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%).**

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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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