Appendix F: Work Plan
EER WASC Core Commitment Group II:
Staffing for Effectiveness
Research Methods Plan
- Interviews with College Deans and/or Associate Deans to assess
- Current orientation methods and needs (Q1)
- Supports for faculty of color (Q2)
- Impacts of University initiatives on faculty workload (Q3)
- Available supports, and needed additional supports for faculty (Q3)
- Recommendations for increasing effectiveness in recruiting and retaining faculty (Q4)
- Steps that members of the University community can take to more effectively communicate and implement our resolve to ensure equity in all its forms regardless of race, gender, national origin and/or disability (Q5)
- Impacts of changing work requirements on staff (Q6)
- Conduct focus groups (or retrospective interviews) with new faculty cohorts (1 yr. vs. 3 yrs. vs. 5 yrs. vs. newly tenured) regarding their orientation experiences and adjustments. Assess FCPD orientation, College, and departmental experiences (Q1, Q4, Q5)
- Focus groups with faculty of color to assess
- Perceived overall level of support (Q2)
- Perceived needs for additional University supports for professional development of teaching, research, and service (Q2)
- Impacts of initiatives on workload (Q3)
- Steps that members of the University community can take to more effectively communicate and implement our resolve to ensure equity in all its forms regardless of race, gender, national origin and/or disability (Q5)
Note: Research Methods Plan C will also be conducted with a focus group composed of faculty members with disabilities, and another with LGBT faculty, if possible
- Focus groups with tenured faculty to assess
- Perceived impacts of University initiatives such as student success, community service learning, and assessment on faculty workload (Q3)
- Perceived needed additional supports (Q3)
- Proposed methods of increasing effective recruiting and retention of highly qualified, diverse faculty committed to the institutional goals of student learning (Q4)
- Steps that members of the University community can take to more effectively communicate and implement our resolve to ensure equity in all its forms regardless of race, gender, national origin or disability (Q5)
- Focus groups with staff members (including ASMs) to assess
- Recommendations for increasing effectiveness in recruiting and retaining staff (Q4)
- Steps that members of the University community can take to more effectively communicate and implement our resolve to ensure equity in all its forms regardless of race, gender, national origin or disability (Q5)
- Perceived effects of new initiatives on workload (Q6)
- Interviews with Directors, AVPs, Coordinators and related personnel
- Holly Harbinger regarding faculty workload, supports, equity, recruitment and retention (Q2, Q3, Q4, Q5)
- Terre Allen regarding Faculty Center for Professional Development (Q1, Q2)
- Michelle Saint-Germain regarding Assessment initiative (Q3)
- Juan Benitez and Carina Sass regarding Service Learning (Q3)
- Scott Apel regarding staff recruitment and retention (Q4, Q5, Q6)
- Karen Kerr regarding staff recruitment and retention (Q4, Q5, Q6)
- Perrin Reid regarding equity efforts (Q2, Q5)
- A representative of Student Services (Q4, Q5, Q6)
Other Possible Methods
Existing data from IR (any relevant questions)
How can workload changes be attributed to various initiatives?
Faculty survey (Q1, Q2, Q3, Q4)
How do tenured faculty members feel about the initiatives previously assessed in the Coache survey for untenured faculty members?
Benchmarking study (Q4, Q5)
How do our efforts to recruit and retain faculty and staff differ from other universities?
Research Questions
Q1: How are new faculty acculturated to CSULB, learning its expectations for teaching, research and service? What mentoring do they receive and how do they adjust to performing their major position responsibilities?
Q2: How well supported do tenure track faculty of color feel? What advice do they have for the University to assist their professional development and success in the three areas of professional responsibility?
Q3: What impacts do University initiatives such as student success, community service learning, and assessment have on faculty workload? What University supports are available, and what additional supports are indicated?
Q4: How can we be more effective in recruiting, retaining and supporting a highly qualified and diverse faculty and staff who are committed to the institutional goals of student learning?
Q5: What steps can members of the University community take to more effectively communicate and implement our commitment to ensure equity in all its forms for faculty and staff regardless of race, gender, national origin, disability, or sexual orientation?
Q6: What are the effects on staff of changing work requirements (including those stemming from new initiatives)? How could staffing effectiveness be improved?
Research Methods Resources Table
| Research Method |
Assessment Team |
Notes |
Anticipated Resources Needed |
| A) Interviews w/ Deans and/or Associate Deans |
Jean Houck
Dave Whitney
Tim Caron |
- Include as many of the colleges as possible
- Requires cooperation of Deans
|
|
| B) Retrospective interviews (or focus groups) with new faculty |
Don Haviland
Nancy Strow- Sheley |
- 3 focus groups
- 5-8 participants per focus group
- Each focus group composed of a particular cohort (1 yr vs. 3 yrs vs. 5 yrs vs. newly tenured)
- Confidentiality
|
|
| C) Focus groups with faculty of color |
Perrin Reid
Kirstyn Chun |
- Requires individuals capable of running focus groups
- 3 focus groups
- 5-8 participants per focus group
- Considerable effort to recruit faculty participants
- Confidentiality
- Consider including LGBT and disabled groups
|
- Qualified individuals to write questions, conduct focus groups and analyze collected data
- Staff for recruiting focus group participants
|
| D) Focus groups with tenured faculty |
Dave Whitney
Lisa Vollendorf |
- 3 focus groups
- 5-8 participants per focus group
- Each focus group composed of Associate and Full Professors
- Confidentiality
|
|
| E) Focus groups with staff |
Dave Whitney
Karen Kerr
Sharon Olson |
- 3 focus groups (incl. one with ASMs, one newer staff, one long-tenured staff)
- 5 – 8 participants per focus group
- Confidentiality
|
- HRM-Staff office to assist with scheduling
- GA
|
| F) Interviews with Directors, Coordinators, etc. |
Dave Whitney
Hiromi Masunaga
Don Haviland |
- Would require separate interviews
|
- HRM-Staff office to assist scheduling
|
** Additional help has been offered by graduate student Wendy Martin
