indicates statistically significant difference between divisions at 0.05 significance level
indicates statistically significant difference between years at UMM at 0.05 significance level
indicates no statistically significant difference between divisions at 0.05 significance level
indicates no statistically significant difference between years at UMM at 0.05 significance level

  • If you would like to carry out a detailed statistical analysis of the data please contact Engin Sungur
  • To interpret the differences, please click on the orange buttons


DATETIMENUMBER OF RESPONSES
4/7/99 11:30 68


 

I am from


I have been at UMM for

 

Research

1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree

I am fairly satisfied with the balance that I achieve between my research on the one hand, and teaching and service on the other.


UMM should be primarily a teaching institution which nonetheless expects its faculty to maintain serious scholarly activity.


Research expectations at UMM are too high.


There should be more emphasis on research at UMM in the future.


The faculty's research productivity is appropriate for an undergraduate liberal arts college.


UMM has a strong record of getting undergraduates involved in research.


Although the research climate could be improved, I have gotten some good University support for my research.


My accomplishments in research owe virtually nothing to what UMM has provided.




What factors, if any, impede your research? Rate each factor by using the following numbers:

4 = a factor that severely impedes your research
3 = a factor that impedes your research
2 = a factor that is not an impediment
1 = neutral, if, for any reason, the factor cited seems inappropriate

Administering the major consumes an excessive amount of time


Advising students consumes an excessive amount of time


Committee work consumes an excessive amount of time


Lack of equipment/facilities/financial support


Lack of support personnel


Lack of travel money


Other service activities consume an excessive amount of time


Teaching consumes an excessive amount of time


 

Which resources usefully support your research? Rank them by choosing the appropriate number.

4 = one of the resources that is most useful in supporting your research
3 = a resource that is useful in supporting your research
2 = neutral--a resource that is not particularly relevant for you
1 = a resource which has proved to be counterproductive

Briggs Library


Collaboration with colleagues here or elsewhere


Discipline equipment and facilities


Graduate school grants-in-aid


Grant money from outside the University


Leaves


UMM set-up funds


UMM technology support


UMM travel money


UMM Office of Grants Development


 

 

Computing Services

These are my satisfaction levels on the following computer services:

1=very dissatisfied, 2=dissatisfied, 3=neutral, 4=satisfied, 5=very satisfied

Desktop computer
;

UMM Web site
;

Internet Access
;

Campus network
;

Email services
;

Lab and server software
;

Dial-in modems
;

Computing Services help desk
.

 

Library

The library's book collection

adequate for my teaching needs.


The library's book collection

adequate for my research needs.


The library's periodical collection

adequate for my teaching needs.


The library's periodical collection

adequate for my research needs.


The library's electronic resources (web pages, indexes, databases, etc.)

adequate for my teaching and research needs.


The library's Interlibrary Loan Service (borrowing materials from other libraries if Briggs Library does not have what one requires)

adequate for my teaching and research needs.


The library's services (help from reference librarian, class instruction session, book ordering, placing items on reserve, help in filling out interlibrary forms etc.)

adequate for my teaching and research needs.


What can be done to encourage library use for enrichment beyond the satisfaction of teaching, curricular, and research needs to enhance the quality of your academic life?



  • The constraint is more on my time than on the library facilities.
  • What does that MEAN?
  • A Starbuck's Espresso bar.
  • Not much when we tale in consideration the size of the campus and Library.
  • Improve/upgrade the periodical holdings.
  • The library enhances the quality of academic life through serendipity, my coming across--by chance--an article, a book, a journal that I had not planned on reading. Therefore, the librarians need to go beyond asking me what I want in the way of journ als and books. They need to add significantly to what the faculty contributes; THEY need to call things to MY attention, rather then the other way around.
  • Expand the book and periodical collection. Have a much larger library. Have a fireplace in a large reading room. Carry more newspapers that have good international coverage.
  • I do not understand the question. I have no other expectations from the library other than those listed.
  • Substantial increase in book allocations with statements that encourage faculty to diversify the collection.
  • Nothing
  • Stop cutting the budget for Journals, notwithstanding the convenience of the web. Sometimes, it is more fruitful to be able to browse through the hard copies - that is the ambience of a liberal arts college's library.
  • There needs to be more resources available beyond the demands of teaching, curriculum, and research. The library is like a big reference book, you don't curl up with it before an open fire.
  • A stable and larger periodicals budget. A stable and larger books budget. 36 hours in a day.
  • Purchase or access to more electronic indexes
  • Build the library as a welcoming environment for students to gather for the purposes of learning and studying Make it a friendly place to work.
  • Meet the basic needs first, then we can talk about enrichment. Library's services are not adequate except for LeAnn Dean.
  • Return the focus of the library to faculty and students. Recent years have seeen too many attempts to put librarians in charge of what once was better handled by faculty. Pruning collections, prioritizing journals, a reluctance to be interested in s uggestions, especially at the top level have diminished the role of the library.
  • To begin with, this library has hours that run too short. I frequently find the library closed on weekends, one of the few tiumes I actually get time in the building. Further, I find it unappropiate the the library is closed for the students during finals; most schools I've been too have 24 hour times set aside during finals for the students to study.
  • Important for the Library to consult regularly with faculty on academic issues e.g. on selecting books or journals for the library.
  • more money to enlarge collection.
  • budget increases
  • I do not understand the question
  • Short of shoveling in lots and lots of money for book and resource purchases, I don't know.
  • more funds to purchase books; showcase new book acquisitions (with prominent displays; eg the dustjackets belong in a prominent place on main floor; also recent acquisitions should be assembled by subject and publicised, perhaps on WWW
  • More weekend/evening hours; after all these years, for example, I continue to find it frustrating that we shut down the library late Friday afternoons.
  • Increase the journal budget.

What would our library collections (books, periodicals, government documents, indexes, databases, computing facilities etc.) be like if we were the best undergraduate liberal arts college?

  • A lot like they are already. I think we need to continue the transition to electronic periodicals and databases.
  • We'd have some. The library has repeatedly and explicitly stated that it is neither interested in, nor capable of, supporting faculty research. This is an accurate assessment. Ongoing cuts to journal collections,in particular, render the library effectively useless for research purposes.
  • We would have a broader range of books and many more periodicals
  • Similar to St. Olaf's
  • We need allocate much more money for book purchases. The library book collection is far from adequate. Periodicals are expensive and we need to subscribe them selectively. Instead, we need focus on databases available in the Internet. In short, we need more books and better web-based databases.
  • Given OUR definition of "best lib. arts college"-- that is, one where research is a key component to both our faculty AND student development-- having a library better geared toward those purposes seems a must. Periodicals are unfairly priced, as our some of the more useful search products (e.g., Social Sci. Citation Index). However, those are things that are NEEDED to meet that lofty goal.
  • Take a look at the UNDERGRADUATE library, NOT the main library, at Stanford.
  • This is a moving target. With MINITEX and our extensive periodical databases, it would be wasteful to stock all the journals we use. Ideally, I suppose we would have at least the top two or three tiers of journals in each field, but I must say that although our collection is clearly inadequate for teaching and research needs, our access to articles is adequate. Psychology, like most sciences, has become more a journal field than a book field, so the limited book collection is not a great hindrance. Nevertheless, ideally we would have a much more extensive collection. I can't actually put numbers on this view, though.
  • The library would need to be three times larger to make it begin to be on a par with the best undergraduate libraries I have seen.
  • much larger acquisition budget. each year I order less than one-fourth of the books I have on a "wish list," basic sources recently published.
  • Much larger and better indexed.
  • More access to current texts and issues in a wide range of genres and discipline areas.
  • There would be more electronic access (terminals, classes on how to.., multiple people assisting, etc) both faculty and students. The next centruy will place much more emphasis on accessing other sources' data than simply collecting our own.
  • We would have on-line access to the full Biosis search as the UM-TC does. We wouldn't have to keep cutting journal subscriptions and have probably twice the number of journals we currently carry. Interlibrary loan is a tremendous resource in offsetting this problem.
  • More room for back issues of journals. I have been given extensive personal collections of back issues of journals, but there is no room to add them to the collections.
  • Up-to-date, breadth (variety and diversity), and depth (quality not quantity).
  • Access would be easier and smoother; materials would be available; the entire process would be *predictably* productive.
  • More periodicals. Fewer collections of periodicals with "holes" in them. Periodicals that go back beyond 1970.
  • More electronic indexes, more subject specific periodicals targeted for undergraduates.
  • We would be able to support faculty research instead of just student research.
  • WE would have more available in non-traditional approaches.
  • We wouldn't have the Director of the Library determined to destroy the scholarly record by her "weeding" project.
  • Would need two to three times as many journals, 1.5 times as many books and our electronic catalog would need to be more flexible and capable.
  • A larger collection of books and journals. Possibly specialty librarians who could actively assist in book ordering, taking some of load of faculty but not taking the job away from them.
  • There is a real shortage of basic research periodicals, I presume because of their cost. Although availiable in the cities, we really do need a better representative collection locally.
  • Our library collection is an embarrassment. We need much more funding for periodicals (rather than cutting that budget) and for current books. This should be a top priority.
  • Current and adequate for teaching and research needs.
  • More books, less cramped computer database user space, better layed out website for the library (the current headings, for instance, are ridiculous; under "articles" is access to the reference databases, which are not "articles."
  • It would be much larger.
  • more periodicals and database
  • All collections would be much larger and more comprehensive - now our greatest weaknesses are in periodicals, government documents and reference aids. Since I do not expect us to become a full federal repository, I would like to see more finding aids available either through print or internet - minimally we need the Index to the Congressional Serial publications. Internet access has significantly improved our library, but the delay that comes from having to request books, especially, is a problem. Improved bibliographic finding aids have improved our access to periodicals so that the limited number here is not such a problem.
  • It would contain a larger number of texts written at a level appropriate to advanced undergraduate and beginning graduate students. These texts introduce students to the more detailed and in-depth treatments of topics that are possible in specialized fields. It would also subscribe to a wider range of scholarly journals.
  • the disciplines that are presently severely hampered would be made equal with other disciplines. For example, Spch has recently been slashed by a 2/3 cut in acquisitions money, and we have a small fraction of the periodical subscriptions of many disc iplines. Besides that, our periodicals are very inexpensive. This is an intolerable situation!
  • In my judgment we are lacking most in books and periodicals that truly honor the breadth of our fields. Indices and databases are increasingly of high quality, thank you!
  • Hard copies and/or full text search capability of more research periodicals, despite the increasing cost.
  • We would have far more sources of published data, example (Government stat books.) We would have a journal selection to rival some research institutions.
  • Videos and CDs dealing with science experiments that are beyond the reach of our resources will be very useful substitutes.

What would our library services (reference help, interlibrary loan, instruction sessions, book ordering, reserve services, etc.) be like if we were the best undergraduate liberal arts college in the country?

  • Journals, journals, journals. Electronic resources have a place, but are by no stretch of the imagination adequate replacements for physical copies of journals. Profound improvements in the technology will be required before electronic access to journal databases becomes an effective day-to-day tool.
  • Similar to Yale's
  • I like our services just fine. What we have is compatible with being the best liberal arts college.
  • I think they have been good, aslthough more instructional help would be excellent, particularly regularly offered mini-courses in matters related to library use.
  • I appreciate the efficience of the interlibrary loan.
  • More web-based and quicker.
  • Interlibrary loan should be able to secure copies of current year texts.
  • I guess I answered this in the previous question. One whole floor of the library would be devoted to electronic access, both hardware and knowledgable librarians.
  • Don't know... no opinion
  • Well-read and knowledgeable personnel; quick and quality service with a smile;-)
  • It would be a wowsier.
  • Area-specific librarians (e.g. a science librarian).
  • Not much different from now.
  • We would have some of the materials instead of having to wait sometimes for weeks for them.
  • They would be less reflective of mainstream, dominant culture.
  • For one thing, we'd have time to use them, regardless of what they were. One thing I like is the May Jesseph tradition of having a puzzle out to work on for relaxation. Thanks, May!
  • We have a good reference staff, good interlibrary loan, etc
  • Here is where we do excel at this time. Interlibrary and minitex are much better than many private and probably some public liberal arts colleges. LeAnn, David, Maggie all are excellent at helping faculty and students with reference and interlibrary loan efforts
  • We need to get faster service. It seems to take too long to get periodicals from the cities.
  • Instruction sessions need improvement.
  • Quicker service from Twin Cities library and longer ILL periods.
  • It would be much larger
  • reserve services
  • Improved quantity - we have good quality. I am least familiar with the instruction sessions available from library staff and thus would suggest that the service needs to be more proactive
  • We need longer loan periods from ILL. We are entitled to full quarter loan periods, but the UMTC simply does not give them to us. When we questioned them several years ago, their pathetic excuse was that they simply forget, due to the volume of loan s they make to non-University borrowers. Again, a pathetic excuse, for they could easily code institutional borrowers (faculty from other campuses).
  • We could receive current articles and books.
  • They would be supported by a significantly larger budget; without resources to extend hours and extend collections we will never, I repeat never, rise to the top that is implied by the statement "best undergraduate ... "
  • Extended hours, especially on weekends.
  • On line viewing of actual journal articles.


Other

I

that the athletic program at UMM is a valuable tool for recruitment and retention.


In relation to the student body as a whole, athletes' GPA's are

.


 

Comments

  • Faculty desktop computers are not provided by or effectively supported by computing services so that item seems to be in the wrong place in this survey. Why should I know the GPA's of UMM athletes? The question has a factual answer and is not a matter of opinion. I did not appreciate being asked that question because it appears to have ulterior political motives.
  • Not a very scientific survey - the phrasing of many of the questions, and the allowed responses, made it difficult to get at the sense of my feelings on these subjects. So let me restate them here: i) Travel support, while improving a little, is fundamentally inadequate to support research requirements. I spend thousands out-of-pocket each year merely to attend essential conferences. It adds up alarmingly quickly. ii) The library's support for research is close to non-existent. ILL is fine as far as it goes, but is not a credible FOUNDATION for support of faculty research. iii) UMM talks as if it expects serious faculty research, and does much huffing and puffing when it comes time for salary reviews, tenure reviews, and the like, but provides little of even the basic necessities to support said research: library resources, travel money, and TIME. A full teaching load all terms makes serious r esearch all but impossible at any time other than in the summer. I love my teaching, but find it somewhat professionally unrewarding that that is ALL I have time for, and unfair that I am supposedly expected to perform feats of wonder without adequate ti me in which to perform them. iv) In sum, I find UMM's attitude toward faculty research disingenuous and essentially unfair. If serious research is to be made a significant requirement for salary increases, tenure, and promotion, then serious support should be provided for it. Other wise, it's time for a little truth in advertising - and fairness and honesty in salary and tenure reviews. I frankly doubt that UMM's pride will permit it to admit openly that it is not in a position to provide the support for research that it claims it expects. I do, however, believe that this prideful denial leads to essential injustices in assessment of faculty performance. This is a serious issue, one that I doubt that we have the courage to honestly address. I suspect that we will, therefore, con tinue on the current path, and continue to lose good faculty because of it. More's the pity. We could - and should - do better. (Please note that my comments do not arise from any perceived injustice to me personally. They are merely reflect my honest assessment of the present situation.)
  • This seems a survey designed to elicit negative responses.
  • I think UMM has a distorted picture of itself. We claim to be a strong liberal arts college but lack the faculty, the course diversity, the staffing, and the resources to compete at all successfully with other schools even just in Minnesota.
  • The research issue is a continuing sore point for me. We recruit faculty based on their research and connect ourselves to the University for thesame reason. However, we do not institutionalize research. It's made clear in practice that research is something one does during their breals, summers, weekends-- a hobby that one does without pay, but is nonetheless necessary for advancement (or an excuse for punishment.) Yet we, as an institution, bleed our young faculty, giving them a sizable service load, placing the burden on them to say "no" when they really don't feel they have complete choice. We've set up an environment where students see us as service providers-- available at all times to meet their needs. The fact is, if it doesn't have a deadline, it gets lost in the shuffle. Research is what gets pushed aside. As a campus, we're extremely uneven on what we see as important for productivity and in our encouragement of scholarly activity in balance with teaching. We are unique BECAUSE of our research focus and connection with a premier research institution. We need to better articulate that and begin to act like it. I'm encouraged that this survey placed this concern first-- maybe it'll provide some necessary movement in the correct direction. One last, related comment: Much of the strain on time, research, and effectiveness has to do with staffing. We are woefully understaffed to ever become the "best." The student loads in the more popular majors make research productivity and faculty satisfaction lower than acceptable. I enjoy my job because of the students-- but there's a limit to any good thing. Comparably sized institutions often have upward to twice the faculty in their discipline as we do with larger support staffs WITHOUT the research expectation. Is it any wonder we feel torn, stressed, and forever behind? As long as we continue to try and run the place on a shoestring, with barely adequate staffing, we will NOT be the "best liberal arts college;" we will be like much of our physical plant: tired and adequate.
  • The two questions on athletics are badly phrased. Sure, athletics are a useful tool for recruitment and retention. The question should be, is intercollegiate competition in an established conference the only way that athletics can serve the recruitm ent and retention goals of UMM. Or one might pause to ask: SHOULD athletics be used for the purposes of recruiting & retaining students? Perhaps other kinds of athletic programs might serve the campus better in other ways and at far less cost.
  • Regarding GPA's of athletes, "About the same" hides large differences. In women's sports and some men's sports, it is probably true. In football it isn't, but I get so few football players in my classes that this view is second-hand. I'd also like to comment on the research questions. I disagreed with the statement that UMM should be "primarily" a teaching institution, because that implies that research should be MUCH less important. I agree that quality teaching should be UMM's highest priority, but I see UMM's potential distinctiveness--and its necessary distinctiveness, if it is to retain its status as a University of Minnesota campus--as the integration of undergraduate instruction and research. To pit the two against each other does violence to that concept. At the same time, to allow teaching loads to rise the level of "primarily teaching" institutions is to undermine the faculty's ability to provide that integration. (It will be hard to interpret responses to that question, because one can't tell whether disagreeing means the respondent wants UMM to be and exclusively teaching institution or one that places greater emphasis on research. I suggest the answers be analyzed in relation to each other--letting the answers to the third and fourth questions on research elucidate the answers to the second question.
  • no question about athletic budget? There may be some concern in that area if large amounts of money are being spent for travel, uniforms, coaches, and equiprment while the central academic units on campus do not have adequate budgets. The budgets I adminster are NOT adequate.
  • The question about athletes' GPA is an empirical question and should not be asked on a survey of preferences.
  • Athletics question: In general, women's athletics seem to be more "in order" than the men's program. Anyone who thinks UMM will be better off if we could just offer athletic scholarships doesn't know what is happening out there! I see a significant fraction of the present male athlete population as lacking in academic orientation. Imagine what that would be like if they were being paid to compete. We are a Division III school, why not opt for division three athletics?
  • I didn't answer the question above on athletes' GPAs because I don't have good data to support my answer. However, my gut-level feeling is that women athletes are generally quite strong students but male athletes are bimodally distributed in their achievement -- some of my strongest students have been athletes, but on the other hand I've had some student athletes who in my estimation should never have been admitted to UMM. By doing so, we set them up to fail.
  • Athletics needs to better integrate itself into the campus community. I'm exhausted by the embattled state I find them in. I think the building of the Regional Fitness Center must demand a change in attitude of us against them, to us. For example, rather than constantly urging me to attend atheltic events, coaches need to show up at some nonathletic events. Rather than acting like anyone who swims is "using this facility as if it is your private health club," welcome anybody, especially women who show up.
  • I have no idea what the average gpa of our student atheletes is; I suspect it is probably lower. I support the athletic program at UMM TO A LIMIT. We should not ever be in the business of paying student atheletes to come here (aka athletic scholarships). We are about academics first; sports should be a distant second.
  • The athletes I have had in my classes(EXCEPT for football) have usually been very talented and better than average students.
  • Student athelete academic performance varies by sport.
  • The "watermark" makes the survey difficult to read.
  • I'm not sure this survey pertains very well to non-regular faculty. Many of the priveleges and opportunities that this survey expolores are not available to us. We should work towards being more inclusive of the professionals who provide instruction without benefit of tenure line or "regular" status.
  • An oxymoron. One cannot "maintain" serious schol. activ'ty at a "primarily tchng. inst." Give us time and resources for our research or you have no right to make demands for research. Your questions on the research section aren't clear. They are what we call "double-barrelled" because they're asking different things within the same question. What is each question aiming at? Why no questions about the curriculum? Why no questions about the lack of a faculty assembly & faculty governance? Why no quest ions about unequal service loads? Why have 10 campus male fac. rec'd tchng awards this year and 0 women faculty?
  • Why would we ask about the athletes GPA's, only because as a whole on this University we feel the athletes perform in the classroom much worst than the general student body. Athlete retention rates are higher and the committment to UMM as a whole is more evident in our athletes. Than the general student body.
  • I would like to know the significance of asking people what an athlete's GPA ranks compared to the student body. Most people on the UMM campus do not have any interest in UMM athletics, so how would they know where an athlete falls into rank with the general student body. Also, for the most part, people on our campus do not understand the role of a strong athletic program in regards to retention and recruitment. They perceive that a strong athletic team would mean our academic standards would be reduced. There is no institution in the country that allows their coaches to decide who should get into school. The admissions counselors will and should always decide who is admitted into a university. A competitive athletic program attracts student-athletes from across the midwest and country. In reality, quality student-athletes do not chose a school solely on the quality of the institution. These student-athletes look at the academic reputation as well as the athletic reputation when chosing a school. I know this is hard to understand for people on our campus. I believe in UMM and what it stands for academically. There is no reason why we can't have successful academics and athletics.
  • Some interesting questions here.
  • I think UMM needs to have a sustained collective discussion on the issue of research, and its place in our institution. We cast ourselves as a serious research institution, and yet UMM does not provide the kinds of resources that enable research to ge t done. With understaffed disciplines, excessive committee assignments, and a daily teaching schedule, research perforce takes lower priority. I think UMM needs to figure out what its identity really is.
  • The theme of the self study is the quality of student academic life in a public liberal arts college that is part of a large research university. The survey seems weighted toward faculty research concerns rather than instructional concerns.
  • I think that we must make very wise choices about the way in which we use our assets in attempting to improve our program. I am concerned by my sense that we waste much of the time spend in exercizes such as this.
  • I am not sure about the GPA for the campus, but I am fairly certain students in intercollegate athletics have a lower GPA in the sciences. Intercollegate athletics is not useful to an academic environemt. Too much time, resources, and emphasis is put onto intercollegate athletics. The conference sometimes have the power to affect our academic offerings. Students should be participants inathletics and not observers. Drop intercollegate athletics and put the emphasis on getting every student involved in incorporating exercise into their daily program. Put the money and resources into an intramural program and a health fittness program.
  • Perhaps I missed something, but I am surprised by the emphasis in the questionnaire. Why are there not more questions about teaching, about our satisfaction with the focus of the educational mission, about media services,the nature of technical and clerical support?
  • I don't know what overall Athlete's GPA is...I know that women athletes have very good GPA's
  • The question about athlete's GPA's is a curious one -- are you just wanting to measure misconceptions? The questions about the library and our being the "best . . ." -- again, if we really want to be "the best" we simply must have a larger resource base -- books and journals and personnel cost money -- without money we simply will continue to muddle along, acceptably good but far from the best. (There's only so much mileage that we can get out of faculty and staff enthusiasm for, and selfless dedication to, UMM and what we are doing -- if we're going to be the best then we need to support and reward everyone as though they are the best!)
  • The main improvements I would like to see: 1. More travel money. 2. More emphasis on quality teaching and somewhat less on research. I feel most "research" is an effort to get published regardless of any actual contribution to society. The ridiculously large number of journals in existance supports this claim. The average article is read by noone. 3. Athletics is an important part of the college experience. Our record of support for our teams (both financially and with attendence) is sad. More should be done to encourage faculty and student involvement to help build a better sense of identity.
  • Library resources need to be augmented and not diminished. Making available only the publication abstracts on computer in lieu of actual professional journals in the library is not the way to promote the goal of liberal education. There appears to be a need to look into the number of research journals that have been taken off the subscription list in the last few years.