|
> Office of Planning & Analysis > Faculty & Staff
Faculty Self Study Questionnaire Results--Standard IV
Key: NR=No Response SA=Strongly Agree A=Agree D=Disagree SD=Strongly Disagree
DH=Departmental Heads NT=Non-tenured Faculty SC=Faculty Council Steering Committee T=Tenured Faculty
Q1 Generally, MSU-Bozeman faculty are qualified for the
positions they hold.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
| SA |
5 |
2 |
6 |
5 |
18 |
| A |
3 |
7 |
1 |
7 |
18 |
| TOTAL |
8 |
9 |
7 |
12 |
36 |
|
Basic agreement with the proposition among all groups.
|
Q2 MSU-Bozeman has an effective process for the recruitment and appointment of high-quality, full-time faculty.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
| SA |
4 |
1 |
3 |
1 |
9 |
| A |
4 |
5 |
4 |
9 |
22 |
| D |
|
3 |
|
2 |
5 |
| TOTAL |
8 |
9 |
7 |
12 |
36 |
|
There is general agreement with the proposition. Only 14% disagree, none strongly disagree.
|
Q3 MSU-Bozeman faculty compensation is not sufficient to retain high-quality faculty.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
| SA |
2 |
5 |
|
2 |
9 |
| A |
4 |
1 |
4 |
6 |
15 |
| D |
2 |
3
|
3
|
4
|
12 |
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
33% disagree, 66% agree or agree strongly. |
Q4 Promotion and tenure procedures are effective in stimulating
professional growth of MSU-Bozeman faculty.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
|
|
1
|
|
1
|
|
A
|
8
|
8
|
4
|
3
|
23
|
|
D
|
|
1
|
2
|
7
|
10
|
|
SD
|
|
|
|
2
|
2
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
Responses cover the waterfront. Disagreement comes primarily from
the tenured faculty group. |
Q5 MSU-Bozeman faculty effectively participate in the
academic planning of the institution.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
1
|
|
|
1
|
|
SA
|
|
|
1
|
1
|
2
|
|
A
|
3
|
5
|
3
|
1
|
12
|
|
D
|
3
|
3
|
2
|
7
|
15
|
|
SD
|
2
|
|
1
|
3
|
6
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
Opinions split. Strongest disagreement comes from department
heads and tenured faculty. |
Q6 MSU-Bozeman faculty do not effectively participate
in the governance of the institution.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
1
|
|
|
1
|
|
SA
|
1
|
1
|
|
3
|
5
|
|
A
|
5
|
2
|
2
|
9
|
18
|
|
D
|
2
|
5
|
5
|
|
12
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
64% agree or strongly agree, but 33% disagree. |
Q7 Part-time and adjunct faculty contribute positively
to the instructional quality of the institution.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
3
|
3
|
2
|
2
|
10
|
|
A
|
5
|
5
|
5
|
9
|
24
|
|
D
|
|
1
|
|
1
|
2
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
94% agree or strongly agree. |
Q8 Lack of funding for basic instructional purposes is
negatively affecting learning in the academic units.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
5
|
1
|
3
|
5
|
14
|
|
A
|
3
|
7
|
3
|
7
|
20
|
|
D
|
|
|
1
|
|
1
|
|
SD
|
|
1
|
|
|
1
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
94% agree or strongly agree. 39% strongly agree. This may be
perceived as a serious problem. |
Q9 Support for innovation in instruction is generally
available at MSU-Bozeman.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
1
|
|
1
|
2
|
|
SA
|
1
|
1
|
|
|
2
|
|
A
|
2
|
2
|
3
|
5
|
12 |
|
D
|
4
|
4
|
3
|
5
|
16
|
|
SD
|
1
|
1
|
1
|
1
|
4
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
Opinions mixed on this proposition. 55% responded negatively. A majority of all groups selected either disagree or strongly disagree. |
Q10 The four-campus MSU System restructuring has resulted
in more advantages for MSU-Bozeman
than disadvantages.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
1
|
6
|
|
3
|
10
|
|
A
|
|
1
|
|
|
1
|
|
D
|
5
|
1
|
5
|
6
|
17
|
|
SD
|
2
|
1
|
5
|
3
|
8
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
28% did not respond. Only one response agreed with the proposition, 69%
disagree or strongly disagree. The restructuring is seen as having
harmed MSU-Bozeman by all groups. |
Q11 Most factors affecting the tenure-track faculty's
ability to offer high-quality learning opportunities
have been improving.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
3
|
1
|
1
|
5
|
|
A
|
3
|
2
|
1
|
2
|
8
|
|
D
|
5
|
2
|
3
|
6
|
16
|
|
SD
|
|
2
|
2
|
3
|
7
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
Most believe their ability to offer high-quality learning opportunities
have not been improved, 64%, while14% didn't respond.
|
Q12 The MUS System's governing Board of Regents' policies
generally benefit the learning endeavor
at MSU-Bozeman.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
3
|
1
|
1
|
5
|
|
SA
|
1
|
|
|
|
1
|
|
A
|
1
|
2
|
1
|
1
|
5
|
|
D
|
5
|
3
|
2
|
9
|
19
|
|
SD
|
1
|
1
|
3
|
1
|
6
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
Largely (69%) negative response to this proposition; department heads and
tenured faculty responded quite negatively. |
Q13 Funding acquired by the MSU Foundation is generally
directed to support academics.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
1
|
4
|
1
|
3
|
9
|
|
SA
|
|
|
|
1
|
1
|
|
A
|
2
|
1
|
1
|
3
|
7
|
|
D
|
4
|
2
|
4
|
2
|
12
|
|
SD
|
1
|
2
|
1
|
3
|
7
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36 |
|
Opinion split with 25% not responding, 53% either disagree or strongly
disagree. |
Q14 MSU-Bozeman generally engages in comprehensive planning
with a high priority for instruction.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
1
|
|
|
1
|
|
A
|
|
5
|
|
1
|
6
|
|
D
|
7
|
3
|
5
|
8
|
23
|
|
SD
|
1
|
|
2
|
3
|
6
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Substantial disagreement (81%) with the proposition, particularly from
department heads, tenured faculty, and steering committee. |
Q15 Adjunct faculty are increasing in number while the
number of tenure-track faculty decline.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
3
|
1
|
3
|
7
|
|
SA
|
|
2
|
2
|
2
|
6
|
|
A
|
6
|
3
|
4
|
6
|
19
|
|
D
|
2
|
1
|
|
1
|
4
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Substantial agreement; 69% agree or agree strongly, 19% no response. Only 11% disagree. |
Q16 My department has effective means of assessing student
outcomes.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
1
|
1
|
|
SA
|
|
1
|
|
1
|
2
|
|
A
|
7
|
2
|
3
|
6
|
18
|
|
D
|
1
|
2
|
3
|
4
|
10
|
|
SD
|
|
4
|
1
|
|
5
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Split opinion; 56% agree or strongly agree, 42% disagree or strongly disagree.
|
Q17 MSU has an effective planning process that determines
resource allocation.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
3
|
|
2
|
5
|
|
SA
|
1
|
|
|
|
1
|
|
A
|
|
|
1
|
|
1
|
|
D
|
4
|
3
|
4
|
6
|
17
|
|
SD
|
3
|
3
|
2
|
4
|
12
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
General disagreement. 14% no response, 47% disagree, 33%
strongly disagree. Only 5% agree or strongly agree. |
Q18 All tenure-track faculty should be engaged in both
research/creative activity and teaching
at MSU-Bozeman.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
2
|
5
|
5
|
5
|
17
|
|
A
|
5
|
3
|
1
|
5
|
14
|
|
D
|
1
|
1
|
1
|
2
|
5
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Very strong agreement: 47% strongly agree, 40% agree, 14% disagree. All groups buy into the proposition that faculty should be involved in
both scholarship and teaching. |
Q19 Academic departments across the institution generally
have equitable workloads and resources
to support teaching.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
1
|
|
1
|
2
|
|
SA
|
|
|
|
1
|
1
|
|
A
|
|
1
|
2
|
|
3
|
|
D
|
2
|
2
|
3
|
6
|
13
|
|
SD
|
6
|
5
|
2
|
4
|
17
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Relatively strong disagreement on this proposition with 83% disagree or
strongly disagree. All groups are consistent on this issue. |
Q20 Across the faculty, there is generally a common understanding
of the University's goals and mission.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
1
|
1
|
|
A
|
3
|
3
|
2
|
4
|
12
|
|
D
|
3
|
2
|
4
|
6
|
15
|
|
SD
|
2
|
4
|
1
|
1
|
8
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
Split, but the majority disagree (42%) or strongly disagree (22%).
|
Q21 The learning experience at MSU-Bozeman, including
research/creative activity, generally receives the correct
allocation of support from all University resources.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
1
|
2
|
3
|
|
A
|
|
2
|
1
|
1
|
4
|
|
D
|
5
|
3
|
3
|
7
|
18
|
|
SD
|
3
|
4
|
2
|
2
|
11
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Strongly biased against the proposition, 50% disagree and 31% strongly
disagree. |
Q22 A balanced workload of teaching and research/creative
activity for faculty is a common characteristic
of most tenure-track faculty.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
1
|
|
1
|
|
SA
|
1
|
|
|
1
|
2
|
|
A
|
3
|
3
|
3
|
6
|
15
|
|
D
|
4
|
4
|
2
|
3
|
13
|
|
SD
|
|
2
|
1
|
2
|
5
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Nearly evenly split between disagreement and agreement. Faculty appear
a bit less inclined to support the statement than either department heads
or steering committee members. |
Q23 In general, research and creative activity are adequately
supported across all disciplines including the Sciences,
Humanities, Arts,
Social Sciences, and Professional programs for tenure-track faculty.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
4
|
1
|
3
|
8
|
|
SA
|
|
|
|
1
|
1
|
|
A
|
2
|
1
|
2
|
1
|
6
|
|
D
|
5
|
3
|
3
|
3
|
14
|
|
SD
|
1
|
1
|
1
|
4
|
7
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Surprisingly, 22% did not respond. 58% either disagree or strongly
disagree. |
Q24 Undergraduate students generally develop an understanding
of research/creative activity through
observation of faculty activities.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
2
|
2
|
|
SA
|
|
1
|
|
|
1
|
|
A
|
1
|
|
1
|
2
|
4
|
|
D
|
7
|
1
|
2
|
6
|
16
|
|
SD
|
|
7
|
4
|
2
|
13
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Most (81%) disagree with the proposition. This question may not
be appropriately phrased because it is unclear as to whether students never
acquire that understanding or they do not learn it by observing faculty.
|
Q25 Basic and applied research/creative
activity are both valid forms of scholarship.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
4
|
9
|
6
|
7
|
26
|
|
A
|
4
|
|
1
|
5
|
10
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
All faculty agree or strongly agree with the statement. Most,
(72%), strongly agree. |
Q26 Most faculty understand the policies governing the
distribution cross of IDC's generated by
research and creative activity.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
1
|
|
|
|
1
|
|
A
|
2
|
2
|
3
|
4
|
11
|
|
D
|
4
|
2
|
3
|
5
|
14
|
|
SD
|
1
|
5
|
1
|
3
|
10
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Mixed response to this proposition. Most disagree (39%)
or strongly disagree (28%), but 33% agree or strongly agree. The
mix across groups is nearly uniform. |
Q27 At MSU-Bozeman, appropriate representation
from across the faculty determines how IDC's are to be used.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
3
|
|
3
|
6
|
|
SA
|
|
|
|
2
|
2
|
|
A
|
1
|
3
|
2
|
|
6
|
|
D
|
6
|
3
|
3
|
4
|
16
|
|
SD
|
1
|
|
2
|
3
|
6
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
A mixed response but substantial disagreement (61%) and a relatively large
no response (17%). |
Q28 Generally, teaching loads for tenure-track faculty
are consistent with research/creative activity expectations.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
1
|
1
|
|
SA
|
1
|
|
|
|
1
|
|
A
|
1
|
2
|
2
|
5
|
10
|
|
D
|
5
|
2
|
3
|
3
|
13
|
|
SD
|
1
|
5
|
2
|
3
|
11
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Some mixture, but stronger toward disagree (66%). |
Q29 The offices of Academic Affairs, and Research/Creative
Activity & Technology Transfer have worked cooperatively
in furtherance
of total learning activities.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
6
|
1
|
4
|
11
|
|
SA
|
1
|
|
|
1
|
2
|
|
A
|
4
|
1
|
1
|
2
|
8
|
|
D
|
2
|
1
|
3
|
2
|
8
|
|
SD
|
1
|
1
|
2
|
3
|
7
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Nothing even approaching consensus on this one, 31% did not respond.
The remainder were spread from strongly agree to strongly disagree. Slight tendency toward disagreement. |
Q30 Montana's political bodies and its citizens believe
that research/creative activity at MSU-Bozeman should be
widely supported
by State funds.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
1
|
|
1
|
2
|
|
SA
|
|
1
|
|
|
1
|
|
A
|
2
|
1
|
1
|
|
4
|
|
D
|
4
|
4
|
2
|
7
|
17
|
|
SD
|
2
|
2
|
4
|
4
|
12
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Pretty substantial disagreement on this proposition (69%). |
Q31 If adequately supported, research/creative activity
by faculty enhances the undergraduate learning experience.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
2
|
6
|
1
|
5
|
14
|
|
A
|
6
|
2
|
5
|
6
|
19
|
|
D
|
|
1
|
1
|
1
|
3
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Strong agreement (92%) for this proposition. |
Q32 Across the University, the expectation for the demonstration
of scholarship is appropriately focused primarily
on the number of refereed
articles published.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
2
|
2
|
|
|
4
|
|
SA
|
1
|
|
2
|
2
|
5
|
|
A
|
2
|
1
|
1
|
5
|
9
|
|
D
|
3
|
4
|
3
|
4
|
14
|
|
SD
|
|
2
|
1
|
1
|
4
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Split, but tendency toward disagreement (50%), but with 11% not responding
it is not clear. |
Q33 My department has in place procedures that result
in some type of substantive performance evaluation
and review for all faculty
members at least every third year.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
4
|
5
|
2
|
5
|
16
|
|
A
|
2
|
4
|
3
|
4
|
13
|
|
D
|
2
|
|
2
|
3
|
7
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
General agreement (81%) but some disagreement (19%). |
Q34 MSU has in place effective plans and procedures that
specify the process and criteria by which it
evaluates faculty members
on a continuing basis.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
1
|
|
|
|
1
|
|
SA
|
2
|
|
|
1
|
3
|
|
A
|
4
|
5
|
6
|
6
|
21
|
|
D
|
1
|
2
|
1
|
3
|
7
|
|
SD
|
|
2
|
|
2
|
4
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Most in agreement (66%) but some disagreement (28%). Greatest variation
among the tenured faculty. |
Q35 For decisions involving promotion/tenure/annual review,
my department provides for administrative
access to primary or raw evaluation
data.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
3
|
|
2
|
5
|
|
SA
|
4
|
4
|
1
|
1
|
10
|
|
A
|
4
|
2
|
3
|
6
|
15
|
|
D
|
|
|
3
|
3
|
6
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Strong agreement (69%) little disagreement (17%). |
Q36 My department's evaluation of teaching includes meaningful
student assessment.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
1
|
1
|
|
SA
|
1
|
2
|
|
1
|
4
|
|
A
|
5
|
3
|
3
|
6
|
17
|
|
D
|
2
|
1
|
3
|
3
|
9
|
|
SD
|
|
3
|
1
|
1
|
5
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Most in agreement (58%), disagreement (39%). Greatest variation exhibited
among the tenured faculty. |
Q37 My department's evaluation of teaching includes meaningful
collegial assessment.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
1
|
1
|
|
SA
|
|
1
|
|
|
1
|
|
A
|
6
|
2
|
4
|
7
|
19
|
|
D
|
2
|
4
|
2
|
2
|
10
|
|
SD
|
|
2
|
1
|
2
|
5
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Most in agreement (55%) but substantial disagreement (42%). Response
seems relatively evenly distributed across the groups. |
Q38 My department's evaluation of teaching includes meaningful
administrative assessment.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
3
|
3
|
|
SA
|
1
|
|
|
1
|
2
|
|
A
|
7
|
4
|
1
|
4
|
16
|
|
D
|
|
3
|
5
|
3
|
11
|
|
SD
|
|
2
|
1
|
1
|
4
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Almost evenly split. Department heads responded
more positively than the other groups. |
Q39 Student course evaluations are the dominate factor
in the annual review process.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
1
|
3
|
1
|
2
|
7
|
|
A
|
2
|
2
|
3
|
6
|
13
|
|
D
|
5
|
3
|
2
|
2
|
12
|
|
SD
|
|
1
|
1
|
2
|
4
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Nearly evenly split. 55% agreement/45% disagreement. |
Q40 My department's evaluation of the quality of research/creative
activity productivity includes peer judgments
about publications and success
in securing external funding.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
1
|
|
|
|
1
|
|
SA
|
2
|
|
1
|
1
|
4
|
|
A
|
5
|
7
|
5
|
7
|
24
|
|
D
|
|
1
|
1
|
3
|
5
|
|
SD
|
|
1
|
|
1
|
2
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Substantial agreement (78%). |
Q41 My department has established procedures for the
evaluation of service to the profession, school and community.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
SA
|
2
|
|
|
2
|
4
|
|
A
|
4
|
6
|
5
|
7
|
22
|
|
D
|
1
|
2
|
|
2
|
5
|
|
SD
|
1
|
1
|
2
|
1
|
5
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Substantial agreement (72%). |
Q42 If a faculty member desires to improve teaching performance,
MSU-Bozeman has in place adequate
procedures and resources to help the
faculty member's pursuit of quality teaching.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
2
|
2
|
|
SA
|
1
|
1
|
|
|
2
|
|
A
|
1
|
3
|
3
|
2
|
9
|
|
D
|
6
|
2
|
2
|
5
|
15
|
|
SD
|
|
3
|
2
|
3
|
8
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Disagreement (64%), Agreement (31%), No Response (6%) |
Q43 If a faculty member desires to improve research/creative
activity productivity, MSU-Bozeman has in place
adequate procedures and
resources to guide the faculty member's quest for improved performance/productivity.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
1
|
|
|
1
|
|
SA
|
|
1
|
|
1
|
2
|
|
A
|
4
|
1
|
4
|
5
|
14
|
|
D
|
4
|
5
|
3
|
4
|
16
|
|
SD
|
|
1
|
|
2
|
3
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Split response: Agreement 44%, Disagreement 53% |
Q44 The requirement of student assessment of teaching
has promoted grade inflation.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
1
|
1
|
|
SA
|
|
2
|
1
|
4
|
7
|
|
A
|
5
|
2
|
3
|
4
|
14
|
|
D
|
3
|
4
|
3
|
3
|
13
|
|
SD
|
|
1
|
|
|
1
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Most agree - 58%, some disagree - 38%. The non-tenured group has
the widest response range. |
Q45 In consideration of overall effectiveness, subjective
statements from student teaching assessments
should receive less consideration
than quantifiable responses.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
1
|
1
|
|
A
|
3
|
1
|
3
|
5
|
12
|
|
D
|
5
|
5
|
3
|
2
|
15
|
|
SD
|
|
3
|
1
|
4
|
8
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Split response: agree - 33%, disagree - 64%. All groups fairly
evenly distributed. |
Q46 The resources devoted to the current forms of student
assessment of teaching
could be better used for other purposes.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
1
|
1
|
|
|
2
|
|
SA
|
1
|
2
|
1
|
3
|
7
|
|
A
|
3
|
2
|
4
|
3
|
12
|
|
D
|
3
|
2
|
2
|
5
|
12
|
|
SD
|
|
2
|
|
1
|
3
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Split response: agree - 53%, disagree - 42%. |
Q47 The scores produced by student assessment of teaching
provide an adequate basis for
evaluating teaching performance.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
|
|
1
|
1
|
|
A
|
1
|
1
|
1
|
1
|
4
|
|
D
|
7
|
3
|
2
|
3
|
15
|
|
SD
|
|
5
|
4
|
7
|
16
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
Q48 In the promotion and tenure process, only faculty
who perform at a substandard level are impacted
by student assessment.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
1
|
|
1
|
1
|
3
|
|
SA
|
|
|
1
|
|
1
|
|
A
|
2
|
1
|
2
|
|
5
|
|
D
|
4
|
6
|
1
|
8
|
19
|
|
SD
|
1
|
2
|
2
|
3
|
8
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Pretty strong disagreement (75%). |
Q49 When teaching assessment instruments yield numerical
data, administrators tend to use those
numbers with little consideration
of their specific, contextual meaning.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
|
1
|
1
|
2
|
4
|
|
SA
|
|
3
|
4
|
6
|
13
|
|
A
|
3
|
5
|
2
|
4
|
14
|
|
D
|
5
|
|
|
|
5
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Pretty strong agreement (75%). |
Q50 The manner in which faculty administer student teaching
assessments has a significant
impact on their results.
| |
GROUP
|
TOTAL |
| DH |
NT |
SC |
T |
|
NR
|
1
|
1
|
|
2
|
4
|
|
SA
|
|
|
1
|
2
|
3
|
|
A
|
6
|
4
|
4
|
7
|
21
|
|
D
|
1
|
3
|
2
|
1
|
7
|
|
SD
|
|
1
|
|
|
1
|
|
TOTAL
|
8
|
9
|
7
|
12
|
36
|
|
Most agree - (66%), but 22% disagree. |
|
