Faculty and Curriculum Executive Summary

 

Campus Climate Survey Faculty Curriculum Sub-Committee

 

Christopher Brown, Assistant Professor 

Civil Engineering

 

Alison Cruess, Assistant Director

Administration and Finance 

 

Melissa Hargrove, Assistant Professor 

Sociology, Anthropology and Social Work

 

Judith Rodriguez, Chair/Professor

Nutrition and Dietetics

 

Executive Summary 

 

“The University of North Florida’s commitment to diversity in our student body, faculty, staff, and academic teaching, learning and research has been a strongly held value since the institution’s inception in 1972. As evidenced by UNF’s mission statement, values and strategic goals, diversity is one of the university’s top five priorities.  The UNF Climate Survey on Race and Ethnicity was released to staff and faculty, including Other Personnel Services (OPS) and adjunct faculty, March 2014 and yielded a 42 percent response rate.”  (Abdullah, E. UNF Climate Survey Executive Summary. Sept. 2014).

 

In that the purpose of the Committee on Academic Enhancement of the Commission on Diversity and Inclusion is to foster diversity and inclusion through review and further development of university curricula and academic programs, the members of the committee were invited to collaborate on the UNF Climate Survey on Race and Ethnicity. This addressed the committee’s annual goal to determine if faculty is including concepts related to diversity and inclusion in instruction while maximizing survey efficiencies. Thus, a subset of questions related to faculty integration of diversity concepts in the curriculum was included in the survey. These questions were then asked only of faculty respondents.

 

Methodology for Selection of Faculty and Curriculum Specific Questions for Survey 

 

The questions for this subcommittee report were developed as a subset of the Campus Climate Survey Task Force (methodology discussed in detail in the UNF Climate Survey Executive Summary, Sept. 2014.). Questions related to curriculum and diversity from various universities’ surveys were reviewed and the three questions identified as most pertinent to the subcommittee’s objectives were selected.  Charts A and B detail some of the key results from the survey.

 

 

Chart A: Number of Faculty Respondents by College
Chart A:  Number of Faculty Respondents by College
 
Chart B: Percentage of Faculty Respondents by College
Chart B: Percentage of Faculty Respondents by College  

A total of 301 faculty responded to the questions regarding curriculum (total University faculty n=905); or a response rate of 32%. The College of Education and Human Services had the highest response rate (69.70%) followed by the Brooks College of Health (61.90%). The Coggin College of Business and The College of Computing, Engineering, and Construction had the lowest responses (41.54% and 42.22%, respectively).
 

Faculty Position and Percent Responded within UNF by College

 

There was variation related to position and percent of responses. For example, Associate Professors provided the largest response rate in the College of Education and Human Services (65.22), College of Arts and Sciences (47.25%), College of Computing, Engineering, and Construction (41.67%) and the Brooks College of Health (60%). However, for the Coggin College of Business, Professors provided the largest percent response rate (40%).

 

Questions Pertaining to Curriculum

 

Using a Likert format (with a scoring range of 1 to 5), three questions were asked that pertained to curriculum:

 

  1. Diverse curriculum content and TLOs that reflect the contributions, research, thoughts, and impacts of the racial and ethnic groups is critical to great teaching and learning.
  2. I find it easy to integrate the contributions of other racial or ethnic groups into my curricula.
  3. I am supported when I attemt to add diverse content to the curricula of my department or program.

Question number 1

The mean response per college was obtained. The overall mean response rate was 4.08 but the College of Arts and Sciences had the highest positive mean, (4.54), followed by the Brooks College of Health (4.29) and Library (4.0). All other colleges had means in the 3.45 to 3.96 range.

 

Question number 2

The mean response per college was obtained. The results for this question paralleled those of Question number 1. The overall mean response rate was 4.01 but the College of Arts and Sciences had the highest positive mean, (4.28), followed by the Brooks College of Health (4.11) and Library (4.0). All other colleges had means in the 3.56 to 3.97 range.

 

Question number 3

The mean response per college was obtained. The overall mean response rate was 4.03 but the Brooks College of Health was highest (4.13), followed closely by the College of Arts and Sciences (4.11). All other colleges had means in the 3.52 to 3.95 range. Chart C depicts the various responses to the three questions.

 

Chart C: Responses to Curriculum and Diversity Statements
Chart C: Responses to Curriculum and Diversity Statements

 

 

As mentioned in the UNF Climate Survey on Race and Ethnicity, these data “clearly illustrate the university community’s recognition of the value of diversity and inclusion.” (Abdullah, E. UNF Climate Survey Executive Summary. Sept. 2014) but also the need for additional, and targeted, supports to different University units in their efforts to increase concepts related to diversity and inclusion in the curricula.

 

The data clearly show ranges in the amount of inclusion of topics related to inclusion and diversity in the curriculum. It appears that some for some faculty, whether it be a result of personal limitations or the nature of the discipline, integrating topics of diversity and inclusion are difficult to do. This needs further evaluation so that appropriate and targeted faculty development options can be made available. 

 

Next Steps

 

The Campus Climate Survey Faculty Curriculum Sub-committee of the UNF Campus Climate Survey Task Force will submit these findings to the Commission on Diversity and Inclusion (CODI) and the Campus Climate Survey Task Force members for review. Upon finalization and integration of comments, the report with be then be given back to the Campus Climate Survey Task Force members for integration of this subcommittee report with the comprehensive report that will published and submitted to the CODI and the university community.  

 

October, 2014