AUB - Accreditation - Faculty Survey

AUB Institutional Self Study - Faculty Survey

The Faculty Survey is made up of 9 sections.

	Section
	I. Mission of the University
	II. Planning, Resources, and Institutional Renewal
	III. Integrity
	IV. Governance and Leadership
	V. Faculty Roles and Policies
	VI. Educational Offerings
	VII. General Education
	VIII. Learning Outcome Assessment
	IX. Background Information

I. Mission of the University

AUB's Mission Statement The American University of Beirut (AUB) is an institution of higher learning in Lebanon founded primarily to serve the peoples of the region. Its mission is to promote excellence in education, to participate in the advancement of knowledge through research, and to provide quality service to society. Basing its educational philosophy, standards, and practices on the American model of higher education, the University believes deeply in and encourages freedom of thought and expression and seeks to foster tolerance and respect for diversity and dialogue. It aims to graduate individuals committed to scholarship, critical thinking, life-long learning, civic responsibility, personal integrity, and leadership.

Rate your agreement with the following statements - Strongly Disagree / Disagree / Neutral / Agree / Strongly Agree / Don't Know

1
2	The mission statement is clear and transparent in language and content.
3	The mission statement reflects the ideals and values upon which the University was founded.
4	The mission statement is realistic and achievable.
5	The mission statement is shared with and properly communicated to AUB community.
6	The mission statement reflects AUB's role in the region.
7	AUB has been successful in achieving it.
8	I participated in the development of the mission statement.

II. Planning, Resources, and Institutional Renewal

Rate your agreement with the following statements - Strongly Disagree / Disagree / Neutral / Agree / Strongly Agree / Don't Know

I am aware of campus-wide goals and objectives.

I am aware of goals and objectives in my faculty or division (A&S, Human Resources etc.).

I am aware of specific goals and objectives for my department or unit (Geology, OIRA etc.).

Campus-wide goals and objectives are clear and well defined.

Goals and objectives in my faculty or division (A&S, Human Resources etc.) are clear and well defined.

Specific goals and objectives for my department or unit (Geology, OIRA etc.) are clear and well defined.

I am aware of the content of campus-wide strategic plan.

I am aware of the content of strategic plan in my faculty or division (A&S, Human Resources, etc.).

I am aware of the content of specific goals and objectives for my department or unit (Geology, OIRA etc.).

I provided input (advice, data) into campus-wide strategic plan.

I provided input (advice, data) into strategic plan in my faculty or division (A&S, Human Resources, etc.).

I provided input (advice, data) into strategic plan for my department or unit (Geology, OIRA etc.).

The process for developing campus-wide strategic plan is clear and well defined.

The process for developing strategic plan in my faculty or division (A&S, Human Resources, etc.) is clear and well defined.

The process for developing strategic plan for my department or unit (Geology, OIRA etc.) is clear and well defined.

I am aware of campus-wide operating plan (budget).

I am aware of operating plan (budget) for my faculty or division (A&S, Human Resources, etc.).

I am aware of operating plan (budget) for my department or unit (Geology, OIRA etc.).

I provided input (advice, data) into campus-wide operating plan (budget).

I provided input (advice, data) into operating plan (budget) for my faculty or division (A&S, Human Resources, etc.).

I provided input (advice, data) into operating plan (budget) for my department or unit (Geology, OIRA etc.).

Campus-wide plans (budgets) allocate resources that are adequate for the implementation of strategic initiatives.

Plans (budgets) in my faculty or division (A&S, Human Resources etc.) allocate resources that are adequate for the implementation of strategic initiatives.

Specific plans (budgets) for my department or unit (Geology, OIRA etc.) allocate resources that are adequate for the implementation of strategic initiatives.

I am aware of performance targets (outcome statements) pertaining to campus-wide plans (strategic and/or operating).

I am aware of performance targets (outcome statements) pertaining to plans (strategic and/or operating) in my faculty or division (A&S, Human Resources etc.).

I am aware of performance targets (outcome statements) pertaining to specific plans (strategic and/or operating) for my department or unit (Geology, OIRA etc.).

Progress towards achieving campus-wide targets (outcome) is regularly monitored.

Progress towards achieving targets (outcome) in my faculty or division (A&S, Human Resources etc.) is regularly monitored.

Progress towards achieving specific targets (outcome) for my department or unit (Geology, OIRA etc.) is regularly monitored.

In my unit, human resources are properly utilized to support AUB's mission and goals.

In my unit, facilities resources are properly utilized to support AUB's mission and goals.

In my unit, financial resources are properly utilized to support AUB's mission and goals.

In my unit, technological resources are properly utilized to support AUB's mission and goals.

In my unit, equipment resources are properly utilized to support AUB's mission and goals.

My unit has transparent procedures for allocating human resources.

My unit has transparent procedures for allocating facilities resources.

My unit has transparent procedures for allocating financial resources.

My unit has transparent procedures for allocating technological resources.

My unit has transparent procedures for allocating equipment resources.

The effectiveness and efficiency of use of human resources is regularly reviewed in my unit.

The effectiveness and efficiency of use of facilities resources is regularly reviewed in my unit.

The effectiveness and efficiency of use of financial resources is regularly reviewed in my unit.

The effectiveness and efficiency of use of technological resources is regularly reviewed in my unit.

The effectiveness and efficiency of use of equipment resources is regularly reviewed in my unit.

AUB is successful in raising funds (donations, grants for research, etc.).

The fundraising revenues are properly allocated to achieve AUB's mission and goals.

In my unit, budget allocation for human resources is guided by AUB's mission and goals.

In my unit, budget allocation for facilities resources is guided by AUB's mission and goals.

In my unit, budget allocation for financial resources is guided by AUB's mission and goals.

In my unit, budget allocation for technological resources is guided by AUB's mission and goals.

In my unit, budget allocation for equipment resources is guided by AUB's mission and goals.

I have witnessed/contributed to efforts for cost reduction / increase in revenues in my unit during the last five years.

I have witnessed/contributed to efforts for improving budget control in my unit during the last five years.

III. Integrity

Rate your agreement with the following statements - Strongly Disagree / Disagree / Neutral / Agree / Strongly Agree / Don't Know

AUB policies and procedures are properly adhered to.

AUB policies and procedures are clear and properly disseminated.

AUB shows impartial practices in admissions.

AUB shows impartial practices in recruitment.

AUB shows impartial practices in promotion.

AUB provides an environment conducive to teaching, learning, and research.

AUB adequately promotes honesty and transparency in its conduct and communications.

Student concerns (regarding fair academic assessment, student conduct, and alleged disciplinary violations) are addressed promptly, appropriately, and fairly.

AUB effectively assures the academic and intellectual freedom of all its constituencies.

AUB adequately protects its members from harassment, inappropriate pressures and discrimination.

I am aware of a system that allows me to report grievances.

Grievances are dealt with efficiently.

IV. Governance and Leadership

Rate your agreement with the following statements - Strongly Disagree / Disagree / Neutral / Agree / Strongly Agree / Don't Know

The BOT and academic administrators acknowledge the importance of shared governance.

The university fosters shared governance by maintaining reasonable workloads, supporting faculty development of governance skills, and rewarding participation in governance work.

Faculty members are routinely consulted by the BOT and academic administrators on institutional matters and decisions.

The faculty periodically reviews and proposes changes to the faculty manuals, Faculties and Senate bylaws and similar documents.

Corporate, Senate, and Faculties bylaws are so structured as to foster the development of a culture of shared governance.

Faculty members can express dissenting views on governance without intimidation or reprisal.

Relationships between the faculty and academic administrators and governing boards are cordial and cooperative, and communication is carried out in good faith.

Academic administrators and the BOT respond expeditiously to faculty concerns and to the need for action on institutional matters.

Recommendations of faculty committees largely determine the standards for retention, promotion, and tenure, and the decisions regarding the faculty status of individuals.

Faculty committees largely determine policies and decisions relating to faculty affairs (HIP, Retirement Policies, Sabbatical Leave, etc.).

The faculty has an influential role in ascertaining spending priorities.

The faculty has a strong influence on the selection and in the evaluation of academic administrators.

The university has appropriate procedures to regularly assess administrative and governance standards and effectiveness.

The President and senior administrators are effective in guiding the organization to accomplish its educational and financial objectives.

Issues of transition and delegation of authority are clearly stated in the university bylaws, and these bylaws are consistently applied.

V. Faculty Roles and Policies

Promotion, re-appointment, performance evaluations, merit increase

Rate extent of applicability of following statements - Not at All / Little Extent / Some Extent / Great Extent / Don't Know

Promotion, re-appointment, and annual performance evaluations adequately acknowledge my teaching

Promotion, re-appointment, and annual performance evaluations adequately acknowledge my research

Promotion, re-appointment, and annual performance evaluations adequately acknowledge my services to AUB

Promotion, re-appointment, and annual performance evaluations adequately acknowledge my community service

I am aware of the promotion policies introduced within the past 5 years.

I am notified in advance on changes in promotion criteria.

Policies and procedures for reappointment and promotion are well explained.

The promotion procedure at AUB is transparent.

The promotion review process is applied fairly

Promotion decisions are consistent across faculties.

100

Changes in promotion policies have enhanced my research productivity

101

Changes in promotion policies have enhanced my teaching performance

102

Having due process monitors in promotion process increases transparency

103

Having due process monitors in promotion process increases fairness

104

The chairperson provides advise for my prospective promotion following the annual performance review.

105

The feedback from my annual performance evaluation is helpful.

106

I am aware of the criteria of merit increase in my Faculty.

107

I am satisfied with the implementation process of merit increases.

108

Merit increases are determined equitably across the university.

109

AUB policy for granting a paid maternity leave is satisfactory.

110

In what way and how well are the new promotion/reappointment policies and processes and the strengthening of graduate programs helping to advance the reinstatement of tenure?


Rate your agreement with the following statements - Strongly Disagree / Disagree / Neutral / Agree / Strongly Agree / Don't Know

Recruitment

111

The policies and practices for the recruitment of faculty improved over the past few years

112

I am aware of the recruitment policies and practices of my Faculty

113

The hiring of new faculty members and the introduction of new lines are aligned with the Mission Statement and Goals of my Department

114

I play an active role in the recruitment plan and decision of my department

115

Part-time faculty appointment criteria and procedures assure hiring of qualified teaching faculty

116

Part-time faculty frequently participates in academic activities in my department

117

The number of graduate assistants is adequate in my department

118

Policies governing graduate assistants and graduate research assistants are clear and available in my department

Work load

119

My work load with reference to teaching, research, and services is properly measured and assessed

120

Faculty work load is satisfactory

121

Faculty teaching load distribution and course offerings are adequately discussed in my department

122

The faculty advising load is properly accounted for

123

I understand my student advising role

124

Advising load is appropriately distributed in my department

125

Administrative support to advising is adequate (student guide, FAQs, updated online rules and evaluation tools.)

126

My administrative workload is acceptable

Faculty development

127

Faculty development opportunities available to me are adequate to my teaching needs

128

Faculty development opportunities available to me are adequate to my research needs

129

Faculty development opportunities have significantly improved my research productivity

130

Faculty development opportunities have significantly improved my teaching

Teaching effectiveness

131

The current forms of instructor and course evaluation (ICE) provide adequate information about teaching effectiveness.

132

The students' evaluations are useful for improving my teaching

133

Peer evaluation is an essential component of assessment of teaching effectiveness.

Support

134

The teaching tools and equipment (computing, labs, instruments, facilities...) in my department are satisfactory.

135

The research tools and equipment (computing, labs, instruments, facilities...) in my department are satisfactory

136

The university responds adequately to my needs with regard to teaching and research

137

AUB provides administrative support to secure external funding

138

My research productivity has improved with the expansion of the graduate program in my department.

Faculty involvement

139

Faculty members have an effective role in university governance

140

I am involved in the process of selecting and ranking of teaching/ research resources for the allocated budget in my department

141

I am involved in developing academic programs

142

I am involved in developing research projects

143

I am involved in developing service programs and activities

144

I transfer my research findings into classroom/lab practices

VI. Educational Offerings

Rate your agreement with the following statements - Not at All / Little Extent / Some Extent / Great Extent / Don't Know

The following teaching methods are used in undergraduate courses in my department

145

Lecturing

146

Problem- Based Learning

147

Project- Based Learning

148

Case -studies -based learning

149

Field Experience/Practicum

150

Research-based

151

Discussions

152

Collaborative

153

Cooperative learning

154

Web-based

155

A combination of the above

The following teaching methods are used in graduate courses in my department

156

Lecturing

157

Problem- Based Learning

158

Project- Based Learning

159

Case -studies -based learning

160

Field Experience/Practicum

161

Research-based

162

Discussions

163

Collaborative

164

Cooperative learning

165

Web-based

166

A combination of the above

Rate extent the following library resources are relevant to your students’ learning - Not at All / Little Extent / Some Extent / Great Extent / Don't Know

167

Books

168

Journals

169

Databases

Rate extent the following enrich the learning experience of students - Not at All / Little Extent / Some Extent / Great Extent / Don't Know

170

Computing facilities

171

Labs

172

Libraries

173

Classroom facilities

174

I encourage students to use scholarly resources at the AUB libraries.

175

I inform students about research assistance services offered at the AUB libraries.

176

I think a 100% online course would be beneficial.

none of my courses / some of my courses / most of my courses / all of my courses

177

I teach students to access research information efficiently in

Never / Seldom / Occasionally / Frequently

178

How often do you seek assistance from the AUB Libraries?

179

How frequently do you use the libraries' e-resources for teaching purposes?

Very Dissatisfied / Dissatisfied / Neutral / Satisfied / Very Satisfied

180

How satisfied are you with the libraries' resources?

Very Poor / Poor / Fair / Good / Very Good / Don't Know

181

Rate the libraries on-line tutorials and guides

VII.General Education

Rate your agreement with the following statements - Strongly Disagree / Disagree / Neutral / Agree / Strongly Agree / Don't Know

182

I consider myself informed about AUB's general education requirements.

183

I implement the general education principles in the courses I teach at AUB.

184

The model of a core of general education courses at AUB is adequately distributed across fields of study.

185

The number of course outside the major required to fulfill general education are adequately balanced with the number of specialized courses required to fulfill degree program

Courses outside the major that are required to fulfill the general education at AUB enhance students’ learning experience by achieving the following:

186

Broadening their knowledge

187

Enhancing their understanding of values and ethics

188

Strengthening their sense of civic responsibility and leadership

189

Developing their communication skills

190

Developing their critical analysis

191

Developing their independent judgment

VIII. Learning Outcome Assessment

Your courses have a variety of intended student learning outcomes, the most significant of which are described in the statements listed below. Please rate each of the following general statements of learning outcomes in terms of the relative emphasis it is actually given in your courses by selecting the value that best corresponds to your rating - Low / Below Average / Above Average / High / Not Applicable

192

Develop ability to think critically

193

Develop ability to think creatively

194

Develop communication skills

195

Learn terms, facts, and theories of a particular academic subject

196

Develop skill in using materials, tools, and/or technology central to this subject

197

Develop an appreciation of the liberal arts

198

Develop a commitment to exercise the rights and responsibilities of citizenship

199

Develop a lifelong love of learning

200

Develop an openness to new ideas and to other cultures

201

Develop ability to work productively with others

202

Develop leadership skills

203

Cultivate an active commitment to honesty

204

Develop capacity to think for one's self


There are many tools by which student’s learning is assessed. Please rate the frequency of average use per course of the following tools in terms of their actual usage in your courses - 'More than Twice/Term' / 'Twice/Term' / 'Once/Term' / 'Once/Year' / None

The following is used for performance evaluation of student learning outcomes:

205

Written objective test

206

Written subjective test

207

Oral test

208

Drop quiz

209

Take-home test

210

Homework assignment

211

Observations of laboratory work, field work, or clinical work

212

Student appraisal in lab/field activities

213

Oral presentations (use of audiovisual tools, computer skills...)

214

Student's course/teacher evaluations and comments (Instructor Course Evaluation ICE)

215

Teamwork project and assignments (Group Projects)

216

Use of rubrics

217

Peer student evaluation (student - student evaluation)

218

Self-reflection and self-evaluation (asking students to reflect on what and how they learned).

219

Preparation of two or more drafts of a paper or assignment before turning it in

220

Work on a paper or project that required integrating ideas or information from various sources

221

Practicum, internship, field experience, co-op experience, or clinical assignment

222

Involvement of undergraduate students in supervised research work

Are data derived from following assessments used for improving teaching and learning? - Yes / No

223

Assessment of student learning (ASL)

224

Instructor course evaluations (ICE)

ASL: If yes, how are data being used? - Yes / No

225

to provide feedback to individual students

226

to modify teaching methods

227

to review evaluation procedures

228

to change content, objectives and syllabi of courses

229

to propose restructuring of existing programs

230

to re-allocate available resources

231

for accreditation purposes

232

for summative personnel evaluation purposes (promotion, tenure)

233

other uses, specify

ASL: If no, why are data not being used? - Yes / No

234

lack of available time

235

lack of available resources

236

lack of appropriate reward system

237

Data does not lend itself (low reliability, not clear, general, etc. )

238

Do not know how data can be made use of

ICE: If yes, how are data being used? - Yes / No

239

to provide feedback to individual students

240

to modify teaching methods

241

to review evaluation procedures

242

to change content, objectives and syllabi of courses

243

to propose restructuring of existing programs

244

to re-allocate available resources

245

for accreditation purposes

246

for summative personnel evaluation purposes (promotion, tenure)

247

other uses, specify

ICE: If no, why are data not being used? - Yes / No

248

lack of available time

249

lack of available resources

250

lack of appropriate reward system

251

Data does not lend itself (low reliability, not clear, general, etc. )

252

Do not know how data can be made use of

Yes / No

253

Do you share and discuss results of student assessments?

'Students' / 'Chairperson' / 'Peers from same faculty' / 'Peers from other faculties' / 'Dean' / 'Relevant department/faculty committee'

254

If yes, with whom?

Yes / No

255

Do you need other learning outcomes data that is currently not available to help you improve teaching?

256

If yes, Please specify

IX. Background Information

1-2 / 3-5 / 6-9 / > or = 10

257

Number of years at AUB

Lecturer / Instructor / Assisstant Professor / Associate Professor / Professor / Other

258

Rank

MA / PHD / MD / Other

259

Degree

FAFS / FHS / FAS / OSB / FEA / FM / SNU / OTHERS

260

Faculty

Male / Female

261

Sex