Form 6 HERI Faculty Survey

OMB #0925-XXXX
EXP. XX/XXXX

Attachment 13:
HERI Faculty Survey

HERI FACULTY SURVEY INFORMATION SHEET
PURPOSE OF THE STUDY
The Higher Education Research Institute (HERI) at the University of California, Los Angeles (UCLA) is conducting a research study
to understand the characteristics of faculty. Since 1989, over 400,000 faculty members have participated in this research. The data
gathered are used in studies designed to better understand faculty issues such as workload, stress, and views of institutional priorities,
as well as for institutional improvement.

PROCEDURES
To participate in this study, complete and submit the web-based questionnaire. Most participants can complete this questionnaire in
about 45 minutes, although individual progress will vary by how quickly you move through the questions.
You may decide not to complete the questionnaire for any reason at any time without consequence of any kind. The Higher Education
Research Institute does not offer payment for participation. Your participation and responses to the questionnaire indicate your
consent to participate in the study.

POTENTIAL BENEFITS TO SUBJECTS AND/OR SOCIETY
You may have the opportunity to reflect on your experiences as a faculty member, which may enhance self-understanding. Your
responses to the survey will also be directly beneficial to your college or university, and may benefit future generations of faculty as
well.

POTENTIAL RISKS AND DISCOMFORTS
There could be survey items that you are uncomfortable answering or to which you would simply prefer not to respond. Your
participation in this study is strictly voluntary, and you will be under no obligation whatsoever to answer any questions that you are
not inclined to answer. You may choose not to answer any specific questions you do not want to answer and still remain in the study.

INFORMATION PROTECTION

Please note that your responses will be used for research purposes only and will be protected. We ask for your name and address so that
the researchers at UCLA can contact you at some later date for follow-up. This information is not returned to the institutions. Any
information that is obtained in connection with this study and that can be identified with you will be protected and secured to the extent
permitted by law.

IDENTIFICATION OF INVESTIGATORS
If you have any questions or concerns about the research, please contact the Managing Director of HERI, Dr. Kevin Eagan at this
address:
Higher Education Research Institute, UCLA Graduate School of Education and Information Studies,
Box 951521, Los Angeles, CA 90095-1521 Email: [email protected] Phone: (310) 825-1925
RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation without penalty. You are not waiving any legal claims,
rights or remedies because of your participation in this research study. If you have questions regarding your rights as a research
subject, contact the UCLA Office for Protection of Research Subjects, 11000 Kinross Avenue, Suite 102, Box 951694, Los Angeles,
CA 90095-1694, (310)825-7122.

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Public reporting burden for this collection of information is estimated to average 45 minutes per
response, including the time for reviewing instructions, searching existing data sources, gathering and
maintaining the data needed, and completing and reviewing the collection of information. An
agency may not conduct or sponsor, and a person is not required to respond to, a
collection of information unless it displays a currently valid OMB control number. Send
comments regarding this burden estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to: NIH, Project Clearance Branch, 6705 Rockledge
Drive, MSC 7974, Bethesda, MD 20892-7974, ATTN: PRA (0925-xxxx*). Do not return the completed
form to this address.

Do you consent to participate in the 2016-17 HERI Faculty Survey?
Yes, please take me to the survey
No, I wish to opt out
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Welcome to the 2016-17 HERI Faculty Survey
This survey is a partnership between your institution and the Higher Education Research Institute at
the University of California, Los Angeles.
Please click "next" to access the survey. To advance through the survey, please click the "next" button.
If you need to review or change your response, please use the "back" button.

Info

In what year did you receive
your first academic
appointment?
In what year were you first
appointed at this institution?

What is your present academic rank?
Professor
Associate Professor
Assistant Professor
Lecturer
Instructor
Graduate student/Teaching assistant

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What is your tenure status at this institution?
Tenured
On the tenure track, but not tenured
Not on tenure track, but institution has tenure system
Institution has no tenure system

In what year did you receive tenure at this institution?

Are you retired from this institution?
Yes
No

Are you considered a full-time employee of your institution for at least nine months of
the current academic year?
Yes
No

For part-time faculty: If given the choice, I would prefer to work full-time at this institution.
Yes
No

Have you ever sought a full-time teaching position at this or another institution?
Yes
No

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If yes, how long ago did you pursue a full-time position?
Currently seeking a position
Within the last year
1 to 2 years ago
3 to 5 years ago
More than 5 years ago

Is your full-time professional career outside academia?
Yes
No

In considering your reasons for teaching part-time at this institution, please indicate
your agreement with the following statements:
Agree

Agree

Disagree

Strongly

My part-time position is an important source of
income for me
Compensation is not a major consideration in
my decision to teach part-time
Part-time teaching is a stepping-stone to a fulltime position
My part-time position provides benefits (e.g.,
health insurance, retirement) that I need
Teaching part-time fits my current lifestyle
Full-time positions were not available
My expertise in my chosen profession is
relevant to the course(s) I teach

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Mark all institutional resources available to you in your last term as part-time faculty.
(Mark all that apply)
Use of private office
Shared office space
A personal computer
An email account
A phone/voicemail
Professional development funds
Printer access (i.e., free printing)

Please indicate your agreement with the following statements:
Part-time instructors at this institution:
Agree

Agree

Disagree

Strongly

Are given specific training before
teaching
Rarely get hired into full-time positions
Receive respect from students
Are primarily responsible for
introductory classes
Have no guarantee of employment
security
Have access to support services
Are compensated for
advising/counseling students
Are required to attend meetings
Have good working relationships with
the administration
Are respected by full-time faculty
Are paid fairly
Have input in course designs
Are inclued in faculty governance
Are included in faculty governance
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Besides this institution, at how many other institutions do you teach (e.g., 0, 1, 2, 3)?

For the current term, how far in advance of the beginning of the term did you receive
your course assignments?
Less than 1 week
1-2 weeks
3-4 weeks
1-3 months
More than 3 months

All faculty continue here:
Your sex:
Male
Female

What is your principal activity in your current position at this institution? (Mark one)
Administration
Teaching
Research
Services to clients and patients
Other

Personally, how important to you is:
Essential

Very Important

Not Important

Research

Service

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How many courses are you teaching this term (include all institutions at which you
teach) (e.g., 0, 1, 2, 3)?

How many of the courses that you are teaching this term are:
General education courses
Courses required for an
undergraduate major
Other undergraduate credit
courses
Developmental/remedial courses
(not for credit)
Non-credit courses (other than
above)
Graduate courses

How many of these courses that you are teaching this term are being taught:
At this institution
At another institution

What types of courses do you primarily teach? (Mark one)

Undergraduate credit courses
Graduate courses
Non-credit courses
I do not teach

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In the past year, have you worked with or taught undergraduate students at this
institution?
Yes
No

In the past year, have you worked with or taught undergraduate students at this
institution?
Yes
No

In the past year, to what extent have you:
To a Great Extent

To Some Extent

Not at All

Met with graduate students to discuss
their research interests
Mentored graduate students
Helped graduate students access professional
networks
Presented with graduate students at conferences
Published with graduate students
Included graduate students in research grant
writing

In the past year:
How many master's thesis committees have
your served on or are currently serving?
How many of these master's thesis
committees have you chaired or are chairing?
How many dissertation committees have
your served on or are currently serving?
How many of these dissertation committees
have you chaired or are chairing?

In the past year, how many letters of recommendation have you written for graduate
students?

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Rate your agreement with the following statements:
Strongly
Graduate students in this program must compete for
research opportunities
It is important for graduate students in this program to
spend at least one term as a teaching assistant to develop
teaching skills
This graduate program enrolls too few international
students
Graduate students work well together in this
program
I have encountered instances of academic dishonesty
among graduate students
Graduate students in this program are trained to conduct
research responsibly and ethically
Graduate students in this program receive adequate
instruction on becoming good teachers
Faculty in my department are good mentors for graduate
students
Most graduate students in this program move on to
faculty positions
Most graduate students in this program move
into positions outside academia

During the past three years, have you engaged in any of the following activities? (Mark
one for each item)
Yes

No

Advised student groups involved in service/volunteer work
Collaborated with the local community in research/teaching
to address their needs

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Yes

No

Conducted research or writing focused on:
International/global issues
Racial or ethnic minorities
Women and gender issues
Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) issues
Biomedical science fields
Engaged in academic research that spans multiple disciplines
Engaged in public discourse about your research or field of
study (e.g., blog, media interviews, op-eds)
Written research grants

Received funding for your work from:
Foundations
State or federal government
Business or industry

During the past three years, have you: (Mark one for each item)

Taught an honors course
Taught an interdisciplinary course
Taught an area studies course (e.g., women's studies,
ethnic studies, LGBTQ studies)
Taught a service learning course
Taught an course exclusively online
Participated in organized activities around enhancing
pedagogy and student learning
Taught a seminar for first-year students
Participated in the development of curriculum
(enhancing an existing course or creating a new course)

requirements
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In the past year, to what extent have you:
To a Very
Large Extent

To a Large
Extent

To Some
Extent

To a Small
Extent

Not at All

Presented with undergraduate students at
conferences
Published with undergraduates
Engaged with undergraduates on your
research
Worked with undergraduates on their
research

How would you rate the overall experience of working with undergraduates on research
projects?
Excellent
Good
Fair
Poor

How many undergraduates do you currently advise?
During the past year, how often have you done the following with your undergraduate
advisees?
Frequently

Occassionally

Not at All

Informed them of their academic support
optionss (e.g., study skills advising,
financial aid advising, Writing Center,
Disability Resource Center)
Helped them to plan their course of study
Provided information on other academic
opportunities (e.g., study abroad,
internships, undergraduate research)
Discussed career and post-graduation
goals

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During the past year, have you taken advantage of any of the following professional
development opportunities at this institution?
Not Eligible

Not Available

Funded workshops focused on:
Teaching
Research
Grant writing
Paid sabbatical leave
Travel funds paid by the institution
Internal grants for research
Training for administrative leadership

Incentives to develop new courses
Incentives to integrate new technology into
your classroom
Resources to integrate culturallycompetent practices into your classroom

How many of the following have you published?
None

21-50

Articles in academic or
professional journals

Chapters in edited volumes
Books, manuals, or monographs
Other (e.g., patents, computer
software products)

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In the past three years, how many exhibitions or performances in the fine or applied
arts have you presented?
None
1-2
3-4
5-10
11-20
21+

How many exhibitions or performances were:
None

1-2

3-4

5-10

11-20

21+

Solo/Individual
Collaborative

In the past three years, how many of your professional writings have been published
or accepted for publication?
None
1-2
3-4
5-10
11-20
21+

How many of these professional writings were:
None

1-2

3-4

5-10

11-20

21+

Solo-authored
Co-authored

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During the present term, how many hours per week on average do you actually spend on
each of the following activities?
None

1-4

5-8

9-12

17-20

21+

Household/childcare
duties
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
Research and scholarly writing
Other creative products/performances
Community or public service

Outside consulting/freelance work
Household/childcare duties
Serving as a caregiver for another adult
Other employment, outside of academia
Personal time (e.g., exercise, hobbies,
relaxing)

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In your interactions with undergraduates, how often in the past year did you encourage
them to: (Mark one for each item)

Not at All
Ask questions in class

Support their opinions with a logical
argument
Seek solutions to problems and explain
them to others
Analyze multiple sources of information
before coming to a conclusion
Evaluate the quality or reliability of
information they receive
Take risks for potential gains
Seek alternative solutions to a problem

Look up scientific research articles and
resources
Explore topics on their own, even though it
was not required for a class
Accept mistakes as part of the learning
process
Recognize biases that affect their thinking

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How frequently in the courses you taught in the past year have you given at least one
assignment that required students to:
Not at All
Write in the specific style or format of
your discipline
Describe how different perspectives
would affect the interpretation of a
question or issue in your discipline
Discuss the ethical or moral implications
of a course of action
Apply mathematical concepts and
computational thinking

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In how many of the courses that you teach do you use each of the following?
All

Most

Some

None

Class discussions
Cooperative learning (small groups)
Experiential learning/Field studies
Performances/Demonstrations
Group projects
Extensive lecturing

Class discussions

Multiple drafts of written work
Reflective writing/Journaling

Community service as part of coursework
Electronic quizzes with immediate
feedback in class
Using real-life problems
Using student inquiry to
drive learning

In how many of the courses that you teach do you use each of the following?
Most

None

Readings on racial and ethnic
issues
Readings on women and gender
issues
Supplemental instruction that is
outside of class and office hours
Student presentations
Student evaluations of each others'
work
Grading on a curve
Rubrik-based assessment
Flipping the classroom (i.e.,
students must watch/listen to
instructional content before class,
while class time is used for
projects, assignments, and
discussions

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How frequently do you incorporate the following forms of technology into your courses?
Not at All
Videos or podcasts

Online homework or virtual labs
Online discussion boards
Audience response systems to
gauge students' understanding
(.e.g, clickers)

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Indicate the importance to you of each of the following education goals for
undergraduate students:
Strongly
Agree

Somewhat
Agree

Encourage students to become agents

Somewhat
Disagree

Strongly
Disagree

of social change
Prepare students for employment after
college
Prepare students for graduate or advanced
education
Develop students' moral character
Provide for students' emotional
development
Help students develop personal values
Enhance students' knowledge of and
appreciation for other racial/ethnic groups
Promote students' ability to write
effectively
Teach students tolerance and respect for
different beliefs
social change

Please indicate your agreement with each of the following statements:
Agree

Agree

Disagree

Strongly

The chief benefit of a college education is
that it increases one's earning power
A racially/ethnically diverse student body
enhances the educational experience of all
students
Colleges have a responsibility to work
with their surrounding communities to
address local issues
Private funding sources often prevent
researchers from being completely
objective in the conduct of their work
I try to dispel perceptions of competition
I achieve a healthy balance between my
personal life and my professional life.
I feel that I have to work harder than
my colleagues to be perceived as a
legitimate scholar.
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Below are some statements about your college or university. Indicate the extent to which
you agree or disagree with each of the following:
Agree

Agree

Disagree

Strongly

This institution has effective hiring
practices and policies that increase faculty
diversity
Student Affairs staff have the support and
respect of the faculty
There is a lot of campus racial conflict
here
My research is valued by faculty
in my department
My teaching is valued by faculty
in my department
My service is valued by faculty
in my department
Faculty are sufficiently involved in
campus decision making
The faculty are typically at odds
with campus administration
Faculty here respect each other
Administrators consider faculty
concerns when making policy
The institution takes responsibility for
educating underprepared students
The criteria for advancement and
promotion decisions are clear
Most of the students I teach lack
basic skills for college level work
There is adequate support for
faculty development
Faculty are not prepared to deal with
conflict over diversity issues in the
classroom
This institution takes mentoring
into consideration in the
promotion process
Faculty of color are treated fairly here
Women of color are treated fairly here
LGBTQ faculty are treated fairly here

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Indicate how important you believe each priority listed below is at your college or
university:

Highest
High Priority

Priority

Low Priority

Increase or maintain institutional
affordability
Develop a sense of community among
students and faculty
Facilitate student involvement in
community service
Help students learn how to bring about
change in society
Increase or maintain institutional
prestige
Hire faculty "stars"
Recruit more traditionally underrepresented
students
Increase the selectivity of the student body
through more competitive admissions
criteria
Promote gender diversity in the faculty
and administration
Promote racial and ethnic diversity in
the faculty and administration
Provide resources for faculty to
engage in community-based teaching
or research
Create and sustain partnerships with
surrounding communities
Pursue extramural funding
Strengthen links with the for-profit,
corporate sector
Develop leadership ability among
students
Develop an appreciation for
multiculturalism
Prepare students for the
workplace

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Please indicate the extent to which you:
To a Very
Large Extent

To a Large
Extent

To Some
Extent

To a Small Not at All
Extent

Feel that the training you received in
graduate school prepared you well for
your role as a faculty member
Experience close alignment between
your work and your personal values
Mentor faculty
Mentor undergraduate students
Mentor graduate students
Been mentored by at least one professional
in academia
Participated in training in preparation to
be a mentor (e.g., workshops, programs)
Access the National Research Mentoring
Network (NRMN) resource
Excellent

Good

Fair

Poor

How would you rate the overall quality of
your mentoring relationship with your
faculty mentee(s)?
How would you rate the overall quality of
your mentoring relationship with your
undergraduate mentee(s)?
How would you rate the overall quality of
your mentoring relationship with your
graduate mentee(s)?

How satisfied are you with the following aspects of your job? (Mark one for each item)
Very

Satisfied

Not

Not

Salary
Health benefits

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Retirement benefits

Opportunity for scholarly pursuits
Teaching load
Quality of students
Autonomy and independence
Departmental leadership
Departmental support for work/life
balance
Institutional support for work/life
balance

How satisfied are you with the following aspects of your job? (Mark one for each item)
Very

Satisfied

Not

Not

Prospects for career advancement
Relative equity of salary and job
benefits
Flexibility in relation to family
matters or emergencies
Leave policies (e.g., paternity/
maternity leave, caring for a family
member, stopping the tenure clock
Overall job

Please indicate the extent to which each of the following has been a source of stress for
you during the past year: (Mark one for each item)
Extensive

Not at All

Not Applicable

Managing household
responsibilities
Child care
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My physical health

Review/promotion process
Discrimination (e.g.,
prejudice, racism, sexism,
homophobia, transphobia)
Committee work
Faculty meetings
Students

Please indicate the extent to which each of the following has been a source of stress for
you during the past year: (Mark one for each item)
Extensive

Not at All

Not Applicable

Research or publishing
demands
Institutional procedures
and “red tape”
Teaching load
Lack of personal time
Job security
Self-imposed high
expectations
Increased work
responsibilities
Institutional budget cuts

Have you been sexualy harassed at this institution?
Yes
No

During the past year, have you:
Considered leaving academe for another job
Considered leaving this institution for
another

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Engaged in public service/professional
consulting without pay
Received at least one firm job offer elsewhere
Sought an early promotion

For each of the following items, please mark either Yes or No.

Are you a member of a faculty union?
Do you plan to retire within the next three
years?
Have you ever interrupted your professional
career for more than one year for family
reasons?
Have you ever been formally recognized for
outstanding teaching at this institution?

Citizenship status:
U.S. citizen
Permanent resident (green card)
Temporary, non-immigrant visa holder (e.g., J-1, H-1B, TN,T-3, O-1)
None of the above

How would you characterize your political views? (Mark one)
Far Left
Liberal
Middle of the Road
Conservative
Far Right

If you were to begin your career again, would you:
Definitely Yes

Probably Yes

Not Sure

Probably No

Definitely No

Still want to come to this
institution?
Still be a college professor?

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Please enter your base institutional salary (e.g., for $56,000, please enter 56000).

Your base institutional salary reported above is based on (Mark one):
Less than 9 months
9/10 months
11/12 months

For faculty who are part-time:
Please enter your total salary from teaching at this institution for this academic year
(e.g., for $30,000, please enter 30000).

For faculty who are part-time:
How much are you paid per course at this institution (e.g., for $3,000, please enter
3000)?

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Please select the most appropriate general area and disciplinary field for the following:
Major of highest degree held
Specific dpeartment of current
faculty appointment

On the following list, please mark one in each column:
Highest Degree Earned

Degree Currently Working On

Bachelor’s (B.A., B.S., etc.)
Master’s (M.A., M.S.)
Terminal Master's (M.F.A., M.B.A. )
M.B.A.
J.D.
M.D., D.D.S., D.V.M., etc. (Medical)

Ph.D.
Professional doctorate (Ed.D, Psy. D., etc.)
Other
None

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Are you currently serving in an administrative position as: (Mark all that apply)
Department chair
Dean (including Associate or Assistant)
Vice-President
President
Provost
Other
Not Applicable

Are you: (Mark all that apply)
White/Caucasian
African American/Black
American Indian/Alaska Native
East Asian (e.g., Chinese, Japanese, Korean, Taiwanese)
Filipino
Southeast Asian (e.g., Cambodian, Vietnamese, Hmong)
South Asian (e.g., Indian, Pakistani, Nepalese, Sri Lankan)
Other Asian
Native Hawaiian/Pacific Islander
Mexican American/Chicano
Puerto Rican
Other Latino
Other

Is English your primary language?
Yes
No

What is your sexual orientation?
Heterosexual/Straight

Bisexual

Gay

Queer

Lesbian

Other

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Do you identify as transgender?
No
Yes, male to female
Yes, female to male

Are you currently: (Mark one)
Single
In a civil union
In a domestic partnership
Married
Unmarried, living with partner
Separated
Divorced
Widowed

How many children do you have in the following age ranges?
0

1

2

3

4+

Under 18 years old
18 years old or older

Please enter the four-digit year of your birth (e.g., 1944, 1988).
Year of birth

Do you give the Higher Education Research Institute (HERI) permission to retain your
contact information (i.e., your email address and name) for possible follow-up research?
HERI maintains strict standards of confidentiality and will not release your identifying
information.
Yes
No

Please confirm your email address:

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STEM Module

In the courses you have taught in the past year, how often do you:
Never
Incorporate audience response systems
to gauge students' understanding (e.g.,
clickers)
Integrate authentic (i.e., not
"cookbook") research experiences into
labs
Incorporate mini-labs into lecture

In the STEM courses you have taught in the past year, how often do you encourage
students to:
Never
Make connections between different
areas of science and mathematics
Draw a picture to represent a problem
or concept
Identify what is known and not known
about a problem
Analyze the basic elements of ideas or
theories
Make sense of scientific/technical
concepts
Synthesize several sources of
information
Conduct an experiment
Relate scientific concepts to real-world
problems
Memorize large quantities of
information
Make predictions based on existing
Translate scientific concepts or
terminology into non-scientific
language
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Indicate the personal importance to you of each of the following:

Essential

Very Important

Not Important

Making a theoretical contribution to
science
Working to find a cure for a health
problem

To what extent do you structure your STEM courses so that students:
To a Great Extent

To Some Extent

Not at All

Develop a stronger interest in STEM
disciplines
Have the foundational knowledge
for advanced study in STEM

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