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The following colleges and universities will be participating in the data submissions portion of the pilot project:
Cleveland State University
Edison State Community College
Lima Technical College
Miami University
Ohio State University
Ohio University
Owens State Community College
Shawnee State University
Southern State Community College
Terra State Community College
University of Toledo
Youngstown State University
In the Appointment Status field, there is not a statewide uniform definition of "part time." What constitutes part time and full time will be determined by the reporting institution. For example, if a college or university considers those faculty who have appointments of 80% or greater to be full time, and that is consistent with their IPEDS (Integrated Postsecondary Education Data System) reporting, then follow the same reporting practice in HEI data submissions. This field reflects the individual's relationship to the institution, not the teaching assignment. That is, a full-time member of the faculty who teaches only one course in a term would be reported as full time.
Participants pointed out that the federal taxonomy used in the Race/Ethnicity field does not recognize mixed ethnicity. While recognizing that the current racial/ethnic categories are inadequate, participants agreed that HEI reporting should remain consistent with the current IPEDS categories. When the categories are changed in IPEDS reporting, they will also be changed in the HEI system. Similarly, it was noted that "Nonresident alien" is not a racial/ethnic descriptor; however, it will be remain in the Race/Ethnicity field to preserve the consistency with IPEDS reporting.
There was a suggestion followed by agreement from participants to add "Education Specialist" to the Highest Degree Earned field. Education Specialist (Ed. S.), it was noted, is a post-master's degree and should be designated separately from a master's degree and a doctoral degree. In addition, the category "None of the Above" was added to Highest Degree Earned.
Discussion about how to report administrators who may or may not teach led to the suggestion to remove "Academic Administrator" from the Highest Rank During Year field and create a new field called "Administrator," which would be broadened to include student affairs, financial affairs, and other non-academic administrative areas. This will allow the reporting of rank to occur independently of the reporting of administrative duties. Administrators who either hold faculty rank or who teach courses will be reported in the All Faculty and Instructional Non-faculty Demographics (FD) file. Non-teaching administrators who are not faculty members will be reported in the All Employee (AE) file.
Participants confirmed that they are able to report the I & G (Instruction and General) portion of the salary of a faculty member who teaches and does sponsored research. Excluded from I & G funds would be sponsored research, noncredit instruction, public service, auxiliaries, and athletics.
Participants recognized and accepted the circumstance in which summer activity would lead to inconsistencies in reporting fiscal year activity because the summer sessions span fiscal years. Salaries paid in July for employment activities done in June will lead to discontinuities, but they will be consistent from year to year. Participants accepted the fact that enrollments may be in a year different from the fiscal year. However, the Faculty and Instructional Non-faculty Funding (FF) file and the Funding Unit Expense (FX) file (in the Financial Data Area) will be consistent with each other.
There was a recommendation to emphasize in the file description the Resource Analysis focus on instructional activity in this file. The Salary from Total Instructional and General (I & G) Funds field does not include overhead or campus expenses.
There was a suggestion to have a working group develop examples to assist campus representatives and data reporters in understanding how to report administrators who occasionally teach courses.
A participant indicated that apart from the difficulty of determining which technologies are being used in instructional delivery, it is not presently possible to provide such information at the course section level. Others indicated that it is easier on campus to report technology use at the course section level. Participants agreed that initially in HEI reporting, the Technology in Instructional Delivery field could apply either to the course level or to the section level, depending upon the institution's abilities to collect such data. Therefore, reporting Technology in Instructional Delivery at the section level will be optional, but it will be expected at least at the course level within the Course Sections Taught (ST) file.
One participant described a growing number of courses that include a large single lecture followed by smaller individual breakout discussion sessions that are being increasingly used in foreign language and history courses. Because the discussion sessions are not recitations or seminars, and they involve other faculty and personnel, there was a proposal to add "discussion" to the Course Section Type field.
Because data reporters will be able to indicate multiple course section type attributes, pilot project participants suggested that the Course Section Type field contain no combinations such as lecture/lab.
It will be important for Resource Analysis purposes to have Course Section Type designations that indicate one-on-one relationships between instructors and students, because there are expected to be different allocation approaches for those kinds of courses.
There was discussion about including Independent Learning as an example of Individual Studies, rather than including it as its own Course Section Type attribute. Participants also agreed to add "Other" to the Course Section Type field. A participant suggested that it would be useful to provide an opportunity to indicate what the "other" course types are, so that decisions could be made in the future about whether those other course types warrant being added. Another suggestion was that when the "Other" category grows significantly, it would be useful to understand what those attributes are.
There will be in the data submissions document a statement indicating that the identifiers used to describe a campus's Course, Section, or Funding Unit must be consistent from one data area to another. The same funding unit, for example, must be described consistently in faculty-staff reporting and in financial data reporting for a given college or university. HEI will also encourage the use of mnemonic identifiers for Funding Unit.
Multiple records would occur if the individual works on more than one campus and/or the individual is paid from more than one major fund group. The amount of salary reported would be that portion which goes with the campus and the major fund group rather than indicating the entire salary in each of the multiple records.
Participants also agreed that only the primary Work Category attribute would need to be reported.
There was a suggestion to add "Post Docs" and "Research Assistants" to the Work Category attributes or to clarify whether they can be included in "Other Professionals."
In the Contract Salary/Wages field, participants recommended that cents be reported, using zeroes to indicate an implied decimal, for salaries as well as wages. The reported wage will not be annualized, but instead will be the actual hourly wage at the time of the "snapshot" taken on October 1.
There was discussion about how to report pay associated with sponsored research or public service for a faculty member who also teaches. It was noted that the IPEDS categories "Faculty (Instruction, Research, and Public Service)" and "Instruction and Research Assistants" had been removed from Work Category as a result of previous pilot project discussions. Participants agreed to reinstate the IPEDS categories in order to account for the work categories and major fund groups associated with faculty activities. The file was renamed the All Employee (AM) file.
The file submissions in the data submissions portion of the Faculty-Staff Data Area pilot project will cover fiscal year 1996, and the sequence will be as follows:
1. Course Sections Taught (ST)-summer
2. Course Sections Taught (ST)-fall
3. Course Sections Taught (ST)-winter
4. Course Sections Taught (ST)-spring
5. Faculty and Instructional Non-faculty Demographics (FD)
6. Faculty and Instructional Non-faculty Funding (FF)
7. All Employee (AM)
Because some colleges and universities may have multiple summer terms which do not differentiate course sections through the use of unique course section identifiers, it was suggested that the Section field in the Course Sections Taught (ST) file be increased beyond five characters to identify specific summer terms.
Participants described the complexity of instructional delivery, faculty count, and the interpretation of medical data. In addition, medical school personnel are not fully aware of the reporting issues being discussed in the development of the HEI system.
The example was given of an overarching "course" in which students are registered for 24 credit hours. Within such a "course," students select from a series of courses. Registration records often indicate that a few non-medical students and no medical students are taking such courses, even though the course is part of the series which all medical students are taking.
Gaining an understanding of faculty activity for those individuals who have joint appointments will be especially difficult in medical schools. The UIS program codes indicate the areas from which faculty are paid, but given the interdisciplinary nature of medical education, it is difficult to rely upon program codes in understanding faculty instructional activity.
A participant indicated that the first two years of medical education include enrollment in courses much like non-medical education. The difficulty is in the second two years where "the only thing the students do on the semester or quarter system in the second two years is pay their bills." Courses, themselves, may not end at the end of a term. There are 28-day rotations and when the course is completed, the completion is recorded on the transcript. The students may be scheduled from 7:00 a.m. until 5:00 p.m., and whatever happens during that time they're on call is part of their medical education. The participant recommended a separate reporting system for medical schools that is understood and uniformly followed by the medical schools. Currently, medical residents frequently are not included in UIS reporting, raising the question about the need to reexamine the categories of those associated with medical education.
A participant described a circumstance in which students at two state universities enroll in nursing and physical therapy programs which are taught at a nearby medical college and taught by faculty from that medical college. However, current reporting gives the appearance that the medical college faculty are not teaching such courses and that students are enrolled in courses that have no faculty.
Participants agreed with a recommendation to begin consultations which focus exclusively on medical schools in order to understand the complexity of the differences and to develop a reporting system that acknowledges the differences. Such consultations would include personnel from the health sciences and medical schools. Because such a forum is not likely to yield reporting recommendations during the data submissions portion of the pilot project, participating universities in the pilot project will report medical data using available data from fiscal year 1996.
Issues such as the sampling frequency and size of the statewide survey
need to be addressed. It was noted that, generally, the purpose of the
sample survey will be to provide an adequate description, by sector, of
faculty activity, including the time spent by faculty in the activities
that comprise their work. Participants suggested that it may be beneficial
to include "real-time" reporting by faculty of their research, service,
and instructional activities, rather than asking faculty to provide a retrospective
account of their time spent.
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http://regents.ohio.gov/hei/faculty/notes/fspilot327notes.html
Last updated June 1, 1998