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