1999 State of the University Survey
These comments are arranged by question (each question
is followed by comments relating to that question). Comments
not related to a particular question are at the end.
1. The administration is doing a good job of promoting a
liberal arts and sciences culture.
I fear that a lot of what they do is symbolic and not substantive
[scored 8] ‘Of promoting’ is circled
The renewal of the Residential Colleges, the initiation of the
Distinguished Visiting Scholar program, and the support for implementation
of the LSP are all appropriate good-faith efforts.
2. The new Liberal Studies Program implementation plans
and procedures are proceeding in a timely, systematic, and facilitative
manner.
‘Facilitative’ is circled- no-too much rudeness and dissension
Why is this Calculus class being shoved down our throats? I thought
this was coming up for a vote on U G. Council?!
I’m new at Truman-I really don’t know.
Ha
The administration and many faculty are working hard on this task.
Obstructive criticism of some efforts by a vocal minority of faculty
has had a chilling effect on some, and has occasioned a drop in
morale.
3. Assessment of student learning is appropriately collected
and reported, thereby facilitating a reflective culture aimed
at improvement.
Getting better
The main obstacles to learning that I’ve confronted are that students
lack both critical thinking and study skills- I have not noticed
either of these problems addressed.
Collected, not reported
Underlined ‘collected’ – yes, underlined ‘reported’- no
‘Appropriately’ is underlined; ‘reported’ is circled
Not enough emphasis on achievement and too much emphasis on student
surveys and course ratings.
Collected yes, reported no
‘Assessment of student learning is appropriately collected and
reported’- yes ‘facilitating reflective culture aimed at improvement’
-no
I think we would do well to think through the implications of
CAAP critical thinking/critical reading data that we have obtained.
What experiences/activities will help the student earning Bs and
Cs to develop?
4. The currently implemented expansion of Freshman Week
is the appropriate tool for increasing retention and graduation
rates and for promoting a living/learning community.
It’s a step in the right direction. If it works, great, if not,
let’s revise it.
I question the merit of doing this when a large percentage of
the student body should not be here but in some form of vocational
training.
But could have potential troubles for fall 99 as it is a complete
redo/new for 99
It can’t be the only tool for retention/graduation increase.
‘The’ is crossed out and ‘an’ is written…(‘the appropriate tool’)
It is “an” appropriate tool, not “the” one.
Not the appropriate tool…one appropriate tool
Not ‘the’ appropriate tool….one appropriate tool.
I would say it is likely to be an appropriate tool, but there
may be other tools (perhaps used in synergy therewith) that will
also be helpful.
5. Physical facility resources (e.g., space, supplies, etc.)
Are adequate for my teaching and scholarly needs.
‘Space’ is underlined with a 1 added; ‘supplies’ is underlined
with an 8 added. [score 1]
Plans for an addition to the science building are encouraging
6. Enhancement of the liberal arts culture and the living/learning
environment through expansion of the Residential Colleges Program
should be a top priority of the University.
(Top’ is double underlined) It’s important; but not at the very
top. Besides- it’s done.
For community learning to take place course scheduling must change
dramatically- Groups of students must attend together a cluster
of courses. The residential college idea is only window dressing.
Bad question- are you asking about res colleges or about the enhancements
in the first clause? (gave it a five) assuming you are asking
about res colleges. On question six, I would state: ‘Expansion
of the Res. Col. Prog. Should be a top priority for the Univ.’
– (without the qualifiers)
(Gave it a one) !!!
Appropriate physical faculty maintenance should be the top priority
before enhancing the program in subpar facilities
‘The Residential Colleges Program’ is circled. [scored 1]
A top priority (‘a’ circled, phrase underlined)
Intellectual (and personal) engagement outside the classroom are
essential to cultivating a Liberal Arts culture. I am pleased
with the renewed commitment to the Residential Colleges.
7. The current or proposed plans for enhancing technology
on campus are, or will be, adequate for my teaching, service,
and scholarship needs.
I wish I knew what the plans were
Cannot answer- am unfamiliar with “proposed plans”
Will it ever get done
What I need is a technologically up to date class room!
‘are, or’ are crossed out.
8. Adequate time, support, and resources are available for
my scholarship needs and requirements.
‘Time’ is underlined- lacking due to teaching load(s)
‘Time’ is circled with a no!! added. [scored 2]
No time, no support
‘My scholarship needs’ is underlined. [scored 2]
a bit short on time.
9. Salaries and benefits at Truman are commensurate with
comparable institutions and reflective of the teaching, service,
and scholarship loads undertaken by faculty.
Medical insurance should be much better. Keep pushing for raises
for us. We work very hard to make Truman what it is!
This will have an impact to faculty morale. Summer salaries are
especially pathetic at Truman.
Given the amount of administrative work faculty are asked/requires
to do at Truman, we are probably slightly underpaid.
Benefits are poor compared to UM system benefits for the same
job, same state
Recall, we live in an economically depressed area. Our salaries
and benefits are quite good given the cost of living in Kirksville.
Suitable for a 30-50 hour week, but not for the 70 hour weeks
that some faculty report.
10. The University’s use of part-time and non-regular faculty
positions is appropriate.
I am unclear as to the extent of its use of these positions.
I simply don’t know.
‘Part-time and non-regular faculty’ is underlined- too many with
ill-defined roles
(In my division…) [scored 8]
Use of part-time and adjunct faculty varies by division
“Use of” implies thing or commodity. The lack of commitment
to part-time and non-regular faculty (in the form of benefits)
suggests “thingness.” I’m not sure tha’s EVER appropriate.
Use of non-tenure-track faculty in chemistry increased significantly
under the Warren administration, and has continued at that level.
It is, in my view, at the edge of acceptability, and should be
held to its present level, or reduced, if possible. Excessive
reliance on non-tenure-track faculty reduces the attractiveness
of the teaching profession.
11. Morale among faculty at Truman is currently very high.
I simply don’t know.
The behavior of one our SS reps. On the UGC has one more to undermine
collegiality on this campus than at any time in my 10+ years here.
His attacks on LL are disgraceful and counterproductive.
[scored 1] (-7)
In my division morale is quite high.
We are still reaping the harvest of an era (Warren administration)
in which there was a gap between words and action. A deficiency
model for evaluating and a zero-sum philosophy quickly erode enthusiasm,
and it takes a while to recover. Trust requires time to be reestablished
even when those who precipitated the mistrust have been replaced.
The course approval process for LSP courses has given opportunity
for some abrasive interactions among faculty, which, in my mind,
demonstrate a lack of trust on the part of some faculty regarding
the competence & good will of their colleagues. While I have
no simple answer to this problem (viewing, as I do, faculty governance
as important) I believe that collegial intellectual interactions
between faculty, where no consensus need be reached, tend to be
more productive of faculty morale & unity than do turf wars
and wrangling where some seek power over others. (The power to
disapprove courses is power indeed!)
We need more and better computer services staff at any price.
The new LSP procedures have caused a less than collaborative or
scholarly attitude among some faculty toward areas of study considered
less “liberal.” This is harmful to everyone and entirely
unnecessary. I’m concerned about the “us” and “them”
mentality that this fosters. Instead, we should be cross-pollinating
and developing stronger alliances among faculty in disparate areas
of expertise.
The recently advertised director of information technology position
description sounded more like a search for a manager than an expert
in technical matters- we NEED an expert.
Please, please do something about the assessment program before
it is too late.
Too many meetings and administrative responsibilities and too
little time for reflection, preparation, and teaching.
Where are the results of last year’s questionnaire?
These questions are very limiting. For example, if you want to
know whether faculty support the Residential Colleges; why not
ask two questions-1) Do you support the concept in general; 2)
do you think it should be a “top” priority. They are
two different things. The questions seem biased somehow.
The benefits of the Residential College System at Truman to students
and the university are grossly exaggerated. The day to day operations
of the university need to be effectively managed- we waste $1000’s
daily.
Too many new programs simultaneously! How will we assess their
value (separately)?
The university policy of implementing global changes prior to
thorough planning is very discouraging. For example, implementing
the new LSP prior to defining several modes, knowing how computer
skills will be fulfilled, or having any junior interdisciplinary
seminars online is reckless and prevents many faculty from fully
supporting the program.
The liberal arts and sciences culture at Truman appears to be
promoting traditionally closed minds among the faculty. There
appears to be more animosity and prejudice among faculty as to
what disciplines represent liberal arts and sciences.
Residential colleges waste money that could be better spent on
academics/facilities. They were given a chance once to work, but
actually no substantive impact was made by them!
Stop micro-managing the processes on campus/ and for appointing
committees when it is evident that the decisions have already
been predetermined. Many committees on campus are a waste of time
and add to stress the faculty feel. Stress levels are high for
students and faculty.
Your question focus largely on what are acknowledged, even by
the administration, of areas of concern on so, in total, will
portray an unnecessarily skewed picture of the situation at Truman.
The farmers in Northeast Missouri treat their topsoil far better
than President Magruder and Vice-President Gordon treat the ‘topsoil’
of their faculty. If this continues, there will be no topsoil
upon which to grow the fine and promising students who come to
Truman.
Get coaching on survey questions need to be discrete, specific,
and even redundant. Or solicit open responses to target issues
and thematize the results subsequently?
The implementation of the LAS is better but still too much a case
of “property” of each division. Freshman week extension
sounds good but time will tell- at the moment it seems to be a
problem of Fr Week group size vs. term class size. Physical facilities
for classroom teaching are neither adequate nor pleasant in Baldwin
or OP, either too hot or too cold, with aging techno systems.
And morale- at least in some areas- has not recovered from our
disappointment at not getting someone in the Administration like
VPAA- who really knows a LAS culture and can guide us toward it.
As for assessment- any school that promotes itself on the basis
of assessment should- no, must- have someone in Administration
trained in current assessment and evaluation techniques to ensure
that the instruments we use really measure what we claim to measure,
and are interpreted correctly- with the interpretations shared
in timely fashion with anyone who needs to know.
I believe the 1s marked above [4-5 & 7-10] need to be addressed.
For some people they are an issue and for others, and other programs
on campus, the are critical. Once again, athletics is not being
fully supported. We need better facilities, better meeting and
teaching space, more scholarship opportunities, better salaries
for coaches based on experience and amount of work done for University,
better relations with Admissions on campus, and more financial
respect in general.
Also, somebody tell Admissions to please stop crying about working
during their lunch hour on Pershing Interviews. I get tired of
hearing that excuse every year. “Sometimes we have to work
through our lunch hour.
Will we really make a commitment to bringing technology on campus
to a level appropriate for a university of our level or will we
continue to “low bid” ourselves to mediocrity.
The faculty should be more concerned with actually teaching and
working with students!!
We need to hire more faculty to reduce class size and offer more
variety of classes.
Graduate courses and students are treated with little commitment
and less concern than is necessary to maintain quality programing
and practices!
VPAA choice is still a constant reminder that the administration
operates as a “good ole boys” network. Some computers
on campus are adequate- not the one I have, though.
The administration is capitalizing on the passage of time, apathy,
and overload. Their harried frenzy to do entirely too much at
one time continues to place the burden of change (and the commensurate
workload) on the faculty. Further, the recent structural changes
in administration, e.g., the movement of computer services under
a new umbrella, continue to reward the good and faithful [primarily
male] servants, irrespective o their qualification to do the job.
FRESH AIR, FRESH IDEAS; WE NEED THEM DESPERATELY!
The university needs to spend more time trying to be better, rather
than tying to look better. The university needs to avoid academic
incest by hiring less of its own graduates.
The current “turf wars” and faculty “distrust”
of colleagues is breeding an air of segregation and succession
all across he campus.
None of these questions truly address the strengths of the institution.
Before the new liberal studies program was put into place- ALL
of the problems and bugs should have been worked out. This is
an advising NIGHTMARE- no one knows answers to questions pertaining
to the MAE.
I still resent the way the VPAA search was handled! Also: my day-to-day
environment is affected negatively by incompetent “support”
staff, esp. re. Computer Services, but also “benefits.”
Can’t we hire competent and polite people?
The LSP is needlessly complex.
I have not answered most of the questions above because I don’t
feel qualified to judge. My main reason for placing a 3 on question
8 is that I have to struggle to find time for research, though
perhaps it will be less of a struggle in the future when I have
fewer new courses to prepare (it is my first year here).
The implementation of the LSP is not easy. UGC has tried to be
serious in its review of course proposals which is a good thing,
but the down-side of this is that serious review means not all
the courses are going to be accepted. Ewe should have realized
when we voted for the new LSP that change would be painful and
time-consuming. The university is also making progress in enhancing
the liberal arts culture through 1) its residential college and
freshman program initiatives, its increase in undergraduate research
stipends and opportunities to present undergraduate research,
its emphasis on high-quality interdisciplinary courses; 2) its
encouragement of cross-campus and cross-disciplinary dialogue
via its distinguished scholar program, its well-funded portfolio,
interview, and Sophomore Writing Experience processes as well
as weekly faculty development: lunches and mid-week musings; and
3) its high academic standards in the liberal arts and sciences
and its resulting visit from Phi Beta Kappa.
Truman rarely uses part-time or non-regular faculty positions.
This is as wise as it is rare. Most campuses have turned to this
strategy within the number of non-regular FTEs exceeding that
of regular tenure-track positions.
(Continuation of above note): Morale is stressed by implementation
of the LSP in a few divisions, but overall most faculty realize
what a faculty-centered administration we have. I know of very
few presidents who tell their boards that “faculty are not
employees- they are the university!” While it is not possible
to ever please all faculty, faculty in my division generally love
what they do and realize how good w have it t Truman. This is
not to say we have no problems or challenges- we do. Given responsible
faculty proposals and our faculty-friendly administration, we
can continue to move forward.
The current management style involves giving faculty “ownership”
through a highly participatory “democracy.” this process,
useful in some instances, tends to fail when stakes are high and
broad participation is required. Witness the debacle of the new
LSP, for a prime example. There are times when strong, visionary
leadership is required from McClain Hall.
We seem further away then ever from creating a liberal arts culture
here. Truman is more a knowledge factory- not a diploma mill (we
actually want our grads to know something) -where we would rather
fill students up to the point of bursting w/info and ideas, then
allow them to think about anything. There’s too much busy work
for faculty, students, and staff. It’s not a contemplative life.
The people running the show seem to be old-fashioned credit counters.
This fosters a culture in which divisions strive to micro-manage
each other. Credits (and arguments about them) should be eliminated.
After 27 years I find myself increasingly isolated by the “unique
culture and heritage” of this school.
My student load steadily increases without equal increase in time
and resource.
Morale: some people wish to be oppressed and are disappointed
when the University refuses to oppress them. The faculty who whine
the most are lucky to have academic jobs at all. Let us be thankful
for our riches.
LL Fac. Are in deep despair over 4- credit issues. (I am not in
that Div.) The issue must be resolved on a way that respects Academic
integrity.
The lack of credentials of the current President and VPAA make
Truman look like a joke. Division heads should serve two or three
years, not ten or twenty. The administration is inbred and insular.
Your assessment question is better this year, but still a problem.
The irony is that the assessment “culture” is precisely
used to impede progress toward a liberal arts culture because
our measurements would tell us about the university we were, cannot
tell us about how well we are becoming he university we might
be. The most sincere desire to make apples comparable to oranges
in statistically significant ways doesn’t make two fruits comparable.
Faculty morale will remain low in the workhorse divisions until
we change funding of research support and the biased model of
“undergraduate research,” as a start toward workload
equity and rough salary equity/ From VPAA Gordon’s letter it looks
like all the big talk about bringing salaries up to remotely appropriate