IUPUI Faculty Survey – 2018
Frequency of Instructional/Pedagogical Strategies
|
Never |
Rarely |
Occasionally/ Sometimes | Almost every class |
Every class |
|
| Lectures – instructor presents course content to the students with limited student participation |
11.3% |
25.0% |
32.5% |
22.2% |
9.0% |
| Interactive Lecture – instructor presents course content with periodic planned opportunities for student interaction with the content |
2.6% |
5.5% |
23.7% |
46.7% |
21.6% |
| Discussions – instructor engages students in discussions about the course content |
1.4% |
4.9% |
20.6% |
44.7% |
28.4% |
| Case-study, project, and problem- based learning – students work on assignments that involve analysis and reflection on complex problems or cases |
6.3% |
9.0% |
39.8% |
33.0% |
11.9% |
| Collaborative learning and group activities – students work in pairs or small groups to discuss course concepts, develop and integrate concepts, and/or complete assignments |
6.6% |
9.5% |
35.4% |
32.5% |
15.9% |
| Demonstrations and simulations of course content – instructor shows students how a process works within a particular discipline |
8.2% |
13.2% |
39.0% |
28.3% |
11.3% |
- All faculty were asked to think of a class they have regularly taught when describing how often they utilized the above techniques.
- Interactive lectures and discussions are the two most popular strategies with more than two-thirds of all faculty using them in either almost or every class.
- Lectures with little participation by students are the least common with more than one-third of respondents utilizing that technique either rarely or never.
USE OF INSTRUCTIONAL/PEDAGOGICAL STRATEGIES ALMOST EVERY OR EVERY CLASS
| Percentage of faculty who report they employ the following techniques almost every class or every class |
Tenured/ tenure- track faculty |
Full-time non tenure track faculty |
Part-time/adjunct faculty |
| Lectures – instructor presents course content to the students with limited student participation | 34.2% | 32.8% | 23.9%* |
| Interactive Lecture – instructor presents course content with periodic planned opportunities for student interaction with the content |
65.3% |
74.5%** |
65.5% |
| Discussions – instructor engages students in discussions about the course content | 72.3% | 72.9% | 74.8% |
| Case-study, project, and problem-based learning – students work on assignments that involve analysis and reflection on complex problems or cases |
42.7% |
46.8% |
46.4% |
| Collaborative learning and group activities – students work in pairs or small groups to discuss course concepts, develop and integrate concepts, and/or complete assignments |
45.3% |
50.5%* |
51.2% |
| Demonstrations and simulations of course content – instructor shows students how a process works within a particular discipline |
35.2% |
40.5%* |
45.9%** |
***p<.001; **p<.01; *p<.05, group compared to tenured/tenure-track faculty
- Adjunct faculty (24%) are significantly less likely to use frequent lectures that limit student participation, compared to tenure/tenure track faculty (34%).*
- Interactive lectures are most likely to be employed by full-time non-tenure track faculty with three- quarters using the technique almost every class or every class.
- Demonstrations and simulations almost every or every class are significantly more likely to be used by part-time/adjunct faculty (46%) and full-time non tenure track faculty (41%) compared to tenured/tenure-track faculty respondents (35%).
- Male faculty are significantly more likely to use lectures with limited participation almost every or every class compared to female faculty (40% vs. 24%)*** while female faculty are more likely to utilize collaborative learning and group activities almost every or every class (54% vs. 43%).***
- Faculty from STEM disciplines (40%) are significantly more likely to employ lectures with limited student participation at least almost every class compared to non-STEM faculty (28%).***
- STEM faculty are less likely compared to other faculty to utilize discussions (61% vs. 77%)*** almost every or every class period.
Although it has a relatively low N of 42 faculty respondents, faculty from the School of Education are significantly more likely than other faculty at IUPUI to utilize the techniques of discussions (95% vs. 72%)*** and collaborative learning (90% vs. 47%).***
