University of Louisville
Diversity, Inclusion, and Work Climate
Descriptive Analysis
November 2011
Contents
Background ................................................................................................................................................... 3
Methodology................................................................................................................................................. 4
Demographics of Sample ............................................................................................................................. . 6
Part I: Diversity and Inclusion ..................................................................................................................... 12
Overall Climate at UofL ............................................................................................................... ............ 13
Support for diversity and inclusion ..................................................................................................... 13
Overall image of UofL ......................................................................................................................... 13
Welcoming and belonging at UofL...................................................................................................... 14
Inclusion .............................................................................................................................................. 15
Discriminatory language and behavior ............................................................................................... 16
Climate measures................................................................................................................................ 17
Openness ................................................................................................................................................ 20
Open environment at UofL ................................................................................................................. 20
Diversity in education and work environment ................................................................................... 20
Analyses of groups .................................................................................................................................. 21
Gender .................................................................................................................................................... 21
Race and ethnicity................................................................................................................................... 22
Office of Academic Planning & Accountability
11/2011
Lesbian, gay, bisexual, and transgender issues ...................................................................................... 23
Disabilities ............................................................................................................................................... 23
Other groups ........................................................................................................................................... 24
Part II: Work Environment ...................................................................................... .................................... 25
Employment at UofL ............................................................................................................................. .. 26
Length of employment........................................................................................................................ 26
Plans for future ............................................................................................................................. ...... 26
Perceptions of value ............................................................................................................................... 27
Compensation, benefits, & recognition .................................................................................................. 27
Work environment .................................................................................................................................. 28
Administration and communication ....................................................................................................... 29
Work/Life balance ................................................................................................................................... 30
Overall ..................................................................................................................................................... 30
Faculty ..................................................................................................................................................... 31
Faculty and governance ...................................................................................................................... 31
Feeling valued for teaching, service, and research............................................................................. 31
Part‐time Faculty & Adjuncts .................................................................................................................. 32
Situation and background ................................................................................................................ ... 32
Recognition and respect ..................................................................................................................... 32
Work environment .............................................................................................................................. 33
Participation & activities ..................................................................................................................... 33
Staff ......................................................................................................................................................... 33
Next Steps ................................................................................................................................................... 33
2
Background
In the Spring 2010 academic semester, two surveys designed to measure UofL community members’
perceptions of diversity, inclusion, and work environment were created and administered.
The first of these, the Student Diversity & Inclusion Survey, was designed by the Commission on
Diversity and Racial Equality (CODRE), Campus Environment Team and the Office of Academic Planning
and Accountability (OAPA). Undergraduate, graduate, and professional students were included in this
survey.
The second survey, the Work/Campus Climate Survey, was designed by CODRE, Campus Environment
Team, the Commission on the Status of Women (COSW), the Part‐time Faculty Committee of the Faculty
Senate, the Great Places to For Work Initiative, and OAPA. The Work/Campus Climate Survey was
designed to complement the concurrent The Chronicle’s Great Colleges to Work for Survey, which was
administered by a third party. Faculty/staff who did not receive The Chronicle’s survey received the
internal Work/Campus Climate Survey. The Work/Campus Climate Survey included the same diversity &
inclusion questions asked in the Student Diversity & Inclusion Survey. In addition, a series of specific
questions about UofL’s work environment were asked of faculty and staff. Some questions were asked
only of staff, others only of faculty (full‐time and part‐time/adjunct), and others only of part‐
time/adjunct faculty. These various sections will be detailed in Part II of this report.
The Methodology section details sample sizes and response rates for each survey.
The University of Louisville is committed to fostering a campus climate that respects and encourages
diversity. UofL’s Diversity Vision Statement details this commitment:
The University of Louisville strives to foster and sustain an environment of inclusiveness that empowers
us all to achieve our highest potential without fear of prejudice or bias.
We commit ourselves to building an exemplary educational community that offers a nurturing and
challenging intellectual climate, a respect for the spectrum of human diversity, and a genuine
understanding of the many differences‐including race, ethnicity, gender, gender identity, sexual
orientation, age, socioeconomic status, disability, religion, national origin or military status‐that enrich a
vibrant metropolitan research university.
We expect every member of our academic family to embrace the underlying values of this vision and to
demonstrate a strong commitment to attracting, retaining and supporting students, faculty and staff
who reflect the diversity of our larger society.
The goal of conducting these surveys is to assess the state of UofL with regard to difference and diversity
and to make progress towards the President’s charge to the Commission on Diversity and Racial
Equality: “Improve campus climate. Sponsor surveys of campus racial climate and student and
employee satisfaction to determine problem areas and to take steps to address them.” Based on this
report, members of the campus community will be able ascertain the University’s strengths and
weaknesses related to diversity, inclusion, and work environment.
3
Methodology
The Student Diversity & Inclusion Survey was sent by email to 8,517 undergraduate, graduate and
professional students and was administered between January 13 and February 5, 2010. The sample was
representative of the student population by gender and race/ethnicity. The sample was selected from
the preliminary student enrollment files for Spring 2010. 1,456 students responded for a response rate
of 17.1%. Limited marketing efforts were coordinated by the Office of the Vice Provost of Diversity &
International Affairs.
The Work/Campus Climate Survey of faculty and staff was sent by email to 5,408 faculty and staff and
was administered between March 22 and April 30, 2010. The sample was representative of the
faculty/staff population by IPEDS job classification. The sample was selected from the University’s
official employee census file extracted on November 1 of each year. 2,152 individuals responded for a
response rate of 39.7%. Marketing efforts were coordinated by the Office of Communications &
Marketing and OAPA and included targeted letters, reminder emails, and an article in UofL Today.
The responses of any individual who completed more than 50% of the survey were included in the
response rate and data analysis. A total of 3,608 responses were included in the response rate and
analysis.
Both surveys were comprehensive. Faculty, staff, and students who tested the instrument reported that
it took between 15 and 30 minutes to complete their surveys. Note that the faculty/staff survey was
longer, and this may contribute to the noted rates of non‐response in some sections. Demographic
questions were asked last so rates of non‐response may be higher for these questions.
Both surveys were deployed using eXplorance Blue software. This descriptive analysis was performed
using SAS and Microsoft Excel.
Throughout this report, total percentages may not result in 100% due to rounding. Also, “Strongly
agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and
“Disagree” have been combined and are reported as “Disagree.” For formatting purposes, many charts
in this report display only positive responses. The reader should not assume that the remaining total
represent have a negative perception as respondents had value neutral options as well.
Survey questions were adapted from campus climate surveys of other institutions as well as materials
available in the literature on assessing issues related to campus diversity. These sources include:
 previous UofL surveys on climate;
 University of California at Davis’ report on the 2008 University of California Undergraduate
Experience Survey;
 University of Kentucky’s Women’s Work report from their 2006 Work Life Survey
 University of Kentucky’s (2009) Climate for Learning Survey
4
 Lyons, R. E. (Ed.). (2007). Best Practices for Supporting Adjunct Faculty . Bolton, MA: Anker
Publishing Company.
 García, M., Hudgins, C. A., Musil, C. M., Nettles, M. T., Sedlacek, W. E., & Smith, D. G. (2001).
Assessing Campus Diversity Initiatives: A Guide for Campus Practitioners. Washington, D.C.:
Association of American Colleges and Universities.
5
Demographics of Sample
The following section details the demographic data collected from survey respondents. All data are self‐
reported. The data in this section are not from official University files.
Chart 1
Breakdown of faculty & staff respondents by primary role
Full‐time faculty
Full‐time faculty, 26%
Part‐time or adjunct faculty
Staff
Staff, 70%
Part‐time or adjunct
faculty, 5%
Chart 2
Breakdown of student respondents by status
Did not answer, <1%
Undergraduate
Graduate or professional
Graduate or
Did not answer
professional, 32%
Undergraduate, 68%
6
Chart 3
Gender
Faculty/Staff
0%
10%
20%
30%
Students
40%
50%
60%
90%
100%
31%
Male
Did not answer
80%
59%
58%
Female
Transgender
70%
39%
1%
1%
10%
3%
Chart 4 NOTE: Participants had the option to select “Do not wish to answer.” On this chart, the number responses of those who selected this
option are combined with the number of individuals who did select any response.
Sexual orientation
Faculty/Staff
0%
Bisexual
Gay or lesbian
10%
20%
Do not wish to answer/Did not answer
7
40%
50%
60%
70%
80%
90%
1%
3%
3%
4%
80%
Heterosexual
Other
30%
Students
86%
< 1%
1%
15%
6%
100%
Chart 5a NOTE: Faculty & staff did not have the option to select “other.”
Racial or ethnic background
Faculty/Staff
0%
American Indian or Alaska Native
Asian
10%
20%
Students
30%
40%
50%
60%
70%
80%
< 1%
< 1%
4%
5%
8%
Black or African American
13%
Native Hawaiian or Pacific Islander
< 1%
< 1%
White
2 or more races
Other
Did not answer
69%
2%
75%
6%
4%
3%
11%
Chart 5b
Hispanic or Latino
0%
10%
20%
Staff 50S%tudent6s0%
3 0% Facul4ty0/%
70%
80%
90%
100%
88%
No
93%
Yes
2%
3%
Did not
answer
8
11%
4%
Chart 6a
Disability
Faculty/Staff
0%
10%
20%
30%
Students
40%
50%
60%
70%
80%
90%
100%
85%
No
89%
6%
Yes
6%
10%
Did not answer
5%
Chart 6b Note: Does not include respondents who did not answer or responded “no” to the question “Do you have a disability?”
Type of disability
Faculty/Staff
0%
Auditory
5%
10%
15%
Students
20%
25%
30%
35%
40%
45%
14%
2%
6%
Learning or cognition
33%
43%
Mobility
Visual
19%
6%
2%
11%
More than 2 disabilities
20%
14%
Other
Did not answer
9
21%
5%
2%
50%
Chart 7
Veteran or serving in the military
Faculty/Staff
0%
10%
20%
30%
40%
Students
50%
60%
70%
80%
100%
84%
No
Yes
90%
90%
5%
4%
11%
Did not answer
7%
Chart 8a NOTE: Questions about socioeconomic class and total family income were adapted from the University of California at Davis’ 2008 report
on the University of California Undergraduate Experience Survey.
Socio‐economic class
Faculty/Staff
0%
Low‐income or poor
10%
20%
30%
Students
40%
2%
11%
22%
Working‐class
27%
40%
38%
Middle‐class
24%
Upper middle or professional
Wealthy
Did not answer
10
16%
1%
2%
11%
7%
50%
60%
70%
80%
90%
100%
Chart 8b NOTE: Participants had the option to select “Do not wish to answer.” On this chart, the number responses of those who selected this
option are combined with the number of individuals who did select any response.
Estimate of family's total income last year
Faculty/staff
0%
Less than $20,001
10%
20%
30%
1%
13%
$20,001‐$40,000
12%
16%
$40,001‐$60,000
15%
14%
14%
12%
$60,001‐‐$80,000
13%
10%
$80,001‐$100,000
$100,001‐$120,000
$120,001‐$150,000
9%
7%
7%
4%
$150,001‐$200,000
4%
3%
More than $200,000
4%
3%
Do not wish to answer/Did not answer
22%
18%
11
Students
40%
50%
60%
70%
80%
90%
100%
Part I: Diversity and Inclusion
Questions regarding diversity and inclusion centered on the following themes:
 Overall Climate for Diversity and Inclusion at UofL
o Support for diversity & inclusion
o Overall image of UofL
o Welcoming & belonging at UofL
o Inclusion
o Discriminatory language & behavior
o Climate measures
 Openness
o Open environment at UofL
o Diversity in education and work environment
o
 Analyses of groups
o Race and ethnicity
o Gay, lesbian, and transgender issues
o Disabilities and accessibility
o Age
o Veterans
o International faculty, staff, and students
o Religion
o Economic class
Each of the following sections consists of a brief analysis of faculty, staff, and students’ perceptions of the climate
surrounding each of these themes.
12
Overall Climate at UofL
Questions centered on this theme were designed to measure perceptions of UofL’s support for diversity and inclusion
initiatives, overall image of UofL, community members’ feelings of belonging at UofL, and the climate for various groups
on campus. Six questions directly asked about overall climate. The results of several of these questions follow. The
remaining questions about overall campus climate asked survey participants about their perceptions of climate for
specific groups. Questions about inclusion, discriminatory behavior, and climate measures of friendliness, comfort,
tolerance, and social integration provide information about climate for specific groups.
Support for diversity and inclusion
Chart 9
Responses to "UofL has done a good job supporting diversity"
Faculty/Staff
Students
100%
80%
72%
78%
60%
40%
20%
5%
5%
14%
15%
1%
1%
7%
1%
0%
Agree
Disagee
Neutral
N/A
Did not answer
Overall image of UofL
Chart 10
Responses to "UofL has a good image"
Faculty/staff
Students
100%
80%
75%
62%
60%
40%
22%
20%
8%
18%
6%
1%
1%
8%
1%
0%
Agree

Disagree
Neutral
N/A
Did not answer
“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are
reported as “Disagree.”
13
Welcoming and belonging at UofL
Chart 11
Agree with the following statements
Faculty/Staff
Students
90%
81%
80%
70%
74%
69%
64%
60%
50%
40%
30%
20%
10%
0%
"Overall, I am welcomed & encouraged at UofL"

“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
14
"I feel that I belong at UofL"
Inclusion
Participants were also asked the degree to which they believe UofL promotes and encourages the inclusion of groups
noted in UofL’s Diversity Vision Statement. As the chart below shows, students responded more positively than
faculty/staff for all groups. Tests of significance should be performed to determine whether this difference is
statistically meaningful.
Chart 12
Agree with "I believe that the University promotes and encourages
inclusion of..."
Faculty/Staff
0%
10%
Students
Percent of respondents who agree
20% 30% 40% 50% 60% 70% 80% 90% 100%
76%
Women
86%
Men
77%
People of all races and ethnicities
76%
People of all sexual orientations
72%
77%
People of all gender identities
84%
68%
75%
People with disabilities
71%
People of all ages
70%
Military personnel and veterans
79%
78%
74%
81%
Different national origins, intern. students, faculty/staff
77%
Persons of all religious groups
72%
78%
People who are low‐income or working class

87%
“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
15
85%
67%
71%
Discriminatory language and behavior
The chart below compares the percentages of faculty/staff and students who have heard or observed discriminatory
language or behavior directed at people of specific groups named in UofL’s Diversity Vision Statement. Students were
more likely than faculty/staff to have heard or witnessed incidences of discrimination across all groups. No more than
26% of faculty/staff reported witnessing discrimination against any of the named groups, and ranged from 5% for
veterans and military personnel to 25% for gay, lesbian, bisexual, and transgender (LGBT) people and persons of a
particular religious background. The percentage of students who reported such behavior ranged from 9% for veterans
and military personnel to 48% for LGBT people. Tests of significance should be performed to determine whether these
differences are statistically meaningful.
Chart 13
In the past year, has heard an insensitive or disparaging remark or
observed discriminatory behavior at least once on campus directed at...
Faculty/Staff
0%
Students
Percent of respondents who heard or witnessed discrimation
10% 20% 30% 40% 50% 60% 70% 80% 90%
25%
Women
34%
14%
18%
Men
25%
Persons of a particular racial or ethnic background
38%
26%
Gay, lesbian, bisexual, or transgender people
People with disabilities
48%
9%
19%
10%
Non‐traditional students
Veterans and military personnel
31%
5%
9%
23%
International students or faculty/staff
32%
26%
Persons of a particular religious backgrounds
People who are low‐income or working class
46%
17%
22%
16
100%
Climate measures
The survey included a series of questions designed to explore the climate for various groups at UofL. Participants were
asked to rate the climate based on how friendly, comfortable, tolerant, and socially integrated they perceived it to be.
Participants were provided the following definitions:
 “Friendly” is defined as showing kindness and support.
 “Comfortable” is defined as being free from stress and tension.
 “Tolerant” is defined as accepting or showing respect for someone with practices or beliefs different from your
own.
 “Socially integrated” means that individuals from diverse groups interact with people unlike themselves.
The scale ranged from “Extremely” to “Not at all.” Ratings of “Extremely” or “Very” are considered positive. Although
we asked about perception of climate among select segments of our target population, we believe some individuals did
not answer the question or responded Not Applicable/No basis for judgment if they did not belong to or were not
familiar with the group in question.
Questions were designed to make a distinction between the climate for women and in terms of gender relations, which
gauges the climate for all genders.
These questions were adapted from Assessing Campus Diversity Initiatives: A Guide for Practitioners by Mildred Garcia et
al (2001).
17
Chart 14a
Student perception of climate for all groups
100%
90%
80%
70%
60%
Percent of students who
rated climate as positive
50%
40%
30%
20%
10%
0%
18
Friendly
Comfortable
Tolerant
Socially
Integrated
Gender Relations
73%
72%
70%
70%
Women
78%
73%
76%
77%
Race/Ethnicity
65%
60%
68%
45%
LGBT
45%
37%
43%
38%
Disabilities
67%
60%
67%
53%
Non‐traditional Students
63%
58%
63%
48%
Veterans and Military Personnel
62%
62%
63%
57%
International Students and
Faculty/Staff
67%
63%
66%
55%
Religion
56%
53%
57%
Economic Class
57%
52%
58%
52%
53%
Chart 14b
Faculty/staff perception of climate for all groups
100%
90%
80%
70%
60%
Percent of faculty/staff
who rated climate as
positive
50%
40%
30%
20%
10%
0%
Friendly
Comfortable
Tolerant
Socially
Integrated
Gender Relations
55%
51%
53%
51%
Women
61%
55%
58%
59%
Race/Ethnicity
55%
46%
55%
41%
LGBT
39%
33%
38%
33%
Disabilities
53%
47%
52%
43%
Non‐traditional Students
51%
47%
50%
42%
Veterans and Military Personnel
48%
46%
48%
43%
International Students and
Faculty/Staff
56%
51%
53%
46%
Religion
47%
44%
45%
40%
Economic Class
46%
42%
45%
39%
For both faculty/staff and students, climate was perceived as least positive for LGBT people and most positive for
women.
19
Openness
Questions about openness focus on the degree to which community members feel as though they can express
themselves and on community members’ perceptions of openness to diversity. Five questions were designed to
measure respondents’ perceptions of UofL’s openness. The responses to a few of those questions are highlighted
below.
Open environment at UofL
Chart 15
Responses to "UofL provides an open environment for the free
expression of ideas, beliefs, and opinions"
Faculty/Staff
Students
100%
79%
80%
60%
60%
40%
21%
20%
11%
6%
14%
1%
1%
8%
1%
0%
Agree
Disagee
Neutral
N/A
Did not answer
Diversity in education and work environment
Chart 16
Responses to "I believe that learning about people from a variety of
different cultures is an important part of my education/work"
Faculty/Staff‐‐Work
100%
80%
Students‐‐Education
84%
74%
60%
40%
20%
5%
6%
12%
9%
1%
0%
8%
1%
0%
Agree
20
Disagee
Neutral
N/A
Did not answer

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are
reported as “Disagree.”

21
Overall, UofL community members agreed that learning about people from diverse backgrounds is an important part of
their education or work environment. Students were presented with this statement: “I believe that learning about
people from a variety of different cultures is an important part of my college education.” Faculty and staff were
presented with this statement: “I believe that learning about people from a variety of different cultures is an important
part of my work environment.”
Analyses of groups
Gender
Nine questions were asked about gender relations generally, and women and men specifically. Comparisons of
responses about gender with other groups are available in the Overall Climate at UofL section of this report.
Four questions were asked about gender and diversity within the classroom. Only faculty and students were asked
about gender and diversity within the classroom. Staff were not asked about gender and diversity within the classroom.
Chart 17
Agree with the following statements
Faculty
Students
100%
90%
80%
70%
60%
66%
60%
50%
40%
30%
17%
20%
6%
10%
0%
"I/my professors present contributions of women in course "My students/my professors have set expectations based
material & readings"
on my gender"

“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
21
Race and ethnicity
Eight questions were asked about the general racial climate at UofL. Comparisons of responses about race/ethnicity
with other groups are available in the Overall Climate at UofL section of this report. In addition our analysis of questions
that were asked of all groups, we have provided some detail on additional questions asked about race and ethnicity.
Chart 18a
Agree with the following statements
Faculty
Students
100%
80%
60%
40%
38%
26%
16%
20%
7%
0%
"My social interactions on campus are largely with people
of my own race/ethnicity"
"I have been a target of racial/ethnic stereotyping"
Six questions were asked about race/ethnicity and diversity within the classroom. Only faculty and students were asked
about race/ethnicity and diversity within the classroom. Staff were not asked about race/ethnicity and diversity within
the classroom.
Chart 18b
Agree with the following statements
Faculty
Students
100%
80%
60%
65%
58%
40%
14%
20%
7%
0%
"I/my professors present contributions of racial/ethnic
minorities in course material & readings"
"My students/my professors have set expectations based
on my race or ethnicity"
Several classroom‐related questions were asked only of students. Seventy‐nine (79%) of students report that they have
learned from other students who are from a different race or ethnicity than their own and 78% agree that their

“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
22
professors are fair to all students regardless of their racial or ethnic background.

“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
23
Lesbian, gay, bisexual, and transgender issues
Nine questions were asked about the climate for LGBT people at UofL. Comparisons of responses about sexual
orientation and gender identity with other groups are available in the Overall Climate at UofL section of this report. In
addition to the questions that were asked of all groups, the survey included the following question:
Chart 19
Responses to "People who are gay, lesbian, bisexual, or transgender
have a difficult time fitting in on this campus"
Faculty/Staff
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
45%
48%
30%
9%
Students
30%
12%
9%
8%
8%
1%
Agree
Disagee
Neutral
N/A
Did not answer
Disabilities
Seven questions were asked about the climate at UofL for people with disabilities. Comparisons of responses about
disabilities with other groups are available in the Overall Climate at UofL section of this report. In addition our analysis
of questions that were asked of all groups, we have provided some detail on an additional question asked about
accessibility at UofL.

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are
reported as “Disagree.”
23
Chart 20
Responses to "UofL is accessible to people with disabilities"
Faculty/Staff
Students
100%
90%
80%
70%
74%
61%
60%
50%
40%
30%
19%
20%
14%
8%
10%
6%
5%
4%
8%
1%
0%
Agree
Disagee
Neutral
N/A
Did not answer
Other groups
Six questions were asked about the climate at UofL each of the remaining groups: people of all ages and non‐traditional
students; veterans and military personnel; people of different nationalities, including international faculty, staff, and
students; people of all religions; and people who are low‐income or working class.
Responses to questions of these groups are reported in the comparison charts in the Overall Climate at UofL section of
this report.

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are
reported as “Disagree.”
24
Part II: Work Environment
Faculty and staff were surveyed about their perceptions of UofL’s work environment. These questions were designed to
correlate with themes covered in The Chronicle’s Great Colleges to Work for Survey.
Questions regarding work environment centered on the following themes:





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Employment at UofL
o Length of employment
o Plans for future
Faculty/Staff Work Climate
o Perceptions of value
o Compensation, benefits, & recognition
o Work environment
o Administration & communication
o Work/Life balance
o Overall
Faculty
o Faculty & governance
o Feeling valued for teaching, service, & research
Part‐time Faculty & Adjuncts
o Situation & background
o Recognition & respect
o Work environment
o Participation & activities
Staff
Employment at UofL
Length of employment
Chart 21
How long have you worked at UofL?
did not answer, 11%
have worked at UofL for
less than 1 year, 4%
have worked at UofL
more than 15 years, 28%
have worked at UofL for
1‐3 years, 17%
have worked at UofL for
11‐15 years, 11%
have worked at UofL for
4‐5 years, 12%
have worked at UofL for
6‐10 years, 18%
Plans for future
Chart 22
How long do you plan to work at UofL?
plan to work at UofL less
than 1 year, 2%
did not answer, 11%
plan to work at UofL 1‐3
years, 8%
plan to work at UofL until
retirement, 42%
plan to work at UofL 4‐10
years, 23%
plan to work at UofL 11‐
15 years, 7%
26
plan to work at UofL over
15 years, 7%
Faculty/Staff Work Climate
Perceptions of value
Chart 23
Agree that they feel valued by each of the following
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
84%
83%
75%
Part‐time/adjunct faculty
87%
Staff
83%
80%
75%
73%
78%
70%
74% 72%
61%
44%
Co‐workers
Students
43%
47%
39% 37%
University‐wide
administration
Supervisor or chair Faculty members
Staff members
Compensation, benefits, & recognition
Chart 24
Agree with following statements
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Staff
75%
66%
53%
42%
38%
44%
34%
fairly compensated
27
Part‐time/adjunct faculty
27%
24%
benefits meet needs
offered opportunity for
advancement
49%
39%
46%
recognized for contributions

“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
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Work environment
Chart 25a
Agree with the following statements about working conditions
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Part‐time/adjunct faculty
76%
53%
44%
33%
36% 38% 35%
Staff
84%
74%
62% 60%
70% 72%
67%
61%
47%
35%
17%
Asked to perform Working conditions at
duties not in job
description
Department is
Job makes good use Encouraged to offer
UofL have improved adequately staffed to
over the last five
years
of my skills and
cover the regular
workload
suggestions
abilities
Encouraged to be
innovative in my
teaching or my work
Chart 25b
Agree with the following statements about physical environment
Full‐time faculty
Part‐time/adjunct faculty
Staff
100%
90%
80%
74%
65%
70%
60%
75%
70%
69%
63%
62%
61%
56%
52% 54%
50%
55%
61%
60%
50%
40%
30%
20%
10%
0%
Physical facilities
adequate


Campus grounds and
facilities are well‐
maintained
Have the proper
equipment, supplies, and
instruments necessary to
perform their jobs
“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
28
Work area/building is
well‐maintained
Feel safe on campus
effectively


“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
29
Administration and communication
Chart 26a
Agree with the following statements about communication
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Part‐time/adjunct faculty
Staff
76%
63% 65% 62%
59% 62%
64%
64%
66%
64% 61%
63%
49%
42%
54%
49% 50%
35%
Supervisor or chair Well‐informed about Administration
Good
Policies are clearly Policies are easy to
shares key
policies & issues
shares info with communication and
defined
find online
information
campus community
coordination
between academic
and non‐academic
personnel in their
department
Chart 26b
Agree with the following statments about administration
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
64%
62%
46%
49%
53% 52% 54%
54%
67%
57%
67%
66%
72%
64%
66%
65%
54%
45%
Administration
Co‐workers in
Other
cares about the their department departments are
being of
work well
willing to
faculty & staff
together as a
collaborate with
team
them to help
them do their job
“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
29
Staff
79%
73%
UofL is well run

Part‐time/adjunct faculty
51%
Job duties are
Supervisor or
Policies are
clearly defined chair is consistent administered well‐
and fair
fairly and equally
Work/Life balance
Chart 27
Agree with the following statements
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Part‐time/adjunct faculty
Staff
79%
67% 65%
56%
54%
37% 39%
53%
52%
39%
35% 37%
10% 7% 10%
Difficult to balance
At end of day, often
needs of work & family
feel exhausted
There are adequate
childcare facilities
Supervisor or chair
understanding of
family situations
UofL's policies &
procedures help
balance work & home
life
Overall
Chart 28
Agree with the following statements
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
84% 83%
71%
Part‐time/adjunct faculty
82% 83%
73%
78% 79%
64%
68%
73%
67%
50%
“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
30
75%
69%
Proud to be part of UofL is a good place to Would recommend
UofL
work
UofL as place of
employment

Staff
Would want family or Satisfied with their job
friends to attend
Faculty
Several questions were asked only of full‐time and part‐time/adjunct faculty. Questions asked of faculty center around
several themes:
Faculty and governance


65% agree or strongly agree that faculty are involved in decisions related to academics and the curriculum
52% agree or strongly agree and 19% disagree or strongly disagree that the role of faculty in shared governance
is clearly stated and recognized
Feeling valued for teaching, service, and research
Chart 29
Faculty agree that they feel valued by UofL for the following...
Teaching
57%
Service to the community
40%
Service to the University
50%
Research & scholarship
46%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Generally, female faculty are less likely than male faculty to agree or strongly agree that they feel valued for all items.
Part‐time and adjunct faculty are less likely than full‐time faculty to agree or strongly agree that they feel valued for
their research and scholarship, service to the University, and service to the community, but are more like to agree or
strongly agree that they feel valued for their teaching. Future analysis will gauge the statistical significance of these
apparent differences.
31

“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
32
Part‐time Faculty & Adjuncts
Several questions were asked only of part‐time and adjunct faculty. Questions asked of this group center around
several themes:
Situation and background
Chart 30 NOTE: Questions about part‐time/adjunct faculty situation and background were adapted from Best Practices for Supporting Adjunct
Faculty, edited by Richard E. Lyons.
Responses to "As a part‐time faculty member, adjunct, or instructor, which of the
following best describes your situation?"
100%
90%
80%
70%
60%
50%
40%
30%
27%
26%
19%
20%
17%
10%
10%
1%
0%
I am already an I am a freelancer and
expert or
I teach part‐time in
addition to other
professional, have
full‐time
employment
employment
elsewhere and teach
part‐time as a way to
network with others
I am an aspiring
I have recently
academic who is in retired or am in the
the process of
process of retiring
finishing or has
from full‐time
recently finished the
employment
terminal degree in
my field and teach
part‐time in
preparation for a
full‐time academic
position
Other
Did not answer
Recognition and respect


33
64% strongly agree or agree that they are respected by full‐time faculty in their department; 17% strongly
disagree or disagree
50% strongly agree or agree that their chair gives them recognition for their work; 21% strongly disagree or
disagree
Work environment
Greater than 60% of the adjunct and part‐time faculty who responded agreed with the following:




they receive information about UofL from their chair
they are satisfied with the amount of notice they receive when their courses are scheduled or changed
they are satisfied with the number of courses they are offered to teach
they are satisfied with the support I receive from IT
Less than 50% of the adjunct and part‐time faculty surveyed agreed with the following:


their assigned classroom and/or lab space enables them to teach effectively
their assigned office space is adequate for meeting with students
Participation & activities
Greater than 50% of the adjunct and part‐time faculty who responded agreed with the following:

they were invited to participate in faculty meetings
Between 25% and 40% of the adjunct and part‐time faculty who responded agreed with the following:




they often or very often advise students
they often or very often attend UofL events
they often or very often attend department faculty meetings
they or very often attend other department functions
Less than 20% of respondents agreed that they often or very often serve on faculty committees
Staff
Two questions were asked only of staff.
The large majority of staff surveyed work the day shift
35% of staff agree that staff have a voice in the direction of UofL; 35% also agreed that they were satisfied with the role
Staff Senate plays in decision‐making at UofL.
In future reports on these surveys, we will include additional analysis on staff.
Next Steps
This report will be presented to our partners and other key constituent groups. Based on their feedback, we will
conduct additional analysis and/or more advanced statistical analyses to produce a final report.

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are
reported as “Disagree.”
34