 72.9% 2.99 0.86 - 64.8% 2.86 0.90 66.4% 2.90 0.89 0.14 0.10 51.6% 2.63 0.92 - 46.7% 2.50 0.88 47.9% 2.53 0.89 0.15 0.11 Your Inst Page 1 of 6 Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 98.9% 3.84 0.39 - 99.3% 3.86 0.38 99.3% 3.87 0.36 100.0% 3.94 0.24 - 99.8% 3.92 0.29 99.8% 3.92 0.29 -0.05 -0.08 0.07 0.07 78.9% 3.13 0.77 - 74.4% 3.08 0.82 75.5% 3.08 0.82 78.4% 3.28 0.80 - 79.5% 3.17 0.78 81.0% 3.20 0.78 0.06 0.06 0.14 0.10 72.2% 2.90 0.70 - 70.8% 2.92 0.73 73.0% 2.95 0.72 69.3% 2.92 0.74 - 74.7% 2.98 0.73 76.7% 3.03 0.73 -0.03 -0.07 -0.08 -0.15 70.0% 2.89 0.87 - 61.8% 2.79 0.89 63.1% 2.82 0.89 76.9% 3.14 0.85 - 69.7% 2.97 0.90 71.4% 3.02 0.88 0.11 0.08 0.19 0.14 46.7% 2.51 0.91 - 40.5% 2.40 0.87 42.3% 2.43 0.87 58.5% 2.78 0.91 - 56.7% 2.68 0.87 56.6% 2.69 0.88 0.13 0.09 0.11 0.10 Construct UG Ed Goal: Personal Development UG Ed Goal: Personal Development 1E 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Goals for Undergraduate Education HERI Theme Goals for Undergraduate Education - These items gauge faculty opinion regarding common goals for undergraduate education. See CIRP Construct: Undergraduate Education Goal: Personal Development, Civic Minded Values The University of Montana Indicate the importance to you of each of the following education goals for undergraduate students: Teach students the classic works of Western civilization Essential / Very important Mean Standard deviation Significance Effect size Help students develop personal values Essential / Very important Mean Standard deviation Significance Effect size Enhance students’ self-understanding Essential / Very important Mean Standard deviation Significance Effect size Instill in students a commitment to community service Essential / Very important Mean Standard deviation Significance Effect size Enhance students’ knowledge of and appreciation for other racial/ethnic groups Essential / Very important Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 23.2% 1.94 0.90 - 24.7% 1.98 0.91 26.6% 2.02 0.93 -0.04 -0.09 67.1% 2.88 0.90 - 57.9% 2.74 0.89 61.3% 2.80 0.89 0.16 0.09 73.5% 3.06 0.83 - 67.4% 2.91 0.88 * 0.17 68.8% 2.94 0.88 52.3% 2.61 0.89 - 75.4% 3.14 0.88 - Your Inst Men Comp 1 Comp 2 Your Inst 24.5% 1.92 0.89 - 26.9% 2.02 0.93 28.7% 2.06 0.95 -0.11 -0.15 62.2% 2.74 0.94 - 53.7% 2.66 0.88 57.0% 2.72 0.89 0.09 0.02 62.7% 2.82 0.88 64.6% 2.85 0.88 0.14 68.9% 2.91 0.84 - 0.10 39.4% 2.36 0.90 *** 0.28 42.1% 2.40 0.90 ** 0.23 47.7% 2.48 0.91 - 67.7% 2.95 0.93 * 0.20 68.5% 2.97 0.92 * 0.18 68.9% 2.96 0.92 - Page 2 of 6 Women Comp 1 Comp 2 21.5% 1.95 0.93 - 21.3% 1.92 0.87 23.3% 1.97 0.89 0.03 -0.02 73.9% 3.08 0.82 - 64.8% 2.87 0.88 67.8% 2.92 0.88 0.24 0.18 75.0% 3.06 0.86 75.4% 3.08 0.86 0.07 80.0% 3.26 0.78 - 0.23 0.21 33.8% 2.25 0.89 * 0.26 36.2% 2.28 0.89 * 0.22 58.5% 2.78 0.84 - 48.5% 2.53 0.89 * 0.28 50.9% 2.58 0.89 58.6% 2.74 0.93 * 0.24 59.8% 2.77 0.93 84.6% 3.38 0.74 - 82.5% 3.30 0.80 81.8% 3.29 0.80 0.10 0.11 0.20 Construct UG Ed Goal: Personal Development UG Ed Goal: Personal Development Civic Minded Values 0.22 1E 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Goals for Undergraduate Education HERI Theme Goals for Undergraduate Education - These items gauge faculty opinion regarding common goals for undergraduate education. See CIRP Construct: Undergraduate Education Goal: Personal Development, Civic Minded Values The University of Montana Indicate the importance to you of each of the following education goals for undergraduate students: Help master knowledge in a discipline Essential / Very important Mean Standard deviation Significance Effect size Develop creative capacities Essential / Very important Mean Standard deviation Significance Effect size Instill a basic appreciation of the liberal arts Essential / Very important Mean Standard deviation Significance Effect size Promote ability to write effectively Essential / Very important Mean Standard deviation Significance Effect size Help students evaluate the quality and reliability of information Essential / Very important Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 96.1% 3.57 0.59 - 94.0% 3.52 0.62 94.1% 3.53 0.61 0.08 0.07 85.8% 3.27 0.75 - 78.3% 3.12 0.79 * 0.19 79.2% 3.15 0.79 65.2% 2.86 0.89 - 61.6% 2.80 0.93 63.8% 2.85 0.92 0.06 91.0% 3.57 0.69 96.1% 3.64 0.56 - Your Inst Women Comp 1 Comp 2 95.3% 3.55 0.59 95.0% 3.55 0.60 -0.02 98.4% 3.68 0.50 - 0.22 0.22 78.0% 3.13 0.79 ** 0.30 79.5% 3.16 0.78 * 0.27 76.9% 3.14 0.85 - 78.7% 3.12 0.80 78.9% 3.13 0.80 0.03 0.01 58.9% 2.74 0.94 61.0% 2.79 0.93 68.2% 2.93 0.90 0.15 0.10 66.2% 2.83 0.96 - 66.1% 2.89 0.90 0.01 64.5% 2.88 0.85 - -0.07 -0.11 89.6% 3.44 0.71 * 0.18 90.5% 3.46 0.69 * 0.16 87.8% 3.49 0.74 - 87.0% 3.36 0.75 88.1% 3.38 0.73 94.0% 3.56 0.63 94.1% 3.58 0.62 0.17 0.15 95.3% 3.68 0.62 - 0.19 0.16 95.6% 3.57 0.59 95.7% 3.57 0.59 94.7% 3.50 0.61 94.7% 3.50 0.61 97.2% 3.68 0.53 0.12 0.16 0.16 96.9% 3.69 0.53 - 97.1% 3.67 0.53 0.12 95.5% 3.60 0.58 - 0.04 0.02 0.15 Page 3 of 6 Men Comp 1 Comp 2 Your Inst 94.5% 3.50 0.64 - 93.3% 3.51 0.63 93.6% 3.51 0.63 -0.02 92.3% 3.37 0.66 - Construct 1E 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Goals for Undergraduate Education HERI Theme Goals for Undergraduate Education - These items gauge faculty opinion regarding common goals for undergraduate education. See CIRP Construct: Undergraduate Education Goal: Personal Development, Civic Minded Values The University of Montana Indicate the importance to you of each of the following education goals for undergraduate students: Engage students in civil discourse around controversial issues Essential / Very important Mean Standard deviation Significance Effect size Teach students tolerance and respect for different beliefs Essential / Very important Mean Standard deviation Significance Effect size Encourage students to become agents of social change Essential / Very important Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 71.6% 3.01 0.93 - 64.2% 2.84 0.95 * 0.18 65.0% 2.86 0.94 * 0.16 86.4% 3.36 0.81 - 77.1% 3.17 0.88 ** 0.22 54.2% 2.64 0.95 - 66.6% 2.89 0.98 - 58.3% 2.72 0.95 59.2% 2.74 0.95 0.18 77.4% 3.18 0.88 * 0.20 81.1% 3.20 0.88 - 48.3% 2.50 0.99 50.0% 2.54 1.00 0.14 0.10 44.5% 2.44 0.98 - Page 4 of 6 Women Comp 1 Comp 2 73.8% 3.04 0.90 74.0% 3.05 0.90 0.16 78.4% 3.17 0.84 - 0.14 0.13 70.2% 2.99 0.90 * 0.23 70.8% 3.01 0.90 * 0.21 93.9% 3.58 0.66 - 88.2% 3.48 0.74 87.4% 3.46 0.76 0.14 0.16 39.5% 2.31 0.97 40.5% 2.34 0.97 62.9% 2.82 0.94 64.3% 2.84 0.95 0.13 0.10 67.7% 2.91 0.82 - 0.10 0.07 Construct 1E 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Goals for Undergraduate Education HERI Theme Goals for Undergraduate Education - These items gauge faculty opinion regarding common goals for undergraduate education. See CIRP Construct: Undergraduate Education Goal: Personal Development, Civic Minded Values The University of Montana Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following: This institution takes responsibility for educating underprepared students Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Indicate how important you believe each priority listed below is at your college or university? To promote the intellectual development of students Highest priority / High priority Mean Standard deviation Significance Effect size To develop leadership ability among students Highest priority / High priority Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst 76.1% 2.85 0.60 - 61.0% 2.63 0.80 *** 0.28 62.6% 2.66 0.81 ** 0.23 83.0% 3.11 0.72 - 75.4% 3.01 0.82 78.2% 3.09 0.82 0.12 0.02 42.9% 2.43 0.75 - 43.7% 2.39 0.84 48.4% 2.47 0.84 0.05 -0.05 Page 5 of 6 Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 71.1% 2.81 0.63 - 61.8% 2.65 0.79 63.2% 2.68 0.79 0.20 0.16 83.0% 2.91 0.55 - 59.9% 2.60 0.80 ** 0.39 61.7% 2.64 0.83 ** 0.33 82.9% 3.02 0.71 - 75.4% 3.00 0.81 78.7% 3.10 0.81 -0.10 75.4% 3.02 0.83 * 0.25 77.3% 3.08 0.83 0.02 83.1% 3.23 0.72 - 39.4% 2.37 0.65 - 42.3% 2.36 0.82 47.7% 2.44 0.82 46.1% 2.45 0.87 49.4% 2.51 0.85 0.01 -0.09 47.6% 2.51 0.87 - 0.07 0.00 Construct 0.18 1E 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Goals for Undergraduate Education HERI Theme Goals for Undergraduate Education - These items gauge faculty opinion regarding common goals for undergraduate education. See CIRP Construct: Undergraduate Education Goal: Personal Development, Civic Minded Values The University of Montana Please indicate your agreement with each of the following statements: Colleges should encourage students to be involved in community service activities Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Colleges should be concerned with facilitating undergraduate students’ spiritual development Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 86.4% 3.16 0.66 - 84.3% 3.06 0.70 86.0% 3.11 0.69 0.14 0.07 24.6% 1.84 0.87 - 21.3% 1.81 0.85 26.0% 1.91 0.90 0.04 -0.08 Your Inst Page 6 of 6 Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 81.2% 3.06 0.69 - 81.2% 2.97 0.69 83.0% 3.02 0.70 93.7% 3.30 0.58 - 89.3% 3.22 0.68 90.8% 3.24 0.65 0.13 0.06 0.12 0.09 28.8% 1.89 0.93 - 21.7% 1.81 0.86 26.3% 1.91 0.91 18.8% 1.77 0.79 - 20.5% 1.81 0.83 25.7% 1.91 0.88 0.09 -0.02 -0.05 -0.16 Construct Civic Minded Values 1E 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Diversity HERI Theme Diversity - These items relate to social attitudes and experiences with diversity on campus. See CIRP Construct: Institutional Priority: Commitment to Diversity The University of Montana Indicate the importance to you personally of each of the following: Helping to promote racial understanding Essential / Very important Mean Standard deviation Significance Effect size Indicate the importance to you of each of the following education goals for undergraduate students: Enhance students’ knowledge of and appreciation for other racial/ethnic groups Essential / Very important Mean Standard deviation Significance Effect size Teach students tolerance and respect for different beliefs Essential / Very important Mean Standard deviation Significance Effect size Indicate how well each of the following describes your college or university: There is respect for the expression of diverse values and beliefs Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 80.7% 3.21 0.78 - 72.4% 3.01 0.87 ** 0.23 71.4% 3.00 0.88 ** 0.24 80.0% 3.13 0.78 - 66.7% 2.88 0.89 ** 0.28 65.7% 2.86 0.89 ** 0.30 75.4% 3.14 0.88 - 67.7% 2.95 0.93 * 0.20 68.5% 2.97 0.92 * 0.18 68.9% 2.96 0.92 - 58.6% 2.74 0.93 * 0.24 59.8% 2.77 0.93 86.4% 3.36 0.81 - 77.1% 3.17 0.88 ** 0.22 77.4% 3.18 0.88 * 0.20 81.1% 3.20 0.88 - 92.9% 2.31 0.60 - 89.5% 2.23 0.62 89.9% 2.25 0.63 0.13 0.10 93.3% 2.38 0.61 - Page 1 of 7 Women Comp 1 Comp 2 81.5% 3.31 0.77 - 81.8% 3.23 0.80 80.3% 3.21 0.81 0.10 0.12 82.5% 3.30 0.80 81.8% 3.29 0.80 0.20 84.6% 3.38 0.74 - 0.10 0.11 70.2% 2.99 0.90 * 0.23 70.8% 3.01 0.90 * 0.21 93.9% 3.58 0.66 - 88.2% 3.48 0.74 87.4% 3.46 0.76 0.14 0.16 89.5% 2.21 0.61 ** 0.28 90.3% 2.25 0.62 * 0.21 92.3% 2.22 0.57 - 89.4% 2.27 0.64 89.3% 2.26 0.64 -0.08 -0.06 Construct Social Agency 1F 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Diversity HERI Theme Diversity - These items relate to social attitudes and experiences with diversity on campus. See CIRP Construct: Institutional Priority: Commitment to Diversity The University of Montana Indicate how well each of the following describes your college or university: The administration is open about its policies Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following: Racial and ethnic diversity should be more strongly reflected in the curriculum Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size This institution should hire more faculty of color Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size This institution should hire more women faculty Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 80.6% 2.08 0.68 - 69.3% 1.84 0.65 *** 0.37 69.0% 1.85 0.67 *** 0.34 82.3% 2.18 0.71 - 67.2% 1.81 0.66 *** 0.56 68.3% 1.84 0.67 *** 0.51 59.4% 2.74 0.79 - 49.4% 2.55 0.84 ** 0.23 51.2% 2.57 0.84 * 0.20 53.3% 2.61 0.73 - 43.6% 2.44 0.84 44.7% 2.44 0.83 0.20 81.0% 3.09 0.72 - 72.0% 2.93 0.83 * 0.19 71.2% 2.90 0.83 ** 0.23 80.7% 3.08 0.71 - 64.7% 2.86 0.81 - 63.2% 2.76 0.83 62.3% 2.74 0.84 0.12 0.14 68.2% 2.89 0.78 - Page 2 of 7 Women Comp 1 Comp 2 78.5% 1.94 0.61 - 72.8% 1.88 0.64 70.1% 1.86 0.66 0.09 0.12 58.8% 2.73 0.82 61.1% 2.76 0.82 0.20 67.7% 2.92 0.83 - 0.23 0.20 69.1% 2.83 0.84 ** 0.30 67.7% 2.79 0.84 ** 0.35 81.6% 3.11 0.73 - 76.9% 3.08 0.80 76.4% 3.05 0.79 0.04 0.08 59.0% 2.67 0.83 * 0.27 58.1% 2.64 0.84 ** 0.30 60.0% 2.82 0.85 - 69.9% 2.91 0.81 68.6% 2.89 0.81 -0.11 -0.09 Construct 1F 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Diversity HERI Theme Diversity - These items relate to social attitudes and experiences with diversity on campus. See CIRP Construct: Institutional Priority: Commitment to Diversity The University of Montana Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following: Faculty here are strongly interested in the academic problems of undergraduates Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size There is a lot of campus racial conflict here Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Faculty of color are treated fairly here Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Women faculty are treated fairly here Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 91.0% 3.29 0.62 - 81.8% 3.08 0.72 *** 0.29 84.0% 3.14 0.73 * 0.21 94.4% 3.34 0.58 - 81.6% 3.06 0.71 *** 0.39 84.4% 3.13 0.71 ** 0.30 8.4% 1.55 0.72 - 10.1% 1.60 0.72 8.8% 1.56 0.69 7.9% 1.53 0.67 6.9% 1.50 0.65 -0.07 -0.01 7.8% 1.50 0.64 - -0.04 0.00 86.9% 3.21 0.73 - 89.3% 3.28 0.71 90.1% 3.32 0.70 90.9% 3.34 0.69 91.9% 3.39 0.68 -0.10 -0.16 91.0% 3.31 0.67 - -0.04 -0.12 87.0% 3.27 0.75 - 87.8% 3.29 0.75 87.8% 3.29 0.75 91.8% 3.40 0.68 92.5% 3.43 0.67 -0.03 -0.03 92.1% 3.44 0.64 - 0.06 0.01 Page 3 of 7 Women Comp 1 Comp 2 86.2% 3.22 0.67 - 81.9% 3.10 0.74 83.2% 3.16 0.75 0.16 0.08 9.3% 1.63 0.82 - 13.4% 1.72 0.76 11.7% 1.67 0.73 -0.12 -0.05 81.3% 3.06 0.79 - 86.4% 3.18 0.73 87.4% 3.22 0.73 -0.16 -0.22 80.0% 3.03 0.83 - 81.5% 3.10 0.81 80.4% 3.08 0.83 -0.09 -0.06 Construct 1F 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Diversity HERI Theme Diversity - These items relate to social attitudes and experiences with diversity on campus. See CIRP Construct: Institutional Priority: Commitment to Diversity The University of Montana Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following: Gay and lesbian faculty are treated fairly here Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size My values are congruent with the dominant institutional values Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size This institution takes responsibility for educating underprepared students Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 90.2% 3.22 0.67 - 88.0% 3.24 0.74 88.0% 3.26 0.75 -0.03 84.4% 2.97 0.65 - 76.1% 2.85 0.60 - Your Inst Men Comp 1 Comp 2 Your Inst 89.7% 3.30 0.72 89.7% 3.33 0.73 -0.05 93.3% 3.34 0.64 - 0.06 66.1% 2.70 0.81 *** 0.33 70.1% 2.79 0.81 ** 0.22 86.6% 3.00 0.64 - 61.0% 2.63 0.80 *** 0.28 62.6% 2.66 0.81 ** 0.23 71.1% 2.81 0.63 - Page 4 of 7 Women Comp 1 Comp 2 85.4% 3.14 0.75 85.5% 3.15 0.76 0.01 86.0% 3.05 0.68 - -0.12 -0.13 65.2% 2.69 0.78 *** 0.40 70.2% 2.79 0.79 * 0.27 81.6% 2.94 0.66 - 67.4% 2.72 0.86 * 0.26 70.0% 2.79 0.85 61.8% 2.65 0.79 63.2% 2.68 0.79 0.20 0.16 83.0% 2.91 0.55 - 59.9% 2.60 0.80 ** 0.39 61.7% 2.64 0.83 ** 0.33 Construct 0.18 1F 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Diversity HERI Theme Diversity - These items relate to social attitudes and experiences with diversity on campus. See CIRP Construct: Institutional Priority: Commitment to Diversity The University of Montana Indicate how important you believe each priority listed below is at your college or university? To develop a sense of community among students and faculty Highest priority / High priority Mean Standard deviation Significance Effect size To recruit more minority students Highest priority / High priority Mean Standard deviation Significance Effect size To create a diverse multi-cultural campus environment Highest priority / High priority Mean Standard deviation Significance Effect size To promote gender equity among faculty Highest priority / High priority Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 47.7% 2.48 0.76 - 46.4% 2.42 0.84 48.7% 2.45 0.84 47.0% 2.42 0.83 48.8% 2.46 0.83 0.04 46.6% 2.44 0.66 - 0.07 0.02 -0.02 36.8% 2.28 0.76 - 45.1% 2.41 0.81 36.7% 2.28 0.73 - 45.1% 2.40 0.79 46.4% 2.42 0.79 -0.16 45.8% 2.42 0.81 * -0.17 -0.15 -0.18 43.1% 2.44 0.74 - 48.5% 2.49 0.87 48.8% 2.48 0.87 47.5% 2.47 0.85 49.1% 2.49 0.84 -0.06 -0.05 44.3% 2.48 0.68 - 0.01 -0.01 46.7% 2.43 0.88 - 45.9% 2.40 0.87 46.3% 2.40 0.87 52.3% 2.52 0.82 53.7% 2.54 0.81 0.03 0.03 55.1% 2.64 0.77 - 0.15 0.12 Your Inst Page 5 of 7 Women Comp 1 Comp 2 49.2% 2.54 0.89 - 45.4% 2.41 0.85 48.7% 2.45 0.85 0.15 0.11 37.0% 2.28 0.80 - 45.1% 2.41 0.83 44.9% 2.41 0.84 -0.16 -0.15 41.5% 2.38 0.82 - 49.9% 2.53 0.91 48.2% 2.48 0.91 -0.16 -0.11 35.4% 2.14 0.93 - 35.4% 2.22 0.92 34.7% 2.18 0.90 -0.09 -0.04 Construct Institutional Priority: Commitment to Diversity Institutional Priority: Commitment to Diversity 1F 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Diversity HERI Theme Diversity - These items relate to social attitudes and experiences with diversity on campus. See CIRP Construct: Institutional Priority: Commitment to Diversity The University of Montana Indicate how important you believe each priority listed below is at your college or university? To increase the representation of minorities in the faculty and administration Highest priority / High priority Mean Standard deviation Significance Effect size To develop an appreciation for multiculturalism Highest priority / High priority Mean Standard deviation Significance Effect size Please indicate your agreement with each of the following statements: Promoting diversity leads to the admission of too many underprepared students Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size A racially/ethnically diverse student body enhances the educational experience of all students Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 25.9% 2.12 0.79 - 39.3% 2.31 0.82 ** -0.23 39.3% 2.30 0.83 ** -0.22 28.1% 2.20 0.74 - 39.2% 2.31 0.79 40.0% 2.32 0.79 -0.14 -0.15 46.7% 2.47 0.76 - 49.0% 2.48 0.84 48.1% 2.46 0.85 49.0% 2.47 0.81 49.0% 2.47 0.82 -0.01 0.01 48.3% 2.48 0.69 - 0.01 0.01 17.5% 1.78 0.74 - 24.3% 1.94 0.83 * -0.19 24.7% 1.95 0.84 * -0.20 21.1% 1.89 0.76 - 27.8% 2.04 0.84 28.1% 2.05 0.84 -0.18 -0.19 96.8% 3.56 0.56 - 94.8% 3.52 0.63 94.8% 3.50 0.63 93.1% 3.42 0.67 93.1% 3.41 0.67 0.06 0.10 96.7% 3.53 0.56 - 0.16 0.18 Page 6 of 7 Your Inst Women Comp 1 Comp 2 23.1% 2.02 0.84 - 39.7% 2.31 0.88 ** -0.33 38.2% 2.28 0.87 * -0.30 44.6% 2.46 0.85 - 49.0% 2.49 0.88 46.7% 2.46 0.89 -0.03 0.00 12.5% 1.63 0.70 - 18.6% 1.77 0.79 19.4% 1.80 0.80 -0.18 -0.21 96.9% 3.59 0.56 - 97.5% 3.68 0.53 97.5% 3.64 0.54 -0.17 -0.09 Construct Institutional Priority: Commitment to Diversity Institutional Priority: Commitment to Diversity 1F 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Diversity HERI Theme Diversity - These items relate to social attitudes and experiences with diversity on campus. See CIRP Construct: Institutional Priority: Commitment to Diversity The University of Montana Please indicate your agreement with each of the following statements: Colleges should prohibit racist/sexist speech on campus Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size This institution should not offer remedial/developmental education Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 62.1% 2.88 1.03 - 61.0% 2.81 1.03 62.0% 2.82 1.03 0.07 0.06 21.4% 1.86 0.87 - 19.8% 1.90 0.81 22.3% 1.95 0.85 -0.05 -0.11 Your Inst Page 7 of 7 Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 53.9% 2.73 1.02 - 57.3% 2.70 1.02 57.3% 2.70 1.03 73.4% 3.09 1.00 - 67.0% 2.97 1.02 69.4% 3.01 0.99 0.03 0.03 0.12 0.08 25.6% 1.94 0.89 - 23.3% 1.99 0.83 25.6% 2.04 0.86 15.6% 1.75 0.84 - 14.1% 1.75 0.76 17.1% 1.82 0.81 -0.06 -0.12 0.00 -0.09 Construct 1F 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Satisfaction HERI Theme Satisfaction - These items gauge satisfaction with various aspects of the faculty experience. See CIRP Construct: Job Satisfaction: Workplace, Job Satisfaction: Compensation The University of Montana During the past two years, have you: Considered early retirement? Yes Considered leaving academe for another job? Yes Considered leaving this institution for another? Yes If you were to begin your career again, would you: Still want to come to this institution? Definitely yes / Probably yes Mean Standard deviation Significance Effect size Still want to be a college professor? Definitely yes / Probably yes Mean Standard deviation Significance Effect size How satisfied are you with the following aspects of your job? Salary Very satisfied / Satisfied Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 27.1% 20.6% 20.3% 26.7% 22.1% 21.2% 27.7% 18.2% 18.9% 40.0% 31.7% 31.4% 41.1% 30.0% 29.0% 38.5% 34.6% 35.1% 47.7% 49.5% 48.3% 54.4% 51.2% 49.0% 38.5% 46.7% 47.3% 70.3% 3.98 1.03 - 67.4% 3.79 1.15 * 0.17 69.3% 3.86 1.15 72.2% 3.99 1.08 - 66.7% 3.76 1.18 69.7% 3.86 1.16 68.5% 3.83 1.10 68.7% 3.85 1.14 0.19 0.11 67.7% 3.97 0.98 - 0.13 0.11 86.4% 4.35 0.87 - 86.8% 4.43 0.82 87.5% 4.45 0.82 88.0% 4.49 0.80 88.5% 4.49 0.81 86.0% 4.38 0.83 -0.12 -0.08 -0.07 83.0% 4.25 0.94 - 84.8% 4.33 0.84 -0.10 88.9% 4.43 0.81 - -0.10 -0.16 28.4% 1.97 0.87 - 47.0% 2.36 0.91 *** -0.43 0.10 48.8% 2.39 0.92 *** -0.46 Page 1 of 5 22.2% 1.82 0.83 - 47.5% 2.38 0.92 *** -0.61 50.3% 2.42 0.93 *** -0.65 37.0% 2.17 0.89 - 46.2% 2.34 0.91 46.7% 2.34 0.91 -0.19 -0.19 Construct Job Satisfaction: Compensation 1G 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Satisfaction HERI Theme Satisfaction - These items gauge satisfaction with various aspects of the faculty experience. See CIRP Construct: Job Satisfaction: Workplace, Job Satisfaction: Compensation The University of Montana How satisfied are you with the following aspects of your job? Health benefits Very satisfied / Satisfied Mean Standard deviation Significance Effect size Retirement benefits Very satisfied / Satisfied Mean Standard deviation Significance Effect size Opportunity for scholarly pursuits Very satisfied / Satisfied Mean Standard deviation Significance Effect size Teaching load Very satisfied / Satisfied Mean Standard deviation Significance Effect size Quality of students Very satisfied / Satisfied Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 40.6% 2.18 0.83 - 72.3% 2.87 0.81 *** -0.85 73.3% 2.90 0.81 *** -0.89 37.8% 2.13 0.81 - 70.7% 2.84 0.83 *** -0.86 71.7% 2.87 0.82 *** -0.90 44.6% 2.25 0.85 - 74.9% 2.93 0.78 *** -0.87 75.7% 2.94 0.79 *** -0.87 30.3% 2.04 0.80 - 67.1% 2.74 0.79 *** -0.89 69.8% 2.80 0.80 *** -0.95 30.3% 2.06 0.80 - 67.6% 2.75 0.80 *** -0.86 70.3% 2.81 0.80 *** -0.94 30.2% 2.02 0.81 - 66.4% 2.72 0.77 *** -0.91 69.2% 2.79 0.80 *** -0.96 Job Satisfaction: Compensation 41.3% 2.20 0.85 - 60.0% 2.57 0.88 *** -0.42 60.8% 2.56 0.91 *** -0.40 44.5% 2.27 0.83 - 63.2% 2.58 0.86 *** -0.36 64.9% 2.60 0.89 *** -0.37 36.9% 2.11 0.87 - 54.9% 2.54 0.90 *** -0.48 54.3% 2.51 0.93 *** -0.43 Job Satisfaction: Compensation 43.8% 2.20 0.85 - 59.1% 2.57 0.88 *** -0.42 59.3% 2.56 0.91 *** -0.40 46.6% 2.27 0.83 - 59.0% 2.58 0.86 *** -0.36 60.9% 2.60 0.89 *** -0.37 40.0% 2.11 0.87 - 59.3% 2.54 0.90 *** -0.48 57.0% 2.51 0.93 *** -0.43 Job Satisfaction: Compensation 54.2% 2.48 0.79 - 48.7% 2.41 0.82 53.0% 2.49 0.86 43.8% 2.34 0.82 50.1% 2.45 0.87 57.3% 2.56 0.85 -0.01 0.18 0.05 52.3% 2.48 0.85 - 56.5% 2.52 0.80 0.09 55.5% 2.49 0.75 - -0.05 -0.09 Page 2 of 5 Construct 1G 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Satisfaction HERI Theme Satisfaction - These items gauge satisfaction with various aspects of the faculty experience. See CIRP Construct: Job Satisfaction: Workplace, Job Satisfaction: Compensation The University of Montana How satisfied are you with the following aspects of your job? Office/lab space Very satisfied / Satisfied Mean Standard deviation Significance Effect size Autonomy and independence Very satisfied / Satisfied Mean Standard deviation Significance Effect size Professional relationships with other faculty Very satisfied / Satisfied Mean Standard deviation Significance Effect size Social relationships with other faculty Very satisfied / Satisfied Mean Standard deviation Significance Effect size Competency of colleagues Very satisfied / Satisfied Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Women Comp 1 Comp 2 63.9% 2.63 0.99 - 69.7% 2.82 0.90 * -0.21 70.1% 2.82 0.92 * -0.21 60.0% 2.59 0.97 - 68.7% 2.78 0.90 69.2% 2.69 1.01 - 71.6% 2.88 0.92 70.5% 2.85 0.94 -0.21 -0.17 89.0% 3.26 0.76 - 86.0% 3.25 0.78 85.6% 3.24 0.77 86.1% 3.22 0.84 - 85.9% 3.26 0.81 85.1% 3.22 0.79 0.01 0.03 -0.05 0.00 74.2% 2.92 0.84 - 76.0% 2.95 0.88 75.8% 2.96 0.87 0.09 69.2% 2.77 0.84 - 78.4% 3.04 0.86 * -0.31 76.9% 3.00 0.86 * -0.27 -0.03 72.2% 2.86 0.85 - 61.4% 2.62 0.87 ** 0.32 62.1% 2.66 0.87 ** 0.28 70.9% 2.81 0.83 - 67.9% 2.80 0.88 67.1% 2.78 0.88 0.01 0.03 78.7% 3.01 0.80 - 75.8% 2.94 0.82 77.7% 2.98 0.81 79.0% 3.04 0.82 78.9% 3.03 0.82 0.12 0.07 78.4% 2.95 0.76 - -0.11 -0.10 Comp 2 Your Inst -0.21 69.8% 2.80 0.90 * -0.23 91.1% 3.30 0.69 - 86.1% 3.24 0.76 86.0% 3.25 0.76 0.08 0.07 74.5% 2.90 0.88 75.0% 2.94 0.87 -0.05 77.8% 3.02 0.83 - 0.14 63.9% 2.69 0.88 * 0.19 64.1% 2.71 0.87 * 0.17 73.0% 2.90 0.87 - 77.0% 2.97 0.82 78.2% 3.00 0.81 0.05 0.01 78.9% 3.04 0.83 - Page 3 of 5 Construct Job Satisfaction: Workplace Job Satisfaction: Workplace Job Satisfaction: Workplace 1G 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Satisfaction HERI Theme Satisfaction - These items gauge satisfaction with various aspects of the faculty experience. See CIRP Construct: Job Satisfaction: Workplace, Job Satisfaction: Compensation The University of Montana How satisfied are you with the following aspects of your job? Job security Very satisfied / Satisfied Mean Standard deviation Significance Effect size Departmental leadership Very satisfied / Satisfied Mean Standard deviation Significance Effect size Course assignments Very satisfied / Satisfied Mean Standard deviation Significance Effect size Freedom to determine course content Very satisfied / Satisfied Mean Standard deviation Significance Effect size Availability of child care at this institution Very satisfied / Satisfied Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 85.2% 3.13 0.74 - 71.2% 2.88 0.96 ** 0.26 72.9% 2.93 0.95 ** 0.21 81.1% 3.08 0.82 - 75.4% 2.96 0.93 76.5% 3.00 0.93 0.13 0.09 64.1% 2.67 1.09 - 66.6% 2.79 1.04 67.7% 2.82 1.03 66.4% 2.79 1.06 68.5% 2.84 1.03 -0.12 -0.15 63.6% 2.67 1.04 - -0.11 -0.17 83.8% 3.02 0.67 - 81.2% 3.02 0.75 82.0% 3.05 0.75 80.5% 3.00 0.73 82.3% 3.05 0.73 0.00 -0.04 82.2% 3.01 0.64 - 0.01 -0.05 94.1% 3.46 0.67 - 92.0% 3.42 0.71 91.8% 3.42 0.70 92.3% 3.43 0.70 92.5% 3.44 0.69 0.06 0.06 96.6% 3.49 0.57 - 0.09 0.07 17.9% 1.51 0.91 - 25.0% 1.73 0.97 27.7% 1.80 1.01 30.8% 1.89 0.98 31.9% 1.91 1.03 -0.23 -0.29 25.0% 1.71 1.04 - -0.18 -0.19 Page 4 of 5 Your Inst Women Comp 1 Comp 2 90.7% 3.20 0.59 - 64.3% 2.75 0.98 *** 0.46 67.4% 2.82 0.98 ** 0.39 64.6% 2.68 1.16 - 67.2% 2.81 1.02 66.2% 2.79 1.04 -0.13 -0.11 86.0% 3.03 0.71 - 82.2% 3.05 0.78 81.6% 3.06 0.78 -0.03 -0.04 90.5% 3.41 0.80 - 91.6% 3.41 0.72 90.6% 3.40 0.73 0.00 0.01 6.7% 1.20 0.56 - 17.8% 1.54 0.91 22.3% 1.67 0.96 -0.37 -0.49 Construct Job Satisfaction: Compensation Job Satisfaction: Workplace Job Satisfaction: Workplace 1G 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Satisfaction HERI Theme Satisfaction - These items gauge satisfaction with various aspects of the faculty experience. See CIRP Construct: Job Satisfaction: Workplace, Job Satisfaction: Compensation The University of Montana How satisfied are you with the following aspects of your job? Prospects for career advancement Very satisfied / Satisfied Mean Standard deviation Significance Effect size Clerical/administrative support Very satisfied / Satisfied Mean Standard deviation Significance Effect size Overall job satisfaction Very satisfied / Satisfied Mean Standard deviation Significance Effect size Tuition remission for your children/dependents Very satisfied / Satisfied Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 53.1% 2.41 0.80 - 52.3% 2.41 0.92 53.8% 2.44 0.93 0.00 44.8% 2.34 0.93 - Your Inst Men Comp 1 Comp 2 53.6% 2.42 0.91 55.4% 2.47 0.92 -0.03 55.2% 2.40 0.80 - -0.02 55.2% 2.53 0.99 * -0.19 57.2% 2.57 0.98 ** -0.23 47.2% 2.37 0.95 - 54.6% 2.53 0.98 69.6% 2.73 0.67 - 73.2% 2.85 0.77 -0.16 74.1% 2.88 0.79 * -0.19 40.0% 2.13 0.95 - 56.1% 2.48 1.17 * -0.30 63.0% 2.69 1.15 *** -0.49 Page 5 of 5 Your Inst Women Comp 1 Comp 2 49.9% 2.38 0.92 51.3% 2.41 0.93 -0.08 50.0% 2.43 0.81 - 0.05 0.02 41.5% 2.29 0.91 - 56.0% 2.53 1.00 -0.16 57.8% 2.59 0.97 * -0.23 -0.24 56.3% 2.54 1.00 * -0.25 73.3% 2.77 0.72 - 72.3% 2.83 0.79 74.4% 2.89 0.80 74.5% 2.86 0.74 73.7% 2.86 0.76 -0.08 -0.15 64.6% 2.68 0.59 - -0.24 -0.24 39.0% 2.20 0.93 - 54.7% 2.46 1.17 62.6% 2.70 1.15 ** -0.43 41.3% 2.03 0.98 - 58.3% 2.52 1.16 * -0.42 63.5% 2.68 1.14 ** -0.57 -0.22 Construct Job Satisfaction: Compensation 1G 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Priorities HERI Theme Institutional Priorities - These items gauge faculty opinion on various types of institutional priorities. See CIRP Construct: Institutional Priority: Increase Prestige, Institutional Priority: Commitment to Diversity, Institutional Priority: Civic Engagement The University of Montana Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following: Racial and ethnic diversity should be more strongly reflected in the curriculum Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size This institution should hire more faculty of color Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size This institution should hire more women faculty Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Faculty are committed to the welfare of this institution Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 59.4% 2.74 0.79 - 49.4% 2.55 0.84 ** 0.23 51.2% 2.57 0.84 * 0.20 53.3% 2.61 0.73 - 43.6% 2.44 0.84 44.7% 2.44 0.83 58.8% 2.73 0.82 61.1% 2.76 0.82 0.20 67.7% 2.92 0.83 - 0.20 0.23 0.20 81.0% 3.09 0.72 - 72.0% 2.93 0.83 * 0.19 71.2% 2.90 0.83 ** 0.23 80.7% 3.08 0.71 - 69.1% 2.83 0.84 ** 0.30 67.7% 2.79 0.84 ** 0.35 81.6% 3.11 0.73 - 76.9% 3.08 0.80 76.4% 3.05 0.79 0.04 0.08 64.7% 2.86 0.81 - 63.2% 2.76 0.83 62.3% 2.74 0.84 59.0% 2.67 0.83 * 0.27 58.1% 2.64 0.84 ** 0.30 60.0% 2.82 0.85 - 69.9% 2.91 0.81 68.6% 2.89 0.81 0.14 68.2% 2.89 0.78 - 0.12 -0.11 -0.09 93.6% 3.40 0.61 - 88.0% 3.18 0.67 *** 0.33 89.3% 3.24 0.67 ** 0.24 93.3% 3.42 0.62 - 87.4% 3.16 0.68 *** 0.38 89.0% 3.22 0.68 ** 0.29 93.9% 3.37 0.60 - 89.0% 3.21 0.66 89.8% 3.26 0.66 0.24 0.17 Page 1 of 7 Construct 1H 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Priorities HERI Theme Institutional Priorities - These items gauge faculty opinion on various types of institutional priorities. See CIRP Construct: Institutional Priority: Increase Prestige, Institutional Priority: Commitment to Diversity, Institutional Priority: Civic Engagement The University of Montana Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following: Faculty here are strongly interested in the academic problems of undergraduates Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Indicate how important you believe each priority listed below is at your college or university? To promote the intellectual development of students Highest priority / High priority Mean Standard deviation Significance Effect size To develop a sense of community among students and faculty Highest priority / High priority Mean Standard deviation Significance Effect size To facilitate student involvement in community service Highest priority / High priority Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 91.0% 3.29 0.62 - 81.8% 3.08 0.72 *** 0.29 84.0% 3.14 0.73 * 0.21 94.4% 3.34 0.58 - 81.6% 3.06 0.71 *** 0.39 84.4% 3.13 0.71 ** 0.30 83.0% 3.11 0.72 - 75.4% 3.01 0.82 78.2% 3.09 0.82 75.4% 3.00 0.81 78.7% 3.10 0.81 0.12 0.02 82.9% 3.02 0.71 - 0.02 -0.10 47.7% 2.48 0.76 - 46.4% 2.42 0.84 48.7% 2.45 0.84 47.0% 2.42 0.83 48.8% 2.46 0.83 0.07 0.04 46.6% 2.44 0.66 - 0.02 -0.02 44.5% 2.44 0.74 - 33.4% 2.20 0.80 *** 0.30 38.7% 2.29 0.83 * 0.18 42.0% 2.35 0.71 - 31.8% 2.16 0.79 * 0.24 36.5% 2.25 0.82 Page 2 of 7 0.12 Women Comp 1 Comp 2 86.2% 3.22 0.67 - 81.9% 3.10 0.74 83.2% 3.16 0.75 0.16 0.08 83.1% 3.23 0.72 - 75.4% 3.02 0.83 * 0.25 77.3% 3.08 0.83 49.2% 2.54 0.89 - 45.4% 2.41 0.85 48.7% 2.45 0.85 0.15 0.11 47.7% 2.55 0.77 - 35.8% 2.26 0.81 ** 0.36 42.3% 2.36 0.84 Construct 0.18 Institutional Priority: Civic Engagement 0.23 1H 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Priorities HERI Theme Institutional Priorities - These items gauge faculty opinion on various types of institutional priorities. See CIRP Construct: Institutional Priority: Increase Prestige, Institutional Priority: Commitment to Diversity, Institutional Priority: Civic Engagement The University of Montana Indicate how important you believe each priority listed below is at your college or university? To help students learn how to bring about change in society Highest priority / High priority Mean Standard deviation Significance Effect size To increase or maintain institutional prestige Highest priority / High priority Mean Standard deviation Significance Effect size To hire faculty 'stars' Highest priority / High priority Mean Standard deviation Significance Effect size To recruit more minority students Highest priority / High priority Mean Standard deviation Significance Effect size To enhance the institution’s national image Highest priority / High priority Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 37.2% 2.29 0.83 - 26.7% 2.05 0.83 *** 0.29 30.7% 2.11 0.85 ** 0.21 36.3% 2.25 0.83 - 26.2% 2.03 0.82 * 0.27 29.2% 2.08 0.84 27.6% 2.07 0.84 ** 0.33 32.9% 2.17 0.87 0.20 38.4% 2.35 0.82 - 61.4% 2.70 0.80 - 74.8% 3.06 0.87 *** -0.41 73.1% 3.02 0.88 *** -0.36 62.5% 2.69 0.73 - 74.1% 3.03 0.88 *** -0.39 73.2% 3.01 0.88 *** -0.36 60.0% 2.71 0.90 - 76.1% 3.11 0.85 *** -0.47 73.1% 3.04 0.89 ** -0.37 Institutional Priority: Increase Prestige 19.0% 1.89 0.82 - 43.4% 2.37 0.98 *** -0.49 41.8% 2.32 1.04 *** -0.41 10.2% 1.80 0.71 - 42.9% 2.35 0.97 *** -0.57 41.9% 2.32 1.04 *** -0.50 30.8% 2.02 0.93 - 44.2% 2.38 0.99 ** -0.36 41.8% 2.32 1.04 * -0.29 Institutional Priority: Increase Prestige 36.8% 2.28 0.76 - 45.1% 2.41 0.81 36.7% 2.28 0.73 - 45.1% 2.40 0.79 46.4% 2.42 0.79 44.9% 2.41 0.84 Institutional Priority: Commitment to Diversity -0.15 -0.18 37.0% 2.28 0.80 - 45.1% 2.41 0.83 -0.16 45.8% 2.42 0.81 * -0.17 -0.16 -0.15 62.8% 2.78 0.82 - 82.1% 3.22 0.81 *** -0.54 77.3% 3.11 0.89 *** -0.37 61.3% 2.74 0.80 - 80.8% 3.19 0.82 *** -0.55 77.0% 3.10 0.89 *** -0.40 64.6% 2.85 0.85 - 84.1% 3.26 0.80 *** -0.51 77.8% 3.12 0.89 * -0.30 Page 3 of 7 Comp 2 Construct 0.21 Institutional Priority: Increase Prestige 1H 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Priorities HERI Theme Institutional Priorities - These items gauge faculty opinion on various types of institutional priorities. See CIRP Construct: Institutional Priority: Increase Prestige, Institutional Priority: Commitment to Diversity, Institutional Priority: Civic Engagement The University of Montana Indicate how important you believe each priority listed below is at your college or university? To create a diverse multi-cultural campus environment Highest priority / High priority Mean Standard deviation Significance Effect size To promote gender equity among faculty Highest priority / High priority Mean Standard deviation Significance Effect size To provide resources for faculty to engage in community-based teaching or research Highest priority / High priority Mean Standard deviation Significance Effect size To create and sustain partnerships with surrounding communities Highest priority / High priority Mean Standard deviation Significance Effect size To pursue extramural funding Highest priority / High priority Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 43.1% 2.44 0.74 - 48.5% 2.49 0.87 48.8% 2.48 0.87 -0.06 -0.05 46.7% 2.43 0.88 - 45.9% 2.40 0.87 46.3% 2.40 0.87 0.03 0.03 21.4% 1.99 0.82 - 26.8% 2.04 0.84 28.5% 2.07 0.84 -0.06 -0.10 39.0% 2.33 0.74 - 37.6% 2.25 0.88 42.0% 2.33 0.87 0.09 0.00 70.1% 2.95 0.94 - 80.2% 3.18 0.86 ** -0.27 71.6% 3.00 0.93 -0.05 Page 4 of 7 Your Inst Men Comp 1 Comp 2 44.3% 2.48 0.68 - 47.5% 2.47 0.85 49.1% 2.49 0.84 0.01 -0.01 55.1% 2.64 0.77 - 52.3% 2.52 0.82 53.7% 2.54 0.81 0.15 0.12 18.0% 1.90 0.77 - 25.5% 2.01 0.82 26.7% 2.03 0.82 -0.13 -0.16 38.2% 2.33 0.65 - 34.4% 2.18 0.85 39.7% 2.29 0.85 0.18 0.05 67.4% 2.88 0.94 - 79.0% 3.15 0.87 ** -0.31 72.2% 3.01 0.92 -0.14 Your Inst Women Comp 1 Comp 2 41.5% 2.38 0.82 - 49.9% 2.53 0.91 48.2% 2.48 0.91 -0.16 -0.11 35.4% 2.14 0.93 - 35.4% 2.22 0.92 34.7% 2.18 0.90 -0.09 -0.04 26.1% 2.11 0.89 - 29.2% 2.08 0.86 31.2% 2.12 0.87 0.03 -0.01 40.0% 2.34 0.85 - 42.8% 2.37 0.91 45.7% 2.41 0.90 -0.03 -0.08 73.9% 3.05 0.94 - 82.3% 3.23 0.84 70.4% 2.98 0.95 -0.21 0.07 Construct Institutional Priority: Commitment to Diversity Institutional Priority: Civic Engagement Institutional Priority: Civic Engagement 1H 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Priorities HERI Theme Institutional Priorities - These items gauge faculty opinion on various types of institutional priorities. See CIRP Construct: Institutional Priority: Increase Prestige, Institutional Priority: Commitment to Diversity, Institutional Priority: Civic Engagement The University of Montana Indicate how important you believe each priority listed below is at your college or university? To increase the representation of minorities in the faculty and administration Highest priority / High priority Mean Standard deviation Significance Effect size To strengthen links with the for-profit, corporate sector Highest priority / High priority Mean Standard deviation Significance Effect size To develop leadership ability among students Highest priority / High priority Mean Standard deviation Significance Effect size To increase the representation of women in the faculty and administration Highest priority / High priority Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 25.9% 2.12 0.79 - 39.3% 2.31 0.82 ** -0.23 39.3% 2.30 0.83 ** -0.22 28.1% 2.20 0.74 - 39.2% 2.31 0.79 40.0% 2.32 0.79 -0.14 40.9% 2.27 0.87 - 57.6% 2.68 0.94 *** -0.44 52.9% 2.57 0.94 *** -0.32 43.8% 2.29 0.83 - 42.9% 2.43 0.75 - 43.7% 2.39 0.84 48.4% 2.47 0.84 0.05 -0.05 29.2% 2.18 0.76 - 35.8% 2.26 0.82 35.7% 2.24 0.82 -0.10 -0.07 Page 5 of 7 Your Inst Women Comp 1 Comp 2 -0.15 23.1% 2.02 0.84 - 39.7% 2.31 0.88 ** -0.33 38.2% 2.28 0.87 * -0.30 56.9% 2.66 0.92 *** -0.40 53.0% 2.57 0.92 ** -0.30 37.0% 2.25 0.94 - 58.7% 2.73 0.98 *** -0.49 52.9% 2.59 0.98 ** -0.35 39.4% 2.37 0.65 - 42.3% 2.36 0.82 47.7% 2.44 0.82 46.1% 2.45 0.87 49.4% 2.51 0.85 0.01 -0.09 47.6% 2.51 0.87 - 0.07 0.00 33.7% 2.33 0.62 - 40.6% 2.35 0.78 41.3% 2.35 0.79 27.8% 2.11 0.86 27.0% 2.08 0.85 -0.03 -0.03 23.1% 1.98 0.89 - -0.15 -0.12 Construct Institutional Priority: Commitment to Diversity Institutional Priority: Commitment to Diversity 1H 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Priorities HERI Theme Institutional Priorities - These items gauge faculty opinion on various types of institutional priorities. See CIRP Construct: Institutional Priority: Increase Prestige, Institutional Priority: Commitment to Diversity, Institutional Priority: Civic Engagement The University of Montana Indicate how important you believe each priority listed below is at your college or university? To develop an appreciation for multiculturalism Highest priority / High priority Mean Standard deviation Significance Effect size Please indicate your agreement with each of the following statements: Colleges should be actively involved in solving social problems Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Colleges should encourage students to be involved in community service activities Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Colleges should be concerned with facilitating undergraduate students’ spiritual development Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 46.7% 2.47 0.76 - 49.0% 2.48 0.84 48.1% 2.46 0.85 -0.01 83.7% 3.06 0.64 - Your Inst Men Comp 1 Comp 2 49.0% 2.47 0.81 49.0% 2.47 0.82 0.01 48.3% 2.48 0.69 - 0.01 74.4% 2.90 0.78 * 0.21 74.5% 2.90 0.77 * 0.21 83.3% 3.06 0.62 - 86.4% 3.16 0.66 - 84.3% 3.06 0.70 86.0% 3.11 0.69 0.14 0.07 24.6% 1.84 0.87 - 21.3% 1.81 0.85 26.0% 1.91 0.90 0.04 -0.08 Page 6 of 7 Your Inst Women Comp 1 Comp 2 49.0% 2.49 0.88 46.7% 2.46 0.89 0.01 44.6% 2.46 0.85 - -0.03 0.00 71.7% 2.83 0.80 ** 0.29 72.2% 2.84 0.79 ** 0.28 84.3% 3.06 0.66 - 79.0% 3.02 0.73 78.1% 3.00 0.73 0.05 0.08 81.2% 3.06 0.69 - 81.2% 2.97 0.69 83.0% 3.02 0.70 89.3% 3.22 0.68 90.8% 3.24 0.65 0.13 0.06 93.7% 3.30 0.58 - 0.12 0.09 28.8% 1.89 0.93 - 21.7% 1.81 0.86 26.3% 1.91 0.91 20.5% 1.81 0.83 25.7% 1.91 0.88 0.09 -0.02 18.8% 1.77 0.79 - -0.05 -0.16 Construct Institutional Priority: Commitment to Diversity Civic Minded Values Civic Minded Values 1H 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Institutional Priorities HERI Theme Institutional Priorities - These items gauge faculty opinion on various types of institutional priorities. See CIRP Construct: Institutional Priority: Increase Prestige, Institutional Priority: Commitment to Diversity, Institutional Priority: Civic Engagement The University of Montana Please indicate your agreement with each of the following statements: Colleges have a responsibility to work with their surrounding communities to address local issues Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size This institution should not offer remedial/developmental education Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 92.2% 3.20 0.56 - 86.3% 3.08 0.68 * 0.18 87.3% 3.11 0.67 90.0% 3.17 0.59 - 21.4% 1.86 0.87 - 19.8% 1.90 0.81 22.3% 1.95 0.85 -0.05 -0.11 25.6% 1.94 0.89 - 0.13 Page 7 of 7 Women Comp 1 Comp 2 95.3% 3.25 0.53 - 90.5% 3.20 0.64 90.2% 3.22 0.64 0.08 0.05 15.6% 1.75 0.84 - 14.1% 1.75 0.76 17.1% 1.82 0.81 0.00 -0.09 Comp 2 Your Inst 83.7% 3.00 0.69 * 0.25 85.5% 3.04 0.68 23.3% 1.99 0.83 25.6% 2.04 0.86 -0.06 -0.12 0.19 Construct Civic Minded Values 1H 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Interaction with Students HERI Theme Interaction with Students - These items relate to the amount and types of interactions faculty have with students on campus. See CIRP Construct: Student-Centered Pedagogy, Civic Minded Practice The University of Montana Your Inst During the past two years, have you engaged in any of the following activities? Advised student groups involved in service/volunteer work Engaged undergraduates on your research project Worked with undergraduates on a research project Supervised an undergraduate thesis Indicate how well each of the following describes your college or university: It is easy for students to see faculty outside of regular office hours Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size Most students are treated like “numbers in a book” Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size Faculty are rewarded for being good teachers Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 Construct Civic Minded Practice 54.8% 57.4% 72.3% 43.2% 41.0% 52.5% 64.6% 37.0% 42.6% 52.6% 66.2% 36.9% 47.8% 67.8% 78.9% 47.8% 38.6% 56.5% 68.0% 39.2% 40.7% 57.2% 69.8% 38.4% 64.6% 43.1% 63.1% 36.9% 44.9% 46.1% 59.1% 33.5% 45.6% 45.4% 60.7% 34.7% 98.7% 2.55 0.52 - 93.0% 2.37 0.61 *** 0.30 93.4% 2.42 0.61 ** 0.21 98.9% 2.58 0.52 - 93.9% 2.40 0.60 ** 0.30 93.9% 2.43 0.61 * 0.25 98.5% 2.51 0.53 - 91.6% 2.32 0.62 * 0.31 92.7% 2.40 0.62 21.3% 1.23 0.47 - 37.3% 1.44 0.62 *** -0.34 29.8% 1.35 0.58 * -0.21 20.0% 1.21 0.44 - 39.0% 1.46 0.63 *** -0.40 31.1% 1.37 0.59 * -0.27 23.1% 1.26 0.51 - 34.7% 1.40 0.60 27.9% 1.33 0.57 -0.23 -0.12 65.5% 1.75 0.62 - 69.2% 1.83 0.65 70.3% 1.85 0.65 68.4% 1.82 0.65 70.6% 1.85 0.65 69.8% 1.85 0.65 -0.15 -0.08 -0.12 62.5% 1.73 0.65 - 70.6% 1.85 0.64 -0.12 67.8% 1.77 0.60 - -0.19 -0.18 Page 1 of 2 0.18 1I 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Interaction with Students HERI Theme Interaction with Students - These items relate to the amount and types of interactions faculty have with students on campus. See CIRP Construct: Student-Centered Pedagogy, Civic Minded Practice The University of Montana Your Inst Please indicate the extent to which each of the following has been a source of stress for you during the last two years: Students Extensive / Somewhat Mean Standard deviation Significance Effect size Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following: Faculty are interested in students’ personal problems Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Faculty feel that most students are well-prepared academically Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Faculty here are strongly interested in the academic problems of undergraduates Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 56.8% 1.61 0.56 - 60.3% 1.66 0.58 59.7% 1.66 0.59 -0.09 87.8% 3.06 0.58 - Your Inst Men Comp 1 Comp 2 56.8% 1.62 0.58 55.5% 1.61 0.58 -0.08 52.2% 1.56 0.56 - -0.10 76.6% 2.86 0.65 *** 0.31 78.4% 2.91 0.68 ** 0.22 87.8% 3.06 0.59 - 37.0% 2.21 0.74 - 31.4% 2.17 0.75 38.6% 2.28 0.81 0.05 91.0% 3.29 0.62 - 81.8% 3.08 0.72 *** 0.29 Your Inst Women Comp 1 Comp 2 65.8% 1.73 0.59 66.0% 1.75 0.60 -0.09 63.1% 1.68 0.56 - -0.08 -0.12 75.9% 2.82 0.63 *** 0.38 76.9% 2.87 0.67 ** 0.28 87.7% 3.08 0.57 - 77.8% 2.93 0.68 80.7% 2.97 0.68 0.22 0.16 31.2% 2.15 0.74 38.0% 2.27 0.80 39.5% 2.30 0.81 0.05 -0.10 36.9% 2.23 0.72 - 31.7% 2.20 0.75 -0.09 37.1% 2.19 0.75 - 0.04 -0.09 84.0% 3.14 0.73 * 0.21 94.4% 3.34 0.58 - 81.6% 3.06 0.71 *** 0.39 84.4% 3.13 0.71 ** 0.30 86.2% 3.22 0.67 - 81.9% 3.10 0.74 83.2% 3.16 0.75 0.16 0.08 Page 2 of 2 Construct Career Related Stress 1I 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Habits of Mind HERI Theme Habits of Mind - These items illustrate the extent to which faculty ask students to engage in the behaviors and traits associated with academic success. The University of Montana In your interactions with undergraduates, how often do you encourage them to: Ask questions in class Frequently / Occasionally Mean Standard deviation Significance Effect size Support their opinions with a logical argument Frequently / Occasionally Mean Standard deviation Significance Effect size Seek solutions to problems and explain them to others Frequently / Occasionally Mean Standard deviation Significance Effect size Revise their papers to improve their writing Frequently / Occasionally Mean Standard deviation Significance Effect size Evaluate the quality or reliability of information they receive Frequently / Occasionally Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Men Comp 1 Comp 2 Your Inst 97.7% 2.91 0.36 - 99.8% 2.94 0.25 99.8% 2.94 0.25 -0.12 -0.12 100.0% 2.82 0.38 - 99.1% 2.79 0.43 98.8% 2.79 0.44 0.07 0.07 97.0% 2.65 0.54 97.2% 2.66 0.53 0.12 100.0% 2.72 0.45 - 0.13 0.11 89.6% 2.42 0.67 * 0.21 89.8% 2.44 0.67 * 0.18 91.0% 2.49 0.66 - 87.8% 2.35 0.69 88.1% 2.36 0.68 0.20 0.19 96.9% 2.64 0.54 96.9% 2.65 0.54 96.0% 2.60 0.57 96.1% 2.60 0.56 0.00 -0.02 96.6% 2.58 0.56 - -0.04 -0.04 Total Comp 1 Comp 2 Your Inst 98.7% 2.94 0.28 - 99.7% 2.94 0.24 99.8% 2.95 0.23 0.00 -0.04 100.0% 2.85 0.36 - 99.1% 2.81 0.42 99.1% 2.81 0.41 0.10 0.10 100.0% 2.75 0.44 - 97.5% 2.67 0.52 97.5% 2.69 0.51 0.15 92.8% 2.56 0.63 97.4% 2.64 0.53 - Your Inst Page 1 of 3 Women Comp 1 Comp 2 100.0% 2.98 0.12 - 99.5% 2.96 0.22 99.7% 2.97 0.20 0.09 0.05 100.0% 2.89 0.31 - 99.1% 2.83 0.40 99.4% 2.85 0.37 0.15 0.11 100.0% 2.78 0.41 - 98.2% 2.71 0.49 98.2% 2.73 0.48 0.14 0.10 95.4% 2.65 0.57 - 92.4% 2.52 0.63 92.4% 2.54 0.63 0.21 0.17 98.5% 2.71 0.49 - 98.4% 2.72 0.49 98.2% 2.73 0.48 -0.02 -0.04 Construct 1J 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Habits of Mind HERI Theme Habits of Mind - These items illustrate the extent to which faculty ask students to engage in the behaviors and traits associated with academic success. The University of Montana In your interactions with undergraduates, how often do you encourage them to: Take risks for potential gains Frequently / Occasionally Mean Standard deviation Significance Effect size Seek alternative solutions to a problem Frequently / Occasionally Mean Standard deviation Significance Effect size Look up scientific research articles and resources Frequently / Occasionally Mean Standard deviation Significance Effect size Explore topics on their own, even though it was not required for a class Mean Standard deviation Significance Effect size Accept mistakes as part of the learning process Frequently / Occasionally Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Men Comp 1 Comp 2 Your Inst 90.0% 2.24 0.62 - 82.0% 2.16 0.70 82.4% 2.17 0.70 0.11 0.10 96.6% 2.51 0.57 - 95.9% 2.51 0.58 96.5% 2.53 0.57 0.00 -0.04 89.7% 2.41 0.67 89.7% 2.42 0.67 0.03 86.7% 2.46 0.72 - 0.07 0.06 97.0% 2.49 0.56 * 0.18 96.9% 2.50 0.56 * 0.16 97.8% 2.54 0.54 - 96.7% 2.46 0.56 96.8% 2.48 0.56 0.14 0.11 98.2% 2.70 0.50 98.5% 2.72 0.48 97.8% 2.67 0.51 98.0% 2.69 0.50 0.10 0.06 98.9% 2.74 0.46 - 0.14 0.10 Total Comp 1 Comp 2 Your Inst 89.7% 2.28 0.64 - 83.7% 2.19 0.69 84.1% 2.20 0.69 0.13 0.12 97.4% 2.60 0.54 - 96.0% 2.54 0.57 96.5% 2.56 0.56 0.11 0.07 87.7% 2.46 0.71 - 89.1% 2.42 0.68 89.1% 2.44 0.68 0.06 98.0% 2.59 0.53 99.4% 2.75 0.45 - Your Inst Page 2 of 3 Women Comp 1 Comp 2 89.3% 2.32 0.66 - 86.5% 2.25 0.68 86.9% 2.26 0.68 0.10 0.09 98.4% 2.72 0.48 - 96.4% 2.58 0.56 * 0.25 96.6% 2.60 0.56 89.3% 2.48 0.69 - 88.0% 2.45 0.70 88.0% 2.46 0.70 0.04 0.03 98.5% 2.65 0.51 - 97.4% 2.52 0.55 97.0% 2.53 0.55 0.24 0.22 100.0% 2.75 0.43 - 98.8% 2.74 0.46 99.0% 2.76 0.45 0.02 -0.02 Construct 0.21 1J 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Habits of Mind HERI Theme Habits of Mind - These items illustrate the extent to which faculty ask students to engage in the behaviors and traits associated with academic success. The University of Montana In your interactions with undergraduates, how often do you encourage them to: Seek feedback on their academic work Frequently / Occasionally Mean Standard deviation Significance Effect size Integrate skills and knowledge from different sources and experiences Frequently / Occasionally Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Men Comp 1 Comp 2 Your Inst 97.6% 2.64 0.53 97.7% 2.66 0.52 0.08 98.9% 2.71 0.48 - 0.13 0.10 98.3% 2.74 0.48 * 0.17 98.9% 2.80 0.43 - 97.4% 2.69 0.51 * 0.22 97.6% 2.70 0.51 Total Comp 1 Comp 2 Your Inst 99.3% 2.74 0.45 - 97.7% 2.69 0.51 97.9% 2.70 0.50 0.10 99.4% 2.82 0.40 - 98.2% 2.73 0.48 * 0.19 Your Inst Page 3 of 3 0.20 Women Comp 1 Comp 2 100.0% 2.78 0.41 - 98.0% 2.77 0.47 98.3% 2.78 0.45 0.02 0.00 100.0% 2.85 0.36 - 99.5% 2.79 0.42 99.3% 2.80 0.42 0.14 0.12 Construct 1J 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Health and Wellness HERI Theme Health and Wellness - These items gauge faculty behaviors, attitudes, and experiences related to health and wellness issues, including stress. See CIRP Construct: Career Related Stress The University of Montana Please indicate the extent to which you: Achieve a healthy balance between your personal life and your professional life To a great extent / To some extent Mean Standard deviation Significance Effect size Feel that you have to work harder than your colleagues to be perceived as a legitimate scholar To a great extent / To some extent Mean Standard deviation Significance Effect size Please indicate the extent to which each of the following has been a source of for you during the last two years: Managing household responsibilities Extensive / Somewhat Mean Standard deviation Significance Effect size Child care Extensive / Somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst 81.3% 2.10 0.68 - 83.1% 2.14 0.68 82.6% 2.15 0.69 -0.06 -0.07 67.8% 1.97 0.79 - 66.5% 1.97 0.80 64.6% 1.93 0.80 0.00 0.05 81.3% 1.97 0.59 - 74.4% 1.92 0.66 74.2% 1.92 0.66 0.08 0.08 57.8% 1.71 0.68 - 55.0% 1.74 0.75 55.2% 1.73 0.75 -0.04 -0.03 Your Inst Page 1 of 6 Men Comp 1 Comp 2 Your Inst Women Comp 1 Comp 2 88.9% 2.24 0.64 - 85.5% 2.23 0.68 85.3% 2.22 0.68 70.8% 1.89 0.69 - 79.2% 2.01 0.65 78.4% 2.03 0.68 0.01 0.03 -0.18 -0.21 62.2% 1.91 0.82 - 60.4% 1.87 0.80 58.6% 1.84 0.80 75.4% 2.06 0.75 - 76.6% 2.13 0.76 73.7% 2.08 0.78 0.05 0.09 -0.09 -0.03 78.9% 1.91 0.57 - 69.7% 1.83 0.64 70.6% 1.85 0.64 84.6% 2.06 0.61 - 81.9% 2.07 0.65 79.6% 2.04 0.67 0.13 0.09 -0.02 0.03 58.5% 1.66 0.62 - 49.4% 1.62 0.70 50.4% 1.63 0.70 56.7% 1.78 0.79 - 64.5% 1.94 0.80 63.5% 1.91 0.80 0.06 0.04 -0.20 -0.16 Construct 1K 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Health and Wellness HERI Theme Health and Wellness - These items gauge faculty behaviors, attitudes, and experiences related to health and wellness issues, including stress. See CIRP Construct: Career Related Stress Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 48.7% 1.61 0.70 - 49.6% 1.62 0.69 50.2% 1.63 0.70 46.1% 1.54 0.64 46.3% 1.56 0.66 -0.03 42.2% 1.47 0.59 - -0.01 -0.11 -0.14 62.4% 1.73 0.64 - 54.0% 1.62 0.63 * 0.17 54.2% 1.62 0.63 * 0.17 56.8% 1.60 0.56 - 50.3% 1.56 0.59 51.0% 1.57 0.61 0.07 0.05 49.3% 1.54 0.58 - 46.3% 1.53 0.62 44.8% 1.52 0.62 48.4% 1.54 0.60 47.1% 1.53 0.61 0.02 0.03 50.0% 1.51 0.53 - -0.05 -0.03 63.8% 1.79 0.69 - 59.8% 1.80 0.75 58.4% 1.79 0.76 56.7% 1.74 0.74 53.6% 1.71 0.75 -0.01 0.00 61.1% 1.74 0.68 - 0.00 0.04 31.6% 1.44 0.70 - 28.8% 1.36 0.62 28.5% 1.35 0.61 21.9% 1.28 0.56 20.4% 1.25 0.53 0.13 0.15 18.6% 1.24 0.55 - -0.07 -0.02 The University of Montana Your Inst Please indicate the extent to which each of the following has been a source of stress for you during the last two years: Care of elderly parent Extensive / Somewhat Mean Standard deviation Significance Effect size My physical health Extensive / Somewhat Mean Standard deviation Significance Effect size Health of spouse/partner Extensive / Somewhat Mean Standard deviation Significance Effect size Review/promotion process Extensive / Somewhat Mean Standard deviation Significance Effect size Subtle discrimination (e.g., prejudice, racism, sexism) Extensive / Somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Page 2 of 6 Women Comp 1 Comp 2 57.1% 1.80 0.79 - 55.6% 1.75 0.76 56.5% 1.75 0.75 0.07 0.07 70.5% 1.92 0.71 - 60.2% 1.73 0.68 * 0.28 58.9% 1.70 0.65 ** 0.34 48.1% 1.58 0.67 - 42.1% 1.51 0.65 40.7% 1.49 0.65 0.11 0.14 67.7% 1.85 0.70 - 65.0% 1.91 0.77 66.1% 1.92 0.77 -0.08 -0.09 49.2% 1.70 0.80 - 39.9% 1.50 0.67 * 0.30 40.9% 1.51 0.68 * 0.28 Construct 1K 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Health and Wellness HERI Theme Health and Wellness - These items gauge faculty behaviors, attitudes, and experiences related to health and wellness issues, including stress. See CIRP Construct: Career Related Stress Total Comp 1 Comp 2 Your Inst Men Comp 1 Comp 2 Your Inst 75.2% 1.95 0.67 - 65.4% 1.84 0.71 65.1% 1.84 0.71 63.8% 1.80 0.69 63.3% 1.80 0.70 0.15 77.6% 1.94 0.63 - 0.15 0.20 76.7% 1.86 0.55 - 60.9% 1.71 0.64 ** 0.23 61.4% 1.72 0.65 ** 0.22 77.8% 1.84 0.52 - 63.6% 1.79 0.69 - 53.2% 1.63 0.65 ** 0.25 53.6% 1.63 0.65 ** 0.25 67.1% 1.87 0.72 - 62.3% 1.75 0.67 * 0.18 56.8% 1.61 0.56 - The University of Montana Your Inst Please indicate the extent to which each of the following has been a source of stress for you during the last two years: Personal finances Extensive / Somewhat Mean Standard deviation Significance Effect size Committee work Extensive / Somewhat Mean Standard deviation Significance Effect size Faculty meetings Extensive / Somewhat Mean Standard deviation Significance Effect size Colleagues Extensive / Somewhat Mean Standard deviation Significance Effect size Students Extensive / Somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Women Comp 1 Comp 2 68.1% 1.92 0.74 67.7% 1.90 0.73 0.20 71.9% 1.97 0.73 - 0.07 0.10 58.5% 1.68 0.64 * 0.25 58.4% 1.68 0.64 * 0.25 75.4% 1.88 0.60 - 65.0% 1.77 0.65 66.1% 1.79 0.65 0.17 0.14 62.2% 1.73 0.65 - 51.0% 1.60 0.65 51.3% 1.60 0.64 0.20 0.20 65.6% 1.86 0.73 - 57.0% 1.67 0.65 * 0.29 57.3% 1.69 0.67 * 0.25 61.5% 1.75 0.68 * 0.18 63.3% 1.78 0.68 - 60.7% 1.73 0.66 59.3% 1.71 0.66 0.08 0.11 72.3% 2.00 0.75 - 64.9% 1.80 0.68 * 0.29 64.9% 1.81 0.69 * 0.28 60.3% 1.66 0.58 59.7% 1.66 0.59 56.8% 1.62 0.58 55.5% 1.61 0.58 66.0% 1.75 0.60 -0.08 -0.10 -0.09 63.1% 1.68 0.56 - 65.8% 1.73 0.59 -0.09 52.2% 1.56 0.56 - -0.08 -0.12 Page 3 of 6 Construct Career Related Stress Career Related Stress 1K 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Health and Wellness HERI Theme Health and Wellness - These items gauge faculty behaviors, attitudes, and experiences related to health and wellness issues, including stress. See CIRP Construct: Career Related Stress The University of Montana Your Inst Please indicate the extent to which each of the following has been a source of stress for you during the last two years: Research or publishing demands Extensive / Somewhat Mean Standard deviation Significance Effect size Institutional procedures and “red tape” Extensive / Somewhat Mean Standard deviation Significance Effect size Teaching load Extensive / Somewhat Mean Standard deviation Significance Effect size Children’s problems Extensive / Somewhat Mean Standard deviation Significance Effect size Friction with spouse/partner Extensive / Somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 73.7% 1.95 0.69 - 74.5% 2.00 0.71 72.8% 1.97 0.71 -0.07 -0.03 79.8% 2.00 0.64 - 75.5% 1.99 0.69 73.1% 1.94 0.69 0.01 78.7% 2.02 0.67 - Your Inst Men Comp 1 Comp 2 71.9% 1.93 0.70 - 73.2% 1.95 0.70 71.2% 1.92 0.70 -0.03 0.01 75.3% 1.99 0.69 72.9% 1.94 0.69 0.09 80.0% 1.97 0.61 - -0.03 61.9% 1.79 0.71 *** 0.32 61.5% 1.79 0.72 *** 0.32 82.2% 2.01 0.61 - 39.6% 1.44 0.58 - 49.1% 1.58 0.65 * -0.22 48.0% 1.57 0.65 * -0.20 26.0% 1.30 0.55 - 32.9% 1.38 0.58 33.3% 1.39 0.60 -0.14 -0.15 Page 4 of 6 Your Inst Women Comp 1 Comp 2 76.2% 1.98 0.68 - 76.7% 2.08 0.73 75.3% 2.04 0.73 -0.14 -0.08 75.9% 1.99 0.68 73.3% 1.95 0.69 0.04 79.7% 2.05 0.68 - 0.09 0.14 61.6% 1.76 0.68 *** 0.37 60.1% 1.74 0.69 *** 0.39 73.8% 2.03 0.75 - 62.4% 1.84 0.75 * 0.25 63.8% 1.86 0.75 39.1% 1.41 0.52 - 44.2% 1.51 0.63 43.6% 1.51 0.63 57.4% 1.69 0.67 55.5% 1.68 0.68 -0.16 -0.16 40.5% 1.50 0.67 - -0.28 -0.26 25.6% 1.28 0.50 - 32.4% 1.38 0.59 33.2% 1.39 0.59 33.5% 1.38 0.58 33.4% 1.40 0.61 -0.17 -0.19 26.7% 1.34 0.61 - -0.07 -0.10 Construct Career Related Stress Career Related Stress Career Related Stress 0.23 1K 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Health and Wellness HERI Theme Health and Wellness - These items gauge faculty behaviors, attitudes, and experiences related to health and wellness issues, including stress. See CIRP Construct: Career Related Stress The University of Montana Your Inst Please indicate the extent to which each of the following has been a source of for you during the last two years: Lack of personal time Extensive / Somewhat Mean Standard deviation Significance Effect size Keeping up with information technology Extensive / Somewhat Mean Standard deviation Significance Effect size Job security Extensive / Somewhat Mean Standard deviation Significance Effect size Being part of a dual career couple Extensive / Somewhat Mean Standard deviation Significance Effect size Working with underprepared students Extensive / Somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 88.4% 2.24 0.65 - 81.5% 2.12 0.69 * 0.17 82.1% 2.14 0.69 61.9% 1.79 0.72 - Your Inst Men Comp 1 Comp 2 77.3% 2.02 0.69 78.3% 2.05 0.69 0.14 87.8% 2.16 0.62 - 0.20 0.16 51.1% 1.59 0.63 *** 0.32 51.8% 1.59 0.62 *** 0.32 52.2% 1.66 0.71 - 48.2% 1.55 0.62 49.2% 1.56 0.61 0.18 0.16 30.5% 1.34 0.55 - 41.1% 1.54 0.72 *** -0.28 39.2% 1.52 0.71 ** -0.25 31.1% 1.36 0.57 - 36.0% 1.47 0.69 34.6% 1.45 0.68 -0.16 -0.13 56.9% 1.67 0.65 - 50.5% 1.65 0.71 49.5% 1.62 0.70 44.9% 1.55 0.67 43.7% 1.53 0.66 0.03 0.07 56.6% 1.64 0.62 - 0.13 85.0% 2.03 0.57 - 78.1% 1.98 0.64 74.9% 1.95 0.67 77.1% 1.96 0.64 0.08 0.12 86.7% 2.06 0.57 - Page 5 of 6 0.16 Your Inst Women Comp 1 Comp 2 89.3% 2.35 0.67 - 88.3% 2.28 0.66 87.9% 2.28 0.67 0.11 0.10 75.4% 1.98 0.70 - 56.0% 1.65 0.63 *** 0.52 55.8% 1.64 0.63 *** 0.54 29.7% 1.33 0.54 - 49.5% 1.66 0.74 *** -0.45 46.3% 1.62 0.74 ** -0.39 60.1% 1.81 0.76 59.0% 1.78 0.74 0.17 57.2% 1.71 0.71 - -0.13 -0.09 72.9% 1.91 0.67 * 0.22 82.8% 1.98 0.58 - 79.7% 2.01 0.64 77.9% 2.00 0.66 -0.05 -0.03 Construct Career Related Stress 1K 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Health and Wellness HERI Theme Health and Wellness - These items gauge faculty behaviors, attitudes, and experiences related to health and wellness issues, including stress. See CIRP Construct: Career Related Stress The University of Montana Your Inst Please indicate the extent to which each of the following has been a source of for you during the last two years: Self-imposed high expectations Extensive / Somewhat Mean Standard deviation Significance Effect size Change in work responsibilities Extensive / Somewhat Mean Standard deviation Significance Effect size Institutional budget cuts Extensive / Somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 Your Inst Men Comp 1 92.2% 2.31 0.61 - 85.2% 2.17 0.66 ** 0.21 84.9% 2.17 0.66 ** 0.21 91.1% 2.24 0.61 - 82.9% 2.11 0.66 49.3% 1.59 0.67 - 50.9% 1.64 0.71 49.3% 1.61 0.69 -0.07 -0.03 84.4% 2.10 0.64 - 86.1% 2.20 0.66 76.8% 2.06 0.72 -0.15 0.06 Page 6 of 6 Comp 2 Your Inst Women Comp 1 Comp 2 93.7% 2.39 0.61 - 88.8% 2.28 0.65 89.2% 2.27 0.64 0.20 82.2% 2.10 0.67 * 0.21 0.17 0.19 47.1% 1.54 0.63 - 45.9% 1.56 0.67 43.5% 1.52 0.65 58.9% 1.78 0.74 58.2% 1.75 0.72 -0.03 0.03 52.5% 1.67 0.72 - -0.15 -0.11 81.1% 2.10 0.69 - 84.6% 2.18 0.67 74.7% 2.03 0.73 88.5% 2.25 0.64 80.3% 2.12 0.71 -0.12 0.10 89.1% 2.11 0.57 - -0.22 -0.01 Construct Career Related Stress 1K 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Relationship with Administration HERI Theme Relationship with Administration - These items relate to faculty perception and experience with the campus administration. See CIRP Construct: Job Satisfaction-Workplace The University of Montana Indicate how well each of the following describes your college or university: The faculty are typically at odds with campus administration Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size Administrators consider faculty concerns when making policy Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size The administration is open about its policies Very descriptive / Somewhat descriptive Mean Standard deviation Significance Effect size Please indicate the extent to which each of the following has been a source of stress for you during the last two years: Colleagues Extensive / Somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Your Inst Total Comp 1 Comp 2 Your Inst Men Comp 1 64.5% 1.80 0.69 - Women Comp 1 Comp 2 71.1% 1.93 0.71 * -0.18 67.7% 1.88 0.71 -0.11 63.3% 1.74 0.65 - 69.5% 1.90 0.70 67.9% 1.88 0.71 -0.20 66.1% 1.88 0.74 - -0.03 0.00 76.8% 1.94 0.64 - 70.1% 1.82 0.62 * 0.19 70.6% 1.84 0.63 * 0.16 69.0% 1.82 0.63 *** 0.38 71.3% 1.85 0.64 ** 0.33 72.4% 1.78 0.54 - 72.0% 1.82 0.59 69.5% 1.82 0.63 -0.07 -0.06 80.6% 2.08 0.68 - 69.3% 1.84 0.65 *** 0.37 82.3% 2.18 0.71 - 67.2% 1.81 0.66 *** 0.56 68.3% 1.84 0.67 *** 0.51 78.5% 1.94 0.61 - 72.8% 1.88 0.64 70.1% 1.86 0.66 0.09 0.12 67.1% 1.87 0.72 - 62.3% 1.75 0.67 * 0.18 63.3% 1.78 0.68 - 60.7% 1.73 0.66 59.3% 1.71 0.66 0.08 0.11 72.3% 2.00 0.75 - 64.9% 1.80 0.68 * 0.29 64.9% 1.81 0.69 * 0.28 Comp 2 Your Inst 72.2% 1.94 0.71 ** -0.28 67.5% 1.88 0.71 80.0% 2.06 0.68 - 69.0% 1.85 0.67 *** 0.34 61.5% 1.75 0.68 * 0.18 Page 1 of 2 Construct Career Related Stress 1L 2010-11 HERI Faculty Survey Full-time Undergraduate Faculty Relationship with Administration HERI Theme Relationship with Administration - These items relate to faculty perception and experience with the campus administration. See CIRP Construct: Job Satisfaction-Workplace The University of Montana Your Inst Please indicate the extent to which each of the following has been a source of stress for you during the last two years: Institutional procedures and “red tape” Extensive / Somewhat Mean Standard deviation Significance Effect size Below are some statements about your college or university. Indicate the extent to which you agree or disagree with each of the following: Student Affairs staff have the support and respect of faculty Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Faculty are sufficiently involved in campus decision making Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size The criteria for advancement and promotion decisions are clear Agree strongly / Agree somewhat Mean Standard deviation Significance Effect size Note: Significance * p<.05, ** p<.01, *** p<.001 Total Comp 1 Comp 2 79.8% 2.00 0.64 - 75.5% 1.99 0.69 73.1% 1.94 0.69 0.01 0.09 81.8% 2.95 0.60 - 74.2% 2.84 0.69 76.2% 2.86 0.68 0.16 65.1% 2.69 0.86 77.4% 3.05 0.86 - Your Inst Men Comp 1 Comp 2 80.0% 1.97 0.61 - 75.3% 1.99 0.69 72.9% 1.94 0.69 -0.03 0.04 72.1% 2.79 0.69 * 0.22 74.2% 2.82 0.67 0.13 83.2% 2.94 0.57 - 53.3% 2.46 0.87 ** 0.26 54.8% 2.49 0.89 ** 0.22 67.8% 2.77 0.92 - 71.1% 2.88 0.87 * 0.20 70.8% 2.87 0.89 * 0.20 78.9% 3.09 0.86 - Page 2 of 2 Your Inst Women Comp 1 Comp 2 79.7% 2.05 0.68 - 75.9% 1.99 0.68 73.3% 1.95 0.69 0.09 0.14 77.6% 2.92 0.68 79.3% 2.94 0.68 0.18 80.0% 2.95 0.65 - 0.04 0.01 52.6% 2.44 0.89 *** 0.37 54.8% 2.48 0.89 ** 0.33 61.6% 2.58 0.75 - 54.3% 2.48 0.84 54.7% 2.50 0.88 0.12 0.09 72.0% 2.88 0.88 * 0.24 72.9% 2.90 0.88 * 0.22 75.4% 2.98 0.86 - 69.6% 2.86 0.86 67.6% 2.81 0.90 0.14 0.19 Construct Career Related Stress 1L