University of Louisville Diversity, Inclusion, and Work Climate Descriptive Analysis November 2011 Contents
Background ................................................................................................................................................... 3 Methodology ................................................................................................................................................. 4 Demographics of Sample .............................................................................................................................. 6 Part I: Diversity and Inclusion ..................................................................................................................... 12 Overall Climate at UofL ........................................................................................................................... 13 Support for diversity and inclusion ..................................................................................................... 13 Overall image of UofL ......................................................................................................................... 13 Welcoming and belonging at UofL ...................................................................................................... 14 Inclusion .............................................................................................................................................. 15 Discriminatory language and behavior ............................................................................................... 16 Climate measures ................................................................................................................................ 17 Openness ................................................................................................................................................ 20 Open environment at UofL ................................................................................................................. 20 Diversity in education and work environment ................................................................................... 20 Analyses of groups .................................................................................................................................. 21 Gender .................................................................................................................................................... 21 Race and ethnicity ................................................................................................................................... 22 Office of Academic Planning & Accountability 11/2011 Lesbian, gay, bisexual, and transgender issues ...................................................................................... 23 Disabilities ............................................................................................................................................... 23 Other groups ........................................................................................................................................... 24 Part II: Work Environment .......................................................................................................................... 25 Employment at UofL ............................................................................................................................... 26 Length of employment ........................................................................................................................ 26 Plans for future ................................................................................................................................... 26 Perceptions of value ............................................................................................................................... 27 Compensation, benefits, & recognition .................................................................................................. 27 Work environment .................................................................................................................................. 28 Administration and communication ....................................................................................................... 29 Work/Life balance ................................................................................................................................... 30 Overall ..................................................................................................................................................... 30 Faculty ..................................................................................................................................................... 31 Faculty and governance ...................................................................................................................... 31 Feeling valued for teaching, service, and research ............................................................................. 31 Part‐time Faculty & Adjuncts .................................................................................................................. 32 Situation and background ................................................................................................................... 32 Recognition and respect ..................................................................................................................... 32 Work environment .............................................................................................................................. 33 Participation & activities ..................................................................................................................... 33 Staff ......................................................................................................................................................... 33 Next Steps ................................................................................................................................................... 33 2 Background In the Spring 2010 academic semester, two surveys designed to measure UofL community members’ perceptions of diversity, inclusion, and work environment were created and administered. The first of these, the Student Diversity & Inclusion Survey, was designed by the Commission on Diversity and Racial Equality (CODRE), Campus Environment Team and the Office of Academic Planning and Accountability (OAPA). Undergraduate, graduate, and professional students were included in this survey. The second survey, the Work/Campus Climate Survey, was designed by CODRE, Campus Environment Team, the Commission on the Status of Women (COSW), the Part‐time Faculty Committee of the Faculty Senate, the Great Places to For Work Initiative, and OAPA. The Work/Campus Climate Survey was designed to complement the concurrent The Chronicle’s Great Colleges to Work for Survey, which was administered by a third party. Faculty/staff who did not receive The Chronicle’s survey received the internal Work/Campus Climate Survey. The Work/Campus Climate Survey included the same diversity & inclusion questions asked in the Student Diversity & Inclusion Survey. In addition, a series of specific questions about UofL’s work environment were asked of faculty and staff. Some questions were asked only of staff, others only of faculty (full‐time and part‐time/adjunct), and others only of part‐
time/adjunct faculty. These various sections will be detailed in Part II of this report. The Methodology section details sample sizes and response rates for each survey. The University of Louisville is committed to fostering a campus climate that respects and encourages diversity. UofL’s Diversity Vision Statement details this commitment: The University of Louisville strives to foster and sustain an environment of inclusiveness that empowers us all to achieve our highest potential without fear of prejudice or bias. We commit ourselves to building an exemplary educational community that offers a nurturing and challenging intellectual climate, a respect for the spectrum of human diversity, and a genuine understanding of the many differences‐including race, ethnicity, gender, gender identity, sexual orientation, age, socioeconomic status, disability, religion, national origin or military status‐that enrich a vibrant metropolitan research university. We expect every member of our academic family to embrace the underlying values of this vision and to demonstrate a strong commitment to attracting, retaining and supporting students, faculty and staff who reflect the diversity of our larger society. The goal of conducting these surveys is to assess the state of UofL with regard to difference and diversity and to make progress towards the President’s charge to the Commission on Diversity and Racial Equality: “Improve campus climate. Sponsor surveys of campus racial climate and student and employee satisfaction to determine problem areas and to take steps to address them.” Based on this report, members of the campus community will be able ascertain the University’s strengths and weaknesses related to diversity, inclusion, and work environment. 3 Methodology The Student Diversity & Inclusion Survey was sent by email to 8,517 undergraduate, graduate and professional students and was administered between January 13 and February 5, 2010. The sample was representative of the student population by gender and race/ethnicity. The sample was selected from the preliminary student enrollment files for Spring 2010. 1,456 students responded for a response rate of 17.1%. Limited marketing efforts were coordinated by the Office of the Vice Provost of Diversity & International Affairs. The Work/Campus Climate Survey of faculty and staff was sent by email to 5,408 faculty and staff and was administered between March 22 and April 30, 2010. The sample was representative of the faculty/staff population by IPEDS job classification. The sample was selected from the University’s official employee census file extracted on November 1 of each year. 2,152 individuals responded for a response rate of 39.7%. Marketing efforts were coordinated by the Office of Communications & Marketing and OAPA and included targeted letters, reminder emails, and an article in UofL Today. The responses of any individual who completed more than 50% of the survey were included in the response rate and data analysis. A total of 3,608 responses were included in the response rate and analysis. Both surveys were comprehensive. Faculty, staff, and students who tested the instrument reported that it took between 15 and 30 minutes to complete their surveys. Note that the faculty/staff survey was longer, and this may contribute to the noted rates of non‐response in some sections. Demographic questions were asked last so rates of non‐response may be higher for these questions. Both surveys were deployed using eXplorance Blue software. This descriptive analysis was performed using SAS and Microsoft Excel. Throughout this report, total percentages may not result in 100% due to rounding. Also, “Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are reported as “Disagree.” For formatting purposes, many charts in this report display only positive responses. The reader should not assume that the remaining total represent have a negative perception as respondents had value neutral options as well. Survey questions were adapted from campus climate surveys of other institutions as well as materials available in the literature on assessing issues related to campus diversity. These sources include:  previous UofL surveys on climate;  University of California at Davis’ report on the 2008 University of California Undergraduate Experience Survey;  University of Kentucky’s Women’s Work report from their 2006 Work Life Survey  University of Kentucky’s (2009) Climate for Learning Survey 4  Lyons, R. E. (Ed.). (2007). Best Practices for Supporting Adjunct Faculty . Bolton, MA: Anker Publishing Company.  García, M., Hudgins, C. A., Musil, C. M., Nettles, M. T., Sedlacek, W. E., & Smith, D. G. (2001). Assessing Campus Diversity Initiatives: A Guide for Campus Practitioners. Washington, D.C.: Association of American Colleges and Universities.
5 Demographics of Sample The following section details the demographic data collected from survey respondents. All data are self‐
reported. The data in this section are not from official University files. Chart 1 Breakdown of faculty & staff respondents by primary role
Full‐time faculty
Full‐time faculty, 26%
Part‐time or adjunct faculty
Staff
Staff, 70%
Part‐time or adjunct faculty, 5%
Chart 2 Breakdown of student respondents by status
Did not answer, <1%
Undergraduate
Graduate or professional
Did not answer
Graduate or professional, 32%
Undergraduate, 68%
6 Chart 3 Gender
Faculty/Staff
0%
10%
20%
30%
Students
40%
50%
60%
90%
100%
31%
Male
Did not answer
80%
59%
58%
Female
Transgender
70%
39%
1%
1%
10%
3%
Chart 4 NOTE: Participants had the option to select “Do not wish to answer.” On this chart, the number responses of those who selected this option are combined with the number of individuals who did select any response. Sexual orientation
Faculty/Staff
0%
Bisexual
Gay or lesbian
10%
20%
Do not wish to answer/Did not answer
7 40%
50%
60%
70%
80%
90%
100%
1%
3%
3%
4%
80%
Heterosexual
Other
30%
Students
86%
< 1%
1%
15%
6%
Chart 5a NOTE: Faculty & staff did not have the option to select “other.” Racial or ethnic background
Faculty/Staff
0%
American Indian or Alaska Native
Asian
10%
30%
40%
50%
60%
Other
Did not answer
80%
4%
5%
8%
13%
< 1%
< 1%
White
2 or more races
70%
< 1%
< 1%
Black or African American
Native Hawaiian or Pacific Islander
20%
Students
69%
2%
75%
6%
4%
3%
11%
Chart 5b Hispanic or Latino
0%
10%
20%
Students60%
30% Faculty/Staff
40%
50%
70%
80%
90%
100%
88%
No
93%
Yes
2%
3%
Did not answer
11%
4%
8 Chart 6a Disability
Faculty/Staff
0%
10%
20%
30%
Students
40%
50%
60%
70%
80%
90%
100%
85%
No
89%
6%
Yes
6%
10%
Did not answer
5%
Chart 6b Note: Does not include respondents who did not answer or responded “no” to the question “Do you have a disability?” Type of disability
Faculty/Staff
0%
Auditory
5%
10%
15%
20%
30%
35%
40%
45%
50%
14%
6%
33%
43%
Mobility
19%
6%
2%
11%
More than 2 disabilities
20%
14%
Other
Did not answer
25%
2%
Learning or cognition
Visual
Students
21%
5%
2%
9 Chart 7 Veteran or serving in the military
Faculty/Staff
0%
10%
20%
30%
40%
Students
50%
60%
70%
80%
Did not answer
100%
84%
No
Yes
90%
90%
5%
4%
11%
7%
Chart 8a NOTE: Questions about socioeconomic class and total family income were adapted from the University of California at Davis’ 2008 report on the University of California Undergraduate Experience Survey. Socio‐economic class
Faculty/Staff
0%
Low‐income or poor
10%
20%
30%
50%
60%
70%
80%
90%
100%
11%
22%
27%
40%
38%
Middle‐class
24%
Upper middle or professional
Did not answer
40%
2%
Working‐class
Wealthy
Students
16%
1%
2%
11%
7%
10 Chart 8b NOTE: Participants had the option to select “Do not wish to answer.” On this chart, the number responses of those who selected this option are combined with the number of individuals who did select any response. Estimate of family's total income last year
Faculty/staff
0%
Less than $20,001
10%
20%
1%
12%
16%
$40,001‐$60,000
15%
14%
50%
60%
70%
80%
90%
100%
13%
10%
$80,001‐$100,000
9%
7%
7%
4%
$150,001‐$200,000
4%
3%
More than $200,000
4%
3%
Do not wish to answer/Did not answer
40%
14%
12%
$60,001‐‐$80,000
$120,001‐$150,000
30%
13%
$20,001‐$40,000
$100,001‐$120,000
Students
22%
18%
11 Part I: Diversity and Inclusion Questions regarding diversity and inclusion centered on the following themes: 


Overall Climate for Diversity and Inclusion at UofL o Support for diversity & inclusion o Overall image of UofL o Welcoming & belonging at UofL o Inclusion o Discriminatory language & behavior o Climate measures Openness o Open environment at UofL o Diversity in education and work environment o Analyses of groups o Race and ethnicity o Gay, lesbian, and transgender issues o Disabilities and accessibility o Age o Veterans o International faculty, staff, and students o Religion o Economic class Each of the following sections consists of a brief analysis of faculty, staff, and students’ perceptions of the climate surrounding each of these themes. 12 Overall Climate at UofL Questions centered on this theme were designed to measure perceptions of UofL’s support for diversity and inclusion initiatives, overall image of UofL, community members’ feelings of belonging at UofL, and the climate for various groups on campus. Six questions directly asked about overall climate. The results of several of these questions follow. The remaining questions about overall campus climate asked survey participants about their perceptions of climate for specific groups. Questions about inclusion, discriminatory behavior, and climate measures of friendliness, comfort, tolerance, and social integration provide information about climate for specific groups. Support for diversity and inclusion Chart 9 Responses to "UofL has done a good job supporting diversity"
Faculty/Staff
Students
100%
80%
72%
78%
60%
40%
20%
5%
14%
5%
15%
1%
1%
7%
1%
0%
Agree
Disagee
Neutral
N/A
Did not answer
Overall image of UofL Chart 10 Responses to "UofL has a good image"
Faculty/staff
Students
100%
80%
75%
62%
60%
40%
22%
20%
8%
18%
6%
1%
1%
8%
1%
0%
Agree
Disagree
Neutral
N/A
Did not answer

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are reported as “Disagree.” 13 Welcoming and belonging at UofL Chart 11 Agree with the following statements
Faculty/Staff
Students
90%
81%
80%
70%
74%
69%
64%
60%
50%
40%
30%
20%
10%
0%
"Overall, I am welcomed & encouraged at UofL"
"I feel that I belong at UofL"

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” 14 Inclusion Participants were also asked the degree to which they believe UofL promotes and encourages the inclusion of groups noted in UofL’s Diversity Vision Statement. As the chart below shows, students responded more positively than faculty/staff for all groups. Tests of significance should be performed to determine whether this difference is statistically meaningful. Chart 12 Agree with "I believe that the University promotes and encourages inclusion of..." Faculty/Staff
0%
10%
Students
20%
Percent of respondents who agree 30% 40% 50% 60% 70% 80%
90% 100%
Women
76%
Men
77%
People of all races and ethnicities
76%
People of all sexual orientations
72%
77%
86%
87%
84%
68%
People of all gender identities
75%
People with disabilities
71%
People of all ages
70%
79%
78%
74%
Military personnel and veterans
81%
Different national origins, intern. students, faculty/staff
77%
Persons of all religious groups
72%
78%
85%
67%
71%
People who are low‐income or working class

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” 15 Discriminatory language and behavior The chart below compares the percentages of faculty/staff and students who have heard or observed discriminatory language or behavior directed at people of specific groups named in UofL’s Diversity Vision Statement. Students were more likely than faculty/staff to have heard or witnessed incidences of discrimination across all groups. No more than 26% of faculty/staff reported witnessing discrimination against any of the named groups, and ranged from 5% for veterans and military personnel to 25% for gay, lesbian, bisexual, and transgender (LGBT) people and persons of a particular religious background. The percentage of students who reported such behavior ranged from 9% for veterans and military personnel to 48% for LGBT people. Tests of significance should be performed to determine whether these differences are statistically meaningful. Chart 13 In the past year, has heard an insensitive or disparaging remark or observed discriminatory behavior at least once on campus directed at...
Faculty/Staff
Students
Percent of respondents who heard or witnessed discrimation
10% 20% 30% 40% 50% 60% 70% 80% 90%
0%
100%
25%
Women
34%
14%
18%
Men
25%
Persons of a particular racial or ethnic background
38%
26%
Gay, lesbian, bisexual, or transgender people
48%
9%
People with disabilities
19%
10%
Non‐traditional students
31%
5%
9%
Veterans and military personnel
23%
International students or faculty/staff
32%
26%
Persons of a particular religious backgrounds
46%
17%
22%
People who are low‐income or working class
16 Climate measures The survey included a series of questions designed to explore the climate for various groups at UofL. Participants were asked to rate the climate based on how friendly, comfortable, tolerant, and socially integrated they perceived it to be. Participants were provided the following definitions:  “Friendly” is defined as showing kindness and support.  “Comfortable” is defined as being free from stress and tension.  “Tolerant” is defined as accepting or showing respect for someone with practices or beliefs different from your own.  “Socially integrated” means that individuals from diverse groups interact with people unlike themselves. The scale ranged from “Extremely” to “Not at all.” Ratings of “Extremely” or “Very” are considered positive. Although we asked about perception of climate among select segments of our target population, we believe some individuals did not answer the question or responded Not Applicable/No basis for judgment if they did not belong to or were not familiar with the group in question. Questions were designed to make a distinction between the climate for women and in terms of gender relations, which gauges the climate for all genders. These questions were adapted from Assessing Campus Diversity Initiatives: A Guide for Practitioners by Mildred Garcia et al (2001). 17 Chart 14a Student perception of climate for all groups
100%
90%
80%
70%
60%
Percent of students who rated climate as positive
50%
40%
30%
20%
10%
0%
18 Friendly
Comfortable
Tolerant
Socially Integrated
Gender Relations
73%
72%
70%
70%
Women
78%
73%
76%
77%
Race/Ethnicity
65%
60%
68%
45%
LGBT
45%
37%
43%
38%
Disabilities
67%
60%
67%
53%
Non‐traditional Students
63%
58%
63%
48%
Veterans and Military Personnel
62%
62%
63%
57%
International Students and Faculty/Staff
67%
63%
66%
55%
Religion
56%
53%
57%
52%
Economic Class
57%
52%
58%
53%
Chart 14b Faculty/staff perception of climate for all groups 100%
90%
80%
70%
60%
Percent of faculty/staff who rated climate as positive
50%
40%
30%
20%
10%
0%
Friendly
Comfortable
Tolerant
Socially Integrated
Gender Relations
55%
51%
53%
51%
Women
61%
55%
58%
59%
Race/Ethnicity
55%
46%
55%
41%
LGBT
39%
33%
38%
33%
Disabilities
53%
47%
52%
43%
Non‐traditional Students
51%
47%
50%
42%
Veterans and Military Personnel
48%
46%
48%
43%
International Students and Faculty/Staff
56%
51%
53%
46%
Religion
47%
44%
45%
40%
Economic Class
46%
42%
45%
39%
For both faculty/staff and students, climate was perceived as least positive for LGBT people and most positive for women. 19 Openness Questions about openness focus on the degree to which community members feel as though they can express themselves and on community members’ perceptions of openness to diversity. Five questions were designed to measure respondents’ perceptions of UofL’s openness. The responses to a few of those questions are highlighted below. Open environment at UofL Chart 15 Responses to "UofL provides an open environment for the free expression of ideas, beliefs, and opinions"
Faculty/Staff
Students
100%
79%
80%
60%
60%
40%
21%
20%
11%
6%
14%
1%
1%
8%
1%
0%
Agree
Disagee
Neutral
N/A
Did not answer
Diversity in education and work environment Chart 16 Responses to "I believe that learning about people from a variety of different cultures is an important part of my education/work"
Faculty/Staff‐‐Work
100%
80%
Students‐‐Education
84%
74%
60%
40%
20%
5%
12%
6%
9%
1%
0%
0%
Agree
Disagee
Neutral
N/A
8%
1%
Did not answer

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are reported as “Disagree.” 
20 Overall, UofL community members agreed that learning about people from diverse backgrounds is an important part of their education or work environment. Students were presented with this statement: “I believe that learning about people from a variety of different cultures is an important part of my college education.” Faculty and staff were presented with this statement: “I believe that learning about people from a variety of different cultures is an important part of my work environment.” Analyses of groups Gender Nine questions were asked about gender relations generally, and women and men specifically. Comparisons of responses about gender with other groups are available in the Overall Climate at UofL section of this report. Four questions were asked about gender and diversity within the classroom. Only faculty and students were asked about gender and diversity within the classroom. Staff were not asked about gender and diversity within the classroom. Chart 17 Agree with the following statements
Faculty Students
100%
90%
80%
70%
66%
60%
60%
50%
40%
30%
17%
20%
6%
10%
0%
"I/my professors present contributions of women in course "My students/my professors have set expectations based material & readings"
on my gender"

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” 21 Race and ethnicity Eight questions were asked about the general racial climate at UofL. Comparisons of responses about race/ethnicity with other groups are available in the Overall Climate at UofL section of this report. In addition our analysis of questions that were asked of all groups, we have provided some detail on additional questions asked about race and ethnicity. Chart 18a Agree with the following statements
Faculty Students
100%
80%
60%
40%
38%
26%
16%
20%
7%
0%
"My social interactions on campus are largely with people of my own race/ethnicity"
"I have been a target of racial/ethnic stereotyping"
Six questions were asked about race/ethnicity and diversity within the classroom. Only faculty and students were asked about race/ethnicity and diversity within the classroom. Staff were not asked about race/ethnicity and diversity within the classroom. Chart 18b Agree with the following statements
Faculty Students
100%
80%
60%
65%
58%
40%
14%
20%
7%
0%
"I/my professors present contributions of racial/ethnic "My students/my professors have set expectations based minorities in course material & readings"
on my race or ethnicity"
Several classroom‐related questions were asked only of students. Seventy‐nine (79%) of students report that they have learned from other students who are from a different race or ethnicity than their own and 78% agree that their professors are fair to all students regardless of their racial or ethnic background. 
“Strongly agree” and “Agree” have been combined and are reported as “Agree.” 22 Lesbian, gay, bisexual, and transgender issues Nine questions were asked about the climate for LGBT people at UofL. Comparisons of responses about sexual orientation and gender identity with other groups are available in the Overall Climate at UofL section of this report. In addition to the questions that were asked of all groups, the survey included the following question: Chart 19 Responses to "People who are gay, lesbian, bisexual, or transgender have a difficult time fitting in on this campus"
Faculty/Staff
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
45%
48%
30%
9%
Students
30%
12%
Agree
9%
8%
Disagee
Neutral
N/A
8%
1%
Did not answer
Disabilities Seven questions were asked about the climate at UofL for people with disabilities. Comparisons of responses about disabilities with other groups are available in the Overall Climate at UofL section of this report. In addition our analysis of questions that were asked of all groups, we have provided some detail on an additional question asked about accessibility at UofL. 
“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are reported as “Disagree.” 23 Chart 20 Responses to "UofL is accessible to people with disabilities"
Faculty/Staff
Students
100%
90%
80%
70%
74%
61%
60%
50%
40%
30%
19%
20%
14%
8%
10%
6%
5%
4%
8%
1%
0%
Agree
Disagee
Neutral
N/A
Did not answer
Other groups Six questions were asked about the climate at UofL each of the remaining groups: people of all ages and non‐traditional students; veterans and military personnel; people of different nationalities, including international faculty, staff, and students; people of all religions; and people who are low‐income or working class. Responses to questions of these groups are reported in the comparison charts in the Overall Climate at UofL section of this report. 
“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are reported as “Disagree.” 24 Part II: Work Environment Faculty and staff were surveyed about their perceptions of UofL’s work environment. These questions were designed to correlate with themes covered in The Chronicle’s Great Colleges to Work for Survey. Questions regarding work environment centered on the following themes: 




Employment at UofL o Length of employment o Plans for future Faculty/Staff Work Climate o Perceptions of value o Compensation, benefits, & recognition o Work environment o Administration & communication o Work/Life balance o Overall Faculty o Faculty & governance o Feeling valued for teaching, service, & research Part‐time Faculty & Adjuncts o Situation & background o Recognition & respect o Work environment o Participation & activities Staff 25 Employment at UofL Length of employment Chart 21 How long have you worked at UofL?
did not answer, 11%
have worked at UofL for less than 1 year, 4%
have worked at UofL more than 15 years, 28%
have worked at UofL for 1‐3 years, 17%
have worked at UofL for 11‐15 years, 11%
have worked at UofL for 4‐5 years, 12%
have worked at UofL for 6‐10 years, 18%
Plans for future Chart 22 How long do you plan to work at UofL?
plan to work at UofL less than 1 year, 2%
did not answer, 11%
plan to work at UofL 1‐3 years, 8%
plan to work at UofL until retirement, 42%
plan to work at UofL 4‐10 years, 23%
plan to work at UofL 11‐
15 years, 7%
plan to work at UofL over 15 years, 7%
26 Faculty/Staff Work Climate Perceptions of value Chart 23 Agree that they feel valued by each of the following
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
84%
83%
75%
Part‐time/adjunct faculty
87%
Staff
83%
80%
75%
73%
78%
70%
74% 72%
61%
44%
Co‐workers
Students
43%
47%
39% 37%
University‐wide Supervisor or chair Faculty members
administration
Staff members
Compensation, benefits, & recognition Chart 24 Agree with following statements
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Part‐time/adjunct faculty
Staff
75%
66%
53%
42%
38%
44%
34%
fairly compensated
27%
24%
benefits meet needs
offered opportunity for advancement
49%
39%
recognized for contributions

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” 27 46%
Work environment Chart 25a Agree with the following statements about working conditions
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Part‐time/adjunct faculty
76%
53%
44%
33%
36% 38% 35%
Staff
84%
74%
62% 60%
67%
70% 72%
61%
47%
35%
17%
Asked to perform Working conditions at Department is Job makes good use Encouraged to offer Encouraged to be duties not in job UofL have improved adequately staffed to of my skills and suggestions
innovative in my description
over the last five cover the regular abilities
teaching or my work
years
workload
Chart 25b Agree with the following statements about physical environment
Full‐time faculty
Part‐time/adjunct faculty
Staff
100%
90%
80%
74%
65%
70%
60%
75%
70%
69%
63%
62%
61%
56%
52% 54%
50%
61%
60%
55%
50%
40%
30%
20%
10%
0%
Physical facilities adequate
Campus grounds and facilities are well‐
maintained
Have the proper equipment, supplies, and instruments necessary to perform their jobs effectively
Work area/building is well‐maintained
Feel safe on campus

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” 
28 Administration and communication Chart 26a Agree with the following statements about communication
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Part‐time/adjunct faculty
Staff
76%
63% 65% 62%
59% 62%
64%
66%
64%
64% 61%
63%
49%
42%
54%
49% 50%
35%
Policies are clearly Policies are easy to Supervisor or chair Well‐informed about Administration Good defined
find online
shares key policies & issues
shares info with communication and information
campus community
coordination between academic and non‐academic personnel in their department
Chart 26b Agree with the following statments about administration
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Part‐time/adjunct faculty
79%
73%
64%
62%
46%
49%
UofL is well run
53% 52% 54%
67%
57%
54%
Staff
67%
66%
72%
64%
66%
65%
54%
45%
Job duties are Supervisor or Policies are Other Co‐workers in Administration cares about the their department departments are clearly defined chair is consistent administered and fair
willing to work well well‐being of fairly and equally
together as a collaborate with faculty & staff
them to help team
them do their job

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” 29 51%
Work/Life balance Chart 27 Agree with the following statements
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Part‐time/adjunct faculty
Staff
79%
67% 65%
56%
54%
37% 39%
53%
52%
39%
35% 37%
10% 7% 10%
Difficult to balance At end of day, often needs of work & family
feel exhausted
There are adequate childcare facilities
Supervisor or chair UofL's policies & understanding of procedures help family situations
balance work & home life
Overall Chart 28 Agree with the following statements
Full‐time faculty
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
84% 83%
71%
Part‐time/adjunct faculty
82% 83%
Staff
78% 79%
73%
75%
69%
64%
68%
73%
67%
50%
Proud to be part of UofL is a good place to Would recommend Would want family or Satisfied with their job
UofL
work
UofL as place of friends to attend
employment

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” 30 Faculty Several questions were asked only of full‐time and part‐time/adjunct faculty. Questions asked of faculty center around several themes: Faculty and governance 

65% agree or strongly agree that faculty are involved in decisions related to academics and the curriculum 52% agree or strongly agree and 19% disagree or strongly disagree that the role of faculty in shared governance is clearly stated and recognized Feeling valued for teaching, service, and research Chart 29 Faculty agree that they feel valued by UofL for the following...
Teaching
57%
Service to the community
40%
Service to the University
50%
Research & scholarship
46%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Generally, female faculty are less likely than male faculty to agree or strongly agree that they feel valued for all items. Part‐time and adjunct faculty are less likely than full‐time faculty to agree or strongly agree that they feel valued for their research and scholarship, service to the University, and service to the community, but are more like to agree or strongly agree that they feel valued for their teaching. Future analysis will gauge the statistical significance of these apparent differences. 
“Strongly agree” and “Agree” have been combined and are reported as “Agree.” 31 Part‐time Faculty & Adjuncts Several questions were asked only of part‐time and adjunct faculty. Questions asked of this group center around several themes: Situation and background Chart 30 NOTE: Questions about part‐time/adjunct faculty situation and background were adapted from Best Practices for Supporting Adjunct Faculty, edited by Richard E. Lyons. Responses to "As a part‐time faculty member, adjunct, or instructor, which of the following best describes your situation?"
100%
90%
80%
70%
60%
50%
40%
30%
27%
26%
19%
20%
17%
10%
10%
1%
0%
I have recently I am already an I am a freelancer and I am an aspiring I teach part‐time in academic who is in retired or am in the expert or process of retiring professional, have addition to other the process of employment
from full‐time full‐time finishing or has employment
employment recently finished the elsewhere and teach terminal degree in part‐time as a way to my field and teach network with others
part‐time in preparation for a full‐time academic position
Other
Did not answer
Recognition and respect 

32 64% strongly agree or agree that they are respected by full‐time faculty in their department; 17% strongly disagree or disagree 50% strongly agree or agree that their chair gives them recognition for their work; 21% strongly disagree or disagree Work environment Greater than 60% of the adjunct and part‐time faculty who responded agreed with the following: 



they receive information about UofL from their chair they are satisfied with the amount of notice they receive when their courses are scheduled or changed they are satisfied with the number of courses they are offered to teach they are satisfied with the support I receive from IT Less than 50% of the adjunct and part‐time faculty surveyed agreed with the following: 

their assigned classroom and/or lab space enables them to teach effectively their assigned office space is adequate for meeting with students Participation & activities Greater than 50% of the adjunct and part‐time faculty who responded agreed with the following: 
they were invited to participate in faculty meetings Between 25% and 40% of the adjunct and part‐time faculty who responded agreed with the following: 



they often or very often advise students they often or very often attend UofL events they often or very often attend department faculty meetings they or very often attend other department functions Less than 20% of respondents agreed that they often or very often serve on faculty committees Staff Two questions were asked only of staff. The large majority of staff surveyed work the day shift 35% of staff agree that staff have a voice in the direction of UofL; 35% also agreed that they were satisfied with the role Staff Senate plays in decision‐making at UofL. In future reports on these surveys, we will include additional analysis on staff. Next Steps This report will be presented to our partners and other key constituent groups. Based on their feedback, we will conduct additional analysis and/or more advanced statistical analyses to produce a final report. 
“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are reported as “Disagree.” 33