On December14, 2004 the HERI Faculty Survey was sent to 554 full time faculty at AUB
where 109 responded.
The HERI questionnaire focused on how faculty members spend their time, how they
interact with students, their preferred methods of teaching students, their perceptions of
institutional climate and their primary sources of stress and satisfaction.
Characteristics of AUB Faculty and National Participants
Principal activity in your current position
AUB %
National
Norms
%
Difference
Teaching
72.5
82.7
-10.2
Services to clients and patients
10.1
0.3
9.8
Research
5.5
13.2
-7.7
Administration
4.6
3.3
1.3
0.4
-0.4
23.2
41.8
27
1.6
%
Difference
20.8
-22.5
-10.5
14
5.3
1.1
-1.6
-1.1
Other
Present academic rank
Assistant Professor
Professor
Associate Professor
Instructor
Lecturer
AUB %
44
19.3
16.5
15.6
National
Norms
3.7
Other
Highest Degree Earned
AUB %
National
Norms
%
Difference
64.2
82.3
-18.1
20.2
9
11.2
Other degree
8.3
3.7
0.3
3.5
8
0.2
Ed.D.
1.8
2.1
-0.3
Other first professional degree beyond B.A. (e.g., D.D., D.V.M.)
0.9
0.7
0.8
-0.9
-0.7
-0.8
None
0.5
-0.5
Ph.D.
Master's (M.A., M.S.,
M.F.A., M.B.A., etc.)
M.D., D.D.S. (or equivalent)
Bachelor's (B.A., B.S., etc.)
LL.B., J.D
1
Tenure status
Institution has no tenure system
Not on tenure track, but institution has tenure system
Tenured
On tenure track, but not tenured
AUB %
84.4
6.4
0.9
0.9
Department of current faculty appointment
Department
AUB %
NN %
11
6.4
10.1
0.1
GENERAL,OTHER HEALTH FIELDS
7.3
0.4
CHEMISTRY
4.6
2.5
AGRICULTURE
3.7
0.5
GENERAL,OTHER BUSINESS
2.8
1.1
GENERAL,OTHER EDUCATION FIELDS
2.8
0.8
NURSING
2.8
1.6
HISTORY
2.8
5.1
GENERAL , OTHER HUMANITIES FIELDS
2.8
1.3
GENERAL,OTHER BIOLOGICAL SCIENCES
1.8
3.6
FINANCE
1.8
1
MANAGEMENT
1.8
1.9
ELECTRICAL ENGINEERING
1.8
1.9
FOREIGN LANGUAGE & LITERATURE
1.8
3.3
OTHER FOREIGN LANGUAGES
1.8
1
PHILOSOPHY
1.8
3.5
MATHEMATICS AND/OR STATISTICS
1.8
4.9
ARCHAEOLOGY
1.8
0.1
GENERAL,OTHER SOCIAL SCIENCES
1.8
1.6
COMPUTER SCIENCE
1.8
0.9
PHYSIOLOGY,ANATOMY
0.9
0
ACCOUNTING
0.9
1.3
INTERNATIONAL BUSINESS
0.9
0.2
MARKETING
0.9
1.2
EDUCATIONAL PSYCHOLOGY/COUNSELING
0.9
0.2
ELEMENTARY EDUCATION
0.9
0.5
PHYSICAL OR HEALTH EDUCATION
0.9
1.1
MECHANICAL ENGINEERING
0.9
0.9
PHARMACY,PHARMACOLOGY
0.9
0.5
POLITICAL SCIENCE,GOVERNMENT
0.9
4.1
ARCHITECTURE/URBAN PLANNING
0.9
1.2
EARTH SCIENCES
0.9
1.1
ECONOMICS
0.9
3.6
ENGLISH LANGUAGE & LITERATURE
MEDICINE OR SURGERY
2
Area of Primary Interest of AUB Faculty
4.6
15.6
Very heavily in research
In both, but leaning tow ard
research
In both, but leaning tow ard
teaching
28.4
51.4
Very heavily in teaching
Area of Primary Interest of AUB Faculty and NN
32.8
In both, but leaning tow ard teaching
In both, but leaning tow ard research
7.2
Very heavily in teaching
4.6
0
In both, but leaning toward research
Very heavily in teaching
Very heavily in research
In both, but leaning toward teaching
44.4
28.4
Very heavily in research
10
AUB %
28.4
4.6
15.6
51.4
51.4
NN %
AUB %
15.6
15.6
20
30
NN %
44.4
15.6
7.2
32.8
40
50
60
%
Difference
-16
-11
8.4
18.6
3
Education goals noted as very important or essential for undergraduate students
The AUB faculty was asked what goals for undergraduate are very important or essential.
They were more likely to note as very important or essential all the goals in the below
figure more than the NN.
99.3
100
Develo p ability to think critically
58.8
Develo p mo ral character
85.3
60.2
P repare students fo r graduate o r advanced educatio n
83.5
56.2
P repare students fo r emplo yment after co llege
76.2
Enhance students' self-understanding
59.2
Help students develo p perso nal values
58.4
P repare students fo r respo nsible citizenship
58.4
Enhance students' kno wledge o f and appreciatio n fo r o ther
racial/ethnic gro ups
NN %
72.5
AUB %
69.7
68.8
55.5
63.3
Instill in students a co mmitment to co mmunity service
35.9
P ro vide fo r students' emo tio nal develo pment
35.8
0
10
20
30
40
58.7
52.2
50
60
70
80
90
100
Education goals noted as very important or essential for undergraduate students in
the order of importance
Goals
Develop ability to think critically
Help master knowledge in a discipline
Promote ability to write effectively
Develop moral character
Prepare students for graduate or advanced education
Develop creative capacities
Prepare students for employment after college
Enhance students' self-understanding
Help students develop personal values
Prepare students for responsible citizenship
Enhance students' knowledge of and appreciation for other racial/ethnic
groups
Instill in students a commitment to community service
Instill a basic appreciation of the liberal arts
Provide for students' emotional development
Facilitate search for meaning/purpose in life
Enhance spiritual development
AUB %
100
91.7
89
85.3
83.5
78
76.2
72.5
69.7
68.8
63.3
58.7
52.3
52.2
43.1
23.9
4
Attributes noted as being very descriptive of AUB
Attributes noted as being very descriptive of AUB
It is easy for students to see faculty outside of regular office hours
Faculty here respect each other
There is respect for the expression of diverse values and beliefs
The faculty are typically at odds with campus administration
Faculty are rewarded for their efforts to use instructional technology
Social activities are overemphasized
Faculty are rewarded for being good teachers
Most students are treated like "numbers in a book"
Faculty are rewarded for their efforts to work with underprepared
students
% AUB
41.3
30.3
27.5
19.3
11.9
6.4
5.5
3.7
0.9
It is easy for students to see faculty outside of regular office hours
41.3
Faculty here respect each other
41.2
30.3
12.8
The faculty are typically at odds with campus administration
49.9
19.3
% NN
8.9
6.4
Social activities are overemphasized
Faculty are rewarded for being good teachers
5.5
% AUB
18.8
2.1
3.7
M ost students are treated like " numbers in a book"
0
10
20
30
Attributes noted as being very descriptive
Faculty are rewarded for being good teachers
Faculty here respect each other
It is easy for students to see faculty outside of regular office hours
Social activities are overemphasized
Most students are treated like "numbers in a book"
The faculty are typically at odds with campus administration
40
50
% AUB
5.5
30.3
41.3
6.4
3.7
19.3
60
% NN
18.8
41.2
49.9
8.9
2.1
12.8
%
Difference
-13.3
-10.9
-8.6
-2.5
1.6
6.5
5
Over the past 2 years..
Engaged in public service/professional consulting without pay
Received at least one firm job offer
Considered leaving this institution for another
Considered leaving academe for another job
Engaged in paid consulting outside of your institution
Received funding for your work from: Foundations
Changed academic institutions
Received funding for your work from: State or federal government
Received funding for your work from: Business or industry
Considered early retirement
Requested/sought an early promotion
Taught courses at more than one institution during the same term
Engaged in paid consulting outside of your institution
% AUB
49.5
45
40.4
35.8
29.4
29.4
17.4
15.6
11.9
10.1
8.3
7.3
29.4
28
Considered leaving academe for another job
Considered early retirement
42.7
35.8
26.1
10.1
% NN
24.4
Received at least one firm job offer
% AUB
45
7.8
7.3
5.7
8.3
Taught courses at more than one institution during the same term
Requested/sought an early promotion
0
10
20
30
Over the past 2 years.
Considered early retirement
Engaged in paid consulting outside of your institution
Taught courses at more than one institution during the same term
Requested/sought an early promotion
Considered leaving academe for another job
Received at least one firm job offer
40
% AUB
10.1
29.4
7.3
8.3
35.8
45
50
% NN
26.1
42.7
7.8
5.7
28
24.4
%
Difference
-16
-13.3
-0.5
2.6
7.8
20.6
6
Factors noted as source of stress during the last two years
Teaching load
Research or publishing demands
Lack of personal time
Self-imposed high expectations
Job security
Review/promotion process
Institutional procedures and "red tape"
Personal finances
Committee work
Faculty meetings
Subtle discrimination (e.g., prejudice, racism,
sexism)
Child care
Managing household responsibilities
Change in work responsibilities
Care of elderly parent
Keeping up with information technology
Marital friction
Working with underprepared students
Health of spouse/partner
Children's problems
My physical health
Being part of a dual career couple
Managing household responsibilities
Keeping up with information technology
Lack of personal time
Committee work
Institutional procedures and "red tape"
My physical health
Faculty meetings
Personal finances
Research or publishing demands
Children's problems
Care of elderly parent
Child care
Review/promotion process
Teaching load
Marital friction
Subtle discrimination (e.g., prejudice, racism,
sexism)
% AUB
33
30.3
29.4
29.4
25.7
22
19.3
17.4
13.8
12.8
11.9
10.1
10.1
7.3
6.4
6.4
5.5
5.5
4.6
3.7
3.7
3.7
% AUB
10.1
6.4
29.4
13.8
19.3
3.7
12.8
17.4
30.3
3.7
6.4
10.1
22
33
5.5
% NN
68.3
61.1
75.9
59
61.3
45.2
50.8
53.2
64.1
29.9
31.2
32.1
44
53.8
21.4
%
Difference
-58.2
-54.7
-46.5
-45.2
-42
-41.5
-38
-35.8
-33.8
-26.2
-24.8
-22
-22
-20.8
-15.9
11.9
22.9
-11
7
Aspects of job noted as very satisfactory or satisfactory
% AUB
68.8
62.4
60.6
60.5
60.5
58.7
52.3
50.5
43.1
42.2
41.3
35.8
34.9
34
33.1
3.6
Autonomy and independence
Professional relationships with other faculty
Social relationships with other faculty
Office/lab space
Competency of colleagues
Overall job satisfaction
Opportunity to develop new ideas
Quality of students
Relationship with administration
Opportunity for scholarly pursuits
Teaching load
Clerical/administrative support
Salary and fringe benefits
Visibility for jobs at other institutions/organizations
Prospects for career advancement
Availability of child care at this institution
89.9
68.8
Professional relationships w ith other faculty
75.3
62.4
63
60.6
Competency of colleagues
76.4
60.5
70.2
60.5
Overall job satisfaction
78.7
58.7
Quality of students
70
50.5
73.3
42.2
66
41.3
Salary and fringe benefits
34.9
Availability of child care at this institution
34
31.4
3.6
0
20
Aspects of job noted as very satisfactory or
satisfactory
Opportunity for scholarly pursuits
Opportunity to develop new ideas
Availability of child care at this institution
Teaching load
Salary and fringe benefits
Autonomy and independence
Overall job satisfaction
Quality of students
Visibility for jobs at other institutions/organizations
Relationship with administration
Competency of colleagues
Professional relationships with other faculty
Office/lab space
Social relationships with other faculty
40
% AUB
61.3
43.1
Opportunity for scholarly pursuits
% NN
82.7
52.3
56.3
52.8
60
80
% AUB
42.2
52.3
3.6
41.3
34.9
68.8
58.7
50.5
34
43.1
60.5
62.4
60.5
60.6
100
% NN
73.3
82.7
31.4
66
56.3
89.9
78.7
70
52.8
61.3
76.4
75.3
70.2
63
%
Difference
-31.1
-30.4
-27.8
-24.7
-21.4
-21.1
-20
-19.5
-18.8
-18.2
-15.9
-12.9
-9.7
-2.4
8
Personal goals noted as very important or essential
% AUB
86.2
82.6
81.7
78.9
67.9
67.8
65.1
Being a good teacher
Serving as a role model to students
Being a good colleague
Becoming an authority in my field
Developing a meaningful philosophy of life
Raising a family
Helping others who are in difficulty
Obtaining recognition from my colleagues for contributions to my special
field
Achieving congruence between my own values and institutional values
Influencing social values
Being very well off financially
Helping to promote racial understanding
Integrating spirituality into my life
Becoming involved in programs to clean up the environment
Influencing the political structure
64.2
61.5
54.1
52.3
47.7
34
32.1
22
96.7
86.2
90.9
81.7
Being a good t eacher
Being a good colleague
64.2
Becoming an aut horit y in my f ield
78.9
75.3
67.9
73.7
67.8
62.7
65.1
55.3
64.2
52.3
61.5
Developing a meaningf ul philosophy of lif e
Raising a f amily
Helping ot hers who are in dif f icult y
Obt aining recognit ion f rom my colleagues f or cont ribut ions t o my special f ield
Achieving congruence bet ween my own values and instit ut ional values
38.2
Inf luencing social values
34.9
Being very well of f f inancially
Helping t o promot e racial understanding
Int egrat ing spirit ualit y int o my lif e
34
29
32.1
Becoming involved in programs t o clean up t he environment
% NN
% AUB
54.1
52.3
58.6
47.7
49.9
14.1
22
Inf luencing t he polit ical structure
0
20
40
60
80
100
120
9
Personal goals noted as very important or essential
Integrating spirituality into my life
Helping to promote racial understanding
Being a good teacher
Being a good colleague
Developing a meaningful philosophy of life
Raising a family
Helping others who are in difficulty
Becoming involved in programs to clean up the environment
Influencing the political structure
Obtaining recognition from my colleagues for contributions to my special
field
Achieving congruence between my own values and institutional values
Becoming an authority in my field
Influencing social values
Being very well off financially
% AUB
34
47.7
86.2
81.7
67.9
67.8
65.1
32.1
22
% NN
49.9
58.6
96.7
90.9
75.3
73.7
62.7
29
14.1
%
Difference
-15.9
-10.9
-10.5
-9.2
-7.4
-5.9
2.4
3.1
7.9
64.2
61.5
78.9
54.1
52.3
55.3
52.3
64.2
38.2
34.9
8.9
9.2
14.7
15.9
17.4
How many of professional writings have you published?
Articles in academic or professional journals
Chapters in edited volumes
Books, manuals, or monographs
Other, such as patents or computer software
products
51+
None
10.1
38.5
47.7
1-2
13.8
25.7
22
3-4
11.9
11
12.8
5-10
13.8
7.3
1.8
66.1
4.6
2.8
0.9
22
4 .6
2 .8
3-4
13 .8
1112 .8
11.9
4 .6
13 .8
None
10 .1
0
Books, manuals, or
monographs
19 .3
0 .9
1.8 7.3
21-50
22
Other, such as patents or
computer softw are
products
4 .6
11-20
11-20
19.3
4.6
20
Chapters in edited volumes
2 22 5.7
6 6 .1
3 8 .5 4 7.7
40
60
80
Articles in academic or
professional journals
10
51+
4.6
Factors at university indicated as Highest Priority or High Priority
AUB %
79.8
69.7
68.8
60.5
50.4
47.7
40.3
33.9
30.3
30.3
30.3
28.4
To promote the intellectual development of students
To increase or maintain institutional prestige
To enhance the institution's national image
To pursue extramural funding
To create a diverse multi-cultural campus environment
To develop leadership ability among students
To develop a sense of community among students and faculty
To promote gender equity among faculty
To hire faculty “stars”
To create and sustain partnerships with surrounding communities
To increase the representation of women in the faculty and administration
To mentor new faculty
To provide resources for faculty to engage in community-based teaching or
research
To increase the representation of minorities in the faculty and administration
To recruit more minority students
To help students learn how to bring about change in American society
To recruit mo re mino rity students
50.6
11.9
To help students learn ho w to bring abo ut change in A merican so ciety
28.4
13.8
11.9
5.5
33.9
5.5
To develo p a sense o f co mmunity amo ng students and faculty
To hire faculty “ stars”
30.3
40.3
45.3
55.9
To enhance the institutio n's natio nal image
82.4
68.8
47.7 56.3
To develo p leadership ability amo ng students
%NN
%AUB
28.435.1
To mento r new faculty
69.776.1
84.2
79.8
To increase o r maintain institutio nal prestige
To pro mo te the intellectual develo pment o f students
53.4
50.4
To create a diverse multi-cultural campus enviro nment
0
10
20
30
Factors at university indicated as Highest Priority or High
Priority
To create a diverse multi-cultural campus environment
To promote the intellectual development of students
To increase or maintain institutional prestige
To mentor new faculty
To develop leadership ability among students
To enhance the institution's national image
To hire faculty “stars”
To develop a sense of community among students and faculty
To help students learn how to bring about change in American
society
To recruit more minority students
40
50
60
70
80
90
%AUB
50.4
79.8
69.7
28.4
47.7
68.8
30.3
40.3
%NN
53.4
84.2
76.1
35.1
56.3
82.4
45.3
55.9
%
Difference
-3
-4.4
-6.4
-6.7
-8.6
-13.6
-15
-15.6
5.5
11.9
33.9
50.6
-28.4
-38.7
11
Agrees strongly or somewhat regarding statements about university
% AUB
80.7
74.3
71.6
58.7
58.7
58.7
49.5
There is adequate support for integrating technology in my teaching
My values are congruent with the dominant institutional values
My teaching is valued by faculty in my department
Faculty are interested in students' personal problems
My research is valued by faculty in my department
There is adequate support for faculty development
My department has difficulty recruiting faculty
Faculty here are strongly interested in the academic problems of
undergraduates
The criteria for advancement and promotion decisions are clear
Faculty feel that most students are well-prepared academically
My department does a good job of mentoring new faculty
Racial and ethnic diversity should be more strongly reflected in the curriculum
This institution takes responsibility for educating underprepared students
My department has difficulty retaining faculty
Faculty are sufficiently involved in campus decision making
Most of the students I teach lack the basic skills for college level work
Most students are strongly committed to community service
This institution should not offer remedial/developmental education
There is a lot of campus racial conflict here
48.6
47.7
44.1
41.3
40.4
33.9
33.1
27.6
26.6
21.1
14.7
10.1
M y teaching is valued by faculty in my department
85.6
71.6
Faculty are interested in students' personal problems
58.7
M y research is valued by faculty in my department
58.7
Faculty here are strongly interested in the academic problems of undergraduates
76.4
75
83.8
48.6
Faculty feel that most students are well-prepared academically
61.4
44.1
Racial and ethnic diversity should be more strongly reflected in the curriculum
%AUB
55.4
40.4
M ost students are strongly committed to community service
%NN
52.3
21.1
8.7
10.1
There is a lot of campus racial conflict here
0
10
20
30
40
50
Agrees strongly or somewhat regarding statements about university
There is a lot of campus racial conflict here
My teaching is valued by faculty in my department
Racial and ethnic diversity should be more strongly reflected in the curriculum
My research is valued by faculty in my department
Faculty feel that most students are well-prepared academically
Faculty are interested in students' personal problems
Most students are strongly committed to community service
Faculty here are strongly interested in the academic problems of
undergraduates
60
70
80
90
%
AUB
10.1
71.6
40.4
58.7
44.1
58.7
21.1
%
NN
8.7
85.6
55.4
75
61.4
76.4
52.3
%
Difference
1.4
-14
-15
-16.3
-17.3
-17.7
-31.2
48.6
83.8
-35.2
12
Instructional methods used in most or all undergraduate classes
Class discussion
Cooperative learning (small groups)
Extensive lecturing
Group projects
Multiple drafts of written work
Student-selected topics for course content
Recitals/Demonstrations
On-line instruction
Teaching assistants
Reflective writing/journaling
Readings on women and gender issues
Readings on racial and ethnic issues
Community service as part of coursework
% AUB
87.1
42.2
42.2
32.1
25.6
19.2
13.8
13.7
12.9
12.8
12
8.3
5.5
72.8
Class discussion
87.1
35.9 42.2
25.2 32.1
20.2 25.6
9.2
19.2
13.817.3
12.9 19.6
19.9
12
19.5
8.3
Cooperative learning (small groups)
Group projects
M ultiple drafts of written work
Student-selected topics for course content
Recitals/Demonstrations
Teaching assistants
Readings on women and gender issues
Readings on racial and ethnic issues
0
10
20
Class discussion
Cooperative learning (small groups)
Group projects
Multiple drafts of written work
Readings on women and gender issues
Teaching assistants
Readings on racial and ethnic issues
Recitals/Demonstrations
Student-selected topics for course content
30
40
% AUB
87.1
42.2
32.1
25.6
12
12.9
8.3
13.8
19.2
%NN
%AUB
50
% NN
72.8
35.9
25.2
20.2
19.9
19.6
19.5
17.3
9.2
60
70
80
90
100
%
Difference
14.3
6.3
6.9
5.4
-7.9
-6.7
-11.2
-3.5
10
13
Evaluation methods used in most or all undergraduate classes
% AUB
58.7
49.6
35.8
34.9
33
25.6
15.6
13.8
Essay mid-term and/or final exams
Student presentations
Term/research papers
Multiple-choice mid-term and/or final exams
Short-answer mid-term and/or final exams
Grading on a curve
Student evaluations of each others' work
Student evaluations of their own work
49.6
Essay mid-term and/or final exams
37.3
Student presentations
Term/research papers
35.8
21.3
M ultiple-choice mid-term and/or final exams
58.7
49.6
45.3
% NN
34.9
37.2
33
Short-answer mid-term and/or final exams
% AUB
22.5 25.6
Grading on a curve
14 15.6
Student evaluations of each others' work
4
113.8
Student evaluations of their own work
0
10
Multiple-choice mid-term and/or final exams
Student presentations
Essay mid-term and/or final exams
Grading on a curve
Student evaluations of each others' work
Student evaluations of their own work
Short-answer mid-term and/or final exams
Term/research papers
20
30
40
50
%
AUB
34.9
49.6
58.7
25.6
15.6
13.8
33
35.8
% NN
21.3
37.3
49.6
22.5
14
14
37.2
45.3
60
70
%
Difference
13.6
12.3
9.1
3.1
1.6
-0.2
-4.2
-9.5
14
Agrees strongly or somewhat regarding below statements
% AUB
85.4
Colleges should encourage students to be involved in community service activities
Colleges have a responsibility to work with their surrounding communities to address local
issues
A racially/ethnically diverse student body enhances the educational experience of all students
Tenure is essential to attract the best minds to academe
Colleges should be actively involved in solving social problems
The spiritual dimension of faculty members' lives has no place in the academy
Western civilization and culture should be the foundation of the undergraduate curriculum
Colleges should be concerned with facilitating undergraduate students' spiritual development
The chief benefit of a college education is that it increases one's earning power
Realistically, an individual can do little to bring about changes in society
College officials have the right to ban persons with extreme views from speaking on campus
Promoting diversity leads to the admission of too many underprepared students
Including community service as part of a course is a poor use of resources
Tenure is an outmoded concept
85.4
83.5
80.7
66.1
42.2
36.7
36.7
32.2
26.6
24.8
22.9
20.2
15.6
Colleges should encourage students to be involved in community service activities
A racially/ethnically diverse student body enhances the educational experience of all students
Tenure is essential to attract the best minds to academe
Colleges should be actively involved in solving social problems
%NN
Western civilization and culture should be the foundation of the undergraduate curriculum
%AUB
The chief benefit of a college education is that it increases one's earning power
College officials have the right to ban persons with extreme views from speaking on campus
Promoting diversity leads to the admission of too many underprepared students
Tenure is an outmoded concept
0
10
20
30
40
Tenure is an outmoded concept
Promoting diversity leads to the admission of too many underprepared students
College officials have the right to ban persons with extreme views from speaking on campus
The chief benefit of a college education is that it increases one's earning power
Western civilization and culture should be the foundation of the undergraduate curriculum
Colleges should be actively involved in solving social problems
Tenure is essential to attract the best minds to academe
A racially/ethnically diverse student body enhances the educational experience of all students
Colleges should encourage students to be involved in community service activities
50
60
%
AUB
15.6
22.9
24.8
32.2
36.7
66.1
80.7
83.5
85.4
70
80
%
NN
30.3
24.9
33.4
21.4
60.9
64.7
69.7
91.7
84.9
90
100
%
Difference
-14.7
-2
-8.6
10.8
-24.2
1.4
11
-8.2
0.5
15
During the past two years, engagement in the following activities.
Developed a new course
Participated in a faculty development program
Team-taught a course
Worked with undergraduates on a research project
Taught an interdisciplinary course
Placed or collected assignments on the Internet
Collaborated with the local community in research/teaching
Conducted research or writing focused on International/global issues
Advised student groups involved in service/volunteer work
Conducted research or writing focused on Women and gender issues
Taught a service learning course
Taught a first-year seminar
Conducted research or writing focused on Racial or ethnic minorities
Taught an honors course
Taught a women's studies course
Taught an ethnic studies course
Taught a course exclusively on the Internet
% AUB
66.1
56
46.8
46.8
44
44
40.4
38.5
33
22
17.4
13.8
9.2
8.3
7.3
1.8
1.8
Worked with undergraduates on a research project
Team-taught a course
Placed or collected assignments on the Internet
Taught an interdisciplinary course
% NN
Taught a service learning course
% AUB
Taught an honors course
Taught a women's studies course
Taught an ethnic studies course
Taught a course exclusively on the Internet
0
10
20
30
Team-taught a course
Taught a course exclusively on the Internet
Taught a service learning course
Taught a women's studies course
Taught an interdisciplinary course
Taught an ethnic studies course
Placed or collected assignments on the Internet
Taught an honors course
Worked with undergraduates on a research project
40
50
60
70
80
% AUB
46.8
1.8
17.4
7.3
44
1.8
44
8.3
46.8
% NN
38.9
3.5
19.3
9.7
47.7
9.9
55.2
27.3
70.9
%
Difference
7.9
-1.7
-1.9
-2.4
-3.7
-8.1
-11.2
-19
-24.1
16
Number of courses teaching this term
% AUB
0
General education courses
Developmental/remedial courses
Other undergraduate credit courses
Graduate courses
Vocational or technical courses
Non-credit courses (other than
above)
33
41.3
20.2
18.3
42.2
1
13.8
2.8
17.4
36.7
3.7
38.5
6.4
2
3
3.7
1.8
20.2
8.3
4
1.8
16.5
2.8
5+
1.8
0.9
0.9
0.9
0.9
1.8
120
100
80
60
40
20
0
General education courses
Developmental/remedial courses
Other undergraduate credit courses
Graduate courses
Vocational or technical courses
0
0
1
1
2
2
3
3
4
4
5+
5+
Non-credit courses (other than above)
AUB NN AUB NN AUB NN AUB NN AUB NN AUB NN
General education courses
Developmental/remedial courses
Other undergraduate credit courses
Graduate courses
Vocational or technical courses
Non-credit courses (other than above)
%AUB %NN %AUB %NN %AUB %NN %AUB %NN %AUB %NN %AUB %NN
0
0
1
1
2
2
3
3
4
4
5+
5+
33
61
13.8 22.2
3.7 11.5
1.8
3.7 1.8
1
0.6
41.3 95.6
2.8
2.8
1.8
0.9
0.5 0.9 0.1
0.2
20.2
7.3
17.4 35.6 20.2 37.9 16.5 14.6 0.9 3.1
0.9 1.5
18.3 40.7
36.7 50.4
8.3
7.2
2.8
1.4
0.3
0
42.2
3.7
0.9
38.5
6.4
1.8
17
During the present term, number of hours per week on the average spent on each of the
following activities
Other administration
Research and
scholarly writing
Other creative
products/performances
Consultation with
clients/patients
17.4
11.9
4.6
.9
3.7
10.1
1.8
.9
.9
1.8
.9
2.8
1.8
.9
.9
10.1
.9
.9
.9
1.8
3.7
.9
.9
1.8
.9
.9
1.8
.9
6.4
.9
3.7
4.6
1.8
5-8
912
13 16
17 20
21 34
6.4
11.5
7.3
4.9
3.7
2.1
.9
1.6
1.8
0.9
-5.1
22.9
20.9
2.4
21.1
18.0
1.6
10.1
10.5
-0.7
1.8
10.1
-0.4
0.9
3.7
7.0
3.3
0.3
0.3
.9
2.2
1.3
0.7
0.7
.9
0.2
0.7
0.2
0.2
1.8
0.2
1.6
% AUB
% NN
None
26.6
35.1
%DIFFERENCE
% AUB
% NN
-8.5
2.8
8.0
1-4
26.6
43.5
16.9
13.8
22.7
%DIFFERENCE
% AUB
% NN
-5.2
43.1
62.6
-8.9
16.5
22.5
2.0
4.6
8.2
3.1
1.8
3.2
1.9
-8.3
.9
0.8
%DIFFERENCE
% AUB
% NN
%DIFFERENCE
-19.5
48.6
86.4
-37.8
-6.0
8.3
9.0
-0.7
-3.6
1.8
2.7
-0.9
-1.4
1.8
0.5
1.3
-1.9
1.8
0.7
1.1
0.1
2.8
0.2
2.6
44
34
20
11.9
.9
45
+
3.7
7.3
35
-
33.9
26.6
2.8
4.6
7.3
21.1
1.8
1.8
1.8
21
-
31.2
14.7
18.3
18.3
6.4
22.9
4.6
1.8
3.7
1.8
11
30.3
17
-
16
13
-
12
9-
6.4
4.6
26.6
2.8
43.1
48.6
40.4
50.5
13.8
1.8
13.8
11
52.3
52.3
26.6
13.8
16.5
8.3
26.6
12.8
13.8
31.2
8
None
5-
Scheduled teaching (give actual, not credit hours)
Preparing for teaching (including reading student papers and grading)
Advising and counseling of students
Committee work and meetings
Other administration
Research and scholarly writing
Other creative products/performances
Consultation with clients/patients
Community or public service
Outside consulting/freelance work
Household/childcare duties
Communicating via email
1-
4
% AUB
35 44
18
45+
1.8
0.0
1.8
.9
0.6
0.3
0.0
0.0
.9
0.1
0.8