IUPUI Faculty Survey – 2018
Importance of Classroom Attributes
| Not important at all |
Slightly important |
Moderately important |
Very important |
Extremely important |
|
| Adequate visibility within a space from students to presenters, to course content, to demonstrations, and to other students |
3.7% |
3.1% |
20.7% |
44.5% |
27.9% |
| Space that allows easy movement of all students within the space to support communication and to facilitate interaction |
6.2% |
7.0% |
19.7% |
40.3% |
26.7% |
| Furniture that is easily movable and configurable to support a range of learning activities |
10.3% |
9.8% |
21.0% |
32.7% |
26.2% |
| Furniture with adequate work surface to accommodate several devices and materials that students may bring |
7.7% |
11.0% |
21.8% |
34.8% |
24.7% |
| Abundant writable surfaces to facilitate interaction for students and groups (e.g., white boards) |
6.8% |
10.9% |
25.6% |
35.1% |
21.6% |
| Space in which all students have access to electrical power to support the wide variety of technologies used in learning activities |
10.7% |
14.0% |
25.9% |
26.5% |
23.0% |
| Space that allows for robust sharing of visual data by making it easily available, visible, and/or readable by all students |
5.5% |
8.1% |
22.7% |
36.6% |
27.0% |
| Instructors and learners able to seamlessly manage audio/visual content across multiple output systems including installed displays, computers, and mobile devices |
8.4% |
10.0% |
22.6% |
33.9% |
25.1% |
| Able to record presentations, group interactions, or conversations with local and remote students and make these artifacts accessible asynchronously |
23.3% |
19.8% |
27.6% |
18.4% |
10.9% |
| Location of classroom is convenient for me as the instructor (e.g., being close in proximity to my campus office or easy to get to from off campus locations) |
7.3% |
9.9% |
27.2% |
33.2% |
22.4% |
- The most important classroom attribute to faculty overall is having visibility from students to presenters/course content/demonstrations and other students with almost three-quarters of all respondents rating it as being very or extremely important.
- Having a space to all easy movement of students to support communication and interaction is also rated highly with two-thirds (67%) of all faculty rating it as very or extremely important.
- The attribute rated not as important to faculty is the ability to record their classes and have the recordings available later with almost one-quarter of faculty respondents (23%) rating it as not important at all.
CLASSROOM ATTRIBUTES VERY/EXTREMELY IMPORTANT
| Percentage of faculty who report that the following items are very or extremely important |
Tenured/tenure- track Faculty |
Full-time non tenure track faculty |
Part-time/adjunct Faculty |
| Adequate visibility within a space from students to presenters, to course content, to demonstrations, and to other students |
71.2% |
75.9%** |
70.1% |
| Space that allows easy movement of all students within the space to support communication and to facilitate interaction |
60.9% |
73.5%*** |
69.0%** |
| Furniture that is easily movable and configurable to support a range of learning activities | 52.9% | 68.0%*** | 57.4% |
| Furniture with adequate work surface to accommodate several devices and materials that students may bring |
54.3% |
66.6%*** |
59.3% |
| Abundant writable surfaces to facilitate interaction for students and groups (e.g., white boards) |
55.0% |
60.3%* |
54.8% |
| Space in which all students have access to electrical power to support the wide variety of technologies used in learning activities |
43.4% |
58.0%*** |
48.8% |
| Space that allows for robust sharing of visual data by making it easily available, visible, and/or readable by all students |
59.2% |
69.7%* |
63.6% |
| Instructors and learners able to seamlessly manage audio/visual content across multiple output systems including installed displays, computers, and mobile devices |
49.8% |
66.4%*** |
64.9%*** |
| Able to record presentations, group interactions, or conversations with local and remote students and make these artifacts accessible asynchronously |
24.3% |
37.0%*** |
28.1% |
| Location of classroom is convenient for me as the instructor (e.g., being close in proximity to my campus office or easy to get to from off campus locations) |
57.4% |
61.1%* |
45.5%** |
***p<.001; **p<.01; *p<.05, group compared to tenured/tenure-track faculty
- Full-time non-tenure track faculty are significantly more likely than tenured/tenure-track faculty to rate a classroom attribute as very or extremely important on every item.
- Some of the largest differences include the importance of having furniture that is easily movable and configurable (68% 53%)*** and a space where students have access to electrical power to support a wide variety of technologies (58% vs. 43%).***
- Tenured/tenure-track faculty (50%) are significantly less likely to rate being able to manage technology across multiple output systems as very or extremely important compared to both full- time non-tenure track (66%) and part-time/adjunct faculty (65%).***
- Female faculty are significantly more likely to rate 8 of the 10 items as very or extremely important to their classroom compared to male faculty.
- The largest differences were found for having a space that allows easy movement to support communication and interaction (74% 59%)*** and the room being equipped with furniture that is easily movable and configurable (69% vs. 47%).***
- Faculty in STEM schools rate the two items regarding space in the classroom — having easy movement of students to support communication and interaction (53% vs. 72%)*** and furniture that is easily movable and configurable (40% vs. 65%)*** — as significantly less important than faculty in non-STEM related Schools.
- Faculty in the Health and Life Science schools (41%) are significantly more likely to rate being able to record presentations, interactions or conversations as very or extremely important compared to non-HLS faculty (26%).***
- Faculty from the School of Public and Environmental Affairs (54%) are significantly more likely to report having access to electrical power to support a wide variety of technologies as not at all or slightly important compared to other faculty (23%) at IUPUI.***
- The majority of education faculty (77%) rate electrical power access to support technologies as very or extremely important at significantly higher rates than other IUPUI faculty (48%).**
