The highest priority among T/TT faculty is improving instruction. Helping students to master knowledge and skills, preparing students for lifelong learning, preparing students for employment or graduate school, student retention, and establishing learning outcomes are supported as a high priority by 20%-30% of T/TT faculty (Table 3-4).
| Tenure/TT Faculty | 1st/2nd | 3rd/4th/5th | Not Chosen | Total |
|---|---|---|---|---|
| Improve Instruction | 33.8 | 21.2 | 45.0 | 100.0% |
| Mastery knowledge/skills | 30.2 | 30.9 | 38.9 | 100.0% |
| Lifelong learning | 28.4 | 35.3 | 36.3 | 100.0% |
| Employment/Grad Sch | 27.3 | 39.2 | 33.5 | 100.0% |
| Student Retention | 24.8 | 23.4 | 51.8 | 100.0% |
| Learning Outcomes | 21.6 | 18.7 | 59.7 | 100.0% |
| Facilitate Graduation | 18.7 | 17.6 | 63.7 | 100.0% |
| Student Research | 18.3 | 29.1 | 52.5 | 100.0% |
| Student Campus Life | 15.8 | 19.8 | 64.4 | 100.0% |
| Campus Diversity | 13.7 | 14.0 | 72.3 | 100.0% |
| Local/Global Community | 11.5 | 24.1 | 64.4 | 100.0% |
| Campus Climate | 10.4 | 14.4 | 75.2 | 100.0% |
Facilitating graduation and supporting student research are rated as high priorities by about 18%-19% of T/TT faculty.
All the remaining strategies do show some support from a small portion of T/TT faculty but the majority do not consider them to be priority issues.
