faculty centralized vs decentralized … survey... · web viewadvising students is one of our most...

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FACULTY CENTRALIZED VS DECENTRALIZED FACULTY

2018

Survey of Faculty

2018 | Prepared by the Office of Institutional Research, Planning and Assessment (IRPA)

Q1 - WHICH SCHOOL DO YOU TEACH IN?

% n

Arts and Humanities 21.43% 27

Business and Public Administration 15.08% 19

Natural Science, Mathematics and Engineering 34.13% 43

Social Sciences and Education 29.37% 37

Total 100% 126

Note: Skip logic was used for questions Q2-Q5. See survey in Appendix for more details.

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Q2 - WHICH IS YOUR PRIMARY DEPARTMENT WITHIN THE SCHOOL OF ARTS AND HUMANITIES?

% n

Art and Art History 7.41% 2

Communications 14.81% 4

English 29.63% 8

History 22.22% 6

Modern Languages 3.70% 1

Music 7.41% 2

Philosophy 11.11% 3

Religious Studies 0.00% 0

Theatre 3.70% 1

Total 100% 27

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Q3 - WHICH IS YOUR PRIMARY DEPARTMENT WITHIN THE SCHOOL OF BUSINESS AND PUBLIC ADMINISTRATION?

% n

Accounting and Finance 11.76% 2

Business Administration 11.76% 2

Economics, Environmental Resource Management, Agricultural Business and Applied Studies 17.65% 3

Management and Marketing 52.94% 9

Public Policy and Administration 5.88% 1

Total 100% 17

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Q4 - WHICH IS YOUR PRIMARY DEPARTMENT WITHIN THE SCHOOL OF NATURAL SCIENCE, MATHEMATICS AND ENGINEERING?

% n

Biology and Human Biological Sciences 25.58% 11

Chemistry and Biochemistry 18.60% 8

Computer Science, Computer and Electrical Engineering 6.98% 3

Geological Sciences 4.65% 2

Mathematics 16.28% 7

Natural Sciences and Science Education 2.33% 1

Nursing 9.30% 4

Physics and Engineering Sciences 16.28% 7

Total 100% 43

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Q5 - WHICH IS YOUR PRIMARY DEPARTMENT WITHIN THE SCHOOL OF SOCIAL SCIENCES AND EDUCATION?

% n

Anthropology 0.00% 0

Child, Adolescent and Family Studies 11.11% 3

Criminal Justice 3.70% 1

Kinesiology 29.63% 8

Liberal Studies 3.70% 1

Political Science and Global Intelligence 3.70% 1

Psychology 25.93% 7

Sociology 22.22% 6

Total 100% 27

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Q6 - ARE YOU A TENURED, TENURE-TRACK PROFESSOR, OR A LECTURER?

% n

I am a tenured professor 41.27% 52

I am a tenure-track professor 23.02% 29

I am a full-time lecturer 18.25% 23

I am a part-time lecturer 17.46% 22

Total 100% 126

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Q7 - DO YOU ADVISE STUDENTS IN YOUR DEPARTMENT?

% n

Yes 78.64% 81

No 21.36% 22

Total 100% 103

Note: Skip logic was used for questions Q8-Q11. See survey in Appendix for more details.

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Q8 - WHAT IS THE REASON YOU DO NOT ADVISE STUDENTS IN YOUR DEPARTMENT?

% n

This is my first year 9.09% 2

There were no advisees assigned to me 22.73% 5

Workload, research, etc 13.64% 3

I was asked not to advise 13.64% 3

Other, please specify 40.91% 9

Total 100% 22

Continued on the following page…

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OTHER, PLEASE SPECIFY

I do advise students, but not within my role of a part-time adjunct. I am a full-time advisor that teaches CSUB 1009/1019.

We have moved to staff advising

We have professional advisors

Lecturers do not advise

I am a coach

Lecturers do not advise.

I informally advise - BPA Advising and Student Services formally advises

It's my impression that lecturers do not do advising. I have never been asked to do it.

lecturers in my department do not formally advise students

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Q9 - HOW MANY ADVISEES ARE YOU ASSIGNED?

16

53

50

100+

3

12

60+

all in the degree program, approximately 65

27

40+

80

35

Undetermined

56

100+

30

110

30

12-15

The department advises all of our majors, so it varies by enrollment.

15-20

57

Approximately 90 students per academic year

30

30-40

50

99

not sure

27

20

10

90

11

80-90

60+

90+

about 100 personal and also responsible for some group advising

47

20

90 students plus do 3 group advising sessions every semester each with at least 25 students in each session

Twenty-nine, I deal with others as requested.

150+

I also advise Honors students- 150

60

77

117

52

90

Currently 77 on myCSUB Advisor Center, Over 100 in the past

78

231

It is hard to determine. There is no system of accurately tracking assigned advisees (the list on the server inaccurate). But a lot.30

107

30

100

approximately 50

37

16

I am not assigned any particular number, so it varies. But on average, I have between ten and fifteen advisees.

We do not have a formal assignment procedure.

90

108 plus athletes

Zero

Q10 - HOW LONG, IN MINUTES, DOES IT TAKE TO ADVISE EACH ADVISEE?

20-30 mins.

12

30-45

30-45mins

depends on the student. 15-30min45 minutes in our initial meeting; for some students, that's the only meeting we have; for others, we have 5 or so minute conversations.20-40 minutes

30 minutes

15 but often occurs monthly rather than once a semester

10-15 minutes

15-20

30-45 minutes per student

30

15-20

15-30

15-30 minutes

20

15-30 for basic class schedule advising

15 min

10-15 minutes

First time major - about 20 minutes; existing major - 10 to 15 minutes

30

25

15 to 30 min

15-30

About 60

30

15-40 minutes

15-30 minutes

10

15

20 at beginning of term with follow ups.

30

10-30 min

30

15-20 minutes

30 to meet individually, 20-30 to prep each file for individual or groups, 4 to 6 hours group advising per semester

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10

30

at least 30 to 45 minutes

5-45. Advisees are individuals not widgets to be processed

10-15 minutes

20-30

30

15 min

between zero minutes and 30 min

10-15

Highly variable. I spend more time as needed.

15-30. Shorter for schedule adjustments. Longer for checklist reviews or grad checks.

20-30

15

About a hour to do it well. And some students require multiple sessions per term.

10

10-15

30 to 45 minutes for new advisees, 5 to 10 minutes any subsequent advising meetings

20

30

45 minutes

45

about 20 minutes

It depends on the student: could be ten minutes, could be forty minutes.

15

30 minutes

twenty

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Q11 - WHAT IS THE PRIMARY MODE OF COMMUNICATION WITH ADVISEES?

% n

Email 7.94% 5

Face to face 85.71% 54

Phone 0.00% 0

Text 0.00% 0


Total 100% 63


e-mail and face to face

A mix of Email and Face to Face

Email and face to face

Email, Face to Face, and Phone

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Q12 - HOW DOES YOUR SCHOOL TRAIN FACULTY TO ADVISE?

This is more at the dept. level. As chair, I had a small workshop in the fall for our newest faculty.

"Learning by doing"--there is no official training but colleagues in my department help one another

there is no training, I shadowed a few sessions

Senior faculty instruct junior faculty

It doesn't. There is informal advice given by senior faculty in the department.

through experience and asking questions of other facultyThere seems to be no training of faculty in advising at CSUB. The Dept. has met with NSME advising staff a couple of times to discuss use of gradesfirst, peoplesoft and other advising issues. I am not aware of any training resources such as online tutorials/manuals or examples available for peoplesoft or gradesfirst.no trainingworkshops during faculty meetings, also one-on-one consultations with our pre-nursing advisors regarding general education questions.Mentored by experienced faculty memberWe work with the Advising team in our school. With their extremely small staff, they somehow manage to provide us with assistance in our group advising and also offer us sessions to learn about advising. We need more advisors - this is apparent with the limited time available for training and advising at the same time.Group setting where we all meet at once and the SSE Advising Center goes over new info or they communicate changes via email. We are also able to set up individual meetings with advisors so we can have questions answered. This latter step is what I have done in order to fully understand what I'm advising and not mess up or mess with a student's time while at CSUB.N/A

Department meeting discussion and individual mentoring

No training

Does it?

SSE held a training in which all faculty in our department attended. Chair does training 1 on 1

I never received formal training, but my chair is a great resource if I have questions (and I have a lot of them).

I've been trained on using Grades First.

The department, rather than the school, provides advising training.

xxxxx

Informal communication, which works well.No formal training. Just occasional discussion on some bottleneck courses or change in pre-req. etc. that may be needed during student advising.The Department trained as a collective meeting

I’m not aware of any training, but I’ve been around here a long time.

Haha. I’ve never had any training. I am self taught.

Buddy system. See neighbor in office next door. Read Catalog.

?

Our pre nursing advisor assists with information sessions to help know how to help students.

Minimal training

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0

none recentlyWe have done a training with SSE advisors so that we're on the same page (as faculty) and are following the same processes as the school advisors.In the dept - all faculty assist new faculty with advising - new faculty do not advise until their 2nd year

Initially a department member trained me, but I learned more from Karen in SSE advising

I am not aware of any school-based training

No training

n/a; informal departmental mentorship

They do not train us. At least not yet.

I don't know current practice

mentorship

We have a mentoring program in our department.

1-2 meetings a semester. Ongoing support from our liaison

There is no real training, we learn from others that are more experienced.

during department meetings advising is discussed and recommendations given.Our training is not formal -- we learn primarily by discussing advising in department meetings, reading the catalog & asking experienced faculty when unusual or difficult issues come upSenior faculty mentor junior faculty on advising. We also regularly discuss advising in faculty meetings and on department retreats. Advising students is one of our most important functions as faculty and we take it very seriously.No formal training. Mostly informal mentoring within the department. Department has also invited NSME Student Center advisors to come show us how to use GradesFirst in the past.Mentorship, shadow model

No, the department does.

Word of mouth

Each department is responsible for knowing their curriculum and being able to guide students through their program.

I received help from other faculty in the department. There was no training from the school, just the department.

There is no training from the school. Advising practices aretaught within the department.

Through departmental mentorship

training is primarily in the department

There is no training.My school does not. However, my department chair has trained new faculty on advising through a series of meetings and forms, as well as updates in department meetings.No.

It doesn't.

none

we learn fom other faculty within the department

It doesn't

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Q13 - DO YOU VIEW ADVISING AS A FACULTY RESPONSIBILITY?

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% n

Yes 85.71% 72

No 14.29% 12

Total 100% 84

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Q14 - IN YOUR DEPARTMENT, DO THE STAFF ADVISORS COLLABORATE WITH FACULTY ON ANY OF THE FOLLOWING ISSUES:

Yes NoTotal

% n % n

Waiving pre-requisites 36.84% 28 63.16% 48 76

Removing holds 53.25% 41 46.75% 36 77

Scheduling 40.79% 31 59.21% 45 76

Adding/dropping courses 51.32% 39 48.68% 37 76

Meeting graduation requirements 63.16% 48 36.84% 28 76

Other, please specify 68.42% 13 31.58% 6 19


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concentration outlines

I didn't answer some questions because I think a lot of these things go to our department chair, not me.

transcript evaluation

GE advising

I make these decisions

all questions that the faculty do not know the answer to, the advisors respond

GE

GE advising

Unsure since I do not advise

Other majors

GE

students also help each other

We cannot survive without them

what staff advisors? you mean school advisors?

our staff advisors are amazing!

The Department has no staff advisors,so my responses refer to NSM&E staff.

Transfer courses, Substitutions, Grad checks

For holds, staff are supposed to remove holds of freshmen and sophmores only

Staff advisors?

Staff adviers are interfering and provide bad advice to students.

the advisors collaborate to some degree, but they take too much initiative without consulting with faculty

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Q15 - IN YOUR OPINION, WHAT SHOULD BE THE RESPONSIBILITIES OF STAFF ADVISORS?

Yes NoTotal

% n % n

Scheduling 59.04% 49 40.96% 34 83

Approving course substitutions 22.22% 18 77.78% 63 81

Waiving pre-requisites 18.75% 15 81.25% 65 80

Career advising 34.57% 28 65.43% 53 81

Encouraging continued education after graduation 59.26% 48 40.74% 33 81

Helping advisees deal with personal problems 53.66% 44 46.34% 38 82

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Q16 - WHO SHOULD STAFF ADVISORS REPORT TO?

% n

School Deans 14.29% 12

Associate Deans 26.19% 22

Department Chairs 36.90% 31

New University-wide Advising Director 13.10% 11


Total 100% 84


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School Deans but be in good communication with department chairs as well

Degree Program Directors

I think this question should be asked to the advisors

They should work directly with faculty

Faculty and department chair

Assoc Dean and Dept Chair

Individual assigned faculty

A Department faculty member tasked with being the Advising Coordinator for that department (for course release or extra pay)

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Q17 - IN YOUR OPINION, WHO SHOULD BE THE PRIMARY ADVISORS FOR THE FOLLOWING STUDENT GROUPS?

Staff advisors Faculty advisorsTotal

% n % n

Lower division students 67.07% 55 32.93% 27 82

Upper division students 17.07% 14 82.93% 68 82

Transfer students 51.22% 42 48.78% 40 82

Student athletes 63.41% 52 36.59% 30 82

At risk students 64.63% 53 35.37% 29 82

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Q18 - WHO SHOULD DEVELOP ADVISING MATERIALS (E.G. ROADMAPS, CONCENTRATION OUTLINES, PROGRAM DESCRIPTIONS)? SELECT ALL THAT APPLY.

% n

Faculty 43.51% 67

Staff advisors 21.43% 33

Department chairs 35.06% 54

Total 100% 154

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Q19 - PLEASE RANK THESE BY ADVISING PRIORITY, WITH THE HIGHEST PRIORITY AT THE TOP:


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1 2 3 4 5 6 7Total

% n % n % n % n % n % n % n

To graduate students on time

48.61% 35 23.61

% 17 4.17% 3 11.11% 8 4.17% 3 5.56% 4 2.78% 2 72

To encourage students to take major courses earlier

12.50% 9 29.17

% 21 26.39% 19 13.89

% 10 11.11% 8 5.56% 4 1.39% 1

72

To encourage students to enroll in difficult classes 1.39% 1 6.94% 5 18.06

% 13 31.94% 23 16.67

% 12 16.67% 12 8.33% 6 72

To build a course schedule that accommodates a student's time schedule

5.56% 4 19.44% 14 22.22

% 16 16.67% 12 20.83

% 15 11.11% 8 4.17% 3

72

To resolve holds 8.33% 6 13.89% 10 23.61

% 17 11.11% 8 29.17

% 21 13.89% 10 0.00% 0 72

To increase enrolled units 0.00% 0 1.39% 1 5.56% 4 13.89% 10 16.67

% 12 47.22% 34 15.28% 11 72

Other, please specify 23.61% 17 5.56% 4 0.00% 0 1.39% 1 1.39% 1 0.00% 0 68.06% 49 72

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Student's should decide thier priorities

Help student meet all requirements

To teach students to be successful learners, no matter how long it takesHelp students find classes that help them achieve their educational goals.To keep students on track for planned program. Nursing is different because once the student is in the program, their schedule is set.To get to know a student in order to follow his/her progress to the degree sought.To educate on curriculum and course scheduling, and career advising

Help the student be successful. . .

Assist with professionalization skills.To complete prereq courses in timely manner, so not delayed in completing degree

To set students up with a course schedule they can succeed in (i.e., pass) while at the same time getting closer to graduationTo help students if they are struggling in a class or in life.Connect students with faculty advisors to work on their majorsMore Walk-In means for students who are parents, work full time and those who have no clue.To keep students on track and in the proper classesMY priority or students'? Students want to spend endless time scheduling their personal schedule every term. Faculty should not have to do that. Faculty should explain the major (to newbies) and then meet occasionally to update progress--not really any of the above )the highest priority is to advise student in the correct coursesNone of the below. See following response.None of the above should be a priority except Encourage students to enroll in diificult classes

To help students take the correct courses to meet their educational and career goalsThe chief goal is to make sure that the education that students are getting at CSUB is preparing them for their future career goals.Ensure students are taking appropriate courses for the major; Relate degree requirements to careers and graduate school pathwaysGood study habits, how to get to grad school, how to manage your scheduleTo build a course schedule that accomodates many of these, but doesn't overload difficult classes in one group. chemistry is a verticle learning subject, so courses need to be taken in the proper order to have prerequisites for the following courses.To enable students to meet their education and career goals

to help prepare students for the future by building skills and matching them with majors that fit their skilsl and interestsTo give ACCURATE information to students and be accountable for all actions taken and advice given

To encourage student autonomy to pursue meaning in their education, careers, and lives

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APPENDIX: SURVEY QUESTIONS

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Start of Block: Default Question Block

Q1 Which school do you teach in?

o Arts and Humanities (1)

o Business and Public Administration (2)

o Natural Science, Mathematics and Engineering (3)

o Social Sciences and Education (4)

Display This Question:

If which school do you teach in? = Arts and Humanities

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Q2 Which is your primary department within the School of Arts and Humanities?

o Art and Art History (1)

o Communications (2)

o English (3)

o History (4)

oModern Languages (5)

oMusic (6)

o Philosophy (7)

o Religious Studies (8)

o Theatre (9)


If Which school do you teach in? = Business and Public Administration

Q3 Which is your primary department within the School of Business and Public Administration?

o Accounting and Finance (1)

o Business Administration (2)

o Economics, Environmental Resource Management, Agricultural Business and Applied Studies (3)

oManagement and Marketing (4)

o Public Policy and Administration (5)

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If Which school do you teach in? = Natural Science, Mathematics and Engineering

Q4 Which is your primary department within the School of Natural Science, Mathematics and Engineering?

o Biology and Human Biological Sciences (1)

o Chemistry and Biochemistry (2)

o Computer Science, Computer and Electrical Engineering (3)

o Geological Sciences (4)

oMathematics (5)

o Natural Sciences and Science Education (6)

o Nursing (7)

o Physics and Engineering Sciences (8)


If Which school do you teach in? = Social Sciences and Education

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Q5 Which is your primary department within the School of Social Sciences and Education?

o Anthropology (1)

o Child, Adolescent and Family Studies (2)

o Criminal Justice (3)

o Kinesiology (4)

o Liberal Studies (5)

o Political Science and Global Intelligence (6)

o Psychology (7)

o Sociology (8)

Q6 Are you a tenured, tenure-track professor, or a lecturer?

o I am a tenured professor (1)

o I am a tenure-track professor (2)

o I am a full-time lecturer (3)

o I am a part-time lecturer (4)

Skip To: End of Survey If Are you a tenured, tenure-track professor, or a lecturer? = I am a part-time lecturer

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Q7 Do you advise students in your department?

o Yes (1)

o No (2)


If Do you advise students in your department? = No

Q8 What is the reason you do not advise students in your department?

o This is my first year (1)

o There were no advisees assigned to me (2)

oWorkload, research, etc (3)

o I was asked not to advise (4)

o Other, please specify (5) ________________________________________________

Skip To: Q13 If What is the reason you do not advise students in your department? = This is my first year

Skip To: Q13 If What is the reason you do not advise students in your department? = There were no advisees assigned to me

Skip To: Q13 If What is the reason you do not advise students in your department? = Workload, research, etc

Skip To: Q13 If What is the reason you do not advise students in your department? = I was asked not to advise

Skip To: Q13 If What is the reason you do not advise students in your department? = Other, please specify


If Do you advise students in your department? = Yes

Q9 How many advisees are you assigned?

________________________________________________________________

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Q10 How long, in minutes, does it take to advise each advisee?

________________________________________________________________



Q11 What is the primary mode of communication with advisees?

o Email (1)

o Face to face (2)

o Phone (3)

o Text (4)


Q12 How does your school train faculty to advise?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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Q13 Do you view advising as a faculty responsibility?

o Yes (1)

o No (2)

Q14 In your department, do the staff advisors collaborate with faculty on any of the following issues:

Yes (1) No (2)

Waiving pre-requisites (1) o oRemoving holds (2) o o

Scheduling (3) o oAdding/dropping courses (4) o o

Meeting graduation requirements (5) o o

Other, please specify (6) o o

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Q15 In your opinion, what should be the responsibilities of staff advisors?

Yes (1) No (2)

Scheduling (1) o oApproving course substitutions

(2) o oWaiving pre-requisites (3) o o

Career advising (4) o oEncouraging continued

education after graduation (5) o oHelping advisees deal with

personal problems (6) o o

Q16 Who should staff advisors report to?

o School Deans (1)

o Associate Deans (2)

o Department Chairs (3)

o New University-wide Advising Director (4)


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Q17 In your opinion, who should be the primary advisors for the following student groups?

Staff advisors (1) Faculty advisors (2)

Lower division students (1) o oUpper division students (2) o o

Transfer students (3) o oStudent athletes (4) o oAt risk students (5) o o

Q18 Who should develop advising materials (e.g. roadmaps, concentration outlines, program descriptions)? Select all that apply.

▢Faculty (1)

▢Staff advisors (2)

▢Department chairs (3)

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Q19 Please rank these by advising priority, with the highest priority at the top:

______ To graduate students on time (1)______ To encourage students to take major courses earlier (2)______ To encourage students to enroll in difficult classes (3)______ To build a course schedule that accommodates a student's time schedule (4)______ To resolve holds (5)______ To increase enrolled units (6)______ Other, please specify (7)

Q20 Please share any additional thoughts on the topic of centralized advising versus decentralized advising:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

End of Block: Default Question Block

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faculty centralized vs decentralized … survey... · web viewadvising students is one of our most...

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