Confidential
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experiences that complement, insomeway,what students are learning in their respective
academicprogram.
Faculty Survey
TheUniversityofWindsor’s coursecataloguedoesnot adequately identifywhichapproved
courses currentlyavailable through the institutioncontainanELopportunity. Areviewof
coursenames anddescriptions suggestsnumerous courses are likely to includeEL; however,
theTaskForcecouldnot identifyamethodology toextrapolate this informationwith
confidence, especiallygiven thediversity in terminologyusedoncampus.
As such, anonline surveywasdeveloped tocollect data to identifyhowtheUniversity faculty
includeEE into their practice, identifybarriers, andshareperceptions around thesehigh impact
practices. Informationgatheredwasusedby thePTFEE tohelp inestablishinga common
typologyandshaping recommendations for documentingand increasingparticipation inEL
across campus.
Participants included individualswhohad taught oneormorecourses fromSeptember 1, 2015
toDecember 31, 2016 (i.e., Fall 2015 toFall 2016). A list of eligibleparticipantswasprovided
by theOfficeof theRegistrar andwasused to inviteparticipationbyemail andmadeavailable
fromNovember 11th to30th, 2016.
Permission toconduct the surveywas grantedby theOfficeof theVice-President, Human
Resources andOfficeof Institutional Analysis. Clearancewas grantedby theUniversityof
Windsor’sResearchEthicsBoard.
High-level findings:
•
Survey completion rate: 271 individualsout of 1,061eligibleparticipants (25.5%).
•
Respondentsprimarily consistedof tenuredor tenure-track faculty (54.2%).
•
Respondents reflectedall faculties. The largest proportionof respondents associated
themselveswithprogrammingofferedbyFAHSS (
n
=107, 36%), followedbyScience (
n
=
51, 17%), andBusiness (
n
=40, 14%).
•
Most respondentshavebeen teaching inhigher education for 11+years, includingat
UWindsor andother intuitions.
•
Majorityexpresseda strongbelief that they contribute significantly todeveloping
students’ skills related tocritical thinking, applying skills andknowledge indiffering
situations,working independently, andacquiringwork-relatedknowledgeandskills.
•
Majority (53.8%) classified theirmost recent course taught asbeingprimarily traditional
(i.e., lecture)withsomeexperiential components.
•
Respondentsusedawide-rangeof EEelementswithin their practice.
•
Most respondentshavenot taught inaprogramthat requires students toparticipate in
awork-integrated learningelement.
