LDP ePortfolio Report

Appendix VI - Faculty/Staff Survey Data
A.	Faculty/Staff Survey Summary and Basic Tabulations

Notes: Counts are in bold, and precede items they are counting.
Notes: Missing values are not included in the counts.
Percents for multiple selection items are based on the total number of active cases.
Number of cases: 345

Electronic Portfolio Planning System Survey - FACULTY AND STAFF

Dear Colleague,
Thank you for taking the time to complete the following survey.
Part 1 includes questions about tools used to track and monitor student progress and achievement.
Part 2 introduces the concept of an Electronic Portfolio Planning System (EPPS) and asks for your feedback.
In order to help determine where resources should be allocated, we need to hear from you, about what is most important and how best to meet your needs.
We value your feedback and, again, thank you for your time and support.

1. What is your position?
67 (20.1%)	Professor/Assoc. Professor
14 (4.2%)	Assistant Professor
1 (0.3%)	Lecturer
5 (1.5%)	Other Faculty/Academic
18 (5.4%)	MSP/Exec
92 (27.5%)	PSS
39 (11.7%)	Staff Classified/Represented International/American Visiting Scholar
4 (1.2%)	Don't know.
86 (25.7%)	My title is (See Written Responses in Appendix VI-C.)
8 (2.4%)	Other: (Please describe) (See Written Responses in Appendix VI-C.)

2. What is your gender?
137 (39.9%)	Male
200 (58.3%)	Female
6 (1.7%)	Other/Prefer not to say

3. How long have you been in your current position? (select one)
36 (10.5%)	Less than 1 year
100 (29.1%)	2-3 years
46 (13.4%)	4-5 years
54 (15.7%)	6-10 years
36 (10.5%)	11-15 years
26 (7.6%)	16-20 years
46 (13.4%)	Over 20 years

4. How long have you been with the University? (select one)
18 (5.2%)	Less than 1 year
50 (14.5%)	2 - 3 years
32 (9.3%)	4 - 5 years
46 (13.3%)	6 - 10 years
48 (13.9%)	11 - 15 years
45 (13.0%)	16 - 20 years
106 (30.7%)	Over 20 years

5. Are you tracking/monitoring your students' academic progress and achievement (e.g. subject competency, mathematic or language skills, critical thinking skills, etc.)?
114 (33.6%)	Yes, always
89 (26.3%)	Yes, sometimes
29 (8.6%)	Yes, rarely
107 (31.6%)	No

6. Are you tracking/monitoring your students' life skills progress and achievement (e.g. communication, creativity, leadership, social responsibility, teamwork skills, etc.)?
41 (12.0%)	Yes, always
89 (26.1%)	Yes, sometimes
55 (16.1%)	Yes, rarely
156 (45.7%)	No

7. Is there a way you have wanted to track student progress but have been unable to implement?
89 (28.0%)	Yes
If yes, please explain: (See Written Responses in Appendix VI-C.)
229 (72.0%)	No

8. Which of the following tools are you currently using to track and monitor your students?

	Use always	Use sometimes	Don't use	Don't have access	What is this?	I want this
OLADS - student information system	96 (32.9%)	36 (12.3%)	58 (19.9%)	32 (11.0%)	60 (20.5%)	10 (3.4%)
DARS - degree auditing record system	43 (15.4%)	45 (16.1%)	83 (29.7%)	44 (15.8%)	56 (20.1%)	8 (2.9%)
Student websites	19 (7.3%)	72 (27.6%)	135 (51.7%)	12 (4.6%)	19 (7.3%)	4 (1.5%)
Career services	24 (9.1%)	83 (31.3%)	134 (50.6%)	6 (2.3%)	13 (4.9%)	5 (1.9%)
Departmental database	103 (34.4%)	70 (23.4%)	76 (25.4%)	31 (10.4%)	12 (4.0%)	7 (2.3%)
Paper portfolio	80 (29.1%)	58 (21.1%)	97 (35.3%)	13 (4.7%)	27 (9.8%)
Grade book (paper & pencil)	41 (15.4%)	45 (16.9%)	150 (56.2%)	21 (7.9%)	10 (3.7%)
Learning/Course Management Systems (e.g., Blackboard, WebCT)	10 (3.8%)	31 (11.7%)	165 (62.0%)	18 (6.8%)	36 (13.5%)	6 (2.3%)
Other: (See Written Responses in Appendix VI-C.)	44 (50.0%)	11 (12.5%)	25 (28.4%)	6 (6.8%)		2 (2.3%)

9. How important is it for you to track and monitor your students' academic progress and achievement over time?
132 (39.3%)	Extremely Important
129 (38.4%)	Somewhat Important
27 (8.0%)	Somewhat Unimportant
48 (14.3%)	Not Important at All

10. Are you satisfied with the current tools available?
123 (39.8%)	Yes, things are just fine the way they are
186 (60.2%)	No, there are problems
If No, please select all that apply:
99 (28.7%)	I could really use an overall view of each student, some type of big picture.
140 (40.6%)	Student information tends to be all over the place - it needs to be consolidated for each student.
44 (12.8%)	Data are available, but difficult to analyze.
53 (15.4%)	Other: [(See Written Responses in Appendix VI-C.)
8 (2.3%)	Other: (See Written Responses in Appendix VI-C.)

11. In your role, what pieces of student information are useful?
	Essential	Somewhat Important	Not Important
Academic recognitions and awards	82 (27.4%)	139 (46.5%)	78 (26.1%)
Certifications (teaching certificates, first aid, etc.)	25 (9.0%)	97 (34.9%)	156 (56.1%)
Course work (art: photos of work and/or links to electronic media)	62 (22.1%)	85 (30.2%)	134 (47.7%)
Course work (papers & projects)	105 (36.5%)	76 (26.4%)	107 (37.2%)
Letters of Recommendation	87 (30.4%)	91 (31.8%)	108 (37.8%)
Resume	89 (31.8%)	100 (35.7%)	91 (32.5%)
Student personal web sites	28 (10.3%)	83 (30.6%)	160 (59.0%)
Transcript (educational history)	221 (73.7%)	47 (15.7%)	32 (10.7%)
Volunteer work	50 (17.5%)	136 (47.7%)	99 (34.7%)
Hobbies	17 (6.1%)	106 (38.3%)	154 (55.6%)
Internships	75 (26.0%)	151 (52.2%)	63 (21.8%)
Student government work	39 (13.9%)	126 (44.8%)	116 (41.3%)
Leadership positions	62 (21.5%)	143 (49.7%)	83 (28.8%)
Your own notes	161 (56.9%)	86 (30.4%)	36 (12.7%)
Colleagues' notes	109 (40.2%)	111 (41.0%)	51 (18.8%)
Other: (See Written Responses in Appendix VI-C.)	43 (66.2%)	8 (12.3%)	14 (21.5%)
Other: (See Written Responses in Appendix VI-C.)	19 (59.4%)	3 (9.4%)	10 (31.2%)

The Electronic Portfolio Planning System (EPPS) Concept
The EPPS would be a highly personalized, web-based portfolio system - designed to create one place for students to customize, record, reflect and store information to keep on track of their academic plans and setting of personal and professional goals.
An EPPS would be so much more than a repository for important documents - students could:

track their academic plans.
reflect on their achievements, strengths and gaps.
determine skills they need to develop and receive guidance to develop them.
manage and organize information for internship, graduate school or job interview applications/preparation.

The EPPS would allow students to actually map out their education, letting them record and visualize where they are in a program, and where they are heading.

By accessing these portfolios, faculty and staff could:

View course schedules and transcripts, track progress within a specific program, and make recommendations.
Review papers, projects and course assignments, all electronically.
Gather a holistic perspective on a student, viewing their past accomplishments, background, and future goals.
See how a student is progressing in terms of developing academic and personal skill sets.
Use stored information to inform your letters of recommendation.

13. Would the above-mentioned Electronic Portfolio Planning System (EPPS) be of importance to you?
98 (29.3%)	Yes, definitely
64 (19.2%)	Yes, to a certain extent
94 (28.1%)	Possibly, but I'd have to try it
57 (17.1%)	Probably not
21 (6.3%)	Definitely not

14. An Electronic Portfolio Planning System (EPPS) could necessitate a new way of organizing and reviewing student information.

14a. How do you think it might assist faculty and student workload?
(See Written Responses in Appendix VI-C.)

14b. How do you think it might adversely affect faculty and student workload?
(See Written Responses in Appendix VI-C.)

15. Are there additional pieces of information you would like to find in an Electronic Portfolio Planning System?
(See Written Responses in Appendix VI-C.)

16. Is there anything else you would like to share with us?
(See Written Responses in Appendix VI-C.)

Appendix VI - Faculty/Staff Survey Data