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 Lectureinstructor 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%).***

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IUPUI Classroom Needs Analysis 2018 by The Trustees of Indiana University is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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