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FACULTY SURVEY FINDINGS
Three hundred and ninety-three faculty responded to the Faculty Survey,
corresponding to a 49% response rate. Of those responding, 28% are female
and 67% are male. Four percent did not indicate gender.
College affiliations are:
- 12% from the College of Agriculture
- 1% from Ag Extension
- 9% from the College of Arts and Architecture
- 5% from the College of Business
- 9% from the College of Education, Health and Human Development
- 10% from the College of Engineering
- 39% from the College of Letters & Science
- 3% from the Libraries
- 7% from Nursing
- 4% did not respond
Thirty percent of those reporting are full professors, 30% are associate
professors, 22% are assistant professors, and 16% are adjunct faculty.
Two percent did not indicate their rank.
Eighty-nine percent are full-time faculty, 8% are part-time faculty,
and 1% are post-retirement faculty. Two percent did not indicate their
Fifty-two percent are tenured, 25% are in tenure track appointments,
and 16% are in non-tenure track appointments. Four percent indicated "not
applicable," and 2% did not indicate tenure status.
Twenty-eight percent of those responding have been at MSU-Bozeman 0-5
years; 20% for 6-10 years, 16% for 11-15 years, 13% for 16-20 years, 8%
for 21-25 years, and 9% for more than 25 years. Six percent did not indicate
their years of service.
- Demographic Graphs
Nine out of ten statements under Teaching produced
a majority of positive responses. Seventy-eight percent of faculty responding
either "agree" or "strongly agree" that their department's teaching expectations
are what they understood from their letter of hire. Fifty-nine percent
agree that the assignment of teaching loads is equitable within their department
and that they have adequate time to fulfill their teaching duties. One-third,
however, to not agree with these statements.
Fifty-nine percent of faculty agree that their department provides adequate
clerical and technical resources to support their teaching; 36% do not
Seventy-five percent agree that their department encourages innovative
teaching. Fifty-seven percent agree that their department rewards excellence
in teaching; one-third do not agree. Fifty-one percent agree that their
department encourages interdisciplinary collaboration in teaching; 35%
do not agree.
Sixty percent either "agree" or "strongly agree" that the faculty in
their department have ample opportunity to give substantive input into
the academic policy-making process; 26% do not agree. Three-quarters agree
that MSU-Bozeman provides a climate which produces academic freedom.
The only statement under Teaching that produced a majority negative
response concerned teaching evaluations. Sixty-four percent of faculty
responding either "disagree" or "strongly disagree" that the instrument
used by students to evaluate teaching is effective.
- Teaching Graphs
Seventy-one percent of faculty responding feel they
understand the university and department degree requirements well enough
to appropriately advise students. Fifty-three percent feel they have adequate
time to advise; twenty-eight percent do not feel they have enough time.
Sixty-two percent feel the number of students assigned to them is equitable
within their department.
- Advising Graphs
Research and Creative Activities
Nearly three-quarters of faculty
responding feel that their department's research/creativity expectations
are what they understood from their letter of hire, and that their department
rewards excellence in this area. Nearly two-thirds of faculty responding
feel their department encourages interdisciplinary collaboration in research.
Although over one-third of faculty responding either "disagree" or "strongly
disagree" that the process of distributing MONTS funds is equitable, over
40% either don't know or do not feel this statement applies. Over one-third
of faculty either "agree" or "strongly agree" that the formula for distributing
IDCs is equitable, and that the distribution of IDCs encourages ongoing
campus research/creative activity. However, over 40% either don't know
or do not feel this statement applies.
Nearly one-half of faculty either "disagree" or "strongly disagree"
that faculty have ample opportunity to give substantive input into the
research/creativity policy-making at the university level; over one-quarter
either do not know or do not feel this statement applies.
Thirty-five percent of faculty responding feel they have adequate time
to conduct their expected research/creative activities, although 54% do
not agree. Over half do not think they have adequate clerical and technical
resources in support of these activities. Only 20% think their department
provides adequate funding in support of these activities.
Nearly one-half of faculty do not feel the university provides adequate
sabbatical leave opportunities; however, nearly one-third either do not
know or do not feel this statement applies.
- Research and Creative Activity Graphs
Nearly three-quarters of faculty responding feel their
service expectations are what they understood them to be from their letter
of hire. Although between one-third and one-half of faculty either "agree"
or "strongly agree" that the assignment of departmental, college, and university
service loads are equitable, nearly one-third either don't know or do not
feel these statements apply. Only 37% of faculty feel they are rewarded
for excellence in service; over 50% feel they are not rewarded.
- Service Graphs
Promotion and Tenure
Fifty-seven percent of faculty responding
either "agree" or "strongly agree" that promotion and tenure expectations
were clearly communicated upon hire; 31% do not agree. Sixty-eight percent
believe these expectations continue to be clearly communicated. Nearly
one-half of faculty feel the P&T process at our university is fair;
28% do not agree. Two-thirds of faculty feel the departmental annual review
process is fair.
- Promotion and Tenure Graphs
Productivity Quality, and Outcomes Agreement
Only 21% faculty
responding agree that the condition of "quid pro quo" for more work/more
pay was a fair part of the PQO document; 55% disagree. Nearly two-thirds
of faculty either "disagree" or "strongly disagree" that CC/IFTE is an
appropriate method for measuring teaching load.
- Productivity, Quality, and Outcomes Agreement Graphs
Over 60% of faculty responding feel their base AY salary
is appropriate compared to faculty with the same rank, experience, and
time in service in their own departments; 25% do not agree. Nearly 80%
do not agree that their base AY salary is appropriate compared to faculty
with the same rank, experience, and time in service, in their discipline
at other institutions. Over one-half of faculty agree that annual increases
in salary have been equitably determined by their department and college;
- Salary Graphs
Only 44% of faculty responding are satisfied with their
health insurance coverage; over 50% are dissatisfied. Faculty are split
(47%/46%) on whether or not out-of-pocket costs for health insurance are
reasonable. Nearly two-thirds feel the university's Flexible Spending Plan
should be continued.
Only 26% of faculty responding believe that the state's retirement package
(TRS) is adequate for their needs; over one-third feel it is not adequate.
Another one-third either do not know or do not feel this statement applies.
Over 50% of faculty believe that the TIAA/CREF retirement package is adequate
for their needs; 20% disagree.
- Benefit Graphs
From 66% to 72% of faculty responding feel that capstone courses provide
a valuable senior experience (resource issues aside), the opportunity to
participate in international education is important for our students, the
University Honors Program serves an important role in providing challenging
course work, and summer course offerings should be expanded. Although over
50% feel opportunities for entering students to take first-year seminars
should be expanded, 26% do not agree.
Nearly one-half of faculty agree that faculty development programs sponsored
by committees and centers offer valuable on-campus resources; 29% do not
Approximately two-thirds of faculty responding either "disagree" or
"strongly disagree" that the 150 credit limit on state-subsidized tuition
allows students ample time to complete their degrees. Seventy percent disagree
that the reduction in credits from 128 to 120 has increased the integrity
of undergraduate programs.
- Academic Program Graphs
Library and Information Resources
Faculty are evenly split (45%/45%) on their opinion of whether or not
library resources are adequate to support undergraduate instruction. Nearly
three-quarters, however, either "disagree" or "strongly disagree" that
these resources are adequate to support graduate instruction.
Three-fifths of faculty responding do not agree that library resources
adequately support undergraduate research. Three-fourths do not agree that
these resources adequately support graduate research. In addition, over
70% do not agree that these resources adequately support their own research/creative
Only 38% of faculty agree that the services provided by the Libraries
adequately support campus users; 57% feel the services are inadequate.
- Library and Information Resource Graphs
Nearly two-thirds of faculty responding do not feel that entering undergraduate
students are adequately prepared for college-level work. On the other hand,
only 24% of faculty feel entering graduate students are not adequately
prepared for graduate-level work.
Approximately three-fifths of faculty feel that adequate efforts are
made to retain qualified students, and that sufficient advising opportunities
are provided for students.
Of the many student services that are provided on our campus (Career
Services, Counseling Center, Financial Aid, Math Learning Center, New Student
Services, Registrar and Admissions, Resource Center, Student Health Services,
Office of Student Affairs, and Writing Center), by far the majority of
faculty who know about these services feel they are either "effective"
or "very effective." It is important to note, however, that for every service
with the exception of the Registrar and Admissions, a large percent of
faculty indicate that they either do not know about these services or do
not feel these statements apply.
- Student Graphs
Although approximately one-half of faculty agree that intellectual property
rights policies, and faculty, staff, and student recruitment policies are
appropriate for our campus, about 25% indicate that they either do not
know or do not feel these statements apply.
Fifty-nine percent of faculty "agree" or "strongly agree" that the administration
appropriately supports ethnic and gender diversity on this campus; however,
nearly one-fifth either do not know or do not feel these statements apply.
Approximately 50% agree that the university has adequate procedures for
dealing with sexual harassment; over one-third either do not know or do
not feel this statement applies. Forty-six percent feel that the university
has adequate procedures for dealing with discrimination; over 40% either
do not know or do not feel this statement applies.
Thirty percent of faculty responding agree that the administration acts
appropriately when fraud is reported or discovered, although nearly one-half
either don't know or do not feel this statement applies. Approximately
half of faculty do not agree that the university appropriately communicates
relevant information to all of its constituents, although nearly 28% agree.
- Institutional Integrity Graphs
Nearly 90% of faculty responding do not agree that their department's
operating budget is adequate.
Approximately three-quarters of faculty responding either "disagree"
or "strongly disagree" that the budgeting process at our university is
an open process, and that faculty have adequate opportunity for input into
the university budgetary process.
Although approximately 40% of faculty feel that both the student computer
fee and equipment fee allocation processes are fair, another 40% either
do not know or do not feel these statements apply.
- Finance Graphs
The Core Curriculum
Approximately one-quarter of the faculty responding
were teaching one or two different Core courses at the time this survey
was administered. An additional 15% had taught Core courses at another
time. Over one-half of faculty responding had never taught a Core course.
Nearly 60% of the faculty responding feel they are either "familiar"
or "very familiar" with the learning objectives of the Core. The other
40% responded that they were either "somewhat familiar" or "not at all
familiar" with these learning objectives.
- Faculty Graphs
There are eight Core areas - Fine Arts, Humanities,
Mathematics, Multicultural/Global, Natural Sciences, Social Sciences, Verbal
Communication, and Written Communication. Faculty were asked to rate the
effectiveness of each Core area in preparing majors for higher-level course
work. The most effective area of Core, as judged by faculty, is Natural
Sciences (61%). Next are Humanities (48%), Social Sciences (47%), Multicultural/Global
(38%), and Fine Arts (37%). The basic skills areas had higher "ineffective"
or "highly ineffective" responses. Although 43% feel Verbal Communication
is effective, 33% feel it is ineffective. For Mathematics, 41% feel it
is effective, although 31% feel it is ineffective. For Written Communication,
37% feel it is effective, and 41% feel it is ineffective.
- Effectiveness Graphs
The Core Curriculum requirement on our campus is based
on thirty-two credits. Over one-half of faculty responding feel this number
of credits is adequate to address Core learning objectives. Sixteen percent
feel Core learning objectives cannot be adequately covered in thirty-two
credits, and 21% feel the objectives can be adequately covered in less
than thirty-two credits.
Faculty were asked their opinion on the appropriateness of the number
of Core credits required in each core area. For Fine Arts, Humanities,
Multicultural/Global, Natural Sciences, and Social Sciences, the majority
of those responding (49% to 62%) feel the number of credits is appropriate.
For Mathematics, Verbal Communication, and Written Communication, however,
the response was slightly different. In Mathematics, although nearly one-half
of faculty responding feel the credits are appropriate, an additional one
third feel the credits should be increased. For Verbal Communication, over
one-half feel the credits are appropriate; however, 25% feel the credits
should be increased. For Written Communication, in support of the faculty
opinion that these courses are not effective, nearly 50% feel this credit
requirement should be increased; only one-third feel it is appropriate.
Although very few faculty feel the number of credits should not be reduced
in any of the Core areas, over one-fifth responding feel the credits in
Natural Sciences should be reduced. That percentage was approximately 15%
for Humanities, Multicultural/Global, and Social Sciences. All other percentages
regarding a reduction in credits were less than 4%.
Over forty percent of faculty feel the number of upper division Core
courses should remain the same. Thirty percent feel fewer upper division
courses should be offered. Thirteen percent favor increasing upper division
Sixty-three percent of faculty responding feel there are additional
areas that should be included in our Core Curriculum. The areas most frequently
mentioned are computing and library skills.
- Credit Graphs
Sixty-percent of faculty responding feel
a mathematics exemption should be created for students who score well in
mathematics on the ACT and SAT exams (similar to the verbal exemption we
now have). Nearly one-third of faculty, however, think the current mathematics
requirements should be maintained.
Thirty-six percent of faculty responding feel the process by which transfer
courses can be substituted for required Core courses is equitable; nearly
20% did not agree. Thirty-seven percent either do not know or do not feel
the statement applies.
Thirty-seven percent of faculty feel students
should be required to take their Core courses within the major. Nearly
one-half feel these courses should be allowed to be taken outside of the
Sixty percent of faculty feel Core courses should be taught only by
specialists in each Core area (unless "skills" courses or "Multicultural/Global
courses). Nearly one-quarter do not agree with this statement.
Forty percent of faculty responding agree that core goals would be better
met if all students were required to take a common set of courses during
their first two years; however, nearly 50% disagree.
Only 21% agree that the goals of Core would be better met if all students
were required to take upper division Core electives; nearly 60% disagree.
Forty-six percent of faculty feel Core courses should be clustered to
allow an interdisciplinary focus. Twenty-seven percent do not agree.
Nearly four-fifths of faculty responding favor the proposal
to require students to complete their "skills" courses (math, verbal communication,
and written communication) before reaching junior standing. Only 11% oppose
One-half of the faculty responding would like to see the Core completed
before a student reaches junior standing. Forty percent oppose this proposal.
Although approximately 30% of faculty disagree that
Core dollars are equitably allocated among colleges and departments, over
56% either do not know or do not feel these statements apply.
An overwhelming 77% of faculty feel that Core
courses should be re-assessed by the Core Curriculum committee on a periodic
basis. Nearly 70% feel the ongoing campus discussions about revising the
Core are timely and should be encouraged.
- Core Curriculum Graphs
Governance and Administration
Over one-half of the faculty responding
either "agree" or "strongly agree" that Faculty Council represents the
interests of the faculty; nearly one-third disagree. Fifty-eight percent
do not agree that faculty have the opportunity to participate in setting
university goals. Three-fifths of faculty do not agree that central administration
carefully considers faculty views in matters in which faculty have a direct
interest, and two-thirds do not feel central administration adequately
communicates with faculty.
- Governance and Administration Graphs
Sixty-seven percent of faculty responding
either "disagree" or "strongly disagree" that the restructuring of the
Montana University System has benefitted the MSU-Bozeman campus.
Only 24% of faculty feel that the reputation of MSU-Bozeman remains
unchanged even though there are other campuses in the state with similar
names. Forty-five percent do not agree.
When asked to respond to the statement that out-of-state recruitment
remains unchanged even though there are other campus in the state with
similar names, nearly one-half of faculty indicated "Don't Know or N/A."
Approximately 30%, however, disagreed.
Only 21% agree that faculty at other MSU campuses should be treated
the same as Bozeman faculty regarding salaries, P&T, appointment to
vacant positions, etc. Sixty-two percent disagree.
- MSU Restructuring Graphs
Between 50% and 60% of faculty responding either
"disagree" or "strongly disagree" that there are adequate choices of classrooms
to fit teaching style, and that classrooms have sufficient computer connections
for faculty instruction and students' needs, as well as sufficient A/V
From 59% to 64% of faculty feel that seating capacity is appropriate,
acoustics are adequate, and seating and writing surfaces are in acceptable
- Classroom Graphs
Labs and Studios
Large numbers of faculty (33% to 45%) selected
"Don't Know or N/A" when responding to statements about the condition of
labs, studios, equipment, and cabinetry. This is probably because many
faculty do not teach or work in research labs or studios. This aside, faculty
were generally split between "agree/strongly agree" and "disagree/strongly
disagree" on the following statements - adequate choices of labs/studios
to fit teaching style (29% agree/33% disagree), adequate labs/studios to
accommodate research (28%/25%), adequate equipment in research labs/studios
(25% /26% ), adequate cabinetry in instructional spaces (26%/30%), and
adequate cabinetry in research labs/studios (27%/22%). Faculty did feel
more strongly about the adequacy of the equipment in instructional labs/studios
(24% agree/38% disagree).
- Lab and Studio Graphs
Sixty-seven percent of faculty responding agree that
Custodial Services keeps classrooms adequately clean, although 29% do not
agree. Faculty are split (51%/48%) on whether or not Custodial Services
keeps their offices adequately clean.
Over one-half of faculty agree that the furnishings and equipment in
classrooms are adequately maintained; 43% do not agree. Faculty are split
(49%/47%) on whether or not the furnishings and equipment in their offices
are adequately maintained.
Fifty-four percent of faculty do not agree that required maintenance
for the furnishings and equipment in their department is performed in a
timely manner (only 36% agree).
- Service Graphs
University Mission and Planning
Nearly 90% of faculty responding agree that the stated tripartite mission
for MSU-Bozeman is appropriate to the activities of the university. Sixty-six
percent feel that future decision-making should be guided by the Long-Range
Plan (26% do not know or feel this statement does not apply).
Only 26% of faculty responding feel the process undertaken by the 1997-98
Special Review Committee has assisted the University in its planning efforts.
Fifty-five percent do not know or feel this statement does not apply.
Only 26% of faculty responding feel the process undertaken by the 1998-99
Strategic Planning and Budget Committee will result in the implementation
of more integrated budgetary and planning decisions. Fifty-four percent
do not know or feel this statement does not apply.
- University Mission and Planning Graphs
Three questions were asked under this section. Responses represent the
reasons most frequently given.
The first question was, "As a faculty member, what do you like most
about MSU-Bozeman?" The top three reasons are: LOCATION (Bozeman, amenities,
setting, environment), FACULTY (collegiality, professional relationships,
quality), and STUDENTS (quality, interactions).
The second question was, "As a faculty member, what do you like least
about MSU-Bozeman?" The top four reasons are: RESOURCES (budgets, politics,
overall funding, allocation among departments, trying to do too much with
too little, chronic funding shortages), ADMINISTRATION (prioritizing, reallocation
of budgets to meet changing needs, communication, gender diversity, leadership),
and SALARY (pay/workload, pay/years of service, pay/peers), LIBRARIES (limited
holdings, funding, facilities).
The last question was open-ended to allow respondents to comment on
any issue not included in the survey. The top responses were a reiteration
of the four reasons given in the second question, with the addition of
one issue: STUDENT UNPREPAREDNESS. Faculty commented on low admission standards,
the need for remediation, and gross inadequacies in applied math and writing
skills (including grammar) of entering freshmen.