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Long-Term Goal 3:
Committed Faculty and Staff

Long -Term Goal 3: Committed Faculty and Staff.Recruit and support a diverse faculty and staff known for providing the highest quality educational opportunity, scholarship, and service

1. Data Sources for Measuring Achievement of Long-Term Goal 3

SIUE has three major sources of data regarding the commitment of faculty and staff, with a potential fourth source being developed. The first source is the UCLA survey of faculty that is conducted on a three-year cycle with data available starting in 1989. The second source is student perceptions from the NSSE study. The third source is from alumni perceptions through the baccalaureate follow-up surveys. The fourth source is the Faculty Survey of Student Engagement (FSSE), administered for the first time in Spring 2004. Various data from the first three sources are displayed in Appendix 3.

Goal 3 also speaks to supporting the faculty and staff and the diversity of the SIUE faculty and staff. The following data on these matters are also in Appendix 3: number of sabbaticals by year; faculty satisfaction with salary, fringe benefits, and opportunities for scholarly pursuits; and minority employees by job category.

2. Status in Achieving Long-Term Goal 3

The FY10 UCLA survey reports very positive perceptions on questions that relate to commitment. For example, in Fall 2010 94% of faculty members at SIUE said that faculty members are committed to the welfare of SIUE and the same number agree that faculty are committed to undergraduate education as SIUE's primary mission. African-Americans comprise 4.9% of total tenured/tenure-track faculty, which is a slight decrease (.6) from previous data reported for Fall 2009.

As measured by the questions on the NSSE survey, faculty members at SIUE are perceived by students to be equally or almost equally committed as those at other urban institutions. For example in FY10, 77% of seniors and 70% of freshmen at SIUE said that faculty members are available, helpful, and sympathetic compared to 77% and 71%, respectively, at urban consortium institutions. The freshman percentage pertaining to "working with faculty on activities other than coursework often or very often" decreased by 4% for SIUE and by 2% for consortium peers in FY10 leaving SIUE below consortium peers by 4%. For the same question, the percentage of seniors was unchanged (20%) and remained above the urban consortium average.

On average, 86% of SIUE 2009 alumni participating in the baccalaureate follow-up surveys one year after graduation found SIUE faculty to be accessible outside of class and 79% said faculty are prompt in providing feedback. While there is no comparable NSSE or statewide data for other Illinois metropolitan public universities, faculty perceptions in the UCLA survey indicate SIUE faculty believe they are very accessible (95%) to students outside of class.
Freshman students at SIUE generally had rated staff commitment below freshmen at other urban coalition institutions participating in the NSSE study. However in FY10, the percentage of freshmen at SIUE rating academic advisement as good or excellent rose to 75% (an increase of 10%) compared with 72% at other urban coalition institutions. The percentage of freshmen at SIUE reporting administrative personnel and offices are helpful, considerate, and flexible increased by 8% (from 52% to 60%) in FY10, 4% above the peer group. The perceptions of seniors in FY10 are somewhat lower than those in peer institutions. Seniors were a little less satisfied with advisement compared to their peers in other institutions (57% vs. 62%) as well as when rating administrative personnel and offices as helpful, considerate, and flexible (49% vs. 52%).

3. Highlights from FY11 in Pursuit of Long-Term Goal 3 include:

A strategy for creating a new Center for Teaching and Learning Excellence has been developed and is being implemented.

A new "Leadership Academy" to provide administration development opportunities for faculty is being developed and implemented.

Developed a working faculty immigration policy manual to ensure consistency and continuity in the processing of immigration files.

An update of the SIUE Faculty Handbook ensuring contemporary and relevant policies governing faculty development, performance and evaluation has been completed.
The development of a strategic human resources plan, improvement in communication with constituencies, development of the helpdesk and establishment of professional development plans for ITS staff have been completed.

Two members of the Early Childhood Center Staff presented to the National Association for the Education of Young Children Annual Conference in California.

SIUE implemented an average 2.5% salary increase for unrepresented faculty and staff and a funding reserve for represented employees whose increase is addressed through collective bargaining, recognizing that appropriately paid faculty and staff are critical for attracting and retaining excellent employees.

4. Short-Term Goals and Plans

Fiscal Year 2012

During FY12, SIUE will focus on the following short-term goals and plans relative to Long-Term Goal 3.

a. Develop and implement leadership training for chairs and deans.

Responsibility: Provost and Vice Chancellor for Academic Affair, Assistant Provost for Academic Innovation and Effectiveness

Source of Funds: Existing staff time and budget

Rationale: To enhance administrative effectiveness in support of University excellence

b. Increase the number of quality faculty development activities offered on campus.

Responsibility: Assistant Provost for Academic Innovation and
Effectiveness

Source of Funds: Existing staff time and budget

Rationale: To enhance faculty development and shared governance in support of University excellence

c. Raise external gifts to fund endowed faculty positions to enhance both the quality of teaching and research.

Responsibility: Vice Chancellor for University Relations, Deans, Directors of Development

Source of Funds: Existing staff time and departmental budgets

Rationale: Endowed chairs and professorships might entice more excellent academicians to apply for and accept positions at SIUE and then might give them the additional funds to apply toward their teaching and research.

d. Develop and implement the Connections Now program as a student service training tool for staff.

Responsibility: Vice Chancellor for Administration, Director of Human Resources

Source of Funds: Existing staff time and budget

Rationale: The University is committed to continuous improvement as part of our involvement with the Academic Quality Improvement Program (AQIP). This program is designed to enhance staff development and service to students in support of University excellence.

e. Implement an average 3% salary increase for unrepresented faculty and staff and a funding reserve for represented employees whose increase is addressed through collective bargaining.

Responsibility: Chancellor, Vice Chancellors, Director of Human Resources

Source of Funds: Income Fund

Rationale: Appropriately paid faculty and staff are critical for attracting and retaining excellent employees.