Postsecondary Instructional Practices and Climate for Instructional Improvement Survey Reports

In fall of 2015, Missouri University of Science and Technology was invited to participate in an NSF project that involved measuring teaching practices in STEM-focused university academic programs. The Center for Educational Research and Teaching Innovation (CERTI) and the office of Educational Technology served as liaisons to the campus; Western Michigan administrated the online survey to all campus instructors in November 2015.

The project was an attempt to get a baseline of information about teaching climate and practices at S&T so as to be able to measure the efficacy  of new teaching resources that are being introduced on campus. The de-identified data was made available by Western Michigan, and the Institutional Research office at Missouri S&T collaborated with CERTI and EdTech to generate several data reports. Links to selected PowerPoint and Excel reports of responses can be found at Postsecondary Instructional Practices and Climate for Instructional Improvement . The full set of data reports have been made available to the Office of the Provost.

The PIPS (Postsecondary Instructional Practices Survey) questions measured practices that are either student-centered or instructor-centered, the former having been demonstrated in the literature to produce superior results in student learning (Blumberg, 2009). The SCII (Survey of Climate for Instructional Improvement) questions measured how instructors gauge teaching climate in their departments, with questions regarding the support they receive in regards to teaching from colleagues and department chair. 

Of the respondents:

  • 108 were from the College of Engineering and Computing (56 percent) and 84 were from the Colleges of Arts, Sciences and Business (44 percent)
  • 41 percent were tenured; 11 percent were untenured, tenure-track; 42 percent were non-tenure track, and 6 percent did not answer
  • 32 percent of respondents were female; 57 percent were male, and 11 percent preferred not to answer
  • There were 29 respondents who identified as GTAs, post-docs or visiting scholars, representing 14 percent of the total respondents
  • Any departments with less than five respondents were not included in the report below, although their survey responses are included in the aggregate data for the project.

Department

# Survey Participants

Department

# Survey Participants

Arts, Languages, Philosophy

9

English & Technical Communication

13

Biological Sciences

9

Geosciences, Geological and Petroleum Engineering

17

Business & Information Technology

7

History & Political Science

11

Chemical & Biochemical Engineering

8

Materials Science & Engineering

6

Chemistry

10

Mathematics & Statistics

13

Civil, Architectural & Environmental Engineering

20

Mechanical & Aerospace Engineering

13

Computer Science

7

Mining & Nuclear Engineering

13

Electrical & Computer Engineering

17

Physics

7

Engineering Management

7

Psychological Science

5

For more information, contact certi@mst.edu.

Blumberg, P. (2009). Developing learner-centered teaching: A practical guide for faculty. San Francisco: Jossey-Bass.