FULL REPORT 2020 BYU-Idaho Faculty Survey Prepared by the Faculty Association the Following Is a Formal Report of the Results O

FULL REPORT 2020 BYU-Idaho Faculty Survey

Prepared by the Faculty Association

The following is a formal report of the results of this survey, methodology of analysis, relevant findings, and recommendations.

TABLE OF CONTENTS

Executive Summary

1. Introduction ……………………………………………………………….……. 3

2. Overview ………………………………………………….…….……….……… 4

3. Summary findings……………………………………………………………… 5

4. Recommendations……………………………………………………………… 5

5. Comparison of 2018 and 2020 Likert-Scale Questions …………………..……… 7

6. Summary of Free Response Questions (Questions 34 and 33) ……………… 9 Common themes Question 34 …………………………………..…………… 9 (Is there anything you would like to express that you were unable to address in other parts of the survey?)

Common Themes, Question 33 ……………………………………………… 12 (Are there any decisions made in the last three years you wish had been better explained? Which? Please list.)

Comprehensive Data 7. Likert-Scale Questions ……………………………………………………….. 13 7.1 Sample Tables (Q3: My work at BYU-Idaho is professionally satisfying)

8. Methodology for Coding Free-Response Questions (Q34, Q33) ……………. 16 8.1 Examples of coding methodology ………………………… 16

9. Full Analysis of Q34 …………………………………………………………. .. 19 9.1 Frequency and analysis of common themes………………………………… 19 9.2 Representative comments ……………….…………………………………… 26

10. Full Analysis of Q33 ……………………………………………………………. 42 10.1 Frequency and analysis of common themes………………………………… 42 10.2Representative comments ……………….…………………………………… 44

11. APPENDICIES 11.1 Note on Appendices……………….………………………………………… 49 Appendix 1: Charts for Likert-Scale questions Appendix 2: Raw qualitative data from Question 34 Appendix 3: Raw qualitative data from Question 33

2 2020 FACULTY ASSOCIATION SURVEY REPORT

1. INTRODUCTION

The Faculty Association at BYU-Idaho is made up of all full-time, part-time, professional, and adjunct faculty at Brigham Young University-Idaho. Its purpose is to “facilitate constructive communication between the university administration and the faculty by assessing the collective opinions of the faculty and representing such views in appropriate forums. The association will also facilitate communication and collaboration among the faculty.”1 The Faculty Association Board consists of a President, President-Elect, Secretary, representative members from each college, and representatives for adjuncts, online instruction, and the library and professional faculty, each chosen through election by the faculty whom they represent.

The faculty survey is the primary means through which the Faculty Association carries out its mission to “assess the collective opinions of the faculty,” and this report and subsequent conversations stemming from this report represent an effort to “represent such views” to both faculty and administration. In preparing this survey, members of the Faculty Association Board have reviewed past iterations of the faculty survey and made necessary changes for the sake of clarity, keeping most questions untouched from the 2018 version for the sake of longitudinal reliability. This year, the Academic Leadership (Deans Council) expressed an interest in adding questions of their own so that they could better understand faculty use of PDLs. These questions have been analyzed separately and are not a formal, recurring part of the faculty survey.

All data was collected through Qualtrics, and responses were anonymized. No identifying metadata—such as email, IP address, location, etc.—was collected or made available for review. Faculty could choose to indicate demographic data for general purposes.

1 BYU-Idaho Faculty Association (2009). “Constitution”. http://www.byui.edu/faculty-association/constitution

3 2. OVERVIEW (BY THE NUMBERS) • Administered through Qualtrics and sponsored by the BYU-I Faculty Association • Open February 4-11, 2020 • 39 questions: 5 asking demographic information, 21 Likert-scale ratings, 1 fill-in question, and 2 free response prompts. Additionally, 12 questions, written by Academic Leadership (Deans Council), were included as an addendum. • Sent to 893 faculty: 587 on-campus full-time faculty, 302 on-campus adjunct faculty, 4 fulltime online faculty • Response rate: 428 responses, response rate of 49.9% (35 additional responses with no information were discarded)

• Response rate by faculty status: • 322 of 587 (54.9%) full-time faculty responded • 36 of 302 (11.9%) adjuncts responded • 2 of 4 (50%) full-time online faculty responded • 42 preferred not to say and 26 didn’t answer the question (68 total) • Depending on those 68 who didn’t answer. . . . 322-390 of 587 fulltime (54.9-66%) . 36-104 of 302 adjuncts (12-34%)

• Respondents by gender • 74 of 279 full-time and adjunct female faculty answered (26.5% of women) • 267 of 609 full-time and adjunct male faculty (43.8% of men) • 60 prefer not to answer and 27 didn’t answer the question (together, 20% of overall number) • Depending on those 87 who didn’t answer. . . . 74-161 of 279 female faculty (26.5-57.8%) . 267-355 of 609 male faculty (43.8-58.2%)

• 26% preferred not to claim a College (n=112), the most common response to which College faculty belong • 44.6% of respondents (n=191) take 6 credits of PDL • 86% of respondents claim to experiment with teaching techniques (n=370) • 84.6% of respondents find work at BYUI professionally satisfying (362 agreed or strongly agreed with that question) • 94.4% of respondents find work at BYUI personally satisfying (404 agreed or strongly agreed with that question) • 73.8% (n=316) said there were decisions made at BYUI that they wished were explained better • 90.2% said they felt free to express their concerns on the survey (386 agreed or strongly agreed with this question) • 50,520: the word count of the 2 free-response questions. (For comparison, the 2018 word count in 2 free response question was 27,310.) We think this shows quite clearly that faculty are comfortable with expressing their ideas on this survey. (Faculty professional writers say that’s about 150 pages of text.)

4 3. SUMMARY OF FINDINGS

Faculty love their students. They are committed to the mission of this university and to the quality of their scholarship and teaching.

They raise concerns regarding their ability to juggle these priorities with workload, availability of resources, and policies that make travel and other enriching experiences more difficult. Many faculty also feel that their work is made more difficult by a distant relationship between administration and faculty, poor communication of university decisions, and lack of participation in the decision-making process. These issues have led some to feeling undervalued by administration and less able to serve the students as they would like to do.

4. RECOMMENDATIONS

Realizing that every organization operates under constraints of time, money, and a slew of competing priorities, the Faculty Association respectfully requests the following as action-items:

A. Decision-making, communication, governance • Anonymous evaluation of or feedback for administrators (a recommendation from survey respondents) • Anonymous platform to express concerns regarding specific admin • Appoint campus mediator/chaplain/ombudsman • Third party specialist/mediator facilitate communication (following industry practices) • Academic Departments and Colleges should occasionally conduct Department- or College-specific surveys on applicable topics.

B. Student concerns • Engage faculty more fully on student issues; request their input • Survey faculty with specific questions regarding student issues and concerns • Communicate to faculty progress on student policies (scholarships, academic probation, GE/Foundations, facilities like the Kirkham and Badger Creek, health care, etc.)

C. PDL/scholarship/workload/support/resources • Value and celebrate scholarship in the field (in word, through resource support, travel support) as a way to increase the quality of teaching and the student experience • Hire more faculty (especially as student enrollment increases), and provide FTE to cover load for FLF, maternity leave, administrative positions, 75% contract, etc. Support policies on the books with resources. • Limit time spent on committees, so faculty have time to keep current, have true PDL • Provide separate non-PDL load for course development • Hire more professional support staff (not just students), such as advisors, IT specialists

D. Adjuncts . Create an adjunct survey (many of their own concerns, don’t always come through clearly in the larger data), gather further data

5 . Increase pay and support (provide computer, office, etc.) . Increase involvement and training

E. Gender/discrimination/mental health • Create protected forum for reporting harassment, abuse of faculty; perhaps through Title IX engagement/initiative • Clarify or create written policies protecting against discrimination in hiring and faculty/administrative behavior

Faculty Association Initiatives: • Continue conducting survey (perhaps on the specific topics listed in this survey) • Social activities. While we don’t want to be come just a social club, faculty express the need to feel more connected with department members and other faculty across the university. • Encourage efforts to increase cross-campus discussions and involvement. • Continue regular (twice/semester) meetings with university leadership and keep an open dialogue on faculty concerns.

6 5. SUMMARY OF LIKERT-SCALE QUESTIONS

At the request of Academic Leadership, the 2020 Faculty Survey generally asked the same questions that were posed on the 2018 Faculty Survey. The end goal was to have comparative data. With that goal in mind, here is a summary of the comparative results.

Key SA=number that Strongly Agree A=number that Agree Red=trending to SD D=number that Disagree SD=Number that Strongly Disagree Blue=trending to SA Question SA A D SD 1. Considering my salary, benefits, and workload, the 2018 192 193 46 14 compensation I receive is fair. 2020 190 192 32 11 2. My work at BYU-Idaho is personally satisfying. 2018 249 171 21 5 2020 248 156 16 5 3. My work at BYU-Idaho is professionally satisfying. 2018 170 197 69 10 2020 157 205 50 12 4. My work at BYU-Idaho is stressful. 2018 67 221 137 20 2020 80 226 109 9 5. My work at BYU-Idaho allows me to maintain a reasonable 2018 123 245 65 13 balance between work, family, church, and self. 2020 122 241 46 15

6. Committee, course development, and other responsibilities seem 2018 45 230 119 37 evenly distributed among my department colleagues at BYU- Idaho. 2020 46 225 106 35

7. I have sufficient time, resources, and institutional 2018 53 222 143 21 encouragement to develop relevant course materials. 2020 58 208 126 22

8. I have sufficient time, resources, and institutional 2018 47 267 113 15 encouragement to improve relevant teaching skills. 2020 60 242 99 14

9. I have sufficient time, resources, and institutional 2018 32 183 175 50 encouragement to stay current on relevant developments in 2020 31 155 173 55 my discipline.

10. I have sufficient time, resources, and institutional 2018 22 191 176 50 encouragement to hone relevant scholarly/professional skills. 2020 32 147 184 49

11. I have sufficient time for my non-teaching responsibilities 2018 52 239 127 25 (such as committees, advising, departmental duties, etc.). 2020 34 238 119 21

12. I have access to sufficient resources—such as teaching 2018 195 196 44 11 assistants and department secretaries—to help me effectively 2020 135 231 36 14 manage my workload at BYU-Idaho.

7 13. I feel my ideas are heard and considered at the department 2018 190 202 36 10 level. 2020 218 146 31 11

14. I feel my ideas are heard and considered at the college level. 2018 66 245 95 21 2020 96 213 70 23 15. I feel my ideas are heard and considered at the university level. 2018 21 133 173 99 2020 23 124 151 102 16. I feel free to express my concerns at the department level. 2018 205 196 32 7 2020 232 135 26 12 17. I feel free to express my concerns at the college level. 2018 88 224 107 14 2020 120 190 75 17 18. I feel free to express my concerns at the university level. 2018 36 122 183 92 2020 38 114 143 108 19. I feel free to express my concerns on this survey. 2018 159 238 36 3 2020 179 207 18 2

Note: This table contains the 19 Likert-scale questions asked in 2018. There were 2 additional Likert-scale questions in the 2020 survey

8 6. SUMMARY OF FREE-RESPONSE QUESTIONS, Q34 and Q33

Introduction: Question 34 and Question 33 were “free-response questions.” In answer to these two questions, faculty had space to write as little or as much as they chose. The responses to these questions become significant when, without prompt, many faculty respond with comments that address common themes.

What follows is a brief summary of these themes. In the Full Report we describe the methodology for coding faculty comments, samples of coding, more details on these various themes, and sample comments.

Three things that are important to note. • Faculty both raised concerns and expressed support for Academic Leadership in these free responses. • In this 2020 survey faculty wrote nearly double the amount that they wrote in the 2018 survey. (The 2018 survey word count of free response: 27,310. The 2020 Survey word count of free response: 50,520. In 2018 464 faculty took the survey whereas in 2020 428 faculty took the survey.) • Occasionally, faculty mentioned grievances with a specific person in these responses. The Faculty Association Board discussed and debated what to do in such cases. We want the survey to be a space in which faculty feel free and safe to voice their opinions. At the same time, the purpose of these surveys is to foster communication. In the attempt to preserve lines of communication between faculty members themselves and between faculty and academic leadership, we have chosen to edit out names of people who received direct criticism, preserving as much text as possible. In such cases, we have noted textual elisions with a notation such as “ […2…],” with the number of words deleted between the brackets. We have not deleted any comments in their entirety. These elisions occur in the second and third addenda, which contain all the comments from Q34 and Q33.

Question 34 Common Themes (Is there anything you would like to express that you were unable to address in other parts of the survey?)

This question was answered by 209 faculty who provided responses totaling more than 35,196 words. Some faculty refer back to their previous answers, but since the surveys are anonymous, we have no way of matching up responses to previous answers.

Faculty used this space to both praise and critique university decisions, policies, programs, departments, and administrators. Many faculty obviously took considerable time with their responses. The shortest response was 1 word (“no”). The longest response consisted of 1188 words (the approximate length of a 5-page student essay). In a few cases, we have removed identifiers from the comments.

1. Governance/communication/decision-making (129 comments) 2 Responses requested a “vision” be laid out by the President, better explanations for decisions, more involvement from faculty in decision-making process

90 Leadership/Governance comments 43 Structures/imbalances/organizational problems 65 Leadership style, leadership presence, accessibility, vision

89 Communication

89 Decision-making and discussion of decisions/policies, faculty voice Responses included appreciation for the faculty discussion forums led by Kelly, request for faculty involvement in decision making, and concerns about specific decisions.

2. Faculty Satisfaction (106 comments) Many faculty members listed concerns in one or more areas, but still stated gratitude for some aspect of their work: their students, benefits, pay, administrative support, or the university mission. Feelings of trust/distrust/satisfaction had an impact on mental health and burnout (not related to workload). 37 Gratitude 69 Devaluation/distrust 6 Trust 14 Mental health, depletion, burnout (not related to hours worked)

3. Students (97 comments) Faculty frequently expressed their love for and concern for the students they teach. Concerns focused on the students’ experience and educational quality (51), dress and grooming (10), spiritual welfare (18), and mental health (6).

4. PDL/scholarship/workload/support/resources (78 comments) This category involves faculty’s opportunities to progress in their field, the resources of time and other support to do so, and time and support provided to fulfill their teaching responsibilities. 39 Workload, including assignments that “waste time” and the 30+6 model not consistent across department.

14 Adjuncts in particular feel overworked and underpaid (see “Adjunct” category).

25 PDL/scholarship, including the desire to maintain currency in subject matter even while studying the scholarship of learning and teaching

2 Note: 2 or 3 of these subcategories are often discussed together, which is why the subcategories exceed the overall number.

32 Time-consuming support issues. Many faculty said they feel that the support necessary to complete administrative/paper work tasks has decreased and that once-easy tasks are more time-consuming.

5. Gender/Diversity (10 comments) In this category, faculty commented on parental leave (2), sexism (9), and the no-nepotism policy (2).

6. Adjuncts (18 comments) Only 36 of the 302 on-campus adjuncts responded to this survey. The main concerns centered on compensation (14), support/training/resources (7), feeling valued (8), and job security (6).

11 Question 33 Common Themes (Are there any decisions made in the last three years you wish had been better explained? Which? Please list.)

This question was answered by 394 faculty. The 316 who answered “yes” (that there were decisions they didn’t understand) were then asked to list those decisions. Of the 316 who answer “yes,” 287 listed decisions, with responses totaling more than 15,324 words.

While faculty were asked to simply list decisions they wished were explained better, many faculty took time to write about and question the decision-making processes or to plead for clearer communication about decisions. Others offered to be involved in the process or praised Academic Leadership for making tough decisions.

Top Dozen Decision Topics (# who listed this topic, followed by the topic)

147 Medicaid 107 Travel-related decisions 45 student travel, study abroad, limiting travel, paperwork, limiting travel-study to August, anti-international travel or internships 38 travel reductions and negative attitude toward travel 18 Faculty travel 3 touring groups required to stay in US 3 International travel generally 84 Questions about faculty compensation. MAs/PhDs equalization and consequent 2-tier system of pay, retirement changes, insurance costs, shrinking COLAs, adjunct pay and training 59 Devotional questions: Why was the time changed, why offer devotional as class, why subsidize lunch? 57 Questions on faculty hiring including 28 Why does administration override the department, why can the Chair override the department? 7 Why is the nepotism policy applied unevenly, why does it exist? 53 Student services eliminated 21 Why student/cultural associations were disbanded? 19 Why did we sell Badger Creek? 13 Why has Center Stage been reduced so greatly? 40 Why did we create the new GE program and why so quickly? 26 Why did some departments lose FTEs, why is there a hiring freeze? 4 Why have Visiting Faculty been reduced? 25 Why was the Kirkham Building torn down with no replacement ready and other questions? 23 Why are we still using workday when it creates more work for faculty? 22 Why do we overly emphasize dress and grooming standards, including the emphasis on beards? 101 Other. This includes responses mentioned only once and so they were gathered into this category.

7. LIKERT-SCALE QUESTIONS

The 2020 Survey consisted of 21 Likert-scale questions prepared by the Faculty Association. In addition Deans Council requested answers to another 12 Likert-scale questions. Mindi Martin has prepared tables of all Likert-scale questions, including comparing the data from these questions to various demographic groups. Charts for all 33 Likert-scale questions appear in the addendum to the Full Report. This is the pattern: question data from all respondents, data by gender, data by years worked, and data by college, for a total of 134 charts to illustrate answers to the 33 questions. We have included additional data on faculty responses to taking PDLs and for faculty reports on the number of hours they work. All the data/charts include raw numbers only; analysis would benefit from a percentages as well. Unfortunately, in creating the tables, we had to choose between raw numbers and percentages. The Faculty Association Board decided that raw numbers were more informative for a brief analysis, although we can provide percentages as well. Each set of charts reveals interesting data. In the sample below (answers to the question “My work at BYU-Idaho is professionally satisfying”) we find two interesting facts. 1) More women than men per capita are likely to strongly agree with this statement and slightly more women than men per capita are likely to strongly disagree with this statement. 2) Only faculty in the College of Education and Human Development gave “strongly agree” more than any other answer. Please find all charts in Addendum 1.

7.1 Sample Tables

Q3: My work at BYU-Idaho is professionally satisfying.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Series1 157 205 50 12

Q3 - Gender My work at BYU-Idaho is professionally satisfying

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree Female 38 26 6 4 Male 102 132 30 3 Prefer not to say 10 32 13 5

Female Male Prefer not to say

Q3 - CFS My work at BYU-Idaho is professionally satisfying

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 94 128 35 10 CFS (75% contract) 3 1 2 0 Pre-CFS 24 20 0 0 Online fulltime 1 1 0 0 Visiting 1 3 1 0 On-Campus Adjunct 12 17 6 1 Prefer not to say 15 21 5 1

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Q6 - Years Worked My work at BYU-Idaho is professionally satisfying

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 41 62 6 2 6-10 years 35 39 11 1 11-15 years 25 37 8 2 16-20 years 22 18 12 3 21-25 years 12 22 4 0 26 years or more 8 5 3 1 Prefer not to say 6 9 5 3

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

Q6 - College

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 20 19 2 0 Business & Communication 7 21 2 0 Education & Human Development 28 21 2 0 Language & Letters 15 15 10 4 Performing & Visual Arts 12 16 2 0 Physical Sciences & Engineering 24 53 8 1 Other 4 3 0 0 Prefer not to say 38 45 22 7

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

8. METHODOLOGY FOR CODING FREE-RESPONSE QUESTIONS

Q34: Two FA board members (Becky Roesler and Nita Newswander) conducted the analysis of the free response question (Question 34). Analysis of the 2018 survey data (done by Becky Roesler) was based on a grounded theory approach.3 In this approach, the researcher has no particular framework in mind, and starts with only the raw data looking for emergent patterns and themes. As those patterns and themes became evident, Becky articulated definitions and labels, and returned to the data to code and tally the data in each category and subcategory. This year, 2020, we approached the data first by coding the categories from the 2018 analysis (and indeed they were prominent again this year), and also noted and analyzed other emergent themes and coded those as well. Examples of the coding process are provided at the end of this report.

To code and organize the 2020 data, Becky and Nita both read through all responses to question 34 (all 35,220 words) several times. After discussion they split the coding on the data. They achieved reliability of the analysis through two means: 1) they came to agreement of all of the coding on 25% of the raw data, and 2) they checked agreement on the tallying of two categories of data. In other words, they checked a sample of each other’s work by two different measures.

The reader may wish to compare/contrast responses with the 2018 free response analysis.

Q33: Following the model set out by Becky Roesler and Nita Newswander, Joelle Moen conducted the analysis of question 12 (which asked which decisions a faculty member did not understand). While most faculty listed decisions numerically or with dashes, some faculty wrote long paragraphs, making coding more complex. Robert Chambers and Margaret Chesley checked and added to Joelle’s coding.

This was a new question, created by Academic Leadership, so the reader cannot compare to the 2018 free responses.

8.1 Examples of Coding Methodology The following examples represent how two faculty comments (from Question 34) were coded and analyzed. Colors correspond with various themes which were recognized by Becky and Nita, for example, red—faculty (dis)satisfaction (satisfaction, dissatisfaction, or both) grey: resources/load/compensation green: student issues/concerns. Colored codes were then tallied and general themes analyzed from these findings. Colored codes were made through a process which included reading through all responses several times, and checking for reliability by comparing the coding of both researchers.

3 Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (2nd ed.). Thousand Oaks: SAGE.

Example #1: In general, I feel that the administration could do a much better job of leading and rallying employees and faculty to their causes. I feel that there is a lot of frustration and mistrust of administration right now, and it is not because they are necessarily doing the wrong things. They just are not clearly articulating the "why" to everyone on campus. In order for people to want to join their leaders in a common purpose, people need to feel that they are an important and valued part of the work. From my perspective, that just isn't the case right now; many people feel that their opinions are not valued and that they aren't trusted to make or influence decisions.

This is an amazing place to work and serve, but I can only imagine how much better it could be if everyone had the same goals and felt confident and passionate about the direction we are headed.

Coding. Purple: leadership/vision; red: faculty (dis)satisfaction (the last being a positive comment expressing satisfaction); yellow: communication; blue: faculty voice/decision- making

Example #2: I have been at this university (in different capacities and departments) for nearly ten years, but never on a permanent basis, in spite of numerous applications. I have been treated differently by different departments. Some treat me as an exploitable resource to be discarded when not needed. Others treat me as a valued member of the faculty. I won't be specific in the interest of maintaining anonymity, but this is the reality for far too many faculty here. Even though I am treated well by my current department, I do not feel that my dedication and willingness to work has been acknowledged by the university. I know that I am not owed anything by the administration, but I feel my treatment here is symptomatic of a larger issue.

I feel that the university is far too willing to exploit people like me by putting us in situations where we have spent years getting advanced degrees and yet can't make enough money to live on and have no benefits and basically are being used as cheap labor, in spite of university need, because of the all-important instruction on frugality. I think there is too much emphasis on frugality. I'm not saying that we shouldn't try to be efficient. We should. That's a very good trait, but I think we step far over the frugality line into being cheap. In this sense, BYU-I is no different from any other university who relies on adjuncts and temporary faculty that can be continually replaced instead of full-time faculty. It's not different, but it should be.

Connected with this is the frustration I have as a teacher about the disconnect in what the university declares as its purpose and the way it treats students. BYU-I says, "We'll take everyone. If you're not able to get into university anywhere else, you can come here and we'll help you get through." And that's wonderful that so many students get this chance. However, when these students who are not prepared for university arrive, they're told, "Now, you have to get through here as fast as possible. Our semesters are shorter. Everything is rushed. You have 120 credits, not one more than that. You have no option for changing your mind about what you want to do. Oh, you want vocational training? Well, we got rid of that. Get your degree and get out. Get out. Get out. Get out." No university I attended was so hard on students as BYU-I is when it comes to giving them a chance to figure out what they want to do. Other schools have

longer semesters, a higher credit cap which helps all students, not just the ones who struggle. As a teacher, it's hard when I know that my students need more time to cover the material but I can't give it to them because of the focus on serving as many students as possible, using less time, less money, fewer resources, and with no job security on my end which is always on my mind, but I can't let it affect how I teach because it's not the fault of my students and I don't want them to suffer for that.

This complaint makes it sound like I hate what I'm doing. I don't. Overall, I love teaching here. I love the students. I love the courses. But the surrounding environment is sometimes difficult to navigate, and I go each day hoping that I will have a job, that the all-important frugality won't mean that I'm out of a job and frantically figuring out how survive.

Coding. Red: faculty (dis)satisfaction (mixed in this response); grey: resources/load/compensation; green: student issues/concerns

9. FULL ANALYSIS OF QUESTION 34

The following is a listing of the key themes that emerged in our analysis of the qualitative data, including the frequency with which those these themes were presented in faculty comments.

Common Themes from Question 34 (Listed in order of frequency.)

1. Governance, communication, and decision-making 2. Faculty satisfaction 3. Students 4. Workload, PDLs, scholarship, resources, and support 5. Adjuncts 6. Gender and diversity

9.1 Frequency and Analysis of Common Themes Numbers listed represent the number of individuals commenting on that item. An individual faculty member may have made a comment that touched on more than one of these themes. For example, if one faculty member mentioned student concerns and commented on leadership, the response is tallied under both categories. Only one item is counted per individual commenting on it, regardless of the length or frequency of the point within the individual’s comments. Some items are included more than once as a subcategory within different categories (for example, dress and grooming was mentioned by 10 total respondents. These were discussed within the context of student concerns as well as decisions/policies in which faculty felt they did not have a voice, and so are represented in both places). Representative comments from each category are included in the following section.

1. Governance/communication/decision-making Total persons commenting on these themes: 129 Number expressing concerns, issues, offering suggestions: 125 Number expressing explicitly that all is going well and there is no concern: 4

These interrelated subcategories are defined below. 2 or 3 of these subcategories are often discussed together, prompting the above count of total respondents commenting on any 1, 2, or 3 of these. The following brief example comments on all 3; it was counted once in the above tally, and once in each of the following 3 subcategories: I think president could make inroads with the faculty if he came to meetings to express his concerns and rationale for his policies, especially the policies that appear to be made without input and against advice from faculty or academic leaders. (purple: leadership; yellow: communication; blue: decision-making/voice)

The following represents total respondents commenting on each subcategory.

1a. Leadership/Governance Comments related to attitudes, style, and structures in place related to the governing and leadership.

Total persons commenting on these themes: 90 Number expressing concern: 86 Number expressing satisfaction: 4

1b Structures/imbalances/organizational problems Concerns relate to “top down” structures, organizational problems, and power abuses and imbalances; some request a means of “accountability” such as anonymous evaluation of administration.

Total persons commenting on these themes: 43

1c. Leadership style, leadership presence, accessibility, vision Of these, 21 responses request a “vision” be laid out by the President, that he “lead out.” Other concerns relate to concerns or suggestions as far as leadership style (“authoritarian” or “manager”), and the desire for the university President to be present (in meetings, more in touch with faculty, etc.).

Total persons commenting on these themes: 65

1d. Communication: These comments pertain to dissemination of information from administration to faculty (rather than the other direction; for that topic, see next category, “decision-making and faculty voice”). Many concerns are related to not understanding the “why” behind decisions or being “blindsided” by decisions. Some comments express that lines of communication can fail in disseminating information (such as from leadership to deans to chairs to faculty), and that policies can change without warning or communication. total comments (64 expressing concern, 3 expressing improvement has occurred).

Total persons commenting on these themes: 67 Number expressing concern: 64 Number expressing satisfaction: 3

1e. Decision-making and discussion of decisions/policies, faculty voice Many responses express concern that administrative decisions affecting faculty and students are made without solid data or without consulting experts, stakeholders, faculty, and/or students; that faculty lack a voice or avenue in which to express concerns; that “communication” (from admin “down” to faculty) isn’t as much of an issue as communication going “up”; and that efforts at providing faculty a voice (such as forums with Kelly) are not effective in actually influencing decisions. They often express that this lack of voice, influence, and even the guise of participation in decision-making without

real consideration (including hours spent in committees) is often related to a sense of frustration, futility, and distrust and devaluation from administration (these responses are discussed more fully in the “faculty satisfaction” section). Some express fears of retribution (or being considered faithless) for expressing concerns.

Total persons commenting on these themes: 89 Number expressing concern: 82 Number expressing satisfaction: 7 • 5 of the 82 expressing that faculty discussion forums led by Kelly are appreciated and a hopeful start, while expressing further concern • Those who expressed no concern mentioned that they trust in decisions made by admin, and/or appreciate discussion forums, or that a particular process (such as “testing center” task force) was positive.

Decisions and policies faculty mention specifically (only within Q34) in regard to decision- making concerns (see also Q12 free response results): adjunct pay (12) hiring processes and decisions (12) student and professional travel (10) dress and grooming standards (8) Medicaid (7) devotional time change (6) nepotism (5) inviting/denying guest speakers/performers (3) closing Badger Creek (2) demolition of Kirkham (2) faculty compensation (2) teacher education accreditation response (2) cutting academic scholarships (1) course evaluations for all faculty (1) maternity/paternity leave (1) Center Stage cuts (1)

2. Faculty Satisfaction These comments mentioned how satisfied a faculty member claimed to be in general. Sub- categories help to flesh out the reasoning behind those feelings of satisfaction or dissatisfaction. Many faculty members listed concerns in one or more areas, but still stated gratitude for some aspect of their work: their students, benefits, pay, administrative support, or the university mission. Some faculty members specifically said that they felt trusted by the administration, or that they have trust for the administration. Sixty-nine faculty members expressed that they had feelings of distrust for the administration, or they felt that the administration does not trust them. Several faculty members also noted that these feelings of trust/distrust/satisfaction had an impact on mental health and burnout (not related to workload).

Number of comments on faculty satisfaction: 106

2a. Gratitude Comments included in this section included statements of gratitude for some aspect of faculty work experience at BYU-I. Most often, statements of gratitude were combined with discussion of concern or dissatisfaction. A few (4) statements of gratitude did not include any critique. Faculty members most often expressed gratitude for students and teaching, colleagues and the work environment, the university, pay and benefits, and efforts of the administration.

Total statements of gratitude: 37

2b. Devaluation/distrust Many faculty members expressed feelings of distrust. These include feeling that the administration do not trust faculty as well as statements that the faculty do not trust the administration. Some also stated that they did not feel that their expertise, opinions, or efforts were valued.

Total statements indicating devaluation or distrust: 69

2c. Trust Several faculty members stated positive feelings of trust: either that the faculty trust the administration, or that the administration show trust of the faculty.

Total statements of positive trust: 6

2d. Mental health, depletion, and burnout Some faculty members reported concerns for their mental health or work-life balance related to stresses they face at work related to the previously mentioned factors of trust, communication, and feelings of value. Burnout related to workload is NOT coded here.

Total statements related to mental health, depletion, burnout (not related to hours worked): 14

3. PDL/scholarship/workload/support/resources: This category involves faculty’s opportunities to progress in their field, the resources of time and other support to do so, and time and support provided to fulfill their teaching responsibilities. They are all highly interrelated, but defined more precisely below.

Total persons commenting on these themes: 78 Number expressing concerns, issues, offering suggestions: 75 Number expressing explicitly that all is going well and there is no concern: 3

3a. Workload Many faculty express some items that cause them to engage in “wasted time,” prevent better teaching, and inhibit PDL; examples include inconsequential committees, unnecessary or “erratic” changes or “innovations,” having to put out unnecessary fires or wrestle with tech problems or programs such as Workday. Several express that 30+6

is not happening in their department, and/or overload is expected. Adjuncts in particular feel overworked and underpaid (see more detail under “Adjunct” category). Some faculty express difficulty with work/life/family balance and maintaining mental and physical health due to workload (these concerns are explored more fully under “faculty satisfaction.”)

Some faculty express concern that student enrollment is increasing but faculty hires are not.

3b. PDL/scholarship Several faculty express that being engaged in the scholarship of learning and teaching is important but that scholarship within their academic fields should be more supported and celebrated, that keeping current in one’s field is difficult due to teaching and committee loads, and that one’s subject area knowledge is as important as the ability to teach. Devaluation of doctorate a concern. Some comment that teaching quality is very high at BYU-I, but content knowledge is also critical and a lack thereof can inhibit students’ learning.

Some faculty express gratitude for the valuable opportunity to travel; other worry those opportunities are being diminished or express that travel/Workday processes are so cumbersome (“red tape”) they feel discouraged from doing so.

3c. Time-consuming support issues Some faculty express that increased responsibilities once covered by support or administrative staff are being pushed onto faculty, or once-easy tasks are more time- consuming and cumbersome. Others express that student employees can create IT or advising problems, etc.

Several faculty comment on specific support issues, as follows: Workday/Travel reconciliation (10) Facilities/space constraints (6) IT/technology/Technical support (5) Registration/advising (5) LMS, changes in LMS (3) Purchasing (2) Professional development process (2) Speaker approval forms (2) Fleet services overly protective (1) Parking – punitive for faculty (1)

4. Gender/Diversity This category includes any mentions of gender or diversity within the ranks of faculty and administration. A few faculty comments focused on specific policies (parental leave and nepotism), but most spoke to more general concerns about sexism and barriers to women in leadership. Most comments include suggestions for improvement or policy change; all of them stated dissatisfaction with the status-quo. One comment mentioned race as a factor in CFS.

Number of comments mentioning issues with gender/diversity: 10

4a. Sexism Faculty members indicated the presence of (or personal experience with) sexism in departments, leadership, and/or the general university culture. Some stated that women faced barriers to leadership or other obstacles to being treated as equals. One stated that sexism was involved in the CFS process. One mentioned sexual harassment and the need for greater support for faculty through Title IX and Human Resources. Each of these comments expressed confidence in the qualifications and capabilities of women on campus.

Total comments on sexism in departments, leadership, and culture: 9

4b. Parental leave Faculty expressed a desire for modifications to the current parental leave policy and stated difficulties with aligning the current policy with an academic semester and individual department needs.

Total comments on parental leave: 2

4c. Anti-nepotism Comments coded here pointed directly to the university’s policy on nepotism and expressed dissatisfaction with it. Both comments mentioning nepotism stated that its implementation harms women and harms departments who would benefit from having highly qualified spouses join their ranks.

Total comments on anti-nepotism policy: 2

5. Adjuncts This category includes comments by faculty who mentioned concerns specific to their experience as adjuncts on campus. Some respondents noted that they felt their experience was different enough from that of full-time faculty that many survey questions did not apply to them. Many stated a mix of gratitude for adjunct opportunities along with a desire for change.

Number of comments mentioning adjunct issues: 18

5a. Compensation The most common concern discussed in these comments involved compensation. One faculty member stated that compensation was fair for the adjunct market, but also stated dissatisfaction with the current rate. All other comments reflected dissatisfaction with pay and/or benefits.

Total comments dealing with adjunct compensation: 14

5b. Value

Eight faculty comments mentioned that as an adjunct, they perceived that they were not valued by either the department, the university, or colleagues. These statements expressed feelings of being kept “out-of-the-loop” or stated a lack of opportunities (invitations) to participate in with their full-time colleagues in course- or department- level decision-making.

Total comments relating to an adjuncts feelings of value: 8

5c. Support, training, and resources Faculty members also indicated that they desired greater access to training, resources, and support, such as offices and equipment, conference funds, and time to develop courses.

Total number of comments related to support/training/resources for adjuncts: 7

5d. Job security Nearly half of those who commented on adjunct issues mentioned that they did not feel that their jobs were secure. They expressed personal worry about the long-term stability of their jobs (for more than a semester at a time), even if they had already worked in this capacity for a long time (several years for some). Some stated a desire for an intermediate category for faculty or an “senior adjunct” rank which would recognize and reward years of service.

Total number of comments on adjunct job security: 6

6. Students This category includes any comments that include mention of students. The vast majority of these comments expressed a deep commitment to students among faculty. Additionally, faculty expressed concerns with how students had been affected (socially, emotionally, and spiritually) by university policies or their own workload constraints.

Total number of comments involving students: 97

6a. Student experience and educational quality Comments coded in this category include any that mention standards of student learning, admission and scholarship standards, academic performance of students, and students’ broader educational experience. Faculty mentioned concern regarding policies, such as travel and scholarship opportunities, that may be having an adverse impact on students, their learning, and development.

Total number of comments on student experience and educational quality: 51

6b. Faculty love of students Faculty members expressed strong feelings for their students connected. Love of students was closely tied with faculty statements of satisfaction and gratitude, although it also frequently appeared alongside expressions of dissatisfaction. For example, a faculty

member might express dismay at a particular policy, while expressing a love of students as either a factor that mitigated other frustrations or as a motivation to improve personal performance and request reconsideration of policy.

Total number of comments expressing love of students: 28

6c. Student spiritual welfare Several faculty members expressed concern for the spiritual welfare of students at BYU-I. Some of these comments were related to faculty approach to teaching, indicating that faculty feel a commitment to or … of the spiritual well-being of students. Additionally, many mentioned fear that specific policies or cultures at the university were detrimental to a student’s spiritual well-being. They expressed concern with a degree of spiritual oversight that could be “infantilizing” or that certain policies might interfere with student testimonies.

Total comments on spiritual welfare of students: 18

6d. Dress and grooming Comments coded here reflect concern with the dress and grooming policy as it relates to students. Some comments (2) reflected dissatisfaction with student levels of commitment to standards of dress and grooming, as well as a desire for more strict policing of those standards. Others (8) expressed concern with the policy, either because the motivation behind it is unclear to students (is it about professional dress or modesty?), or the policy itself needs updating. Some also stated discomfort with the role of professor as enforcer of dress standards and questioned the appropriateness of having a professor comment on a student’s hemline.

Total comments on dress and grooming: 10

6e. Student Mental health Some faculty expressed concern for student mental health. These comments spoke to student preparedness for college and student stress at BYU-I (academic and spiritual pressures). A few faculty noted that they felt ill-prepared to trained to support student mental health. Others mentioned a desire for increased discussion of mental health issues on campus and called for an increase in student access to mental health service.

Total comments on student mental health: 6

9.2 Representative Comments

Leadership/Governance

Faculty are curious and we like to know what is happening at our University because we care. I would love to hear from President Eyring and our Vice Presidents more often about what is happening at BYU-Idaho. I love President Eyring and treasure the opportunities I get to learn from him. I wish those opportunities were more frequent. I

would love to have a State of the Union type address from President Eyring where he lays out our vision of what we are focusing on as a University - what are our strategic priorities? What are we focusing on? I want to be aligned with our President, with the Board, and know that I'm focusing on the things that are important to them. ------

BYUI has . . . creat[ed] a seemingly ever-increasing bureaucracy with more and more oversight and more and more top-down communication and less and less of an ability for bottom up communication. Typical to a bureaucracy they are quick to justify by noting all of the various opportunities that they offer for bottom-up communication. However, pretty much all of those communications allow for superficial communication at best. This fosters distrust at best (and paranoia at worst) between faculty and administration. ------

I do not share the sometimes expressed sentiment that administration is a separate and adversarial body from faculty. They are us - have been in the past and will be in the future as assignments change. I appreciate the desires expressed by those asked to fill administrative positions to make our lives and jobs the best they can. I feel the line extending from me through department leadership, college leadership and upper administration is as good and relatively fault-free as I have experienced in my approximately two decades.

In general, my hope is that the university will look upon our operations and mission much like what Pres. Nelson seems to be doing in the Church: simplifying, focusing on the essentials, streamlining/removing hurdles as much as possible. Less bureaucratic clutter around our jobs allows more focus and peace. Sometimes adding more software and technology to navigate, even with the increased options and capabilities can bog down our job and leave us less free to teach and influence the students. A very successful administrator could be one who pares down things and simplifies, rather than seeing success as adding additional programs, policies and requirements. ------

I am very concerned about the lack of willingness of our president to talk with us. I have heard it rationalized that this is simply his leadership style. I am an introvert as well and I understand the desire to not be the focus of attention at all times, but there is a difference between withdrawing, and leading from behind. I feel the president is withdrawn...and becoming more so each semester.

There are several very important discussions we would love to really have with the president but . . . Instead he sends his VPs...but they have not been empowered to deal with the issues or make any decisions around them and so our time is wasted and we leave more frustrated. If the president is not going to show up to talk...then whoever he sends should be empowered to institute change. Right now that is not the case..or at least the messengers say that is not the case. ------

The university is heavy top down. There is no administrative accountability. I feel that those in supervisor and administrative positions are the same as the church leaders. They take the same approach. There is no ability for people underneath them to hold them accountable. ------

The departments are not given sufficient weight in hiring decisions. ------

My sense is that the leadership is made of very good people who work hard and do their best. I have always been treated kindly and with respect on a personal level, which I appreciate. However, I think the administration often falls into a common trap of upper management: they surround themselves with a small group of likeminded individuals or people who will act as their agents with little or no pushback and consider discussions with this group sufficient to address their consultative needs. In reality, this kind of discussion is effectively limited at best, and misleading at worst. Administrators who engage in this approach to consultation lose touch with what it means to communicate meaningfully with faculty and others on the ground who can provide very important insight into the impact of far-reaching decisions.

The real problem is that there are no communication structures in place (such as a faculty senate or other body with a deliberative charge) that meaningfully and thoroughly vet major issues that may arise from necessary decisions that face the university. I am not suggesting that the President or Vice Presidents give up their executive roles; to the contrary, I would submit that a structurally-organized conversation would enhance their ability to be more effective stewards in their roles by considering all aspects of any given issue--particularly the academic, since this is an academic institution--in executing their leadership. ------

The organizational structure is another possible reason for concern. People in organizational silos are making decisions that impact others without having any contact or conference with the faculty that best know the students that will be impacted, often falling under a different organizational silo. ------

I would like to address an issue that is a problem at this university that is not addressed and has not been addressed in my decades of service here. Bullying.

Bullying at the department level Bullying at the college level Bullying at the administrative level.

I know several faculty members who have been bullied in their departments or colleges. It is not isolated in a single college. From what I have seen, it's fairly universal. I am one who has been bullied.

I also know three people who have considered suicide over departmental or college bullying.

This is a real problem and it needs to stop. ------

Communication/transparency

It helps me better align myself with administration when they can share the "why" behind decisions and the vision for where they are headed with them. ------

I appreciate our leaders and know they have our students and employee interests at heart. I would just like to hear more from them directly. ------

I also think there is a breakdown of communication from administration to faculty that gets stuck with College Dean's and department chairs. Some Deans share a lot of information with their faculty. Other deans do not. The same is true with Department Chairs. In my department we rarely have department meetings. When we do have them, the focus is often on Department and program issues. We rarely hear the feedback of what is happening regarding broader discussion at the University. I don't fault our chairs and deans for this. I know they are just busy trying to do the best they can. I know the conversations are happening, and I know we have good hearted people in our administration and in our Deans and Chairs. I think there simply needs to be standardized processes for distributing University information to faculty. When changes are made and we've never heard about it, it usually is a communication process problem and not an effort to withhold information or work in secrecy. Why don't we just send out an email with Dean's council discussion items once a month that show us what is being discussed - it wouldn't even have to show what is going to happen, it would just be nice to now concerns that are being discussed at a high level. ------

I think communication is improving. The decisions I mentioned may seem out of the faculty's area, but they still have important ramifications for what we do. If we understand the rationale, we're more likely to be supportive of decisions, even if we don't agree with them. Because the rationale is not explained to us, decisions appear to occur with deep consideration (even though I suspect there has been some deep consideration given). ------

More of a direct line of communication between faculty and administrators would be amazing. More clarity on issues like travel would be fantastic. ------

I know that attempts have been made to increase communication between the administration and the faculty, but more needs to be done. Before the transition to BYU-

Idaho, I often received summaries about meetings at the university and college level. Although some of that information is now available, it requires time to find it where previously it was sent to individual faculty members through campus mail or email. I realize that it would be premature to share some information while decisions are being made, but in other cases, the information should be shared.

There have been times that decisions in my college or in the university have been made which are very germane to me as a faculty member. On two occasions, I found out about them in the local news media, instead of through official channels on campus. There have been programs in my college that have been discontinued, and there was no official announcement about the changes. I am not part of one of the "rumor mills" on campus (which cannot be trusted), so sometimes I have felt that I have been left completely in the dark. I feel like I am expected to work in my "little box' and not to worry about what is happening in my college or the university at large. ------

Decision-making/Faculty voice

It's not just that we want decisions to be "better explained." We want to add our input on decisions BEFORE those decisions are made. We want a culture of open, honest, robust dialogue. We don't want to sit in out offices and wait for the next big announcement that hits us blindside. We want to have conversations as ideas are being weighed and measured. Explaining a decision after it's been made--even if you explain the decision expertly--isn't dialogue. It's monologue. ------

I'm not aware that [President Eyring] engages or consults with the faculty on anything other than that the deans now have more of a voice...supposedly...and that Kelly's outreach to the faculty is second-to-none. On the contrary, the fact that (to my knowledge) all of the decisions taken above were WITHOUT any faculty consultation, and that many of them DIRECTLY affect the faculty, seems to indicate that faculty are simply pawns. ------

I love our leadership, truly. I am bothered that we do not have open meetings with all faculty members that allow open dialogue. The new meetings with Kelly is a good first step, but that is more like a pressure relief valve. Does the administration not trust that we could have an open dialogue with productive disagreement like the quorum of the 12? ------

It is really great what Kelly has been doing to have some open forums with faculty. I think that helps a lot and I'd like to see more of that perhaps. ------

The issue is not that decisions are made that not everyone can agree with; it is important for leaders to be free to make decisions and it is essential that we have a culture of aligning with decisions once they are made. The issue is more with the process for

gathering information and input and then communicating decisions with a clear picture of the reasoning behind the decision, the timing for implementation, etc. It would be unwise for the university to make all decisions by vote; it would be wise to make decisions with input from affected stakeholders to have a better understanding of the real impact of the decision on all affected parties. Communication of the decision could then be in the context of, "We've carefully thought about the impact points you shared with us, this is our reasoning behind the decision, and this is our plan to mitigate those issues." ------

More of a voice in decisions would be wonderful. ------

Pass this along, if you can get through. . . . We may not have a voice, or the power to change anything. ------

The executive level needs to follow better decision-making models: Before making a decision, they need to research the issues more fully in credible sources, they need to engage in discussions and gather preliminary feedback from all stakeholders, they need to communicate transparently the decisions and corresponding reasons and evidence, and they need to not hide from but rather engage with counterarguments. Since sound decision-making models have not been followed, many harmful and embarrassing decisions have been made recently and have had to be reversed. ------

Faculty Satisfaction

Another thing about being on 75% contract. There is definite negative vibes from the administration about those who are on 75% contract. I am asked all the time when I will go back onto a 100% contract, as though the 75% contract is just a passing fad or mid-life crisis choice or something like that. Whenever my department runs into a scheduling difficulty or hiring difficulty, often the administration will fire back- why don't you get ______to go back onto a 100% contract? Then you won't have the problem. Also, being on 75% contract basically means reverting back to almost adjunct status. My department carries a heavy load of General Education classes. It has been decided that we all teach 6 Gen Ed 3-credit classes a year, minimum. Which basically means that's all I do. I feel a bit under-utilized when it comes to our major courses. Percentage-wise (of how many classes I teach), I am with uninterested freshmen almost all the time. Can be fairly taxing. I tell myself it's ok, because I only need to do it for 7 months a year, and you can endure almost anything if it's for only 7 months a year. But it still makes for low job satisfaction. I don't see myself as a true faculty member. I see myself as a grunt worker.

I am concerned by the number of faculty members I know personally in my own department and others who are very unhappy about the way they are treated by administration and the lack of trust they feel from them. Consequently, faculty member don't trust the administration. I believe many of the problems I hear about could be

solved by showing more trust. If the faculty felt trusted and empowered and supported to do their job in taking care of and teaching the students, I think the faculty would feel cared for and reciprocate that trust.

A direct consequence of these things I've listed is the mental health struggle I see many of my colleagues facing.

I feel that there is a great misunderstanding about conflict and contention, and that many times people who raise questions or concerns are seen as being contentious. I would love to see more discussion and training on how to have a professional discussion in which there is disagreement so that people are not labeled as being contentious for not agreeing.

I love BYU-Idaho, I love the students and love teaching, and I love many of my colleagues, but there is a looming sadness I feel here because of the issues I've listed and the futility of raising concerns to adminstration.

…..

I find the current (undiscussed and unexplained) process of vetting guests to campus problematic. I don't feel trusted, though I have solidly worked for and supported the mission of the university for 2 decades and would never want to bring a guest who would subvert our students. I believe this effort to be well-intentioned, but counter-productive. There has surely been thought put into the decision to do it; maybe they look at BYU and are trying to avoid student apostasy by doing the opposite of what BYU does? Nobody has said. Coddling students has its own dangers, including the failure to prepare students to combat false ideas and stand up for truth when they leave here and enter "the world". ….

I sincerely feel that university leaders have the best of intentions and truly believe that the decisions they make are in the best interest of the faculty, students, and mission of the school. They are often put in difficult situations with multiple interests pulling at them from different directions at once and are doing their best to make wise decisions.

However, I also feel that university leaders fundamentally do not trust the faculty as a whole, that there is still a suspicion that our academic training has somehow corrupted us with the ways of the world and therefore our interests are off kilter. This distrust then oftentimes manifests itself in efforts to try to rush decisions through the bureaucracy in order to stifle dissent or public debate because they are not comfortable with disagreement and are unwilling to give that dissent a platform for honest discussion. The top-down model is still firmly in place and, though probably not intentionally, influence by university leaders is wielded in such a way to keep faculty in line and quiet the voices that don't agree.

…. Let our leaders know that we wish to return to the days of warm mutual feelings. Despite their assertions, it's clear that they do not like us very much. But our resilience, our optimism, our propensity to forgive, is remarkable.

….

How do we stop the culture that makes us feel like we are always in trouble? ….

I do feel under-valued, not trusted and unheard as a faculty member. Perhaps it is my own fault that I feel unheard in that I don't feel like the culture allows questioning. I keep my head down and hope to keep my job when it comes to administration. I have such a deep love for my students, the gospel, my content area and the possibilities for real growth in this institution. I don't like that that love is at odds with the current environment. I feel that the committees that I have been asked to serve on to address faculty input have been more for "show" and have not been a valuable use of my time and resources. I have taken my responsibility to serve and research seriously on all of these assignments, but at the end of the process the committee's thoughts, recommendations and input were not really wanted or used from my perspective. I gave precious time to those assignments that honestly I did not have to give. I wish I were trusted more as a faculty member. For me Disciple training happens more in the classroom than in devotional, or at least equally, and I don't understand why the huge shift in attention and resources was necessary. It has created so many problems with scheduling and workflow that added an immense amount of stress to faculty and departments.

…. Thanks for being so good to us ;). I truly feel valued here. ….

In summary, I sense what is likely an unintended consequence of weariness and devaluation of faculty who have been on campus for some time. Whether it be a lack of sincere and meaningful acknowledgement, an onerous and even guilt-laden professional development process, or a sense of marginalization in institutional strategies and processes, the encroaching despair among "senior" faculty may prove to be a significant challenge moving forward. As a suggestion to anyone who might be willing to listen, some sort of senior faculty council organized on campus might be a wise step as we continue to move forward. To be meaningful, however, this council would need some sort of seat at some table where institutional strategies are concerned.

….

Here's the bottom line: The decisions and actions of the administration make it abundantly clear that I'm a cog that cannot be trusted and is easily replaced. That hurts ... a lot, deeply. (I'm a seasoned faculty member with great student reviews and, at least at one point, a significant impact on the institution.)

Please don't every tell me again that you love and care about me ... unless you can show me in a way that is meaningful to me (e.g., by listening--and more face time does not equal more listening, valuing my opinion, demonstrating that you trust how we guide our programs, demonstrating that you trust that we have the student's best interest in mind,

...). When you tell us you love us and demonstrate deep mistrust with your actions, it sends this message: "How horrid must must we be if exemplary disciples of the Savior who love and care about us treat us the way they do?".

Overwhelmingly, the faculty want to support the administration. There are few, if any, institutions on the planet where the faculty are more willing and interested in supporting the administration. What does it say that the faculty (and to an ever-increasing amount, the staff) are so frustrated with the institution & administration?

PDL/scholarship/workload/support/resources

I wish that we would celebrate and encourage the expertise of faculty, including actively engaging in content scholarship. My best teachers were scholars, every last one of them, and their engagement as researchers in their field enhanced what they brought to the classroom. It mattered that they had skin in the game by weighing in on academic questions in the published literature where their thinking would be vetted by editors, reviewers, and readers. We've all seen professors whose research eclipsed their commitment to teaching, but I think we do a pretty good job through the hiring and CFS process to find people who are committed to teaching.

It's a mistake to see faculty as content delivery systems and to see teaching as a merely technical concern. If professional development is only about "keeping current with the field" and fiddling with (perhaps even studying) technical aspects of teaching, I fear that we are neglecting some of the biggest strengths that our faculty can bring. Many of us have passionate interests that we could pursue that are deep dives into our fields and that can bring us back to the classroom inspired and engaged with the field. But (whether it is true or not) we often get the sense that if we don't dress it up in SOTL or demonstrate how our scholarship directly pertains to what is happening in the classroom then it will be met with suspicion. ------

It seems there has been a move away from faculty development. This is evident in the changes that continue to be made at the university level to place limits, paperwork, Workday (i.e. headaches), in securing support for faculty development. Instead, a lot of resources are allocated for teacher development. I have never been in a classroom where I felt the faculty member has poor teaching skills. However, I fear that we are becoming more like a high school than a university as we put all our focus on teaching and little on faculty knowledge and expertise. The term "university" is derived from the Latin words "universitas magistrorum et scholarium", which can be interpreted as "community of teachers and scholars." BYUI has excellent teachers. We need to make sure we don't lose our scholars both through our hiring process and red tape associated with faculty development. I know many professors who choose to bypass their faculty leave or professional development to avoid the headache of working around the red tape at BYUI. This is very troubling. ------

This is a great place to work, and I'm happy working here. We do work hard, and sacrifices must made, and we are at times just getting by doing what we need to do, that it is hard to stay up to date, or to get ahead, or learn new skills and methods, or even to adjust classes much. ------

Thank you for supporting travel to conferences (with money and time). ------

I said that I have no time to delve into my discipline, despite taking 6 PDL credits. I have a heavy committee load that doesn't allow me much (if any) time to stay current in my discipline. ------

Your question about having sufficient time and resources to develop current and relevant knowledge in our field and hone skills is an important one. Our particular program has 3 of our 6 program faculty serving in administrative positions and we are being stretched in ways that are difficult to manage. Time for PDL and other professional development, while encouraged and supported, almost seems like a luxury that we can't afford. Repeated requests for an additional FTE have been denied. I'm not sure how much longer we can continue doing more with less. ------

Our department has been told that "we get enough load to do our job" therefore we do not get TAs. Is this true? (I find this very frustrating because I do EVERYTHING in my power to keep my hours at 50 hours per week. The loss of a TA feels like a kick to the knees.)

Let's talk load. I seem to be assigned a lot of extra projects by my department. I'm happy to do them, but there is NO consideration of load. I've created classes but was not listed as course lead, so I did not receive load. Instead, I spent enormous amounts of time mentoring the course lead. My department chair recently told me that "not all loads are equal" and mentioned that they know what I carry is harder than most in my department. But, I don't get paid for it. That doesn't seem right. (And, yes, I do have the ability to say no. Sometimes there are just things that have to be done.)

I love this job, but it is extremely stressful. I have to work so hard, so fast, all day, every day to get everything done. I leave work extremely depleted and my family and my personal ability to enjoy life after hours suffers the consequences greatly. This is despite the ability that I have to streamline things. I am naturally quick & constantly look for ways to make processes smoother. (What I'm saying is that I'm not diving into the weeds, wasting time, or finding busy work to make my life this way.)

PLEASE, could we consider reducing our contracts to 40 hours per week and adjust our loads accordingly? It would help someone like me immensely. ------

Why is it hard to hire new faculty when there is a need? ------

Every 'no' decision is hiding behind the frugality smokescreen. ------

Why do adjuncts get paid so little? Furthermore, we are considered a "poor risk," so that no development funds are available to us, except in certain circumstances. That is what makes us a poor risk - both of those things. We are not feeling valued, and the pay is negligible compared to what we do. It's not worth our time. I could work at McDonalds for the same per-hour pay. Wanting to be here is a great reason to teach there, but that is not an excuse for mediocre pay. ------

Faculty load continues to be inaccurate as departments are forced to artificially reduce credits to fit within 120 credit degree limits. ------

I feel tremendously unsupported by most support areas on campus: all aspects of IT, registrar's, student advising, .... You call and you get a kind student that mostly cannot assist you, with several layers of walls designed to ensure you never talk to or get help from a professional. It's bad and it's gotten a LOT worse over the last year or two.

If you want to save money, consider the huge quantities of time spent chasing our tails trying to solve problems ... or 'little' things such as the amount of wasted time required to add a wait list student to your class (process an override). Instead of coding the process so that it's user-friendly and straightforward, the IT folks have it set up so that you can't even copy in i#s provided by university systems ... you have to manually remove the "-"s. For (sad) fun, a colleague and I calculated the other day how much faculty time is wasted by this process. Conservative estimates yield ~0.5 an FTE a year. Instead of 5-10 minutes of good coding, we spend more than half an FTE a year! ... and this while certain departments on campus are so woefully understaffed. ------

I feel unsupported broadly speaking by the University leadership. It seems that support for faculty in terms of technology support, advising, dress and grooming, and even campus phone numbers are less helpful than they used to be. ------

It would be awesome if faculty had access to IT professionals. Students oftentimes create more problems than they solve. ------

So many things that used to be easy have become so cumbersome. ------

Student issues and concerns I feel like BYUI is failing its non-traditional students so badly. Whether its international students, non-white students, students struggling with their testimonies and/or relationship with the church, same-gender attraction--we are failing these students by ignoring their issues and just expecting them to "act white" or "act straight," whatever their particular way of not fitting in may be. We are so focused on rule-following and so not-focused on love, particularly of the "least of these." This, in my view, is a major moral failure. ….

Let me start by saying that I do not take issue with the university's dress and grooming standards. I do, however, take issue with the amount of time, energy, and university resources allocated to publicizing, promoting, and instructing students and faculty alike on the matter. I see numerous students with serious mental health concerns and just as many struggling with their personal testimonies of the gospel. These seem to be the true issues of our time, not how recently someone shaved, or whether there are holes in someones jeans. The "small and simple things" like living the honor code and dress and grooming standards WILL NOT help an anxious, potentially suicidal student feel better about themselves, nor will living the standards strengthen a wavering testimony. There are REAL issues, SERIOUS issues on this campus that receive little attention, and even less support, while we push forward carrying the banner of modesty and obedience to non-commandments above all else! … We keep adding more students while we are unable to add more sections. So class sizes continue to grow. But now we have reached the limit of the classroom space and there is no where to go. We can't add more sections because we can't add more faculty. The big classrooms appear to be fully utilized. We don't have sufficient lab space for all the students. It is time to move some of the on-campus support functions that don't need to be right in the middle of campus off of campus. Open up more space, allow us to hire more faculty, or let's start capping enrollment. … Why are we still harping on facial hair as much as we do? I get it, it goes against the honor code. shouldn't we be focusing on real issues that these students are facing? I feel the administration is stuck in old times and is not aware that these kids come to us and need us to love them. Too many people judge students automatically if they don't shave. Have they ever stopped to think, they might be going through hard times such as same- gender attraction, transgender issues, addictions, real problems. I heard that the administration turned down several groups to come and perform on campus because one guy had a beard. This is ridiculous, they aren't applying to be students here! I heard of another situation where we had a CEO of a large company that was willing to talk to the students during the power to become and they were turned down because of facial hair. Why?! Pull your head out of the sand and realize we have bigger things to deal with! … I do feel under-valued, not trusted and unheard as a faculty member. Perhaps it is my own fault that I feel unheard in that I don't feel like the culture allows questioning. I keep my head down and hope to keep my job when it comes to administration. I have such a deep love for my students, the gospel, my content area and the possibilities for real growth in

this institution. I don't like that that love is at odds with the current environment. I feel that the committees that I have been asked to serve on to address faculty input have been more for "show" and have not been a valuable use of my time and resources. I have taken my responsibility to serve and research seriously on all of these assignments, but at the end of the process the committee's thoughts, recommendations and input were not really wanted or used from my perspective. I gave precious time to those assignments that honestly I did not have to give. … I feel the new General Education program is a disgrace and embarrassment to the university. Other than the 14 credits of religion, I don't see the point in having a GE program like the one we have. There is so much flexibility in the GE program, the lists of GE courses in each category are so long that effectively there is no program. These long lists of courses water down the program and create very easy paths for students to traverse. It appears that the administration (probably with good intentions) turned the process over to the faculty and thus the long lists of courses. Also, the motivation was to help students get through their schooling faster thus allowing almost any course, including early major courses, to count toward GE. All this demonstrates a lack of vision and leadership to make the hard decisions to keep GE narrow and thus a common experience for all students. A proper GE program should be focused on the history, great literature and humanities of western civilization, economics and representative government, and the core sciences of biology, chemistry, physics and math. Modern man needs the liberal arts more than ever.

Gender/diversity concerns I wanted to continue my last comment: Women work and are successful and competent. All of the men on campus need to go through diversity training and learn how to work with and consider the opinions of the women on campus. If the men leaders would look at the number of women students attending BYU-Idaho, they would realize that faithful, women with families are the best resource they have and utilize them in more discussions and include them in every aspect of teaching and leadership training. So many young women ask me how I "balance" work and home/family life. Yet, in meetings with men leaders, such as my department chair, I am never given the chance or even asked to voice my opinion or give insight. If you want true "disciple leaders", it is time to include women. …..

The university still does not have an adequate parental leave policy, still does not have an adequate process for faculty and employees to report sex discrimination, and still has inadequate gender representation at all administrative levels. ….

Though I appreciate the need for flexibility in some policies and procedures, there are several reasons why we need to update and improve the university approach to faculty maternity/paternity leave. It is incredibly hard on chairs, faculty, and students to only have a six-week maternity leave and only one week for paternity leave. This requires not

only a lot of scheduling gymnastics but creates unbelievable stress on families. And it's not hard to see how disruptive a short leave can be to student learning--switching instructors means adjusting to new expectations, creating a new class community, and the loss of support for students' who need early and consistent intervention throughout the semester.

Almost every other university (including BYU-Provo, local universities like Idaho State University and Utah State University, etc.) offer a full semester of paid maternity leave, and many also give a full semester of paternity leave. For an institution that believes so strongly in the divine roles of mothers and fathers, and believes that the family is central to God's plan of salvation, it is astounding that our current policy does not make it possible for parents to prioritize these essential roles. ….

The pre-CFS process is not being applied in the same manner to all faculty. I made a formal HR grievance regarding this. The policy for that procedure is dated 1997. The outcome of that procedure was insulting. It indicated to me that there is a healthy culture of sexism within our faculty and administration. It also demonstrated that there are huge disparities in hiring practices between colleges and subsequent adherence to the pre-CFS process. Put bluntly: white men in certain subjects have a much easier time through the hiring process and the pre-CFS process to include having the pre-CFS process waived. This is a fact. …. Qualified people in the same discipline get married quite often. It prevents, more often than not, women from full time possibilities when she is often as qualified as her spouse (and vice versa in some instances as well)

Adjunct faculty concerns I do not get paid enough as an adjunct for the hours I work. I know that is a common issue with adjuncts--and it likely will never change. I love the job, so I put up with the pay. It's better paying than other jobs, but still, I make very little per hour! …. I am an adjunct faculty member and I feel that my compensation is fair for the amount of time I put into my classes. I do, however, wish there were more opportunities for growth and advancement, and that there were 2/3 time options for instructors. I would like to be able to do more, but feel limited. …. As an adjunct professor I am never invited into discussions pertaining to changes in my area, never invited to meetings where department issues are discussed or addressed, and am often left feeling out of the loop when students ask me about changes they have heard about in the department that I am completely unaware of. I have realized that students see me as an equal among my peers, but I feel very far from equal to the full time faculty. There has to be a way to make adjunct feel more valued, respected, and appreciated. …. As an adjunct teaching 3 different classes and with supervisory responsibilities I wish I had more time to spend developing/changing my classes. New full-time faculty come in

teaching less credits to give them time to develop their classes. As adjunct we sometimes only are given 1-2 weeks notice to teach a new class.

Also adjunct pay is the same whether or not we are new employees or have been here for 10+ years. I realize this is easier for the college, but not necessarily fair to those who have more experience. Could there perhaps be a tier for 5/10/15 years, etc.? We used to get raises according to how many credits/year we taught. …. The best part about working for BYU-Idaho is the students I get to serve. They are the reason I do what I do, and why I work hard to improve my courses and develop as a teacher. However, as an adjunct, I have little incentive or really ability to put in the "outside" time it takes to develop myself or my courses. The bulk of course prep takes place before the semester begins, and I am only paid for the hours I'm on campus (at least, I think that is the mindset that justifies the paltry pay rate). Considering that adjuncts make up such a large part of the university's teaching force, I'd love to see efforts to increase adjunct involvement on campus and their "buy-in" to the university-- how can we make adjuncts feel as much a part of departments and BYU-I as any other instructor? Many have been here for several years or an entire career and it would be nice to have some level of recognition of loyalty and service available. Some smallish gestures would go a long way. …. I have a fairly long response here, simply because my experience is not the normal experience for people at this university. Everything about my experience here and what I do is abnormal and it's given me a different perspective. I will admit it at the outset. I have been at this university (in different capacities and departments) for nearly ten years, but never on a permanent basis, in spite of numerous applications. I have been treated differently by different departments. Some treat me as an exploitable resource to be discarded when not needed. Others treat me as a valued member of the faculty. I won't be specific in the interest of maintaining anonymity, but this is the reality for far too many faculty here. Even though I am treated well by my current department, I do not feel that my dedication and willingness to work has been acknowledged by the university. I know that I am not owed anything by the administration, but I feel my treatment here is symptomatic of a larger issue.

I feel that the university is far too willing to exploit people like me by putting us in situations where we have spent years getting advanced degrees and yet can't make enough money to live on and have no benefits and basically are being used as cheap labor, in spite of university need, because of the all-important instruction on frugality. I think there is too much emphasis on frugality. I'm not saying that we shouldn't try to be efficient. We should. That's a very good trait, but I think we step far over the frugality line into being cheap. In this sense, BYU-I is no different from any other university who relies on adjuncts and temporary faculty that can be continually replaced instead of fulltime faculty. It's not different, but it should be. …. As an adjunct, and now a visiting, faculty member I have felt used by the university. Don't get me wrong, I am happy to do the work, and am extremely grateful for it. However, there has been a large amount of neglect in terms of training, or oversight of

the work I do. Most would appreciate this level of privacy, but I feel it is to the detriment of students. I have had no other faculty members in the department offer ideas, or suggestions in terms of what is being taught, or how it is being taught. That level of freedom allows faculty to grow and develop courses, but with no communication to the more "expendable" members of the faculty, I believe the students are the ones being most detrimentally affected. I would just like to see more training for adjunct teachers and interdepartmental communication about specific courses. …. Why do adjuncts get paid so little? Furthermore, we are considered a "poor risk," so that no development funds are available to us, except in certain circumstances. That is what makes us a poor risk - both of those things. We are not feeling valued, and the pay is negligible compared to what we do. It's not worth our time. I could work at McDonalds for the same per-hour pay. Wanting to be here is a great reason to teach there, but that is not an excuse for mediocre pay. Compare our pay to other universities. Harvard, for example. And Weber State. If we were expected to pay Harvard parking fees, why aren't we paid a reasonable wage? And we have no tenure. Ever. It's semester by semester, and that is not really ok either. We are considered dispensable. It's a well-known fact on campus, and that does not contribute to feeling valued. Occasional lunches do not mitigate that. And some departments don't invite the adjuncts to their lunches because they don't want to pay the bill. I felt left out and ignored. It's a sad fact. It doesn't make BYU-I look very good.

But looking good should not be the big reason behind paying us reasonably well. Pay us well so we want to do our best. Pay us well so we don't have to feel like we are donating our time if we are on a committee. Pay us well and you will get long-time teachers, as long as you don't dump us as soon as we have a lighter semester worth of students. And long-time teachers are better trained, and the students will fare much better. It takes time to figure the teaching and grading thing out. It would be wise to keep the trained teachers. Thank them in their paycheck and with development funds, not just a lunch. Sure, they are fun, but remember that we often don't even get invited.

10. FULL ANALYSIS OF QUESTION 33 (Are there any decisions made in the last three years you wish had been better explained? Which? Please list.)

This contains a list that is more thoroughly sorted than the list in the brief summary. For example, Numbers as listed in the Brief summary 53 Student services eliminated 21 Why student/cultural associations were disbanded? 19 Why did we sell Badger Creek? 13 Why has Center Stage been reduced so greatly?

Topics listed separately in the FULL REPORT: 21 Why student/cultural associations were disbanded? 19 Why did we sell Badger Creek? 13 Why has Center Stage been reduced so greatly?

10.1 Complete list and Frequency of Topics 147 Medicaid 107 Travel-related decisions 45 student travel, study abroad, limiting travel, paperwork, limiting travel-study to August, anti-international travel or internships 38 travel reductions and negative attitude toward travel 18 Faculty travel 3 touring groups required to stay in US 3 International travel generally 80 Questions about faculty compensation: Why MAs and PhDs were equalized, why have we created a 2-tier system of pay, why retirement plan has changed, why insurance is costing more, why COLAs are so small, why is tuition reimbursement gone? 59 Devotional questions: Why was the time changed, why offer devotional as class, why subsidize lunch? 57 Questions on faculty hiring including 28 Why does administration override the department, why can the Chair override the department? 7 Why is the nepotism policy applied unevenly, why does it exist? 40 Why did we create the new GE program and why so quickly? 26 Why did some departments lose FTEs, why is there a hiring freeze?

4 Why Visiting Faculty have been reduced 25 Why was the Kirkham Building torn down with no replacement ready and other questions? 23 Why are we still using workday when it creates more work for faculty? 22 Why do we overly emphasize dress and grooming standards, including the emphasis on beards? 21 Why student/cultural associations were disbanded? 19 Why did we sell Badger Creek? 19 What happened with the education accreditation? 15 Why have we removed academic standards, probation. Do we care about grade inflation? 3 Why do we downplay academics 13 Why has Center Stage been reduced so greatly? 12 Why are some programs treated differently from others 3 Why are some budgets cuts and others increased. 10 Why faculty awards and acknowledgement have been eliminated 7 Why faculty can’t speak to the public without University Relations 7 Student evaluation issues. Why can so many people esee them? Why give them every semester? Are we being punished for experimenting? 7 Why has Pathjways changed? Is it working? Why does Pathways make decisions for us? 6 Why the intellectual property policy is overly strict 6 Why is it so difficult to invite guest performers or speakers 5 Why change to Canvas (LMS) 4 Why can’t we discuss suicide? 4 Can we revise adjunct pay, contracts, training 3 Why have academic leadership ignored student questions (about honor code, Medicaid) 3 Why reduce staff support and increate middle managers? 2 Why are we getting rid of some programs 7 Why did we choose this calendar-equalizing process 3 Why do we allow Rick Management to make decisions 2 Why has Curriculum Counsel changed?

49 Pleas for transparency, communication, and clearer, better processes and policies 20 making and reversing decisions can be disorienting. 9 Praise/support for administration

101 Other. This includes responses mentioned only once and so they were gathered into this category.

Examples of Coding Methodology Some of the coding was quite easy because faculty clearly listed decisions they felt weren’t clearly explained (as in Example 1). Other faculty wrote paragraphs asking questions, giving solutions, and proclaiming support all at the same time (see Example 2).

Example 1: • Ending the student cultural associations • Ending academic scholarships

• Not having students honor the faculty at commencement anymore. • The no-nepotism hiring policy for departments, especially when administration positions are appointed exactly because of nepotism-- seems a double standard • There seems to be an unofficial moratorium on hiring new faculty in departments that desperately need more faculty • University policy that prevents students from getting Pell grants, even though they qualify on a federal level • Intellectual property policy • Faculty Gag order • Limiting student travel programs to August, when travel is the most expensive and weather is the hottest

Example 2: Offering devotional as a class for credit. If there is broad concern about getting students to attend devotional, why not include the faculty in those conversations? We can help! But when decisions are made without faculty input it feels like we aren't trusted to contribute. I think most faculty want to support and fulfill President Eyring's vision for BYU-Idaho. I'm one who does not always know how to do that. I really, genuinely want to help, but I am sometimes unclear about what the vision is and where I can help the most.

Green=questions about devotional. Blue=pleas for transparency. Red=support for administration, offer to help

10.2 Representative Comments

Lists As previously noted, many faculty simply listed their ideas. For example: • I am supportive of PEG; however, these public relations nightmares could have been prevented (or minimized) with merely providing logic or reasoning with the decision: • Decision to drop medicaid. • Decision to sell Badger Creek. • Decision to reduce/eliminate 2017 salary increases • Decision to discourage travel. • Decision to do away with clubs. • Decision to have a hiring freeze when day student and online student demand continues to increase. As a result, the representative comments listed here are fewer in number than for Question 34,

Medicaid

The whole Medicaid fiasco. Why was the decision made to not communicate our reasoning behind that?

The decision, and reversal, regarding not allowing medicare for students, if that was what it was.

Travel I wish there there was more communication about the loss of travel studies and travel for research. There has been no clear communication on these matters. The few answers that have been offered make no sense and have no foundation. This leads one with reasonable intelligence to conclude that the answers provided are not truly addressing the deeper concerns. More clarity on what these deeper concerns are would be very helpful because it could be that these concerns could be easily addressed and/or alleviated.

Student travel programs ban. An explanation other than "the president doesn't like it" would be good.

Withdrawing student travel. All that's been explained as to the reasoning here has been "safety considerations," which seems bogus because students are encouraged (if they want to travel) to participate through BYU Provo's programs (like the Kennedy Center). Wouldn't it be "unsafe" to travel with them as well?

Why internship travel & student travel has been so constrained. We send these students all over the world as missionaries to learn customs & love the people of different countries, but curtail that love when they come here & don’t allow them to use the expertise they’ve already developed.

Why some departments are traveling frequently and others are discouraged from traveling.

Faculty Salary/benefits Decision to devalue PhD in pay, making it equal to Master's degree after a few years.

the curve yet will never receive the same pay increases as more seasoned faculty who have plateaued, thus never reaching the same level of pay in the end. We have created inequality between these groups.

Why was the salary structure was changed to level what Master's degree faculty receive? I took on extensive debt to complete a doctorate at the encouragement of the University. None of my schooling was paid for by the university. I don't regret doing the work or debt (I am still paying it off. It will be paid for in ten more years). Yet, it makes me wonder why faculty without the doctorate and loans are now being paid the higher amount without the loans and work of getting the doctorate.

Hiring Decision to have a hiring freeze when day student and online student demand continues to increase.

There seems to be an unofficial moratorium on hiring new faculty in departments that desperately need more faculty Faculty hiring committees allowed to be completely trumped by dept chairs

The decision about hiring faculty: The president went against the recommendation of the department, college, and vice president and chose someone else. I respect his right to do this, but no explanation was given. This is very demoralizing and possibly sets the new employee up to work in an unfriendly environment. People will support decisions made by leaders if they are reasonably explained, but when the reason is mystifying and completely unknown, there will be little support and a lot of resentment.

Hiring priorities (lost FTEs in certain departments)

Devotional changes . . . there was no discussion (to my knowledge) about changing the devotional time. This was made without any input from faculty, staff, or students. From what I understand, the rationale was to increase attendance at devotionals. While this is a noble endeavor, it may be more useful to truly understand why faculty and students may not be attending. Addressing these concerns may better merit the desired results, rather than simply acting on assumptions. I may have a misunderstanding on this; however, if I do, this only speaks to the larger problems of poor communication between administration and faculty.

Pleas for transparency, better communication I wish there was more discussions between administration and faculty, staff, and students on things that directly affect us.

I understand there is a need to make decisions and sometimes discussion can be lengthy, cumbersome, and exhausting. However, we are in a professional environment and when changes are made without input that affect us, it can be frustrating, and it feels like faculty are not be treated as professionals.

The biggest challenge I see in general is that decisions that are made at one level (departments, colleges, university, task forces, support, staff, etc.) are not well communicated and supported throughout the organization. For example, we have a charge organizationally to be excellent at teaching and advising. As a department chair, I see first hand that our professional and student advisors don't seem to understand the programs they are helping students with. Much misinformation is given and never verified with anyone. As soon as we started to make some progress with the professionals in our college last year, they both quit. I'm struggling to find someone in that organization that is willing to learning about our programs well enough to advise any of our students. So, we end up doing our own advising which is not scaling to allow us to take care of any of the rest of our duties. The students end up feeling like ping pong balls in the middle of this not knowing where to go, who to talk to, or who to believe.

Advancement and development of the physical campus has taken a backseat to advancement and development of the online platform. Maybe the admin hasn't realized what that message sends to the campus community, but it does communicate something. Instead of saying, "There will be no new buildings..." they should say, "We are investing heavily in the online platform and once we have that where it needs to be we will look at how to invest in the physical campus." That would be an amazing difference because it would mean that there was a vision and a plan. I believe there is a vision and a plan, but it is poorly articulated from the admin. I constantly hear, "I wish we knew what the vision of President Eyring is."

The pattern is always the same: have "conversations" with academic leaders about many low-impact items, but leave them entirely out of major decisions that affect their programs drastically.

I'm willing to go along with these [decisions] no matter what, but I would do it with a smile if I knew the reasons and saw the big picture

I would love to see a "newsletter" or "message from the administration" released monthly that focuses on communicating important decisions and the rationale behind those decisions. I would also like to read more direction to faculty on administrative vision and goals. This would augment faculty and employee meetings.

It would be nice to know what decisions are forthcoming, so we might choose to participate in the conversation. Or, if faculty are not to be included in the conversation, it would be nice to know what factors are being considered prior to the decision.

Education Accreditation I have questions about educational accreditation that were not addressed entirely. It would be nice to be told up front by administration how they view accreditation and accreditors. It seems how administration views education and education courses is very different than how the state accreditors view education and education course. This disconnect makes it very difficult for faculty and students at BYU-I to navigate between the two. It also makes a lot of clean up and many hours more work for faculty.

Budget-based Decisions Also, some financial decisions on campus are occasionally confusing. The administration and others emphasize frugality heavily, yet there have been some programs announced that are surely cost inducing and not strictly necessary, such as the employee discount on food at the Crossroads or the recent box lunches after devotionals. I don't mean to complain or suggest that these are poor decisions, but the nature of frugality vs. generosity sometimes strikes me as being at odds here at BYU-Idaho. In light of recent news reports regarding the Church's accumulated wealth, I worry about how this particular aspect of the Spirit of Ricks is interpreted both by us and by those from outside our institution. Some clarification of long-term financial goals or planning might be helpful for those of us who are a bit perplexed by what seem to be contradictory objectives and expectations.

Support/praise for the Administration I think that faculty and administration are on the same page overall. We share common interests: to improve the quality of learning and growth on campus. However, without better lines of communication, it feels like an environment where administration and faculty are adversaries rather than advocates. It feels like administration does not trust the faculty. This too is very hurtful. I would prefer an environment where administrators and faculty see each other as advocates.

[W]hen decisions are made without faculty input it feels like we aren't trusted to contribute. I think most faculty want to support and fulfill President Eyring's vision for BYU-Idaho. I'm one who does not always know how to do that. I really, genuinely want to help, but I am sometimes unclear about what the vision is and where I can help the most.

11. APPENDICIES The next pages contain the raw data of the survey. This comes in 3 sections: Appendix 1: Charts for Likert-Scale questions Questions 1-19 are a repeat of the 2018 survey, for comparison Q30 is new. Q31-33 were created by Academic Leadership and Faculty Association together Q20-29 were created by Deans Council

Appendix 2: Raw qualitative data from Question 34 (what else would you like to express)

Appendix 3: Raw qualitative data from Question 33 (which decisions did you not understand)

Due to the massive amounts of data in these three appendices, each appendix has its own numbering system. However, we’re sure that faculty will able to discern the various sections. Charts look like charts. Question 34 comments are each individually numbered as are the comments for Question 33.

Note on the numbering of questions: This survey was created in Qualtrics. Qualtrics numbers questions in the order in which they were created, not the order in which they appear in the survey. This can create confusion because the question number Qualtrics assigns does not correspond to the order in which survey participants answered the question. Furthermore, the only people with access to the Qualtrics data are members of the Faculty Association Board. Preserving the Qualtrics number system makes little sense for the general faculty and for academic leadership. Hence, this report creates its own numbering system.

49 Appendix 1: Charts for Likert-Scale Questions Faculty Association Survey (Feb 2020) Contents Survey Page 1 ...... 3 Q1: Considering my salary, benefits, and workload, the compensation I receive is fair...... 3 Q2: My work at BYU-Idaho is personally satisfying...... 5 Q3: My work at BYU-Idaho is professionally satisfying...... 8 Q4: My work at BYU-Idaho is stressful...... 10 Q5: My work at BYU-Idaho allows me to maintain a reasonable balance between work, family, church, and self. ... 13 Q6: Committee, course development, and other responsibilities seem evenly distributed among my department colleagues at BYU-Idaho...... 15 Survey Page 2 ...... 18 Q7: I have sufficient time, resources, and institutional encouragement to develop relevant course materials...... 18 Q8: I have sufficient time, resources, and institutional encouragement to improve relevant teaching skills...... 21 Q9: I have sufficient time, resources, and institutional encouragement to stay current on relevant developments in my discipline...... 23 Q10: I have sufficient time, resources, and institutional encouragement to hone relevant scholarly/professional skills...... 26 Q11: I have sufficient time for my non-teaching responsibilities (such as committees, advising, departmental duties, etc.)...... 28 Q12: I have access to sufficient resources—such as teaching assistants and department secretaries—to help me effectively manage my workload at BYU-Idaho...... 31 Survey Page 3 ...... 33 Q13: I feel my ideas are heard and considered at the department level...... 33 Q14: I feel my ideas are head and considered at the college level...... 36 Q15: I feel my ideas are heard and considered at the university level...... 38 Q16: I feel free to express my concerns at the department level...... 41 Q17: I feel free to express my concerns at the college level...... 43 Q18: I feel free to express my concerns at the university level...... 46 Q19: I feel free to express my concerns on this survey...... 48 Q30: Originally this survey was going to be a joint effort between Faculty Association and Academic Leadership. To preserve the conditions between this and the 2018 survey and thereby receive the most accurate data possible, we reverted to the original survey conditions. That is, this current faculty survey is administered solely by the Faculty Association. Which survey situation would you prefer? ...... 51 Survey Page 4 ...... 56 Q31: I feel university leaders communicate the reasoning behind key university direction and decisions______...... 56 Q32: Are there any decisions made in the last three years you wish had been better explained? ...... 58 Q20: Did you take six hours or more of professional development leave (PDL) last year?...... 61 Survey Page 5 ...... 66 Q21: I actively strive to help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities...... 66 Q22: I feel that I know how to effectively help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities...... 68 Q29: Without lowering the bar academically, I have designed my courses in ways to help more students succeed. 70 Survey Page 6 ...... 74 Q23: Which of the following best describes the degree to which you have experimented with new teaching techniques to improve the way you teach in the past 12 months? ...... 74 Q24: Which of the following best describes the degree to which you have shared teaching ideas with colleagues in the past 12 months? ...... 79 Q25: Which of the following best describes how much you have learned from the teaching insights of colleagues in the past 12 months? ...... 84 Q26: Which of the following best describes the degree to which you have studied the scholarship of learning and teaching (books and journal articles) to improve the way you teach in the past 12 months? ...... 88 Q28: Which of the following best describes how useful your annual plan is in guiding your professional development efforts? ...... 93

Survey Page 1 Q1: Considering my salary, benefits, and workload, the compensation I receive is fair. Q1: Considering my salary, benefits, and workload, the compensation I receive is fair.

Strongly Disagree Strongly Agree 44.7% Disagree Agree 45.2% Agree Disagree 7.5% Strongly Disagree 2.6% Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Series1 190 192 32 11

Gender

Q1 - Gender Considering my salary, benefits, and workload, the compensation I receive is fair.

Disagree

Strongly Agree 0 50 100 150 200 Strongly Strongly Agree Agree Disagree Disagree Female 30 37 6 1 Male 132 118 12 5 Prefer not to say 21 24 10 5

Female Male Prefer not to say

CFS

Q1 - CFS Considering my salary, benefits, and workload, the compensation I receive is fair.

Strongly Disagree Disagree Agree Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 128 121 12 6 CFS (75% contract) 3 2 1 0 Pre-CFS 26 16 1 1 Online fulltime 1 1 0 0 Visiting 1 4 0 0 On-Campus Adjunct 6 16 11 3 Prefer not to say 17 21 3 1

Years Worked

Q1 - Years Worked Considering my salary, benefits, and workload, the compensation I receive is fair.

Strongly Disagree Disagree Agree Strongly Agree 0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 45 56 7 3 6-10 years 39 37 7 3 11-15 years 32 34 4 2 16-20 years 30 19 4 2 21-25 years 18 18 1 1 26 years or more 9 7 1 0 Prefer not to say 11 9 3 0

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q1 - College Considering my salary, benefits, and workload, the compensation I receive is fair.

Strongly Disagree Disagree Agree Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 28 11 2 0 Business & Communication 3 22 3 2 Education & Human Development 37 14 0 0 Language & Letters 21 20 2 1 Performing & Visual Arts 15 10 5 0 Physical Sciences & Engineering 33 46 4 3 Other 4 3 0 0 Prefer not to say 43 53 11 5

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q2: My work at BYU-Idaho is personally satisfying. Q2: My work at BYU-Idaho is personally satisfying.

Strongly Disagree Strongly Agree 58.4% Agree 36.7%

Disagree Disagree 3.8% Strongly Disagree 1.2%

Agree

Strongly Agree

0 50 100 150 200 250 300 Strongly Agree Agree Disagree Strongly Disagree Series1 248 156 16 5

Gender

Q2 - Gender My work at BYU-Idaho is personally satisfying.

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Strongly Agree Agree Disagree Disagree Female 47 25 1 1 Male 168 87 10 2 Prefer not to say 22 32 4 2

Female Male Prefer not to say

CFS

Q2 - CFS My work at BYU-Idaho is personally satisfying

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 156 97 10 4 CFS (75% contract) 4 0 2 0 Pre-CFS 36 8 0 0 Online fulltime 1 1 0 0 Visiting 2 3 0 0 On-Campus Adjunct 18 18 0 0 Prefer not to say 20 18 3 1

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q2 - Years Worked My work at BYU-Idaho is personally satisfying

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 71 39 1 0 6-10 years 55 29 2 0 11-15 years 38 31 3 0 16-20 years 33 16 2 4 21-25 years 19 17 2 0 26 years or more 12 3 2 0 Prefer not to say 9 10 3 1

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q2 - College My work at BYU-Idaho is personally satisfying

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 29 11 1 0 Business & Communication 17 12 1 0 Education & Human Development 37 12 2 0 Language & Letters 26 17 1 0 Performing & Visual Arts 18 10 2 0 Physical Sciences & Engineering 52 30 2 2 Other 6 1 0 0 Prefer not to say 51 52 6 3

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q3: My work at BYU-Idaho is professionally satisfying. Q3: My work at BYU-Idaho is professionally satisfying.

Strongly Disagree

Strongly Agree 37.0% Disagree Agree 48.3% Disagree 11.8% Agree Strongly Disagree 2.8%

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Series1 157 205 50 12

Gender

Q3- Gender My work at BYU-Idaho is professionally satisfying

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree Female 38 26 6 4 Male 102 132 30 3 Prefer not to say 10 32 13 5

Female Male Prefer not to say

CFS

Q3 - CFS My work at BYU-Idaho is professionally satisfying

Strongly Disagree

Disagree

Agree

Strongly Agree

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q3 - Years Worked My work at BYU-Idaho is professionally satisfying

Strongly Disagree

Disagree

Agree

Strongly Agree

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q3 - College My work at BYU-Idaho is professionally satisfying

Strongly Disagree

Disagree

Agree

Strongly Agree

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q4: My work at BYU-Idaho is stressful. Q4: My work at BYU-Idaho is stressful.

Strongly Disagree Strongly Agree 18.9% Disagree Agree 53.3% Disagree 25.7% Agree Strongly Disagree 2.1%

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Series1 80 226 109 9

Gender

Q4 - Gender My work at BYU-Idaho is stressful

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 19 38 17 0 Male 41 141 77 8 Prefer not to say 17 35 7 1

Female Male Prefer not to say

CFS

Q4 - CFS My work at BYU-Idaho is stressful

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 57 139 64 7 CFS (75% contract) 1 5 0 0 Pre-CFS 4 25 15 0 Online fulltime 0 1 1 0 Visiting 1 4 0 0 On-Campus Adjunct 5 16 14 1 Prefer not to say 8 26 7 1

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q4 - Years Worked My work at BYU-Idaho is stressful

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 14 63 30 4 6-10 years 12 51 20 3 11-15 years 14 37 20 1 16-20 years 17 23 15 0 21-25 years 10 17 11 0 26 years or more 3 11 3 0 Prefer not to say 7 13 2 1

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q4 - College My work at BYU-Idaho is stressful

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 5 24 11 1 Business & Communication 4 13 11 2 Education & Human Development 10 25 15 1 Language & Letters 8 22 13 1 Performing & Visual Arts 8 14 8 0 Physical Sciences & Engineering 16 47 21 2 Other 0 3 4 0 Prefer not to say 26 66 18 2

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say Q5: My work at BYU-Idaho allows me to maintain a reasonable balance between work, family, church, and self. Q5: My work at BYU-Idaho allows me to maintain a reasonable balance between work, family, church, and self. Strongly Agree 28.8% Agree 56.8% Strongly Disagree Disagree 10.8% Strongly Disagree 3.5%

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 300 Strongly Agree Agree Disagree Strongly Disagree Series1 122 241 46 15

Gender

Q5 - Gender My work at BYU-Idaho allows me to maintain a reasonable balance between work, family, church, and self.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 16 46 7 5 Male 91 146 27 3 Prefer not to say 8 36 10 6

Female Male Prefer not to say

CFS

Q5 - CFS My work at BYU-Idaho allows me to maintain a reasonable balance between work, family, church, and self.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 75 155 26 11 CFS (75% contract) 3 3 0 0 Pre-CFS 17 18 7 2 Online fulltime 2 0 0 0 Visiting 0 3 2 0 On-Campus Adjunct 10 21 4 1 Prefer not to say 7 30 5 0

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q5 - Years Worked My work at BYU-Idaho allows me to maintain a reasonable balance between work, family, church, and self.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 32 61 13 5 6-10 years 24 53 4 5 11-15 years 18 44 7 3 16-20 years 14 32 8 1 21-25 years 15 14 9 0 26 years or more 8 7 2 0 Prefer not to say 4 18 1 0

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q5 - College My work at BYU-Idaho allows me to maintain a reasonable balance between work, family, church, and self.

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 15 19 6 1 Business & Communication 9 20 1 0 Education & Human Development 21 28 2 0 Language & Letters 12 26 5 1 Performing & Visual Arts 8 14 6 2 Physical Sciences & Engineering 23 48 12 3 Other 2 5 0 0 Prefer not to say 25 68 12 7

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q6: Committee, course development, and other responsibilities seem evenly distributed among my department colleagues at BYU-Idaho. Q6: Committee, course development, and other responsibilities seem evenly distributed among my department colleagues at BYU-Idaho.

Strongly Agree 10.9% Strongly disagree Agree 55.7% Disagree 25.1% Strongly disagree 8.3% Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly disagree Series1 46 235 106 35

Gender

Q6 - Gender Committee, course development, and other responsibilities seem evenly distributed among my department colleagues at BYU-Idaho.

Strongly disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly disagree Female 11 48 10 5 Male 25 155 68 18 Prefer not to say 8 23 21 8

Female Male Prefer not to say

CFS

Q6 - CFS Committee, course development, and other responsibilities seem evenly distributed among my department colleagues at BYU-Idaho.

Strongly disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly disagree CFS (100% contract) 29 141 75 21 CFS (75% contract) 1 4 1 0 Pre-CFS 2 33 4 5 Online fulltime 0 2 0 0 Visiting 0 4 1 0 On-Campus Adjunct 6 25 4 0 Prefer not to say 6 17 14 5

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say Years Worked

Q6 - Years Worked Committee, course development, and other responsibilities seem evenly distributed among my department colleagues at BYU-Idaho.

Strongly disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly disagree 0-5 years 9 76 15 11 6-10 years 7 50 24 4 11-15 years 11 38 18 4 16-20 years 7 31 14 3 21-25 years 5 14 16 3 26 years or more 1 9 5 2 Prefer not to say 4 7 8 4

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q6 - College Committee, course development, and other responsibilities seem evenly distributed among my department colleagues at BYU-Idaho.

Strongly disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly disagree Agriculture & Life Sciences 2 25 12 2 Business & Communication 2 18 8 1 Education & Human Development 8 32 10 1 Language & Letters 6 27 6 4 Performing & Visual Arts 2 16 11 1 Physical Sciences & Engineering 7 55 16 8 Other 1 5 1 0 Prefer not to say 16 46 36 14

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Survey Page 2 Q7: I have sufficient time, resources, and institutional encouragement to develop relevant course materials. Q7: I have sufficient time, resources, and institutional encouragement to develop relevant course materials.

Strongly Disagree Strongly Agree 14.0% Agree 50.2% Disagree 30.4% Disagree Strongly Disagree 5.3%

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Series1 58 208 126 22

Gender

Q7 - Gender I have sufficient time, resources, and institutional encouragement to develop relevant course materials.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 12 37 21 4 Male 41 139 76 11 Prefer not to say 5 24 26 5

Female Male Prefer not to say

CFS

Q7 - CFS I have sufficient time, resources, and institutional encouragement to develop relevant course materials.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 38 131 87 11 CFS (75% contract) 1 4 1 0 Pre-CFS 9 24 8 3 Online fulltime 0 2 0 0 Visiting 0 4 0 1 On-Campus Adjunct 4 15 15 2 Prefer not to say 6 20 13 3

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q7 - Years Worked I have sufficient time, resources, and institutional encouragement to develop relevant course materials.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 13 59 32 7 6-10 years 10 39 32 5 11-15 years 9 38 23 2 16-20 years 12 26 15 2 21-25 years 4 20 13 1 26 years or more 7 7 2 1 Prefer not to say 3 11 7 2

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q7 - College I have sufficient time, resources, and institutional encouragement to develop relevant course materials.

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 8 18 14 1 Business & Communication 2 15 12 1 Education & Human Development 14 32 5 0 Language & Letters 7 22 13 2 Performing & Visual Arts 3 14 11 2 Physical Sciences & Engineering 12 44 27 3 Other 1 4 2 0 Prefer not to say 11 52 38 11

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q8: I have sufficient time, resources, and institutional encouragement to improve relevant teaching skills. Q8: I have sufficient time, resources, and institutional encouragement to improve relevant teaching skills.

Strongly Disagree Strongly Agree 14.5% Agree 58.3% Disagree 23.9% Strongly Disagree 3.4% Disagree

Agree

Strongly Agree

0 50 100 150 200 250 300 Strongly Agree Agree Disagree Strongly Disagree Series1 60 242 99 14

Gender

Q8 - Gender I have sufficient time, resources, and institutional encouragement to improve relevant teaching skills.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 11 41 19 3 Male 41 165 55 6 Prefer not to say 7 29 20 4

Female Male Prefer not to say

CFS

Q8 - CFS I have sufficient time, resources, and institutional encouragement to improve relevant teaching skills.

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 37 159 65 6 CFS (75% contract) 1 4 1 0 Pre-CFS 10 26 7 1 Online fulltime 0 2 0 0 Visiting 0 3 2 0 On-Campus Adjunct 4 17 11 4 Prefer not to say 7 24 9 2

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q8 - Years Worked I have sufficient time, resources, and institutional encouragement to improve relevant teaching skills.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 14 68 26 3 6-10 years 10 50 21 5 11-15 years 13 43 15 1 16-20 years 10 30 14 1 21-25 years 4 21 11 2 26 years or more 3 10 3 1 Prefer not to say 5 13 5 0

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q8 - College I have sufficient time, resources, and institutional encouragement to improve relevant teaching skills.

Disagree Strongly Agree 0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 6 24 11 0 Business & Communication 2 20 7 1 Education & Human Development 18 29 3 1 Language & Letters 7 26 10 1 Performing & Visual Arts 2 19 8 1 Physical Sciences & Engineering 9 56 18 3 Other 2 4 1 0 Prefer not to say 13 57 36 6

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q9: I have sufficient time, resources, and institutional encouragement to stay current on relevant developments in my discipline. Q9: I have sufficient time, resources, and institutional encouragement to stay current on relevant developments in my discipline. Strongly Agree 7.5% Agree 37.4% Strongly Disagree Disagree 41.8% Strongly Disagree 13.3%

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree Total 31 155 173 55

Gender

Gender Q9: I have sufficient time, resources, and institutional encouragement to stay current on relevant developments in my discipline.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 Strongly Agree Agree Disagree Strongly Disagree Female 7 28 31 8 Male 20 108 112 27 Prefer not to say 4 13 25 18

Female Male Prefer not to say

CFS

CFS Q9: I have sufficient time, resources, and institutional encouragement to stay current on relevant developments in my discipline.

Strongly Disagree Disagree Agree Strongly Agree

0 20 40 60 80 100 120 140 160 180 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 22 88 118 39 CFS (75% contract) 1 1 3 1 Pre-CFS 1 29 11 3 Online fulltime 0 2 0 0 Visiting 0 1 4 0 On-Campus Adjunct 3 14 16 3 Prefer not to say 4 15 16 7

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked Years Worked Q9: I have sufficient time, resources, and institutional encouragement to stay current on relevant developments in my discipline.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 6 53 43 9 6-10 years 4 28 39 15 11-15 years 8 28 26 10 16-20 years 7 21 20 7 21-25 years 2 9 23 4 26 years or more 3 4 7 3 Prefer not to say 1 6 11 5

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College College Q9: I have sufficient time, resources, and institutional encouragement to stay current on relevant developments in my discipline.

Strongly Disagree Disagree Agree Strongly Agree

0 20 40 60 80 100 120 140 160 180 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 5 13 21 2 Business & Communication 0 15 15 0 Education & Human Development 8 29 11 3 Language & Letters 3 14 17 10 Performing & Visual Arts 2 11 16 1 Physical Sciences & Engineering 6 31 38 11 Other 2 3 2 0 Prefer not to say 5 32 50 25

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say Q10: I have sufficient time, resources, and institutional encouragement to hone relevant scholarly/professional skills. Q10: I have sufficient time, resources, and institutional encouragement to hone relevant scholarly/professional skills.

Strongly disagree

Disagree

Strongly Agree 7.8% Agree Agree 35.7% Disagree 44.7% Strongly disagree 11.9% Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly disagree Total 32 147 184 49

Gender

Gender Q10: I have sufficient time, resources, and institutional encouragement to hone relevant scholarly/professional skills.

Strongly disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly disagree Female 8 24 36 6 Male 21 105 114 26 Prefer not to say 3 13 29 15

Female Male Prefer not to say

CFS

CFS Q10: I have sufficient time, resources, and institutional encouragement to hone relevant scholarly/professional skills.

Strongly disagree Disagree Agree Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly disagree CFS (100% contract) 22 97 117 29 CFS (75% contract) 1 2 3 0 Pre-CFS 2 17 20 5 Online fulltime 0 1 0 1 Visiting 0 1 4 0 On-Campus Adjunct 4 10 18 4 Prefer not to say 3 14 17 8

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Years Worked Q10: I have sufficient time, resources, and institutional encouragement to hone relevant scholarly/professional skills.

Strongly disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly disagree 0-5 years 6 43 50 12 6-10 years 6 27 41 12 11-15 years 8 28 28 7 16-20 years 6 17 27 5 21-25 years 2 11 22 3 26 years or more 3 8 3 2 Prefer not to say 1 7 9 6

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

College Q10: I have sufficient time, resources, and institutional encouragement to hone relevant scholarly/professional skills.

Strongly disagree Disagree Agree Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly disagree Agriculture & Life Sciences 5 12 19 4 Business & Communication 0 13 16 1 Education & Human Development 8 30 12 1 Language & Letters 4 13 20 6 Performing & Visual Arts 3 9 17 1 Physical Sciences & Engineering 5 36 34 11 Other 2 3 2 0 Prefer not to say 5 24 61 22

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q11: I have sufficient time for my non-teaching responsibilities (such as committees, advising, departmental duties, etc.). Q11: I have sufficient time for my non-teaching responsibilities (such as committees, advising, departmental duties, etc.). Strongly Agree 8.3% Agree 57.8% Strongly Disagree Disagree 28.9% Strongly Disagree 5.1%

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Total 34 238 119 21

Gender

Gender Q11: I have sufficient time for my non-teaching responsibilities (such as committees, advising, departmental duties, etc.).

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 8 38 26 1 Male 21 165 72 8 Prefer not to say 4 28 20 8

Female Male Prefer not to say

CFS

CFS Q11: I have sufficient time for my non-teaching responsibilities (such as committees, advising, departmental duties, etc.).

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 22 154 80 11 CFS (75% contract) 1 3 2 0 Pre-CFS 1 27 14 2 Online fulltime 0 2 0 0 Visiting 1 3 1 0 On-Campus Adjunct 5 20 8 1 Prefer not to say 3 24 12 3

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Years Worked Q11: I have sufficient time for my non-teaching responsibilities (such as committees, advising, departmental duties, etc.).

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 6 69 31 5 6-10 years 5 46 25 8 11-15 years 8 42 20 2 16-20 years 4 36 14 1 21-25 years 3 19 15 1 26 years or more 5 9 3 0 Prefer not to say 2 12 9 0

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

College Q11: I have sufficient time for my non-teaching responsibilities (such as committees, advising, departmental duties, etc.).

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 6 18 17 0 Business & Communication 0 22 6 1 Education & Human Development 7 35 8 1 Language & Letters 4 28 10 1 Performing & Visual Arts 3 14 12 1 Physical Sciences & Engineering 7 51 25 3 Other 1 5 1 0 Prefer not to say 5 60 37 10

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q12: I have access to sufficient resources—such as teaching assistants and department secretaries—to help me effectively manage my workload at BYU-Idaho. Q12: I have access to sufficient resources—such as teaching assistants and department secretaries—to help me effectively manage my workload at BYU-Idaho.

Strongly Disagree Strongly Agree 32.5% Agree 55.5% Disagree Disagree 8.7% Strongly Disagree 3.4%

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Total 135 231 36 14

Gender

Gender Q12: I have access to sufficient resources—such as teaching assistants and department secretaries—to help me effectively manage my workload at BYU-Idaho.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 24 42 5 3 Male 98 149 15 5 Prefer not to say 13 31 12 4

Female Male Prefer not to say

CFS

CFS Q12: I have access to sufficient resources—such as teaching assistants and department secretaries—to help me effectively manage my workload at BYU-Idaho.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 88 152 20 7 CFS (75% contract) 2 3 1 0 Pre-CFS 19 20 5 0 Online fulltime 0 1 1 0 Visiting 1 4 0 0 On-Campus Adjunct 13 18 3 2 Prefer not to say 12 24 3 3

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Years Worked Q12: I have access to sufficient resources—such as teaching assistants and department secretaries—to help me effectively manage my workload at BYU-Idaho.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 36 66 7 2 6-10 years 29 46 5 6 11-15 years 27 40 5 0 16-20 years 15 31 8 1 21-25 years 14 18 4 2 26 years or more 7 9 0 1 Prefer not to say 7 13 3 0

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

College Q12: I have access to sufficient resources—such as teaching assistants and department secretaries—to help me effectively manage my workload at BYU-Idaho.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 14 21 5 1 Business & Communication 10 19 1 0 Education & Human Development 28 21 2 0 Language & Letters 13 28 3 0 Performing & Visual Arts 8 16 4 2 Physical Sciences & Engineering 32 48 5 1 Other 2 4 1 0 Prefer not to say 28 65 11 8

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Survey Page 3 Q13: I feel my ideas are heard and considered at the department level. Q13: I feel my ideas are heard and considered at the department level. Strongly Agree 53.7% Agree 36.0% Strongly Disagree Disagree 7.6% Strongly Disagree 2.7% Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Total 218 146 31 11

Gender

Q13 - Gender I feel my ideas are heard and considered at the department level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 35 30 5 2 Male 153 90 18 6 Prefer not to say 27 23 7 3

Female Male Prefer not to say

CFS

Q13 - CFS I feel my ideas are heard and considered at the department level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 156 84 20 7 CFS (75% contract) 3 3 0 0 Pre-CFS 27 16 1 0 Online fulltime 1 1 0 0 Visiting 2 2 1 0 On-Campus Adjunct 7 23 3 1 Prefer not to say 19 14 6 3

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q13 - Years Worked I feel my ideas are heard and considered at the department level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 53 49 5 2 6-10 years 53 24 6 3 11-15 years 43 26 3 0 16-20 years 30 18 5 2 21-25 years 15 14 7 2 26 years or more 10 5 2 0 Prefer not to say 11 7 3 2

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q13 - College I feel my ideas are heard and considered at the department level.

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 21 14 6 0 Business & Communication 17 12 0 1 Education & Human Development 30 17 3 0 Language & Letters 23 17 3 0 Performing & Visual Arts 18 10 2 0 Physical Sciences & Engineering 54 29 2 1 Other 4 3 0 0 Prefer not to say 47 41 15 9

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q14: I feel my ideas are head and considered at the college level. Q14: I feel my ideas are head and considered at the college level.

Strongly Disagree Strongly Agree 23.9% Agree 53.0% Disagree 17.4% Strongly Disagree 5.7%

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Total 96 213 70 23

Gender

Gender Q14: I feel my ideas are head and considered at the college level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 15 42 10 4 Male 71 142 41 10 Prefer not to say 9 26 16 9

Female Male Prefer not to say CFS CFS Q14: I feel my ideas are head and considered at the college level

Strongly Disagree

Disagree Agree

Strongly Agree

0 50 100 150 200 250

Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 70 142 41 14 CFS (75% contract) 2 1 2 1 Pre-CFS 13 26 4 0 Online fulltime 1 1 0 0 Visiting 0 2 3 0 On-Campus Adjunct 4 17 8 3 Prefer not to say 5 21 11 4

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Years Worked Q14: I feel my ideas are head and considered at the college level

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 22 68 12 5 6-10 years 22 47 12 5 11-15 years 21 39 9 2 16-20 years 14 22 17 2 21-25 years 6 19 9 4 26 years or more 7 6 2 2 Prefer not to say 3 9 7 3

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

College Q14: I feel my ideas are head and considered at the college level

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 14 16 9 2 Business & Communication 13 11 3 2 Education & Human Development 22 22 4 1 Language & Letters 7 26 9 1 Performing & Visual Arts 3 19 6 2 Physical Sciences & Engineering 21 56 8 0 Other 1 5 0 1 Prefer not to say 14 55 28 14

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q15: I feel my ideas are heard and considered at the university level. Q15: I feel my ideas are heard and considered at the university level.

Strongly Disagree

Disagree

Agree Strongly Agree 5.8% Agree 31.0% Strongly Agree Disagree 37.8% Strongly Disagree 25.5%

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree Total 23 124 151 102

Gender

Gender Q15: I feel my ideas are heard and considered at the university level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree Female 5 27 28 11 Male 17 91 100 54 Prefer not to say 1 5 21 33

Female Male Prefer not to say

CFS

CFS Q15: I feel my ideas are heard and considered at the university level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 15 82 99 70 CFS (75% contract) 1 1 0 4 Pre-CFS 4 23 14 2 Online fulltime 0 2 0 0 Visiting 0 2 2 1 On-Campus Adjunct 3 7 16 6 Prefer not to say 0 6 19 15

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Years Worked Q15: I feel my ideas are heard and considered at the university level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 5 49 41 12 6-10 years 2 31 27 25 11-15 years 7 17 30 17 16-20 years 4 10 19 21 21-25 years 2 11 13 12 26 years or more 3 5 7 2 Prefer not to say 0 0 13 9

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

College Q15: I feel my ideas are heard and considered at the university level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 8 14 15 4 Business & Communication 0 11 12 6 Education & Human Development 5 31 10 3 Language & Letters 1 8 21 13 Performing & Visual Arts 2 7 13 8 Physical Sciences & Engineering 5 32 35 13 Other 0 3 2 2 Prefer not to say 2 17 43 47

Strongly Agree 57.3% Strongly Disagree Agree 33.3% Disagree 6.4% Strongly Disagree 3.0% Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Total 232 135 26 12

Gender

Gender Q16: I feel free to express my concerns at the department level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 37 26 7 2 Male 158 91 11 6 Prefer not to say 34 16 7 3

Female Male Prefer not to say

CFS

CFS Q16: I feel free to express my concerns at the department level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 158 84 16 8 CFS (75% contract) 4 2 0 0 Pre-CFS 31 12 0 1 Online fulltime 1 1 0 0 Visiting 2 2 1 0 On-Campus Adjunct 9 19 5 1 Prefer not to say 23 14 3 2

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Years Worked Q16: I feel free to express my concerns at the department level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 58 42 5 4 6-10 years 54 24 5 3 11-15 years 39 29 3 1 16-20 years 34 14 5 1 21-25 years 18 15 3 2 26 years or more 14 2 1 0 Prefer not to say 12 7 3 1

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

College Q16: I feel free to express my concerns at the department level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 21 14 4 2 Business & Communication 20 9 0 1 Education & Human Development 30 20 0 0 Language & Letters 23 14 5 0 Performing & Visual Arts 18 10 2 0 Physical Sciences & Engineering 55 28 3 0 Other 5 2 0 0 Prefer not to say 56 36 11 9

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q17: I feel free to express my concerns at the college level. Q17: I feel free to express my concerns at the college level.

Strongly Disagree Strongly Agree 29.9% Agree 47.3% Disagree 18.7% Disagree Strongly Disagree 4.2%

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree Total 120 190 75 17

Gender

Gender Q17: I feel free to express my concerns at the college level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree Female 20 29 20 2 Male 84 137 35 8 Prefer not to say 15 20 19 6

Female Male Prefer not to say

CFS

CFS Q17: I feel free to express my concerns at the college level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 87 124 43 13 CFS (75% contract) 2 2 2 0 Pre-CFS 14 29 1 0 Online fulltime 1 1 0 0 Visiting 1 2 2 0 On-Campus Adjunct 6 10 13 2 Prefer not to say 7 20 12 2

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked Years Worked Q17: I feel free to express my concerns at the college level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 28 63 12 5 6-10 years 30 33 17 5 11-15 years 23 35 12 1 16-20 years 18 20 16 1 21-25 years 6 21 9 2 26 years or more 10 6 0 1 Prefer not to say 4 9 8 1

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College College Q17: I feel free to express my concerns at the college level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 180 200 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 16 19 4 2 Business & Communication 9 15 3 1 Education & Human Development 19 24 6 0 Language & Letters 10 19 13 1 Performing & Visual Arts 5 17 7 1 Physical Sciences & Engineering 35 42 9 0 Other 2 4 1 0 Prefer not to say 23 47 30 11

Strongly Disagree

Disagree

Agree Strongly Agree 9.4% Agree 28.3% Disagree 35.5% Strongly Agree Strongly Disagree 26.8%

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree Total 38 114 143 108

Gender

Gender Q18: I feel free to express my concerns at the university level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree Female 7 21 27 17 Male 30 82 95 57 Prefer not to say 1 10 19 30

Female Male Prefer not to say

CFS

CFS Q18: I feel free to express my concerns at the university level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 25 79 89 73 CFS (75% contract) 1 1 1 3 Pre-CFS 8 14 18 4 Online fulltime 0 2 0 0 Visiting 1 2 1 1 On-Campus Adjunct 3 7 15 8 Prefer not to say 0 8 17 16

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Years Worked Q18: I feel free to express my concerns at the university level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 10 36 43 19 6-10 years 6 25 28 26 11-15 years 9 19 24 19 16-20 years 5 14 16 20 21-25 years 2 13 15 8 26 years or more 6 4 4 3 Prefer not to say 0 2 12 9

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

College Q18: I feel free to express my concerns at the university level.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 20 40 60 80 100 120 140 160 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 11 12 12 6 Business & Communication 0 10 13 6 Education & Human Development 10 22 15 3 Language & Letters 2 7 21 14 Performing & Visual Arts 2 9 9 10 Physical Sciences & Engineering 8 33 29 15 Other 0 2 4 1 Prefer not to say 5 18 39 48

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q19: I feel free to express my concerns on this survey. Q19: I feel free to express my concerns on this survey.

Strongly Disagree Strongly Agree 44.1% Agree 51.0% Disagree Disagree 4.4% Strongly Disagree 0.49%

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Total 179 207 18 2

Gender

Gender Q19: I feel free to express my concerns on this survey.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 38 33 2 0 Male 118 138 10 0 Prefer not to say 23 31 4 2

Female Male Prefer not to say

CFS

CFS Q19: I feel free to express my concerns on this survey.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 119 135 11 1 CFS (75% contract) 2 4 0 0 Pre-CFS 24 20 0 0 Online fulltime 1 1 0 0 Visiting 2 3 0 0 On-Campus Adjunct 18 17 1 0 Prefer not to say 13 22 5 1

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Years Worked Q19: I feel free to express my concerns on this survey.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 300 350 400 450 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 49 59 3 0 6-10 years 42 38 5 0 11-15 years 34 37 1 0 16-20 years 23 29 3 0 21-25 years 17 16 3 2 26 years or more 7 10 0 0 Prefer not to say 7 13 2 0 Total 179 202 17 2

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say Total

College

College Q19: I feel free to express my concerns on this survey.

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 23 17 1 0 Business & Communication 13 17 0 0 Education & Human Development 30 17 2 0 Language & Letters 15 29 0 0 Performing & Visual Arts 10 19 1 0 Physical Sciences & Engineering 46 37 3 0 Other 3 4 0 0 Prefer not to say 38 62 10 2

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q30: Originally this survey was going to be a joint effort between Faculty Association and Academic Leadership. To preserve the conditions between this and the 2018 survey and thereby receive the most accurate data possible, we reverted to the original survey conditions. That is, this current faculty survey is administered solely by the Faculty Association. Which survey situation would you prefer? Q30: Originally this survey was going to be a joint effort between Faculty Association and Academic Leadership. To preserve the conditions between this and the 2018 survey and thereby receive the most accurate data possible, we reverted to the original su

No preference

If the survey was administered only by the Faculty Association

If the survey was administered only by Academic Leadership

If the survey was administered by the Faculty Association through an external survey tool (not through BYUI-sponsored Qualtrics)

If the survey was administered by a separate third party

If the survey was administered as a joint effort (Faculty Association & Academic Leadership)

0 20 40 60 80 100 120 140 160 180 200

If the survey was If the survey was administered by the administered as a If the survey was If the survey was Faculty Association If the survey was joint effort (Faculty administered only by administered by a through an external administered only by No preference Association & the Faculty separate third party survey tool (not Academic Leadership Academic Association through BYUI- Leadership) sponsored Qualtrics) Total 62 23 42 0 100 174

If the survey was administered as a joint effort (Faculty Association & Academic Leadership) 15.5% If the survey was administered by a separate third party 5.7% If the survey was administered by the Faculty Association through an external survey tool 10.5% If the survey was administered only by Academic Leadership 0.0% If the survey was administered only by the Faculty Association 24.9% No preference 43.4% Gender

Gender Q30: Originally this survey was going to be a joint effort between Faculty Association and Academic Leadership. To preserve the conditions between this and the 2018 survey and thereby receive the most accurate data possible, we reverted to the origi

No preference

If the survey was administered only by the Faculty Association

If the survey was administered only by Academic Leadership If the survey was administered by the Faculty Association through an external survey tool (not through BYUI- sponsored Qualtrics)

If the survey was administered by a separate third party

If the survey was administered as a joint effort (Faculty Association & Academic Leadership)

0 20 40 60 80 100 120 140 160 180 200

If the survey was administered by If the survey was the Faculty administered as a If the survey was If the survey was If the survey was Association joint effort (Faculty administered by a administered only administered only through an No preference Association & separate third by Academic by the Faculty external survey Academic party Leadership Association tool (not through Leadership) BYUI-sponsored Qualtrics) Female 8 2 8 0 11 44 Male 51 15 20 0 67 110 Prefer not to say 3 6 13 0 17 20

Female Male Prefer not to say

CFS

CFS Q30: Originally this survey was going to be a joint effort between Faculty Association and Academic Leadership. To preserve the conditions between this and the 2018 survey and thereby receive the most accurate data possible, we reverted to the original

No preference

If the survey was administered only by the Faculty Association

If the survey was administered only by Academic Leadership

If the survey was administered by the Faculty Association through an external survey tool (not through BYUI- sponsored Qualtrics)

If the survey was administered by a separate third party

If the survey was administered as a joint effort (Faculty Association & Academic Leadership)

0 50 100 150 200 250 300

If the survey was If the survey was administered by administered as a the Faculty If the survey was If the survey was If the survey was joint effort Association administered by a administered only administered only (Faculty through an No preference separate third by Academic by the Faculty Association & external survey party Leadership Association Academic tool (not through Leadership) BYUI-sponsored Qualtrics) CFS (75% contract) 2 0 0 0 2 2 Pre-CFS 7 2 3 0 5 27 Online fulltime 0 0 0 0 1 1 Visiting 1 0 0 0 0 4 On-Campus Adjunct 3 2 1 0 5 25 Prefer not to say 4 6 8 0 13 10 Total 62 22 41 0 96 174

CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say Total

Years Worked

Years Worked Q30: Originally this survey was going to be a joint effort between Faculty Association and Academic Leadership. To preserve the conditions between this and the 2018 survey and thereby receive the most accurate data possible, we reverted to the

No preference

If the survey was administered only by the Faculty Association

If the survey was administered only by Academic Leadership

If the survey was administered by the Faculty Association through an external survey tool (not through BYUI- sponsored Qualtrics)

If the survey was administered by a separate third party

If the survey was administered as a joint effort (Faculty Association & Academic Leadership)

0 20 40 60 80 100 120 140 160 180 200

If the survey was administered by If the survey was the Faculty administered as a If the survey was If the survey was If the survey was Association joint effort (Faculty administered by a administered only administered only through an No preference Association & separate third by Academic by the Faculty external survey Academic party Leadership Association tool (not through Leadership) BYUI-sponsored Qualtrics) 0-5 years 14 8 8 0 16 64 6-10 years 20 3 5 0 22 35 11-15 years 14 4 7 0 18 28 16-20 years 5 0 13 0 16 18 21-25 years 4 4 2 0 13 15 26 years or more 3 1 0 0 6 7 Prefer not to say 2 3 6 0 5 7

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

College Q30: Originally this survey was going to be a joint effort between Faculty Association and Academic Leadership. To preserve the conditions between this and the 2018 survey and thereby receive the most accurate data possible, we reverted to the orig

No preference

If the survey was administered only by the Faculty Association If the survey was administered only by Academic Leadership If the survey was administered by the Faculty Association through an external survey tool (not… If the survey was administered by a separate third party If the survey was administered as a joint effort (Faculty Association & Academic Leadership)

0 20 40 60 80 100 120 140 160 180 200

If the survey was If the survey administered by was If the survey If the survey If the survey the Faculty administered as was was was Association a joint effort administered administered administered by through an No preference (Faculty only by only by the a separate third external survey Association & Academic Faculty party tool (not Academic Leadership Association through BYUI- Leadership) sponsored Qualtrics) Agriculture & Life Sciences 7 4 2 0 7 20 Business & Communication 7 2 1 0 7 12 Education & Human Development 17 2 2 0 10 20 Language & Letters 3 1 6 0 17 15 Performing & Visual Arts 4 2 2 0 6 16 Physical Sciences & Engineering 12 4 4 0 18 48 Other 1 1 0 0 3 2 Prefer not to say 10 7 24 0 28 41

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Survey Page 4 Q31: I feel university leaders communicate the reasoning behind key university direction and decisions______. Q31: I feel university leaders communicate the reasoning behind key university direction and decisions______.

Poorly

Not so well

Fairly well Very well 4.9% Fairly well 25.2% Not so well 34.8% Very well Poorly 35.1%

0 20 40 60 80 100 120 140 160 Very well Fairly well Not so well Poorly Total 20 102 141 142

Gender

Q31 - Gender I feel university leaders communicate the reasoning behind key university direction and decisions______.

Poorly

Not so well

Fairly well

Very well

0 20 40 60 80 100 120 140 160 Very well Fairly well Not so well Poorly Female 7 21 27 19 Male 12 78 96 80 Prefer not to say 1 3 16 39

Female Male Prefer not to say

CFS

Q31 - CFS I feel university leaders communicate the reasoning behind key university direction and decisions______.

Poorly

Not so well

Fairly well

Very well

0 20 40 60 80 100 120 140 160 Very well Fairly well Not so well Poorly CFS (100% contract) 10 63 95 99 CFS (75% contract) 0 1 3 2 Pre-CFS 4 18 15 7 Online fulltime 0 0 2 0 Visiting 1 2 0 2 On-Campus Adjunct 4 15 9 8 Prefer not to say 1 3 16 20

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q31 - Years Worked I feel university leaders communicate the reasoning behind key university direction and decisions______.

Poorly

Not so well

Fairly well

Very well

0 20 40 60 80 100 120 140 160 Very well Fairly well Not so well Poorly 0-5 years 8 35 44 23 6-10 years 4 20 28 34 11-15 years 3 22 21 26 16-20 years 2 9 18 26 21-25 years 2 9 13 14 26 years or more 1 5 7 4 Prefer not to say 0 2 8 12

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q31 - College I feel university leaders communicate the reasoning behind key university direction and decisions______.

Poorly

Not so well

Fairly well

Very well

0 20 40 60 80 100 120 140 160 Very well Fairly well Not so well Poorly Agriculture & Life Sciences 3 19 11 8 Business & Communication 0 5 13 12 Education & Human Development 5 26 15 4 Language & Letters 2 4 16 22 Performing & Visual Arts 3 6 10 11 Physical Sciences & Engineering 5 26 30 25 Other 0 2 2 3 Prefer not to say 2 14 41 54

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q32: Are there any decisions made in the last three years you wish had been better explained? Q32: Are there any decisions made in the last three years you wish had been better explained?

No 19.8% Yes 80.2% Yes

0 50 100 150 200 250 300 350 No Yes Total 78 316

Gender

Q32 - Gender Are there any decisions made in the last three years you wish had been better explained?

Yes

0 50 100 150 200 250 300 350 No Yes Female 20 51 Male 51 209 Prefer not to say 7 51

Female Male Prefer not to say

CFS

Q32 - CFS Are there any decisions made in the last three years you wish had been better explained?

Yes

0 50 100 150 200 250 300 350 No Yes CFS (100% contract) 42 219 CFS (75% contract) 0 6 Pre-CFS 12 29 Online fulltime 0 2 Visiting 2 3 On-Campus Adjunct 17 17 Prefer not to say 5 35

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q32 - Years Worked Are there any decisions made in the last three years you wish had been better explained?

Yes

0 50 100 150 200 250 300 350 No Yes 0-5 years 35 71 6-10 years 14 71 11-15 years 11 60 16-20 years 6 47 21-25 years 6 32 26 years or more 4 12 Prefer not to say 2 19

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College Q32 - College Are there any decisions made in the last three years you wish had been better explained?

Yes

0 50 100 150 200 250 300 350 No Yes Agriculture & Life Sciences 16 24 Business & Communication 3 26 Education & Human Development 16 32 Language & Letters 4 38 Performing & Visual Arts 5 25 Physical Sciences & Engineering 20 64 Other 2 5 Prefer not to say 12 97

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q20: Did you take six hours or more of professional development leave (PDL) last year? Q20: Did you take six hours or more of professional development leave (PDL) last year?

Yes No 51.2% Yes 48.8%

0 50 100 150 200 250 No Yes Total 200 191

Gender

Q20 - Gender Did you take six hours or more of professional development leave (PDL) last year?

Yes

0 50 100 150 200 250 No Yes Female 40 26 Male 130 133 Prefer not to say 29 28

Female Male Prefer not to say

CFS

Q20 - CFS Did you take six hours or more of professional development leave (PDL) last year?

Yes

0 50 100 150 200 250 No Yes CFS (100% contract) 119 142 CFS (75% contract) 4 2 Pre-CFS 17 25 Online fulltime 2 0 Visiting 5 0 On-Campus Adjunct 30 2 Prefer not to say 23 16

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q20 - Years Worked Did you take six hours or more of professional development leave (PDL) last year?

Yes

0 50 100 150 200 250 No Yes 0-5 years 62 44 6-10 years 38 45 11-15 years 34 32 16-20 years 28 26 21-25 years 19 19 26 years or more 6 10 Prefer not to say 11 12

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q43 - College Did you take six hours or more of professional development leave (PDL) last year?

Yes

0 50 100 150 200 250 No Yes Agriculture & Life Sciences 27 14 Business & Communication 20 9 Education & Human Development 23 27 Language & Letters 13 26 Performing & Visual Arts 16 13 Physical Sciences & Engineering 41 44 Other 4 1 Prefer not to say 53 55

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Why Not?

# Answer % Count

1 My department needed me to teach as many sections as possible, so I 27.98% 68 wasn’t able to take any or as much professional development leave as I would have liked.

2 I prefer to teach for all 36 load hours. 3.29% 8

3 I couldn’t think of enough meaningful professional development leave 4.94% 12 opportunities.

4 I don’t feel I have a choice in my professional development projects. 1.23% 3

5 All my professional development time is dedicated to projects I 13.99% 34 don’t consider professional development. 6 Getting approval for professional development leave seemed like 14.40% 35 more trouble than it was worth. 7 Other (please specify) 34.16% 83

Total 100% 243

"Other" didn't take 6 credits of PDL

other 12

Process 2

department needs 7

FLF/75% 6

administration 12

new to BYUI 9

visiting 3

adjunct 23

0 5 10 15 20 25

administratio department adjunct visiting new to BYUI FLF/75% Process other n needs Series1 23 3 9 12 6 7 2 12

Other of the “other”

• Spent time doing course development without official PDL application. • I had no idea I could. I always thought it was 3 hours only per year and sometimes ove my career here, I didn't even take that. • my department allows me to have a TA. This reduces the grading load and allows me the flexibility to engage in professional development as opportunities arise. • I did do 3 hours of "leave" to help the department chair with some projects. • Other responsibilities • It is difficult to do anything meaningful with 3 credits PDL at a time. • Professional development projects generally take up more of my time than is justified by the load release. • It didn't seem appropriate at this time • I can get all the things done that i need to do while I work. If I take a three hour leave it does not help me unless I could somehow disappear from my office. Students still stop by, assignments are still given. • I didn't have a full load of classes but I was developing those classes so that took more hours than the actual course load. • N/A • Since I am new, I don't understand the PDL process well.

Survey Page 5 Q21: I actively strive to help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities. Q21: I actively strive to help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities.

Strongly Disagree Strongly Agree 70.5% Agree 28.7% Disagree Disagree 0.76% Strongly Disagree 0.0% Agree

Strongly Agree

0 50 100 150 200 250 300 Strongly Agree Agree Disagree Strongly Disagree Total 280 114 3 0

Gender

Q21 - Gender I actively strive to help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 300 Strongly Agree Agree Disagree Strongly Disagree Female 46 23 0 0 Male 190 71 3 0 Prefer not to say 39 19 0 0

Female Male Prefer not to say

CFS

Q21 - CFS I actively strive to help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities.

Strongly Disagree Disagree Agree Strongly Agree

0 50 100 150 200 250 300 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 187 71 3 0 CFS (75% contract) 4 2 0 0 Pre-CFS 29 15 0 0 Online fulltime 1 1 0 0 Visiting 3 2 0 0 On-Campus Adjunct 26 9 0 0 Prefer not to say 26 13 0 0

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Q22: I feel that I know how to effectively help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities. Q22: I feel that I know how to effectively help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities. Strongly Agree 41.3% Agree 50.1% Strongly Disagree Disagree 8.1% Strongly Disagree 0.50% Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Total 164 199 32 2

Gender

Q22 - Gender I feel that I know how to effectively help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Female 30 37 1 1 Male 104 135 24 1 Prefer not to say 27 24 7 0

Female Male Prefer not to say

CFS

Q22 - CFS I feel that I know how to effectively help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 103 133 23 2 CFS (75% contract) 3 2 1 0 Pre-CFS 15 27 2 0 Online fulltime 0 2 0 0 Visiting 2 2 1 0 On-Campus Adjunct 21 14 0 0 Prefer not to say 18 17 4 0

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say Years Worked

Q22 - Years Worked Q22: I feel that I know how to effectively help students become disciples of Jesus Christ who will be leaders in their homes, the Church, and their communities.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 38 64 6 0 6-10 years 34 44 6 0 11-15 years 27 32 5 2 16-20 years 23 27 5 0 21-25 years 17 13 8 0 26 years or more 9 8 0 0 Prefer not to say 14 7 2 0

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

Q29: Without lowering the bar academically, I have designed my courses in ways to help more students succeed. Q29: Without lowering the bar academically, I have designed my courses in ways to help more students succeed.

Strongly Agree 36.2% Strongly Disagree Agree 55.5% Disagree 6.4% Disagree Strongly Disagree 1.8%

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Total 141 216 25 7

Gender

Q29 - Gender Without lowering the bar academically, I have designed my courses in ways to help more students succeed.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250

Strongly Agree Agree Disagree Strongly Disagree Female 24 40 2 0 Male 93 144 18 5

Prefer not to say 19 30 5 2

Female Male Prefer not to say

CFS

Q29 - CFS Without lowering the bar academically, I have designed my courses in ways to help more students succeed.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree CFS (100% contract) 93 139 19 6 CFS (75% contract) 1 4 1 0 Pre-CFS 14 30 0 0 Online fulltime 0 2 0 0 Visiting 2 3 0 0 On-Campus Adjunct 17 17 0 0 Prefer not to say 11 19 4 1

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked Q29 - Years Worked Without lowering the bar academically, I have designed my courses in ways to help more students succeed.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree 0-5 years 40 64 1 1 6-10 years 35 44 3 1 11-15 years 25 36 6 0 16-20 years 12 32 6 3 21-25 years 12 19 3 1 26 years or more 6 10 1 0 Prefer not to say 6 9 5 1

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q29 - College Without lowering the bar academically, I have designed my courses in ways to help more students succeed.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 50 100 150 200 250 Strongly Agree Agree Disagree Strongly Disagree Agriculture & Life Sciences 12 26 2 0 Business & Communication 10 18 1 0 Education & Human Development 20 26 2 1 Language & Letters 12 20 8 0 Performing & Visual Arts 9 17 1 1 Physical Sciences & Engineering 30 48 5 1 Other 2 3 0 0 Prefer not to say 40 56 6 4

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Survey Page 6 Q23: Which of the following best describes the degree to which you have experimented with new teaching techniques to improve the way you teach in the past 12 months?

Q23: Which of the following best describes the degree to which you have

experimented with new teaching techniques to improve the way you teach in the past 12 months?

I’ve experimented a significant amount with new teaching techniques.

I’ve experimented a fair amount with new teaching techniques.

I’ve experimented a little bit with new teaching techniques.

I haven’t really experimented much with new teaching techniques.

0 20 40 60 80 100 120 140 160 I haven’t really experimented I’ve experimented a significant I’ve experimented a little bit I’ve experimented a fair amount much with new teaching amount with new teaching with new teaching techniques. with new teaching techniques. techniques. techniques. Total 22 132 146 92

I haven’t really experimented much with new teaching techniques. 5.6% I’ve experimented a little bit with new teaching techniques. 33.7% I’ve experimented a fair amount with new teaching techniques. 37.2% I’ve experimented a significant amount with new teaching techniques. 23.5% Gender

Q23 - Gender Which of the following best describes the degree to which you have experimented with new teaching techniques to improve the way you teach in the past 12 months?

I’ve experimented a significant amount with new teaching techniques.

I’ve experimented a fair amount with new teaching techniques.

I’ve experimented a little bit with new teaching techniques.

I haven’t really experimented much with new teaching techniques.

0 20 40 60 80 100 120 140 160

I haven’t really I’ve experimented a little bit I’ve experimented a fair I’ve experimented a experimented much with with new teaching amount with new teaching significant amount with new new teaching techniques. techniques. techniques. teaching techniques. Female 3 21 22 21 Male 15 91 101 55 Prefer not to say 4 16 21 16

Female Male Prefer not to say CFS

Q23 - CFS Which of the following best describes the degree to which you have experimented with new teaching techniques to improve the way you teach in the past 12 months?

I’ve experimented a significant amount with new teaching techniques.

I’ve experimented a fair amount with new teaching techniques.

I’ve experimented a little bit with new teaching techniques.

I haven’t really experimented much with new teaching techniques.

0 20 40 60 80 100 120 140 160

I haven’t really I’ve experimented a little bit I’ve experimented a fair I’ve experimented a experimented much with with new teaching amount with new teaching significant amount with new new teaching techniques. techniques. techniques. teaching techniques. CFS (100% contract) 16 100 91 51 CFS (75% contract) 1 0 5 0 Pre-CFS 1 5 19 19 Online fulltime 0 0 1 1 Visiting 0 3 0 2 On-Campus Adjunct 2 10 14 8 Prefer not to say 2 12 14 10

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say Years Worked

Q23 - Years Worked Which of the following best describes the degree to which you have experimented with new teaching techniques to improve the way you teach in the past 12 months?

I’ve experimented a significant amount with new teaching techniques.

I’ve experimented a fair amount with new teaching techniques.

I’ve experimented a little bit with new teaching techniques.

I haven’t really experimented much with new teaching techniques.

0 20 40 60 80 100 120 140 160

I haven’t really experimented I’ve experimented a little bit I’ve experimented a fair I’ve experimented a much with new teaching with new teaching amount with new teaching significant amount with new techniques. techniques. techniques. teaching techniques. 0-5 years 3 28 40 37 6-10 years 2 37 29 15 11-15 years 3 30 22 11 16-20 years 11 15 18 9 21-25 years 1 8 19 8 26 years or more 1 6 6 4 Prefer not to say 1 5 10 7

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say College

Q23 - College Which of the following best describes the degree to which you have experimented with new teaching techniques to improve the way you teach in the past 12 months?

I’ve experimented a significant amount with new teaching techniques.

I’ve experimented a fair amount with new teaching techniques.

I’ve experimented a little bit with new teaching techniques.

I haven’t really experimented much with new teaching techniques.

0 20 40 60 80 100 120 140 160

I haven’t really I’ve experimented a little I’ve experimented a fair I’ve experimented a experimented much with bit with new teaching amount with new teaching significant amount with new teaching techniques. techniques. techniques. new teaching techniques. Agriculture & Life Sciences 2 16 14 8 Business & Communication 2 7 13 7 Education & Human Development 0 19 21 10 Language & Letters 2 14 17 8 Performing & Visual Arts 1 8 10 9 Physical Sciences & Engineering 7 34 23 21 Other 0 1 2 2 Prefer not to say 8 30 44 26

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q24: Which of the following best describes the degree to which you have shared teaching ideas with colleagues in the past 12 months?

I’ve done a significant amount of sharing teaching ideas with colleagues.

I’ve done a fair amount of sharing teaching ideas with colleagues.

I’ve done a little bit of sharing teaching ideas with colleagues.

I haven’t really shared any teaching ideas with colleagues.

0 20 40 60 80 100 120 140 160 180

I’ve done a fair amount of I’ve done a significant amount I haven’t really shared any I’ve done a little bit of sharing sharing teaching ideas with of sharing teaching ideas with teaching ideas with colleagues. teaching ideas with colleagues. colleagues. colleagues. Total 23 161 136 71

I haven’t really shared any teaching ideas with colleagues. 5.9% I’ve done a little bit of sharing teaching ideas with colleagues. 41.2% I’ve done a fair amount of sharing teaching ideas with colleagues. 34.8% I’ve done a significant amount of sharing teaching ideas with colleagues. 18.2% Gender

Q24 - Gender Which of the following best describes the degree to which you have shared teaching ideas with colleagues in the past 12 months?

I’ve done a significant amount of sharing teaching ideas with colleagues.

I’ve done a fair amount of sharing teaching ideas with colleagues.

I’ve done a little bit of sharing teaching ideas with colleagues.

I haven’t really shared any teaching ideas with colleagues.

0 20 40 60 80 100 120 140 160 180

I haven’t really shared any I’ve done a little bit of I’ve done a fair amount of I’ve done a significant teaching ideas with sharing teaching ideas with sharing teaching ideas with amount of sharing teaching colleagues. colleagues. colleagues. ideas with colleagues. Female 7 26 23 11 Male 10 112 92 47 Prefer not to say 6 21 19 11

Female Male Prefer not to say

CFS

Q24 - CFS Which of the following best describes the degree to which you have shared teaching ideas with colleagues in the past 12 months?

I’ve done a significant amount of sharing teaching ideas with colleagues.

I’ve done a fair amount of sharing teaching ideas with colleagues.

I’ve done a little bit of sharing teaching ideas with colleagues.

I haven’t really shared any teaching ideas with colleagues.

0 20 40 60 80 100 120 140 160 180

I haven’t really shared any I’ve done a little bit of I’ve done a fair amount of I’ve done a significant teaching ideas with sharing teaching ideas with sharing teaching ideas with amount of sharing teaching colleagues. colleagues. colleagues. ideas with colleagues. CFS (100% contract) 12 115 86 44 CFS (75% contract) 0 3 3 0 Pre-CFS 2 10 18 14 Online fulltime 0 0 2 0 Visiting 1 0 3 1 On-Campus Adjunct 5 19 8 2 Prefer not to say 3 13 13 9

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q24 - Years Worked Which of the following best describes the degree to which you have shared teaching ideas with colleagues in the past 12 months?

I’ve done a significant amount of sharing teaching ideas with colleagues.

I’ve done a fair amount of sharing teaching ideas with colleagues.

I’ve done a little bit of sharing teaching ideas with colleagues.

I haven’t really shared any teaching ideas with colleagues.

0 20 40 60 80 100 120 140 160 180

I haven’t really shared any I’ve done a little bit of I’ve done a fair amount of I’ve done a significant teaching ideas with sharing teaching ideas with sharing teaching ideas with amount of sharing teaching colleagues. colleagues. colleagues. ideas with colleagues. 0-5 years 8 33 42 25 6-10 years 3 33 33 14 11-15 years 5 37 17 7 16-20 years 2 25 16 10 21-25 years 2 17 11 5 26 years or more 0 9 5 3 Prefer not to say 3 5 9 6

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q24 - College Which of the following best describes the degree to which you have shared teaching ideas with colleagues in the past 12 months?

I’ve done a significant amount of sharing teaching ideas with colleagues.

I’ve done a fair amount of sharing teaching ideas with colleagues.

I’ve done a little bit of sharing teaching ideas with colleagues.

I haven’t really shared any teaching ideas with colleagues.

0 20 40 60 80 100 120 140 160 180

I’ve done a significant I haven’t really shared I’ve done a little bit of I’ve done a fair amount amount of sharing any teaching ideas with sharing teaching ideas of sharing teaching ideas teaching ideas with colleagues. with colleagues. with colleagues. colleagues. Agriculture & Life Sciences 4 17 15 4 Business & Communication 0 8 15 6 Education & Human Development 1 22 15 12 Language & Letters 2 19 13 7 Performing & Visual Arts 1 11 10 6 Physical Sciences & Engineering 8 38 27 12 Other 1 1 3 0 Prefer not to say 6 42 36 23

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Q25: Which of the following best describes how much you have learned from the teaching insights of colleagues in the past 12 months?

I’ve learned a significant amount from the teaching insights of my colleagues.

I’ve learned a fair amount from the teaching insights of my colleagues.

I’ve learned a little bit from the teaching insights of my colleagues.

I haven’t really learned much from the teaching insights of my colleagues.

0 20 40 60 80 100 120 140 160 180

I haven’t really learned much I’ve learned a little bit from the I’ve learned a fair amount from I’ve learned a significant from the teaching insights of my teaching insights of my the teaching insights of my amount from the teaching colleagues. colleagues. colleagues. insights of my colleagues. Total 26 138 167 61

I haven’t really shared any teaching ideas with colleagues. 5.9% I’ve done a little bit of sharing teaching ideas with colleagues. 41.2% Gender I’ve done a fair amount of sharing teaching ideas with colleagues 34.8% I’ve done a significant amount of sharing teaching ideas with colleagues. 18.2%

Q25 - Gender Which of the following best describes how much you have learned from the teaching insights of colleagues in the past 12 months?

I’ve learned a significant amount from the teaching insights of my colleagues.

I’ve learned a fair amount from the teaching insights of my colleagues.

I’ve learned a little bit from the teaching insights of my colleagues.

I haven’t really learned much from the teaching insights of my colleagues.

0 20 40 60 80 100 120 140 160 180

I haven’t really learned much I’ve learned a little bit from I’ve learned a fair amount I’ve learned a significant from the teaching insights of the teaching insights of my from the teaching insights of amount from the teaching my colleagues. colleagues. my colleagues. insights of my colleagues. Female 4 20 30 13 Male 19 99 109 35 Prefer not to say 3 17 26 11

Female Male Prefer not to say CFS

Q25 - CFS

Which of the following best describes how much you have learned from the teaching insights of colleagues in the past 12 months?

I’ve learned a significant amount from the teaching insights of my colleagues.

I’ve learned a fair amount from the teaching insights of my colleagues.

I’ve learned a little bit from the teaching insights of my colleagues.

I haven’t really learned much from the teaching insights of my colleagues.

0 20 40 60 80 100 120 140 160 180

I haven’t really learned I’ve learned a little bit from I’ve learned a fair amount I’ve learned a significant much from the teaching the teaching insights of my from the teaching insights of amount from the teaching insights of my colleagues. colleagues. my colleagues. insights of my colleagues. CFS (100% contract) 17 109 107 25 CFS (75% contract) 0 4 2 0 Pre-CFS 3 3 21 17 Online fulltime 0 0 1 1 Visiting 1 0 3 1 On-Campus Adjunct 2 9 16 7 Prefer not to say 3 10 17 8

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say Years Worked

Q25 - Years Worked Which of the following best describes how much you have learned from the teaching insights of colleagues in the past 12 months?

I’ve learned a significant amount from the teaching insights of my colleagues.

I’ve learned a fair amount from the teaching insights of my colleagues.

I’ve learned a little bit from the teaching insights of my colleagues.

I haven’t really learned much from the teaching insights of my colleagues.

0 20 40 60 80 100 120 140 160 180

I haven’t really learned much I’ve learned a little bit from I’ve learned a fair amount I’ve learned a significant from the teaching insights of the teaching insights of my from the teaching insights of amount from the teaching my colleagues. colleagues. my colleagues. insights of my colleagues. 0-5 years 5 22 53 28 6-10 years 3 28 41 11 11-15 years 5 36 21 4 16-20 years 7 22 19 5 21-25 years 3 15 14 4 26 years or more 0 7 8 2 Prefer not to say 3 6 9 5

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say College Q25 - College Which of the following best describes how much you have learned from the teaching insights of colleagues in the past 12 months?

I’ve learned a significant amount from the teaching insights of my colleagues.

I’ve learned a fair amount from the teaching insights of my colleagues.

I’ve learned a little bit from the teaching insights of my colleagues.

I haven’t really learned much from the teaching insights of my colleagues.

0 20 40 60 80 100 120 140 160 180

I’ve learned a fair I’ve learned a significant I haven’t really learned I’ve learned a little bit amount from the amount from the much from the teaching from the teaching teaching insights of my teaching insights of my insights of my colleagues. insights of my colleagues. colleagues. colleagues. Agriculture & Life Sciences 2 14 16 8 Business & Communication 2 5 20 2 Education & Human Development 1 18 24 7 Language & Letters 2 14 20 5 Performing & Visual Arts 1 11 8 8 Physical Sciences & Engineering 5 38 30 12 Other 2 1 1 1 Prefer not to say 10 35 46 17

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say Q26: Which of the following best describes the degree to which you have studied the scholarship of learning and teaching (books and journal articles) to improve the way you teach in the past 12 months?

Q26: Which of the following best describes the degree to which you have studied the scholarship of learning and teaching (books and journal articles) to improve the way you teach in the past 12 months?

I’ve read a significant amount journal articles or books to help improve the way I teach.

I’ve read a fair amount from journal articles or books to help improve the way I teach.

I’ve read a little bit from journal articles or books to help improve the way I teach.

I haven’t really read much at all to help improve the way I teach.

0 20 40 60 80 100 120 140 160 180 200

I’ve read a little bit from journal I’ve read a fair amount from I’ve read a significant amount I haven’t really read much at all articles or books to help journal articles or books to help journal articles or books to help to help improve the way I teach. improve the way I teach. improve the way I teach. improve the way I teach. Total 62 182 98 48

I haven’t really read much at all to help improve the way I teach. 15.9% I’ve read a little bit from journal articles or books to help improve the way I teach. 46.7% I’ve read a fair amount from journal articles or books to help improve the way I teach. 25.1% I’ve read a significant amount journal articles or books to help improve the way I teach. 12.3% Gender

Q26 - Gender Which of the following best describes the degree to which you have studied the scholarship of learning and teaching (books and journal articles) to improve the way you teach in the past 12 months?

I’ve read a significant amount journal articles or books to help improve the way I teach.

I’ve read a fair amount from journal articles or books to help improve the way I teach.

I’ve read a little bit from journal articles or books to help improve the way I teach.

I haven’t really read much at all to help improve the way I teach.

0 20 40 60 80 100 120 140 160 180 200 I’ve read a little bit from I’ve read a fair amount from I’ve read a significant I haven’t really read much at journal articles or books to journal articles or books to amount journal articles or all to help improve the way I help improve the way I help improve the way I books to help improve the teach. teach. teach. way I teach. Female 12 33 14 8 Male 37 122 71 32 Prefer not to say 12 23 12 8

Female Male Prefer not to say CFS

Q26 - CFS Which of the following best describes the degree to which you have studied the scholarship of learning and teaching (books and journal articles) to improve the way you teach in the past 12 months?

I’ve read a significant amount journal articles or books to help improve the way I teach.

I’ve read a fair amount from journal articles or books to help improve the way I teach.

I’ve read a little bit from journal articles or books to help improve the way I teach.

I haven’t really read much at all to help improve the way I teach.

0 20 40 60 80 100 120 140 160 180 200 I’ve read a little bit from I’ve read a fair amount from I’ve read a significant I haven’t really read much at journal articles or books to journal articles or books to amount journal articles or all to help improve the way I help improve the way I help improve the way I books to help improve the teach. teach. teach. way I teach. CFS (100% contract) 45 123 63 28 CFS (75% contract) 2 4 0 0 Pre-CFS 1 15 15 13 Online fulltime 0 2 0 0 Visiting 0 4 1 0 On-Campus Adjunct 8 13 10 3 Prefer not to say 6 17 8 4

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say Years Worked

Q26 - Years Worked

Which of the following best describes the degree to which you have studied the scholarship of learning and teaching (books and journal articles) to improve the way you teach in the past 12 months?

I’ve read a significant amount journal articles or books to help improve the way I teach.

I’ve read a fair amount from journal articles or books to help improve the way I teach.

I’ve read a little bit from journal articles or books to help improve the way I teach.

I haven’t really read much at all to help improve the way I teach.

0 20 40 60 80 100 120 140 160 180 200 I’ve read a little bit from I’ve read a fair amount from I’ve read a significant I haven’t really read much at journal articles or books to journal articles or books to amount journal articles or all to help improve the way I help improve the way I help improve the way I books to help improve the teach. teach. teach. way I teach. 0-5 years 14 46 31 16 6-10 years 19 44 15 6 11-15 years 8 31 21 6 16-20 years 13 23 11 6 21-25 years 3 15 11 7 26 years or more 0 12 3 2 Prefer not to say 4 7 5 5

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say College

Q26 - College Which of the following best describes the degree to which you have studied the scholarship of learning and teaching (books and journal articles) to improve the way you teach in the past 12 months?

I’ve read a significant amount journal articles or books to help improve the way I teach.

I’ve read a fair amount from journal articles or books to help improve the way I teach.

I’ve read a little bit from journal articles or books to help improve the way I teach.

I haven’t really read much at all to help improve the way I teach.

0 20 40 60 80 100 120 140 160 180 200 I’ve read a little bit from I’ve read a fair amount I’ve read a significant I haven’t really read journal articles or books from journal articles or amount journal articles much at all to help to help improve the way books to help improve or books to help improve improve the way I teach. I teach. the way I teach. the way I teach. Agriculture & Life Sciences 5 18 14 3 Business & Communication 1 15 9 4 Education & Human Development 6 22 12 9 Language & Letters 3 21 13 5 Performing & Visual Arts 5 12 6 5 Physical Sciences & Engineering 17 42 17 9 Other 0 5 0 0 Prefer not to say 23 44 26 13

Q28: Which of the following best describes how useful your annual plan is in guiding your professional development efforts?

My current annual plan is very useful in guiding my professional development efforts. My current annual plan is useful in guiding my professional development efforts. My current annual plan is somewhat useful in guiding my professional development efforts. My current annual plan is not useful in guiding my professional development efforts.

I do not have a current annual plan.

0 20 40 60 80 100 120 140 160

My current annual plan is My current annual plan is My current annual plan is My current annual plan is I do not have a current not useful in guiding my somewhat useful in useful in guiding my very useful in guiding my annual plan. professional guiding my professional professional professional development efforts. development efforts. development efforts. development efforts. Total 61 61 152 86 26

I do not have a current annual plan. 15.8% My current annual plan is not useful in guiding my professional development efforts. 15.8% My current annual plan is somewhat useful in guiding my professional development efforts. 39.4% My current annual plan is useful in guiding my professional development efforts. 22.3% My current annual plan is very useful in guiding my professional development efforts. 6.7% Gender

Q28 - Gender Which of the following best describes how useful your annual plan is in guiding your professional development efforts?

My current annual plan is very useful in guiding my professional development efforts.

My current annual plan is useful in guiding my professional development efforts.

My current annual plan is somewhat useful in guiding my professional development efforts.

My current annual plan is not useful in guiding my professional development efforts.

I do not have a current annual plan.

0 20 40 60 80 100 120 140 160

My current annual plan My current annual plan My current annual plan My current annual plan is somewhat useful in I do not have a current is not useful in guiding is useful in guiding my is very useful in guiding guiding my annual plan. my professional professional my professional professional development efforts. development efforts. development efforts. development efforts. Female 22 6 15 17 6 Male 27 42 115 60 16 Prefer not to say 12 9 21 9 4

Female Male Prefer not to say

CFS

Q28 - CFS Which of the following best describes how useful your annual plan is in guiding your professional development efforts?

My current annual plan is very useful in guiding my professional development efforts.

My current annual plan is useful in guiding my professional development efforts.

My current annual plan is somewhat useful in guiding my professional development efforts.

My current annual plan is not useful in guiding my professional development efforts.

I do not have a current annual plan.

0 20 40 60 80 100 120 140 160

My current annual My current annual My current annual My current annual plan is not useful in plan is somewhat plan is useful in plan is very useful in I do not have a current guiding my useful in guiding my guiding my guiding my annual plan. professional professional professional professional development efforts. development efforts. development efforts. development efforts. CFS (100% contract) 12 44 124 60 19 CFS (75% contract) 0 2 2 2 0 Pre-CFS 6 7 10 16 4 Online fulltime 0 0 1 1 0 Visiting 5 0 0 0 0 On-Campus Adjunct 29 0 2 1 1 Prefer not to say 9 6 11 6 2

CFS (100% contract) CFS (75% contract) Pre-CFS Online fulltime Visiting On-Campus Adjunct Prefer not to say

Years Worked

Q28 - Years Worked Which of the following best describes how useful your annual plan is in guiding your professional development efforts?

My current annual plan is very useful in guiding my professional development efforts.

My current annual plan is useful in guiding my professional development efforts.

My current annual plan is somewhat useful in guiding my professional development efforts.

My current annual plan is not useful in guiding my professional development efforts.

I do not have a current annual plan.

0 20 40 60 80 100 120 140 160

My current annual plan My current annual plan My current annual plan My current annual plan is somewhat useful in I do not have a current is not useful in guiding is useful in guiding my is very useful in guiding guiding my annual plan. my professional professional my professional professional development efforts. development efforts. development efforts. development efforts. 0-5 years 30 12 31 24 8 6-10 years 9 15 28 22 9 11-15 years 9 13 32 9 3 16-20 years 2 11 23 14 3 21-25 years 6 2 18 8 2 26 years or more 1 1 10 4 1 Prefer not to say 4 4 8 5 0

0-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 years or more Prefer not to say

College

Q28 - College Which of the following best describes how useful your annual plan is in guiding your professional development efforts?

My current annual plan is very useful in guiding my professional development efforts.

My current annual plan is useful in guiding my professional development efforts.

My current annual plan is somewhat useful in guiding my professional development efforts.

My current annual plan is not useful in guiding my professional development efforts.

I do not have a current annual plan.

0 20 40 60 80 100 120 140 160

My current annual My current annual My current annual My current annual plan is not useful in plan is somewhat plan is useful in plan is very useful I do not have a guiding my useful in guiding my guiding my in guiding my current annual professional professional professional professional plan. development development development development efforts. efforts. efforts. efforts. Agriculture & Life Sciences 2 6 18 12 2 Business & Communication 6 3 12 7 1 Education & Human Development 6 3 21 14 5 Language & Letters 8 8 18 5 1 Performing & Visual Arts 5 4 10 7 2 Physical Sciences & Engineering 10 15 33 19 8 Other 2 2 0 1 0 Prefer not to say 22 17 38 21 7

Agriculture & Life Sciences Business & Communication Education & Human Development Language & Letters Performing & Visual Arts Physical Sciences & Engineering Other Prefer not to say

Appendix 2: Anything else to express. 1

Appendix 2 2020 Faculty Survey Q34 - Is there anything you would like to express that you were unable to address in other parts of the survey? We appreciate your candor and civility when responding.

1 Is there anything you would like to express that you were unable to address in other parts of the survey? We appreciate your candor and civility when responding. 2 When ideas are given about something that can affect and impact not only our department but the university of as a whole. I feel that the idea needs to be delivered by the person with the idea. When the ideas are delivered by the department head and taken up the chain I feel it loses its complete idea and impact. The department head may think they understand the whole picture but they cannot truly understand, defend, or explain the true meaning of the idea and they may not be able to explain the "why" the idea was made. 3 I feel unsupported broadly speaking by the University leadership. It seems that support for faculty in terms of technology support, advising, dress and grooming, and even campus phone numbers are less helpful than they used to be. I feel like the university has abdicated their responsibility to teach students about the dress and grooming standards. I feel like the university leadership do not trust those with background and experience to participate in decisions that affect our work experience. 4 I‘m familiar, and communicate often, with a variety of faculty in other departments throughout the university. Whilst we have the majority of the following sentiments in common, these thoughts are based on my own subjective experience as a teacher, employee and colleague here at BYU-I. The students are great, the challenges we as faculty face are usually pretty standard across the board and not insurmountable, but rises in mental health and resilience issues are disconcerting. Sadly we are also seeing an upward trend in cheating and student mendacity in increasingly sophisticated ways. Following on from that. Dress and grooming conformity seems to be pushed much more by the administration, when deception and dishonesty is far more injurious to our students spiritual welfare. The relationship between the administration and faculty regrettably seems to be at a serious low. We appear on many fronts to be quite the dysfunctional family! Administration are often sure to make the right noises touting “leadership” as their mantra, but it borders on posturing, when they are perceived to be not especially approachable, faculty are in fear of them, […3…]seems aloof, uninterested, or simply not present. Leadership is best when exemplified, by good natured interaction, of course with roles and expectations clearly defined, but we seem to have the opposite. Threats, sycophancy tacitly encouraged, and lip service, instead of meaningful dialogue. This is especially saddening on the occasions where administration holds meetings to discuss faculty issues openly, but get then defensive quickly and trot out the same party lines. Why bother with the outward show of these engagements, when there is no real intention to change or compromise? It seems as though these meetings are simply to allow faculty to let off steam and for the administration to double down on their position and drive the message more “clearly” into the minds of delinquent, or rebellious faculty. If the administration have no intention of listening, notwithstanding they say they value the Appendix 2: Anything else to express. 2

voices of faculty, they really ought not to hold these sham meetings. It’s always distasteful to ascribe motives to each others conduct, with the benefit of the doubt being generously bestowed in most cases. Yet many faculty are wearied by what appears through experience of engaging with the administration: on things such as the hiring process and inviting outside speakers or performers to come into our programs to enrich students experience. It feels as though well earned faculty insights and opinion is expected in a pro forma way and then dismissed with what appears to be contempt. If contempt is not the reality it is certainly the perceived reality. What leader would be content with such a miscommunication? Faculty certainly feel devalued by university administration, when the president himself questions the validity of their program and the relevance of our student bothering to take their degrees. This appears to be when there is no overt, or at least discernible to him, connection to business and profit making as that is his wheel house. This is not asking “hard questions”, it’s simply a bad question, loaded with highly pejorative connotations. Great leaders know when they don’t understand something and defer to experts and trust their responses. It’s a remarkable conceit to think that just because one is unaware of something that it is therefore of no value. If I could speak to the administration I would say: “We don’t hate you, we don’t want your jobs, it is genuinely unenviable, but please initiate real steps as leaders to heal this lamentable toxicity.” 5 First, I want to note that for many of the decisions in the field above, the problem was primarily due to lack of serious consultation with faculty and other affected groups before making the decision. It seems that recently we're hearing a lot of emphasis on effective communication, but often communication isn't the central problem, it's that the decision- making process is flawed because it either ignores or fails to elicit information from voices across the university that need to be heard. Too many faculty feel that their input is unwelcome because decisions have already been made before feedback is sought, or because decisions are made at the university level without regard for their impact on faculty and students' experience. The relationship between administration and faculty is so poisoned at this point that many faculty will view any university decision with suspicion. This may not be accurate, but it's the fruit of years of feeling discounted, ignored, or even intentionally harmed, and it has created a culture that will take more than just lip service about "communication" to heal. There is a need to recognize that a series of administrative decisions have made even many faculty who have been predisposed toward administration mistrustful at best and rancorous at worst. We've been burned too many times when we've trusted the goodwill and good faith of administration, and many of us are unwilling to be fooled again. Most of us also believe in this place, and if we see honest movement, not just lip service, toward valuing faculty input, we'll respond in kind, but the onus can't be entirely, or even mostly, on faculty to change the culture. 6 I wish that we would celebrate and encourage the expertise of faculty, including actively engaging in content scholarship. My best teachers were scholars, every last one of them, and their engagement as researchers in their field enhanced what they brought to the classroom. It mattered that they had skin in the game by weighing in on academic questions in the published literature where their thinking would be vetted by editors, reviewers, and readers. We've all seen professors whose research eclipsed their commitment to teaching, but I think we do a pretty good job through the hiring and CFS process to find people who are committed to teaching. It's a mistake to see faculty as content delivery systems and to see teaching as a merely technical concern. If professional development is only about "keeping current with the field" and fiddling with (perhaps even studying) technical aspects of teaching, I fear that we are neglecting some of the biggest Appendix 2: Anything else to express. 3

strengths that our faculty can bring. Many of us have passionate interests that we could pursue that are deep dives into our fields and that can bring us back to the classroom inspired and engaged with the field. But (whether it is true or not) we often get the sense that if we don't dress it up in SOTL or demonstrate how our scholarship directly pertains to what is happening in the classroom then it will be met with suspicion. To be sure, SOTL has its place and attention to technique is worthwhile, but I think that there is more room to trust faculty to pursue diverse scholarship and that it will pay dividends in the classroom. Our chairs and colleagues know us and see what we are doing. Our deans know us better than what we see at many universities. Could we encourage and celebrate expertise and active engagement in scholarship and trust chairs to be engaged enough to intervene in those (hopefully rare) cases when scholarship appears to compete with rather than enhance the classroom? I don't know of all that goes on at the university, but my experience has been one of exemplary colleagues who strive for excellence and who are committed teachers. I also experience many of us who have felt our wings clipped by a fear that non-SOTL scholarship is a threat to good teaching. Perhaps there are too many of us who have abused or would abuse an invitation and encouragement to engage in scholarship more broadly, but that has not been my experience of any of the faculty with whom I have interacted. 7 Why are we still harping on facial hair as much as we do? I get it, it goes against the honor code. shouldn't we be focusing on real issues that these students are facing? I feel the administration is stuck in old times and is not aware that these kids come to us and need us to love them. Too many people judge students automatically if they don't shave. Have they ever stopped to think, they might be going through hard times such as same-gender attraction, transgender issues, addictions, real problems. I heard that the administration turned down several groups to come and perform on campus because one guy had a beard. This is ridiculous, they aren't applying to be students here! I heard of another situation where we had a CEO of a large company that was willing to talk to the students during the power to become and they were turned down because of facial hair. Why?! Pull your head out of the sand and realize we have bigger things to deal with! 8 There is very little oversight and management at BYU-Idaho. Administration needs to give guidance to Deans and department chairs and then faculty need to have regular communication about what is expected. Don't give faculty who aren't performing, perks just because they may get good teacher evaluation ratings. It is probably because they aren't having classes and the students are getting grades for doing nothing. That isn't fair to the students or to those of us who show up for class every class period and work hard to prepare students for secular and spiritual lives. 9 -We put things at BYUI in different silos under different VPs. However, everything here is about academics because everything involves students who are doing academics. Like sidewalks. Sidewalks don't seem to be academic-related, but when someone decides to start repairing the sidewalk outside Rigby hall (and so they block it off) on the day of graduation (in 2018), then it's certainly an academic issue. PEG has 5 VPs, only 1 of which actually deals with “academics.” When a decision is made in a "non-academic" area, they should have to consult the academic area first. -At the faculty meetings at the beginning of the year, we always hear about Pathways. Pathways is great. Can we hear about what's going on with on-campus faculty and students, too? Appendix 2: Anything else to express. 4

-We have faculty that are experts in all sorts of fields. Why don't you consult faculty more prior to making decisions. They could give great advice or context, not just as BYUI teachers, but as experts in a field. -I said that I have no time to delve into my discipline, despite taking 6 PDL credits. I have a heavy committee load that doesn't allow me much (if any) time to stay current in my discipline. -That the student travel programs have been gutted breaks my heart. As a poor kid, I had no idea that people traveled until a professor mentioned it in class one day when I was a student. Study abroad changed my life--made me a better person, got me on a mission, helped me learn about the world, helped me understand people who were different from me, showed me my view of the world was too simple, and introduced me to world art, museums, history, and politics. It makes me sad that we limit the opportunities for the poor kids here at BYUI. Study abroad is how poor kids get to travel. -The faculty chat sessions with Kelly are good. We should have more of them more often. -I love teaching here. Thanks for listening. When you do the department luncheons, you should go to listen, not to talk. -I got to the end of the survey and came back to this part. The questions at the end are weird. Like this question--"Do you teach students to be disciple leaders" (or however that question goes). How do I disagree with that? Yet, am I supposed to teach my subject or Sunday School? Maybe the question should be something like this: "do you try to incorporate teaching moments that will help students develop into disciple leaders." How do you TEACH someone to be a disciple leader? Don't students have to make that choice for themselves? Am I supposed to grade on their disciple leadership? There's a tone of judgment in the last questions. I'm not sure if you could see that. I'm hoping you didn't realize how poorly they were written. 10 I think we can all agree that most decisions that affect the entire university are determined unilaterally anymore. 11 Maybe putting unsure on a few of the question I don't know, perfectly, my colleges work load, so I had hard time agree/disagreeing there. This is a great place to work, and I'm happy working here. We do work hard, and sacrifices must made, and we are at times just getting by doing what we need to do, that it is hard to stay up to date, or to get ahead, or learn new skills and methods, or even to adjust classes much. 12 I am grateful for the academic leadership of the University and all they do. 13 I'm surprised by the (short) length of the survey and they very few opportunities given to express ourselves in writing. Not that it matters. This is just another survey that will be ignored by the administration. The faculty have no meaningful voice on this campus, and that is especially unlikely to change under the current "leadership". All things considered, I've thrown in the towel. Given the extent of our powerlessness, and despite the best efforts of the PEG to undermine our efforts to provide a quality education and a nurturing environment on campus, I've checked out in all things BYUI except where it matters most-- the lives of individual students. That is really the only place I feel the power to make a difference, and it is one of the very few facets of the university experience that still provides any value. Regardless, I'm generally happy here as long as I focus on students and beloved colleagues while disconnecting from everything else. The lack of vision, communication, and student-support is sad and maddening. For the sake of my health I've had to retreat from all other aspects of university life. I shouldn't have even participated in this survey; it has raised my blood pressure. I believe all our administrators have good Appendix 2: Anything else to express. 5

hearts but are either unwilling or unable to lead this university in a direction that is in the best interest of the students, faculty, and church as a whole. I could go on, but it would be a waste of time. 14 I do enjoy my 'work' at BYU-I. The student interaction and their advancement into careers is amazing. The overloaded task of too many classes, too many administrative tasks and no help from the university for change is 100% the reasoning for my answers on this survey. 15 Students matriculating into BYUI from Pathway who are not prepared to attend college. Some have high school GPAs of less than 1.5 and/or ACT scores of 10 or less. I understand the need to provide them with an education, but it seems more appropriate to have those be technical skills rather than matriculating them into a university. Since we changed GE, why didn't we consult with our sister school (BYU) to make sure our Associates' Degree would transfer without loss of GE credit? Thank you for providing a forum for discussion. 16 A few months ago there were several discussion with faculty regarding challenges with the dress and grooming standards. After opinions were expressed, it was mentioned that it had been decided that there was no desire by the leadership to seek changes with the board. I felt like the whole process of having the discussion was a waste of everybody's time since it was almost a forgone conclusions that no changes would be made. 17 I do feel that the university is making positive strides in the areas of obtaining faculty input and communication. Thanks for your continued efforts in this regard. 18 -The issue is not that decisions are made that not everyone can agree with; it is important for leaders to be free to make decisions and it is essential that we have a culture of aligning with decisions once they are made. The issue is more with the process for gathering information and input and then communicating decisions with a clear picture of the reasoning behind the decision, the timing for implementation, etc. It would be unwise for the university to make all decisions by vote; it would be wise to make decisions with input from affected stakeholders to have a better understanding of the real impact of the decision on all affected parties. Communication of the decision could then be in the context of, "We've carefully thought about the impact points you shared with us, this is our reasoning behind the decision, and this is our plan to mitigate those issues." 19 I appreciate my opportunity to be employed at BYU-I. I feel encouraged to develop good teaching strategies, and feel supported in my efforts to implement new ideas. 20 Thanks for putting together a thoughtful survey and for listening to our responses. 21 Thank you to the administration for the hard work they do! Thank you specifically to Henry Eyring, Kelly Burgener, and Rob Eaton. Thank you for the $3 discount at the Crossroads. I don't know how long we will get to enjoy that, but I do appreciate it. I definitely run into more students at lunch time because of it. Thank you for supporting travel to conferences (with money and time). Thank you for supporting experiments in the classroom with efforts to improve teaching. 22 We need to rethink the rationale behind dress and grooming, or rewrite some elements completely (beards, for example). With more frequency, students are beginning to question me about the purpose of our rules directly. I find it disheartening that we invest so much time and energy into this without a consistent rationale. Is it modesty? Professionalism? Baseless conservatism ("well this is how we've always done it")? It's unfortunate that for many of our students, we focus their moral energy on these surface issues, which are *not* moral concerns. It ultimately gives them a false sense of what really matters and provides them, in some cases, with a sham, Pharisaic discipleship. Appendix 2: Anything else to express. 6

23 Devotional time change has created timing issues in our department. It has made each class 15 minutes longer throughout the week. It has also made it so that our standard Tuesday and Thursday classes go from 8:15am to 7:00pm, which is a very long day if not scheduled properly. These put undue stress on the students as well, who tend to struggle early and late in the day, in my opinion. Adjustments to devotional by a half-hour, either way, would have alieveated many of these scheduling issues, but those considerations were seemingly not entertained. 24 As an adjunct, and now a visiting, faculty member I have felt used by the university. Don't get me wrong, I am happy to do the work, and am extremely grateful for it. However, there has been a large amount of neglect in terms of training, or oversight of the work I do. Most would appreciate this level of privacy, but I feel it is to the detriment of students. I have had no other faculty members in the department offer ideas, or suggestions in terms of what is being taught, or how it is being taught. That level of freedom allows faculty to grow and develop courses, but with no communication to the more "expendable" members of the faculty, I believe the students are the ones being most detrimentally affected. I would just like to see more training for adjunct teachers and interdepartmental communication about specific courses. 26 Some decisions continue to be made at the university level that affect teaching and learning without input from the people responsible for implementing them and without adequate and timely communication of the policy to them. Sometimes it seems that decisions are made regarding business functions or facility issues on campus without consideration of their impact on teaching and learning, which is the core business of the university. Having said this, I appreciate our university leaders and do believe they strive to make good decisions. But as President Nelson said, good inspiration comes from good information, and university leadership can do more to get good information from those of us whose boots are on the ground implementing their decisions. However, BYU-Idaho is a fantastic place to work and I appreciate my colleagues on the faculty as well as the administration - and, of course, the students! 27 My responses to whether the administration listens to my ideas, I have no issues with the academic organization - my ideas are heard and I get feedback from Kelly and his direct reports. My responses reflect the lack of concern by the other organizations that report to PEG that are outside Kelly and his organization. There are many policies that they have implemented over the last several years that seem counter to what we're trying to accomplish with our students. There seems to be absolutely no accountability from any of those organizations while we're evaluated quite often. 28 The biggest problem that I see is a lack of systemic ways to gather information and perspective from those that policy changes will affect. Decisions made at administrative levels 2 and 3 times removed from academic departments, where the teaching and learning happens, often have unforeseen and unintended negative consequences because sufficient information has not been sought to inform decision making. 29 To be honest, I feel that some resources are allocated unevenly across the university. I'm in the process of getting a new program off the ground, and I'm getting slaughtered with course development, setting up internships, and everything else that goes with creating a new university program on top of what the university requires. It's incredibly stressful. It's hard to watch someone in a "well-developed" program that has taught their classes for 15 years that leaves home a couple hours later than I do and is home way before I get home as Appendix 2: Anything else to express. 7

well, and I know they get paid the same that I do. I don't want to complain, but it's hard getting a new program started! 30 While I have some frustrations and negativity in regards to some aspects of our university administration, I do want to be clear that I am also generally happy here. I recognize that any workplace, whether university, business, or market, will have strong and weak points. You've asked me to identify some weak points, from my perspective, so I've done so. But I also really do feel like there are many strengths here, too, and I'm grateful for the blessing of working here with my incredible colleagues and students. 31 The general culture under this new administration seems to be closed-door behind the scenes decisions that on their face feel poorly reasoned and not based upon industry trends and focus. There seems to be a general disregard for faculty expertise and a feeling that our efforts aren't appreciated beyond token statements and traditions of the past such as pies at Christmas or token statements in meetings etc. I also feel from speaking with fellow faculty from various depts and colleges on campus that it feels as if administrators don't trust the faculty and that lack of trust seems to carry over into the decisions the administrators make. There is a feeling that spreadsheets and numbers have replaced people and families... That saving money is more important than compensating faculty (all faculty including our online and adjunct faculty). We are more than numbers on a spreadsheet. We work tirelessly and give of our time generously. There is a feeling that we are not allowed to voice our opinion to the administration directly without a negative impact. There is a strong separation between administration and faculty that feeds this notion. We consistently have to "guess" what the admin wants and a need to anticipate things we just don't know about what will affect their decisions rather than being able to openly discuss these things and have clearer principles and ideas laid out to enable us to make better proposals and plans. The student focus is wonderful, I appreciate that every day. I really appreciated the mental health training and other programs being instituted to help with the students and their ever-changing needs. It does feel that this student focus (again not wanting this to go away or diminish) takes priority over appreciating and valuing faculty. I think you can do both. I often wish that both students and faculty were valued in a more equal way. We love the students, we pray for them and worry about them and our concern affects our personal lives. But it feels as though we are being drained dry without I fear that demands on faculty only seem to increase and our voices are not acknowledged in meaningful ways beyond token surveys and gestures. While growing as an institution can lead to more administrative rules, regulations and "red tape", there is a very strong loss of the "Spirit of Ricks" which allowed faculty to innovate and care for students in a more fluid and organic way. It feels as though we need permission for every move and that each decision we make is scrutinized intensely while administrative decisions seem to lack the same scrutiny. While saying all of this, the overall spirit and push of the University are good and there is a general love of the students and healthy respect among faculty generally that makes this an amazing place to work. I just fear that if the faculty aren't valued more, they will likely be less motivated to consecrate their efforts for the benefit of the institution. I don't think we will ever love the students less or work less for them though... I suppose I am wondering how the administration can create a culture that allows intrinsic motivation for work and effort to flourish... rather than such a negative system of extrinsic motivation. 32 I find the current (undiscussed and unexplained) process of vetting guests to campus problematic. I don't feel trusted, though I have solidly worked for and supported the mission of the university for 2 decades and would never want to bring a guest who would Appendix 2: Anything else to express. 8

subvert our students. I believe this effort to be well-intentioned, but counter-productive. There has surely been thought put into the decision to do it; maybe they look at BYU and are trying to avoid student apostasy by doing the opposite of what BYU does? Nobody has said. Coddling students has its own dangers, including the failure to prepare students to combat false ideas and stand up for truth when they leave here and enter "the world". But keeping people off campus for facial hair seems so sad, unwelcoming, and intolerant. A few students may ignorantly or obnoxiously use their agency to question the Code when they see the university invite someone with a beard...but most are smart enough to know the difference between a student commitment and a guest who has no such obligation. They need to be given credit for that intelligence. Most sad to me is the fact that this and other such decisions are made with no explanation, discussion, or input from faculty. I wonder if it's because current administrators view the University as an ecclesiastical unit of the Church, and govern it the same way. Doesn't seem to work right... I want to emphasize that I'm still happy here, mostly because I try to ignore what administrators do and just focus on my students and teaching. That gives me a lot of joy. My Department is a great place to work; I don't have a colleague that I would trade or vote off the island. They are all amazing. I have so much autonomy and feel valued and significant. So that keeps me here, in spite of the disconnect I feel with upper admin. I'd be surprised if you are still reading, but as I'm on a roll, I'll keep rambling. I think it's therapeutic. I recall as a young faculty member that older faculty actually had some bitter feelings toward admin then. So maybe nothing has changed really. But in that era I remember Pres. Bednar coming personally to my office to chat one-on-one for about 15 minutes, to get to know me, not to teach me anything. that really helped me connect to him. We might be too big now for Henry to try that (Kelly has offered, and I may take him up on it. I've also had very good conversations with Rob Eaton.) In a way we are just in our awkward teenage years as an institution. Pres. Clark and Bednar had the advantage of leading a long era of growth out of our infancy, when we were perhaps more flexible and more in need of strong top leadership. Yet, most of that growth we as faculty we trusted to create on our own, as departments, given parameters (the 120 credit limit, 3 tracks). We still chafed when our "inspired" ideas were shot down by middle management with no knowledge of our field. That was frustrating and hasn't changed. Why tell us to go to heaven for inspiration, then tell us our ideas weren't inspired after all? In these teenage years, we are just yelling at the parents, demanding our freedom back, and assuming that the parents are idiots, wanting explanations but receiving none. I hope the day comes, as it has for my adult children, that we can look back at current years and leaders and say, as my kids have, "wow, now that I have my kids, I appreciate you more, mom and dad". Isn't there a way to avoid that parent-teenager mistrust? We really do work hard to teach and support the university mission, but we aren't being treated that way. Verbally, yes, but not in action or policy, which has become more restrictive, less trusting than I ever remember. Is the purpose to chase away faculty who don't support the mission? Make it intolerable for all but the faithful? I suppose if that were my motive I wouldn't explain it either. Morale is a little low, I guess, among my colleagues, especially in other disciplines. I just turn inward and enjoy my students and try to ignore what's happening outside my building. Mostly it works. The storm will probably eventually pass. My mission hasn't and won't change...kind of like living in the USA and surviving various Presidents Administrations. thanks for listening. I really do still love BYU-Idaho and am grateful for the privilege of teaching here. To me, the rest of this is minor details in the grand scheme, but since you asked...I really hardly think about this stuff at all, though I Appendix 2: Anything else to express. 9

know many of my colleagues get pretty worked up about it. I don't have that kind of time or emotional energy. this was completely unedited, sorry. 33 For some reason there have been some significant decisions made within the last year that were made, they blew up in the public forums (such as I love life in Rexburg Facebook group) then were reversed. It is concerning that some key decisions may not be receiving a proper vetting process before they go live. 34 I am an adjunct professor, so not every question seems to apply to me equally, and my knowledge of department and college issues is also limited. My department has been willing to provide some support for me as I have taught more classes, but I feel as though those of us putting in the least remunerated hours for similar work would deserve a little more support in the form of TA funding, which seems to be quite limited. (President Clark's initiative to fund more student employment seems not to have translated here.) Also, I said I felt my remuneration was fair, but that is only by market standards. The system of using (up) adjuncts cheaply for work that is roughly similar to full-time teachers (minus the many committee and other citizenship requirements) does seem exploitative to me. At the least, I believe provisions for more professional development support would be appropriate. I have attended one conference since I began teaching several years ago, and that was using surplus funds. It was one of the more helpful connections to my field I have experienced, not to mention the benefits of traveling with my department colleagues, learning from and connecting with them. I will also mention observing some low morale based on perceptions of not being heard or trusted by upper administration. 35 A common perception is that President Eyring's decisions are driven by fear. We hear a lot of fearful rhetoric. There are those who are just waiting for a new administration to change the dynamic. But I hear even more faculty and administrators talk about their hope for him to be successful, to lead in faith, to set a vision for the University. Nobody seems sure what to do to help, but that sense of being in a defensive, fearful position clouds so many other discussions and issues. My sense is that if President Eyring were to be very clear about his vision and to communicate that more regularly and clearly; faculty, students, and the entire University community would rally around that vision and would support decisions that flow from that vision. 36 Despite our shortcomings as an organization, I very strongly believe in the vision and mission of this organization. I hope we don't get in the way of students having a compelling growth experience that prepares them for life in their families, service in the church and communities. 37 No.

38 No 39 As an adjunct professor I am never invited into discussions pertaining to changes in my area, never invited to meetings where department issues are discussed or addressed, and am often left feeling out of the loop when students ask me about changes they have heard about in the department that I am completely unaware of. I have realized that students see me as an equal among my peers, but I feel very far from equal to the full time faculty. There has to be a way to make adjunct feel more valued, respected, and appreciated. I am deeply concerned by the passive-aggressive leadership style that is widely employed by administration at this University, including my department chair. I feel very tired and frustrated that we are continually asked to teach by the Spirit, live exemplary lives, help train students to be disciple leaders, yet many of us (full time and part time faculty) don't Appendix 2: Anything else to express. 10

feel cared for by those who are our own leaders. I am concerned by the number of faculty members I know personally in my own department and others who are very unhappy about the way they are treated by administration and the lack of trust they feel from them. Consequently, faculty member don't trust the administration. I believe many of the problems I hear about could be solved by showing more trust. If the faculty felt trusted and empowered and supported to do their job in taking care of and teaching the students, I think the faculty would feel cared for and reciprocate that trust. A direct consequence of these things I've listed is the mental health struggle I see many of my colleagues facing. I feel that there is a great misunderstanding about conflict and contention, and that many times people who raise questions or concerns are seen as being contentious. I would love to see more discussion and training on how to have a professional discussion in which there is disagreement so that people are not labeled as being contentious for not agreeing. I love BYU-Idaho, I love the students and love teaching, and I love many of my colleagues, but there is a looming sadness I feel here because of the issues I've listed and the futility of raising concerns to adminstration. I am concerned that a female colleague has been continually bullied and mistreated and even after multiple trips to HR, it still continues to happen. It would be really wonderful if the Dean and HR would regularly check in with her to see how things are going so that she could have an opportunity to share what is happening and feel cared for and looked after. 40 I truly believe that the administration THINKS they are student focused and communicating what needs to be communicated. But, I think that BYUI has become way too top-heavy with administrators--every college has THREE associate deans? And we have, I'm not sure how many vice presidents now--it used to be 7, I think its more now, but we can't get enough FTE to cover departmental needs from faculty to office assistants? It feels like even after nearly 20 years of being a four-year institution that we are still scrambling to make things work really well or smoothly. It seems to be a "draw, fire, aim" reactive plan more than a carefully thought out plan. I appreciate that we are asked to do more with less, but eventually the less becomes simply not enough to fulfill our mission. A plant requires water, healthy soil and sunlight in order to flourish-- or it will eventually die. And in a cold, remote city, it is tough to feel vibrant without replenishing the soul and body. On a more positive note--despite all of this--I love what I do and where I work. I feel blessed and fortunate to work with wonderful students and colleagues. Thanks for reading! 41 I want you to know that I love this place. I love the students, and I love the idea of equal opportunity for education. But the way the university is led by the administration makes me embarrassed to tell people I work here. I've had friends and co-workers who are good loyal people who have been seriously hurt by the way that the administration has treated them, and I don't know if their testimonies or their personal lives will ever be the same. The administration wants to run a factory rather than a university. The admin not only doesn't know how to run a university they are anti-intellectual and anti-evidence. The admin is hypersensitive and spiteful like they don't really like this place (despite what they say) or the people here. It is extremely difficult to work at a place where you're not only not appreciated, but you're despised for doing the very things you're trained to do. For all the emphasis on leadership here, it's poorly led. This quote from Hugh Nibley shines a light on the type of management I see here: "For the manager, on the other hand, the idea of equality is repugnant and indeed counterproductive. Where promotion, perks, privilege, and power are the name of the game, awe and reverence for rank is everything, the inspiration and motivation of all good men. Where would management be without the inflexible paper processing, dress standards, attention to proper social, political, and Appendix 2: Anything else to express. 11

religious affiliation, vigilant watch over habits and attitudes, and so forth, that gratify the stockholders and satisfy security?...Managers do not promote individuals whose competence might threaten their own position; and so as the power of management spreads ever wider, the quality deteriorates, if that is possible. In short, while management shuns equality, it feeds on mediocrity." 42 I realize there have been some efforts put forth to attempt to respond to concerns over communication and decision-making across campus in the last year. However, overall, the feeling of powerlessness and confusion/frustration over many matters (old issues and new) have increased rather than decreased. I believe many faculty have noted efforts made by Kelly and Rob to meet with the faculty regarding specific topics of concern, attempting to demonstrate a sincere interest in the faculty’s views. Many have come away from some of these meetings, however, deflated or disheartened, particularly when before we had begun to talk, the decision(s) had already been made. We had discussed for 45 minutes the dress and grooming standards and how they related to current standards of professionalism, and were told that whatever we said did not matter; there would not be any movement on the subject. Despite efforts to give faculty a feeling of being heard, such meetings only reinforce a feeling of futility. The organizational structure is another possible reason for concern. People in organizational silos are making decisions that impact others without having any contact or conference with the faculty that best know the students that will be impacted, often falling under a different organizational silo (examples: the sudden destruction of the Kirkham, the gutting of Center Stage, the change of devotional time, changes in the education requirements applied retroactively to education students, Medicaid, changes in general education structure and credit allocations, travel policy changes…). Policies will magically change in the handbook without any discussion with those they impact. A dean or chair has at several intervals come back to us or me with a newly-discovered policy they were not even aware would be put into effect, and retroactively, on things already put into place, such as travel to a conference with students I have already made arrangements for, including flight, hotel, securing funds, and students’ own contributions and registrations. For reasonability’s sake, at least grant that those things already put in motion are not suddenly met with obstacles and speed bumps that may threaten students’ educational experience and career opportunities, and their ability to receive funding for travel they have already themselves financially invested in. I do believe we are all striving to do the best we can with what we know how, and we all blunder. I hope that those who have the power to make decisions of lasting impact will seek information from those who have information: often, the faculty, those in closest contact with the students we all serve, the very reason we all exist. I understand the faculty association recently met with Kelly, Rob, and President Eyring, and that it was a positive and productive meeting. I hope this kind of communication, along with meetings with various departments, and especially with President Eyring in the room, hearing faculty, will continue. It is through sincere listening and real, open consideration, that real solutions will be found, and BEFORE they have negative consequences for students. 43 This is a bit of an extension from my comment about decisions made in the last three years. I want to be an advocate for my university. I have colleagues from across the country asking me for the rationale behind my administration's decisions. I would love to be able to better articulate these reasons rather than hypothesize why a decision is made. Similarly, I'd like to be an advocate for the university to my students. Understanding the process and factors that were considered would help me do so. I don't want to be considered a "yes" person. I see myself as both an advocate for the university and a refining process for the university. If Appendix 2: Anything else to express. 12

the administration better articulates its decisions to the faculty and responds to any concerns, then the administration might avoid embarrassment later, by testing out its rationale and by forestalling any problems. Similarly, the faculty might better support decisions if they understand the purpose and process. Or better understand that, in a decision with no perfect choice, why one "lesser" choice was accepted. 44 Our Father Who Art in Heaven, We hate to approach you with this, since of all things you shouldn't have to worry about the university that claims to be yours, but things are getting bad. The fruit of nepotism grows fat on the tree, Lord. Relations between employees and administration have become toxic, and we've found innovative ways to embarrass ourselves. As you may know, even church headquarters distanced themselves from that Medicaid blunder. People are indeed asking what we're doing up here, just as previous leaders promised they would. We are warned in D&C 121 that almost all men will abuse authority when they get a little of it. True dat. There's not a better example of this than among top university leadership. We might wonder about the rest of us too, but . . . we have no power to abuse. That has been made all too clear in recent years. Floating on the arrogance of their convictions, our leaders blunder ahead, heedless of contrary wisdom or respectful dissent. […24…] Why should his council protect him from his egomania and his delusions when they, too, sit flush, wielding an unerring power from positions they claim they don't want? But Lord, when you answer to no accountability you earn no respect. Trust, too, isn't guaranteed, but is earned or lost. Since you must have been busy somewhere else, maybe Washington DC or the Middle East, here are three things you missed. 1) More hiring take overs. Fraid so. We have documented leadership's dishonesty as their reasons for rejecting faculty-voted candidates have constantly shifted and their goal posts have constantly moved. It's clear they're good at not telling the truth, but they're not very good at not getting caught. Eh? Why they won't give us the real reason is your guess. (Sheer despotism? Inappropriate or illegal biases? It's at least a flagrant overreach of authority, wouldn't you say?) This remains one of the most baffling stunts, Lord, especially since it has become habitual. 2) Lord, there was an accreditation fiasco in our Education program recently, because our leaders thought they knew better than the accreditation board. They found, however, that there are people more powerful than they in the world of academics, which world they remain a grudging and suspicious part of. We lost our credibility as a university there for a bit. Once department professors were given the power to change things, the problem was easily solved. 3) Then there was that Medicaid disaster. Again, why ask the experts? Why ask anybody if you're so dead sure you're inspired? Just move forward with an idea void of sense and coherent reasoning and wait for your wrists to be slapped by the Board of Trustees. You'd think, Lord, that these debacles our leaders have engineered in the past year would have humbled them a bit, but they grow more sure of themselves with every misstep. It's them against the world--yes, all three of them against the entire world. But it's the world that is misguided, that is wrong, that is arrogant. The behavior of our leadership seems indefensible--at least they have proven unable to defend it. We've turned a new corner in the authoritarian horror show this leadership has written, directed, and starred in. (We understand that the anti-authoritarian novel 1984 has been banned from the Humanities curriculum. Of course it has. The parallels are too clear, the resemblance too uncanny.) We're hopeful that so many high-profile bunglings have caught the attention of headquarters, because something must be done if we are to survive as a relevant institution of higher learning. It's time to stop this steady downward spiral. Send us leaders who aren't intoxicated with a sense of their divine mission, who build their reputations not on nepotism and sycophantism, but on humility, virtue, and sound Appendix 2: Anything else to express. 13

judgment. The ways of this administration--their arrogance, their sense of entitlement, their ingratitude (despite lip service to the contrary) for what everyone beneath them in status knows and does--has harmed the university and many of the good men and women who used to love it. We've lost so many things, Lord: morale, reputation, trust in leadership, pride in the institution. Pass this along, if you can get through. Our leaders aren't fooling anybody but themselves. We may not have a voice, or the power to change anything, but we have noted their misbehavior as it has paraded about in the guise of divine inspiration. "For we wrestle not against flesh and blood, but against . . . spiritual wickedness in high places." Let our leaders know that we wish to return to the days of warm mutual feelings. Despite their assertions, it's clear that they do not like us very much. But our resilience, our optimism, our propensity to forgive, is remarkable. So let it be. 45 To improve relations with the faculty, President Eyring can do something small, but important—he can actually know each faculty by name. Kelly and Rob do this, but President Eying often has no clue. And, calling people merely Sister or Brother only highlights the problem and makes it obvious that he does not know whom he is speaking to. This is demoralizing, if not embarrassing for all those involved in the interaction. Please get to know your faculty by name. The university could do a better at treating adjuncts, especially those here on campus. One idea is to adjust pay, making it more competitive. Another idea is to create a Lecturer class that many other universities already do. The university should revisit its nepotism policy. While not intended to hurt, it adversely impacts women. This is a serious concern. The President’s Executive team needs better faculty representation. Right now, there are no PhDs that help advise President Eyring. This is problematic. And, including the Dean’s Council in decisions is good, but it is not nearly enough. Anyone with a cursory understanding of organizations knows that decisions are already made or shaped before they reach this council. And with recent changes at this level, people with just a bachelor’s degree will outnumber those who have a PhD. Again, this is problematic, especially in a university setting. By including someone with academic experience in the inner-circle, it might actually help the administration know the concerns of the faculty, advance a different set of ideas, and to able communicate to faculty in a more effective and fair way. 46 First, I am concerned that we have employees and students that have committed suicide and this is not being addressed from the university administration. An email inviting us to write our thoughts about the individual is not enough. There is a pervasive misconception that in talking about this phenomenon we are going to cause more cases of it or do more harm. The research does not support that notion. I think we could all benefit from more direct acknowledgment, discussion, and even training on this subject. On a second note, your question about having sufficient time and resources to develop current and relevant knowledge in our field and hone skills is an important one. Our particular program has 3 of our 6 program faculty serving in administrative positions and we are being stretched in ways that are difficult to manage. Time for PDL and other professional development, while encouraged and supported, almost seems like a luxury that we can't afford. Repeated requests for an additional FTE have been denied. I'm not sure how much longer we can continue doing more with less. 47 As you can tell I'm personally quite satisfied because I've been here long enough to find my way, but feel for my newer colleagues who are unnecessarily buffeted by the vagaries of administratively erratic and destitute policies. 48 It too often seems like University policies and decisions are made according to the president's whim, and everyone is supposed to be satisfied with that, no matter how Appendix 2: Anything else to express. 14

lacking in good sense or a foundation those policies and decisions might be. A good decision-maker doesn't just dictate from his (sometimes baseless or ill conceived) notions about the world. That's no way to run a university. And good administrators don't just double-down on bad ideas just because the president has spoken them. Regarding the question above about decisions being better explained, the problem is typically not how how well the administration explains its decisions, it's what those decisions consist of and the way they are arrived at. 49 I hope administrators will take these ideas as they are and try to process them. I imagine a bit of defensiveness or resistance on their part, which is natural. It’s natural for the recipients of feedback to yell “Retreat!” and to bury their heads in the sand. The sense I’m getting across campus is that, while most faculty love their jobs, love their students, and care about doing their best, most feel worn down by bureaucracy, pettiness, and a lack of collegiality. Under this administration, a fog of gloom and pessimism seems to hang over the campus. Those who don’t sense this fog are either ignorant or do not care. They should get out more. There’s very little “life” here, in a place where the “Spirit of Ricks” should be palpable. I think this overall feeling flows from a few key indicators: 1. Administrators make key decisions with little to no oversight from anyone, especially faculty and students. 2. Most decisions are made by President and Rob G. This is problematic at so many levels. 3. No one sees or interacts with the President outside of awkward PEG department visits. 4. When faculty do interact with Presidents, those interactions tend toward the awkward or rude (ie "What are you going to tell your students when they can’t get a job in your useless major?”) 5. The President fails to understand the student body he’s supposed to serve (cue Devotional stories about waterskiing with the family, living in the "guest house" in Palo Alto, or being chummy with Harvard buddies). […3…] How low-income this student body is! A reasonable percentage of our students struggle with food insecurity each week. 6. […3…] Administrators stress beards and attire (mostly just beards) over mental health, food scarcity, unhealthy relationships, health challenges, family issues. 7. The faculty feel their voice is not being carried by the President to the Board. That line of truthful communication does not exist. […14…]. 8. Faculty feel left out of key decisions. Example: Closing Badger Creek, Medicaid, Demolishing the Kirkham, Devotional Time Change, Cutting Academic Scholarships back, Nepotism Policy, Faculty Pay, Opening Course evaluations to everyone, etc. These are only the ones I know of. 9. Administration have cut so many programs in the name of “risk management.” Our performance tours are amazing missionary and recruiting opportunities. They have been reduced to only the US and possibly Canada? (again, only what I’ve heard). 10. Students are using more and more drugs, getting more and more involved in all kinds of illicit behaviors. Why? Because key programs are being cut left and right. There would be little need for the jump barriers at the top of the stadium bleachers if students had things to be involved in and to live for. 11. We don’t trust the administration (see “Medicaid”) 12. We feel constantly misunderstood and talked down to be the administration. 13. Visitors to campus don’t feel welcome. We have clear stickers reminding all about the dress and grooming standards. We teach our student tour guides to shame visitors who are wearing sandals, beards, shorts, etc (multiple visitors and parents have told me about these) 14. It feels like the President doesn’t know or care about the faculty. Those who take exception to this statement should consider how much “boots on the ground” research President does to get to know our faculty. […11…] 15. It feels like the President doesn’t know or care about the student body. Those who take exception to this statement should consider how much “boots on the ground” research President does to get to know our students. 16. We can barely applaud our graduates on graduation night. Appendix 2: Anything else to express. 15

What’s with that? Does Alex Boye performing with Patriots and Pioneers deserve thunderous standing ovations, but not our grads? We send a signal to our grads, every semester, that reinforces all their notions of how very peculiar of a place BYU-I is, for all the wrong reasons. 17. BYU-I could be peculiar place for all the right reasons, much like Ricks College was once, but administrators don’t bother to care about what that could look like. They care about saving pennies on paper towels. 18. Faculty have little trust in this president. 19. Across campus, faculty are “checking out”, “getting by”, “doing the bare minimum” to avoid scrapes with admin. 20. Zion is a long, long ways off. 50 I feel that academic rigor is lacking in some of the classes in our department. It seems more important to some faculty to be "easy" so the students will give high marks in evaluations. Many of our courses have had to be "dumbed down" so that we can accommodate the increase in enrollment (and no increase in faculty). Some students seem to think just attending college entitles them to a degree. They strive only to get the minimum grade required for a diploma, and complain all along the way. I would like to see that addressed by administration. There are a lot of high paying jobs that do not require a college degree, are in great demand, and put students to work immediately. I think students that do not have a strong desire to be here should be encouraged to look at other options. I think students that are here for the right reasons should not be held back by those who are here wasting time and tithing dollars. Much attention has been given to the students and their experience here, but I think more attention needs to be given to the faculty. I know many are burned out from overloads, and from lack of appreciation. So many things that used to be easy have become so cumbersome. For example, part-day field trips off campus have become so cumbersome that we are not doing them anymore. 51 First of all, I wish that the issue weren't that decisions weren't "better explained," but that there was communication (between departments, colleges, and administration) which allowed everyone to not feel blindsided by decisions made or unmade. In 18 years, not one woman has been asked to be a vice-president of this university. That is ridiculous. The Education Department should have been fired last year (after not achieving full accreditation). If the Nursing Department had to be restaffed so that students would be trained properly, then so should the Education Department. Administration should not be able to refuse to hire a qualified candidate without having watched the teaching demonstrations and department hiring committee interview. Administrators would then be expected to show cause for their decision from, among other things, these recordings. 52 I'm overall very grateful to work here. 53 As an institution with a distinct brand and mission, why are we not spreading our little oak branches far and wide and allowing our students to demonstrate their skills, talents and integrity worldwide? Aside from strengthening testimonies, what is the "vision" of our university? As we learn in Proverbs, "Where there is no vision, the people perish. We faculty would like to see a more direct involvement and leadership from the President. There seems to be an administrative strategy to float an idea to faculty via word of mouth or through dean's council, then when pushback arises, to walk back the complaint personally rather than make a statement to all the faculty. Case in point: last year an email circulated via one of the deans whereby faculty were to discourage international internship opportunities. I wrote my dean with my concerns. Kelly responded to me personally, saying that the president had "walked back" that notion, but no broader communication was sent out saying as much. So, I know the policy had been walked back, but the rest of the faculty Appendix 2: Anything else to express. 16

do not, thus the original message still holds in the minds of the faculty. This tactic has been repeated many times around here. 54 There is much, but I have done so before, and there has been absolutely no indication that anything, whatsoever, that comes from faculty is seriously considered by the Administration, so I will save my time and yours and will leave the inspired ones to continue to impose their poorly thought-out programs as they blame them on God under the guise of "inspiration." I will add just one more comment: There truly is a special place in hell reserved for the fools who devised and imposed the fiasco of Workday on BYU-Idaho employees. Of course, to admit to its failure would be to deny their inspired nature, so it will not happen. 55 I appreciate our leaders and know they have our students and employee interests at heart. I would just like to hear more from them directly. 56 Our religious culture emphasizes gratitude. I feel showing gratitude to faculty for developing and maintaining courses that are excelling with consistent good student outcomes is strongly lacking. A faculty member can develop a great courses, receive high end-of-the semester student evaluations, consistently work over 45 hours week, mentor many students and there is never an acknowledgement of a job well done. I think we get many acts showing gratitude from our students, but are left to wonder if our department, college and university leaders know of the good that is being done. I realize we should not need positive reinforcement for doing a good job but an occasional thanks, pat on the back or acknowledgement of gratitude from our leaders would go a long way! I find frustration in the lack of "job security". I am not concerned about maintaining employment at BYU- Idaho but I am frequently concerned about what I will be teaching a year from now. I find it very disheartening to put my heart and soul into getting my courses to a highly effective level and then be told I am being moved to teaching other courses and handing this course over to another faculty member. If I know I am responsible for a course and it's success and that I am going to be teaching it consistently, I will work long hours to continually improve it's content. However, when faculty are moved around from course to course every year or so, their motivation and enthusiasm for improving current courses takes a huge hit. 57 I really like Kelly Burgener, however it seems like he is often on the President Eyring Apology tour. 58 With the workload we carry, it is hard to maintain our physical, mental, emotional and spiritual heath. 59 I would like to feel trusted and respected by my employer. I would like to feel that the administration has my back. I would like to see the university celebrating students' successes. Instead, there seems to be a movement to eliminate anything that could be seen as putting someone above another. While the spirit of equality can be good, when enforced in this way it is a disincentive to improve and shine. Several times I've heard people mention that we shouldn't celebrate the students winning competitions for fear of the program being noticed and getting cut. People are taught and motivated by their environment and examples that are set. If the environment is one of compulsion and decree, it communicates a lack of trust in the individuals' agency. If there are no success stories because we fear that it might make people feel bad, then who are we to look up to and aspire to be like? I've seen underclassmen discussing the success of upperclassmen and using it as a mark to shoot for in their own efforts. I've felt the motivation that grows within when a fellow faculty member is distinguished in a meeting for going above and beyond. Finally, an appreciation of the value of the differences among us is lacking. If we all fit a Appendix 2: Anything else to express. 17

mold and think, feel, look, and act alike, what message does that send to the students who feel differently than many of those in their wards and classes? I fear we're driving people from the gospel when we should be inviting, accepting and encouraging. In all our efforts to optimize this machine, let us not forget that it is made of people and not of cogs. 60 I am concerned about the lack of student activities. College here is not fun. I know we are focusing hard on academics but we are doing it to the detriment of the social, emotional, and spiritual well-being of our students. I was the institute president for the church at a very large university. We were responsible for thousands of students and had a thriving program. For generations the institute had held a weekly Friday night dance at the institute hosted by the institute teachers. The teachers got sick of having their Friday nights taken up and rather than reach out to the branches and stakes for help, they cancelled the dances altogether. This immediately created an entertainment void and for-profit party groups were created by enterprising individuals to fill the gap. It took no time at all before the parties took a nose-dive. A wholesome social outlet was replaced with a raging party scene replete with alcohol, drugs and sex. Because there was no regulation local high-schoolers started showing up too. Those of us who didn't participate in those parties just became lonely and isolated. We have the same entertainment void here at BYU-I. The same exact party scene has filled the void, drugs, sex, teens and all, and many of those not participating feel isolated and alone. The truth is that our students aren't going to study more because there is nothing else to do. Often they are either going to find something to do for better or worse, or they're going to sink into isolation. Both of those scenarios are happening too often. We can do better. 61 I'm an adjunct faculty so I don't expect my voice to be prevalent in dept matters. However, if since we claim to be a school that innovates and tries new and better things, and since our teaching quality could be greatly improved if we had better financial situations as adjuncts, why not be one of the first schools to pay adjuncts more than a pittance? Its unsustainable to live here on what we make and our dept has started hiring students freshly graduated with BAs because they can't find master degreed people. This is a huge disservice to the students. If at least we had a health care plan, or a phone plan, or meal ticket, or housing stipend... anything would help me be a better teacher. I'm late for class because I'm outside fixing my car because I can't afford to take it to a mechanic, or not thinking about my class at all because I'm trying to find a job for my off track semester. My classes are not my priority because I'm barely surviving. And I'm always searching for cheaper housing, which is getting really hard to find. I wish this school were more interested in educating its students well, and less interested in saving money. 62 I would just ask for honesty from administrators and faculty. At times, the lack of honesty is very disillusioning. 63 I am concerned that, in the end, only one person makes decisions at this university, and that is the president. I have nothing against the president personally, but I'm concerned that every university decision and policy comes down to his personal whim or arbitrary preference. All it takes is a single personal anecdote to justify an entire shift in policy or procedure. If the president doesn't see value in a certain thing, then it is deemed to have no value. Never mind if others regard it as valuable. The president doesn't prefer travel? Okay, then nobody will travel (or we'll make it so complicated with so much red tape, no one will want to). We were literally told that the president "likes his own pillow" in reference to the cut back and restrictions on travel. The president doesn't see value in places like Badger Creek? Then we'll get rid of it. Etc. We all have our preferences, and the president is entitled to his. But too much power is vested in one man when those personal Appendix 2: Anything else to express. 18

preferences become university policy, and there is nothing that anyone can do about it. No checks and balances, no avenue to challenge or protest. The fact that so little deliberation or explanation is given for these decisions demonstrates contempt on the part of the administration. 64 The decisions to eliminate some aspects of some programs without discussion or explanation has left me a little baffled. While personally affected, others I know have been impacted to a larger extent--music, outdoor recreation, dance, horticulture. I don't know if geology field trips are still available, but that has had major, career changing impacts on numerous students. These experiences seem to be vanishing. They are very difficult to put together, but the effect on students seems to be well worth it. They don't know what they are missing. 65 I would like to address an issue that is a problem at this university that is not addressed and has not been addressed in my decades of service here. Bullying. Bullying at the department level Bullying at the college level Bullying at the administrative level. I know several faculty members who have been bullied in their departments or colleges. It is not isolated in a single college. From what I have seen, it's fairly universal. I am one who has been bullied. I also know three people who have considered suicide over departmental or college bullying. This is a real problem and it needs to stop. 66 I bring up three points to discuss: 1) communicating reasons for policy change 2) soliciting faculty input (a comment on when input is solicited) 3) student travel policy question/concern 1) I don't have a problem with the university updating, revising, and changing policy, that's expected and it's expected that administrators oversee this process. There are times that it would be beneficial to hear the logic or reason behind those changes to understand the point of view from which the decisions have been made. It's more likely than not that faculty and others will support those changes and stand behind the administration either way, but it's a consideration we (faculty) appreciate. 2) In instances where administrators request the input of faculty or explicitly ask us to work in a committee to help investigate or develop something, there have been instances where the administration does not appear to adopt or follow the recommendations of the committee. I don't mean coming to a compromise and adopting some, but not all suggestions, I mean not doing a single thing that was recommended from the committee. The result tempts us to believe that faculty input does not have value or was never intended to be utilized in the first place. It can feel like the request for faculty input via committee was simply for show or to meet a check mark requirement to solicit "faculty input". Both faculty and administrators do their best to help the university, that is not in question, but in matters of policy or process that highly impact a faculty's job and time it would be very encouraging to know that what faculty say guides, alters, or directs the very policy and practices we are held accountable to. In one specific case I was a part of a committee that was asked to develop something that would directly impact all faculty members and departments. We worked in good faith and with a high level of motivation to do our best and find approaches that would have a very strong chance to supported by all faculty in all departments. We felt confident that we that we had come up with something that met those goals. However, we discovered that the policy meeting around the very thing we were working on was held and a decision made before we even submitted our final report . A report that was to summarize our work and present our recommendations. I was led to wonder - if the decision meeting was held before we finished how could anything we have done been considered and why were we even asked to spend our time in committee working on this if there was never an intention to use the work? It felt like the solicitation of our input was Appendix 2: Anything else to express. 19

a bit a of a farce. I am confident that is not what was intended, but how could faculty believe or trust that administrators really wanted their input if the decision meeting was held and a decision made before the scheduled committee work and predetermined deadline hadn't even passed? I believe in the power of council and coming to revelation through discussion, but this experience did not seem to demonstrate either of these principles. From what we witnessed one administrator made a final decision before the committee even completed its work. 3) There have been a number of changes to student travel policy. While there has been a great deal of communication about the policy and much work done to make sure faculty understand the policy, I have not heard anything about what this means for faculty's liability? I presume the changes were made for some increase in legal protection, otherwise why make these changes? However, it seems where the university has tightened is control of the student's individual travel there has been nothing said about how that impacts my liability as individual faculty member. My my responsibility for overseeing the students seems to have increased. What if a student goes and does something without my knowledge that endangers herself/himself, or violates the honor code? The travel policy seems to point directly at me as though I should have prevented it by nature of the oversight demanded in the policy. I'm sure these changes were made with the best intention to protect the organization and others involved and I am not arguing against having a policy, I just would like some conversation around my role and involvement. We seem to have adopted a policy that does not allow the students to be individual adults, but that the university now is their guardian. Maybe that's just the condition of things these days. I just worry about how I am viewed in this environment of ultra protection? Imagine a worst case scenario where something happens to a student or where a student does something very drastic in relation to honor code policy while on vacation and say a news media outlet got a hold of the story along with a copy of our travel policy. Wouldn't the community or a news outlet see just how strict a faculty member was supposed to be supervising the travel and couldn't they then ask where that faculty member was to help prevent something (outside of improbable results of danger due to natural events, etc.)? If there is ANY hint of "this could have been prevented", who but the faculty will be viewed as the one to have prevented it? The policy clearly shows the UNIVERSITY doing all it can to oversee the student, but that's independent of the burden asked of the faculty to bear. The result has been to discourage ever wanting to take students anywhere and that is an opinion shared by many of my colleagues and other faculty I have spoken to. If that is what was intended then I would prefer being told directly that "BYU-Idaho's policy is that faculty are not allowed to take students on travel. Exceptions may be made by submitting a formal request for exemption but all applications for exemptions must demonstrate how the travel will meet and satisfy the following requirements: [insert current student travel policy]". If we are shifting budget and just can't justify student travel any longer I'd like to be told that. It just appears that the current policy change is set up, in part, to communicate ideas like "we don't want you to take students on travel anywhere" or "it's no longer feasible financially to take students, so we are trying to discourage student travel in a way that does not show this". Again, maybe we are in a political and social climate requiring we think better about all that "could happen" and counter that as best we can, but I would appreciate some conversation around that then. Okay, I hope I haven't been cynical. I apologize if it appears that way, but the survey instructions request "candor" and I certainly hope I am being "civil" as well. I love BYU-Idaho and will continue working to support our institution, it's mission, the administrators, and the students. I don't want to be anywhere else. Even with the Appendix 2: Anything else to express. 20

challenges, difficulties, or questions about process we face here these things are much better at BYU-I than they are at any other university I have worked for. There is a general sincerity and kindness here that I feel blessed to be a part of. I hope to be a part of those positive qualities, not a distractor. My questions above come from a genuine concern, but I am equally genuine when I say I would like to work toward improvement in these areas more than I would like to sow discord. Thank you for your time. 67 Faculty are curious and we like to know what is happening at our University because we care. I would love to hear from President Eyring and our Vice Presidents more often about what is happening at BYU-Idaho. I love President Eyring and treasure the opportunities I get to learn from him. I wish those opportunities were more frequent. I would love to have a State of the Union type address from President Eyring where he lays out our vision of what we are focusing on as a University - what are our strategic priorities? What are we focusing on? I want to be aligned with our President, with the Board, and know that I'm focusing on the things that are important to them. I also want President Eyring to know that the vast majority of the faculty have a great love, admiration, and respect for him. Tell him not to worry about the grumblers - there are always a few of those who would still grumble no matter who the President is. I also think there is a breakdown of communication from administration to faculty that gets stuck with College Dean's and department chairs. Some Deans share a lot of information with their faculty. Other deans do not. The same is true with Department Chairs. In my department we rarely have department meetings. When we do have them, the focus is often on Department and program issues. We rarely hear the feedback of what is happening regarding broader discussion at the University. I don't fault our chairs and deans for this. I know they are just busy trying to do the best they can. I know the conversations are happening, and I know we have good hearted people in our administration and in our Deans and Chairs. I think there simply needs to be standardized processes for distributing University information to faculty. When changes are made and we've never heard about it, it usually is a communication process problem and not an effort to withhold information or work in secrecy. Why don't we just send out an email with Dean's council discussion items once a month that show us what is being discussed - it wouldn't even have to show what is going to happen, it would just be nice to now concerns that are being discussed at a high level. 68 Every 'no' decision is hiding behind the frugality smokescreen. 69 This is the first faculty survey since coming here many years ago that I’ve participated in because it is administered by the faculty association which has a reputation of being so negative and so anti BYUI and anti Bednar, anti Clark, anti Gilbert, and anti Eyring... I am told it is becoming more supportive under new leadership so I will respond but not without hesitation. I find BYU-Idaho a very positive, very spiritual, very wonderful place to work precisely because it is not like other universities or other businesses. I wish that those vocal critics who can do nothing but tear down our president and tear down our way of doing things would leave and go someplace else - instead they like to keep raising the same old arguments wanting the same systems and practices as other schools. Stop griping “on behalf of the faculty - you don’t represent all of us.” Please stop the negative. Please just be thankful for the very nice benefits and pay and opportunity to be part of this great work and enjoy what we have. We truly are blessed and I love teaching here just the way it is! And so do many of the silent ones who never participate in your surveys. 70 I really think BYUI should revisit several policies: Appendix 2: Anything else to express. 21

--Nepotism. Qualified people in the same discipline get married quite often. It prevents, more often than not, women from full time possibilities when she is often as qualified as her spouse (and vice versa in some instances as well) --Adjunct pay. It is demoralizing to have higher education, the expense and stress that goes with it, and a whole bunch of "off the record" demands on time/bottom line. I have to pay for my own computer, internet, and often have a difficult time securing an office space even when I sometimes have upwards of 100+ students who often need privacy to talk to me. When teaching a new class it takes HOURS before the semester even starts. HOURS. When changing LMS interfaces that also takes HOURS. Keeping up to date in my field, improving class materials, etc., takes hours. Working adjunct is honestly like working in a white collar sweat shop. One time I figured out how much time I was spending against my pay and I was making, on a regular basis, less than minimum wage. One semester I had a new class, the LMS changed, etc., and I figured I made $3.05 an hour. If I figure in that I need professional clothes to teach, and that I had to buy my own computer as well, on top of the hours I spend, then honestly--I think I am in the red working as adjunct for BYUI. The abuse of adjuncts is a massive problem in higher education. It is really sad that a religious institution can't lead the way in treating people fairly. 71 All of the recent initiatives from the academic administration have focused exclusively on encouraging and providing resources to faculty for development in teaching practices. There have been no significant effort made to encourage faculty to maintain or develop technical expertise in their disciplines. In fact, elimination of pay incentives to faculty with doctorate degrees sends the message that advanced technical knowledge is not valued at this university. The best teaching methodologies can never compensate for lack of knowledge in the subjects being taught, and that critical knowledge is being devalues by the universities faculty compensations policies. 72 1) I feel the new General Education program is a disgrace and embarrassment to the university. Other than the 14 credits of religion, I don't see the point in having a GE program like the one we have. There is so much flexibility in the GE program, the lists of GE courses in each category are so long that effectively there is no program. These long lists of courses water down the program and create very easy paths for students to traverse. It appears that the administration (probably with good intentions) turned the process over to the faculty and thus the long lists of courses. Also, the motivation was to help students get through their schooling faster thus allowing almost any course, including early major courses, to count toward GE. All this demonstrates a lack of vision and leadership to make the hard decisions to keep GE narrow and thus a common experience for all students. A proper GE program should be focused on the history, great literature and humanities of western civilization, economics and representative government, and the core sciences of biology, chemistry, physics and math. Modern man needs the liberal arts more than ever. 2) I think the university often goes too far with the "continual innovation" theme. As an example, we had to deal with using three different LMS systems within a 3-4 year period. I appreciate that the university encourages us to seek improvement in our teaching and course designs but sometimes there is just too much churn. This especially occurs in courses that go through the C3 process or has many members on the teaching team. I wish the university culture was more trusting of individual faculty to design and teach their course according to their own strengths and style; and allow others the academic freedom to do the same. 3) I find the semesters when I'm teaching 9 credits and using 3 credits of PDL to improve a course or prepare for teaching a new course, etc. to be a very good balance. I feel i'm able to give my best to the students. In the semesters when I teach 12 Appendix 2: Anything else to express. 22

credits I am usually still working in committees and on other projects as well, and those semesters are very stressful. I hear the same from many other faculty members. I would prefer a 27 credit teaching load and 9 credits of PDL as opposed to the 30-6 that we have now. 73 As an adjunct faculty member who also works as a full-time administrative employee on- campus, I struggle to understand why the compensation for working two jobs for the University still pales in comparison to what I could make with one job elsewhere. I believe that on-campus faculty who also choose to teach an adjunct course, are not compensated at a fair rate. The rates which are paid online per-credit, versus on-campus, are not at all congruent even though the work is supposed to be fairly similar in hours required. I find that the adjunct position actually requires more hours and is still compensated at a lower rate simply because I am already an employee with benefits. I am grateful for the overall benefits package, but in this year alone, the higher deductibles, out of pocket maximums, premiums, and copays will be a substantially larger amount this year over last year for my family. The plan works out to be more expensive mostly just if you have larger medical needs. It likely will cost my family approximately an added $5,000 - $6,000 annually. For a family already reaching $8,000-$11,000 in costs for insurance and health-related expenses in the last several years, this will be tough. While my case is not the norm for all healthy families, those who use their insurance and have any chronic family health/medicine needs are at a fairly large disadvantage with no changes in rates for so many years and then one large increase all in one year. I hope this would be considered differently in the future to help families plan better. I know many adjunct and administrative/staff employees often struggle to meet all the needs of their families. I know that this is not purely the academic administration that guides all these areas, and I have actually been impressed with the current leadership and the way that we have seen many positive changes with academics this year. I love working here and hope to be able to always be a part of this work here. The work/life balance and compensation for all adjunct faculty is my main concern as I go into 2020. 74 The best part about working for BYU-Idaho is the students I get to serve. They are the reason I do what I do, and why I work hard to improve my courses and develop as a teacher. However, as an adjunct, I have little incentive or really ability to put in the "outside" time it takes to develop myself or my courses. The bulk of course prep takes place before the semester begins, and I am only paid for the hours I'm on campus (at least, I think that is the mindset that justifies the paltry pay rate). Considering that adjuncts make up such a large part of the university's teaching force, I'd love to see efforts to increase adjunct involvement on campus and their "buy-in" to the university--how can we make adjuncts feel as much a part of departments and BYU-I as any other instructor? Many have been here for several years or an entire career and it would be nice to have some level of recognition of loyalty and service available. Some smallish gestures would go a long way. 75 Ideally, administration and faculty work together for the good of the university. The vibe I get from the administration is that THEY have been charged with running the university, and the faculty, rather than being viewed as partners in this process, are viewed as another element of the university - e.g. grounds, IT, Food Services, etc. - to be "managed." We have no voice in university governance, and the university is poorer for that. An empowered faculty is messy and complicated compared to a small handful of people making all the decisions. Empowering the faculty, however, allows for better decisions. 76 Actually, I feel pretty far removed from the specific issues that are addressed at the University level...both in understanding and feeling the impact in the day-to-day work I Appendix 2: Anything else to express. 23

perform. I trust that the decisions, based on information and issues that they are privy to, align with the best interests of our students and the faculty. 77 Why do adjuncts get paid so little? Furthermore, we are considered a "poor risk," so that no development funds are available to us, except in certain circumstances. That is what makes us a poor risk - both of those things. We are not feeling valued, and the pay is negligible compared to what we do. It's not worth our time. I could work at McDonalds for the same per-hour pay. Wanting to be here is a great reason to teach there, but that is not an excuse for mediocre pay. Compare our pay to other universities. Harvard, for example. And Weber State. If we were expected to pay Harvard parking fees, why aren't we paid a reasonable wage? And we have no tenure. Ever. It's semester by semester, and that is not really ok either. We are considered dispensable. It's a well-known fact on campus, and that does not contribute to feeling valued. Occasional lunches do not mitigate that. And some departments don't invite the adjuncts to their lunches because they don't want to pay the bill. I felt left out and ignored. It's a sad fact. It doesn't make BYU-I look very good. But looking good should not be the big reason behind paying us reasonably well. Pay us well so we want to do our best. Pay us well so we don't have to feel like we are donating our time if we are on a committee. Pay us well and you will get long-time teachers, as long as you don't dump us as soon as we have a lighter semester worth of students. And long-time teachers are better trained, and the students will fare much better. It takes time to figure the teaching and grading thing out. It would be wise to keep the trained teachers. Thank them in their paycheck and with development funds, not just a lunch. Sure, they are fun, but remember that we often don't even get invited. I would really appreciate it if the university would be much more transparent. Explain the reasons behind the decisions. The Medicaid thing blew up, and that is really not acceptable. Give more notice, take suggestions, really talk things through before jumping into such huge changes. Take time to research it. Discuss it - not just in your building, but across campus. On that topic, please, please listen to your faculty and take their suggestions seriously. Don't just put together a task force to talk about it without action. Take action. If they have a problem, then it's your problem to solve. Please don't ignore them. Please don't think you have all of the answers. The ones in the classrooms know much more about what is going on, and they often feel like their concerns are being set aside. Listen to what they have to say. I have talked about concerns that I had, but even though people would listen, nothing would come of it. Nothing would change. Or things would change in a different way that caused more problems. Consider the learning module thing. What was it? The one before Canvas? It was terrible. I think the professors were telling you that. But since decisions are often only made on the higher levels of university leadership, the faculty concerns were not taken into consideration, and we had a difficult time with it. I really hope the university leadership can be more transparent. There are many things that are going right, but information needs to be moving in both directions much more than it is. Furthermore, that information needs to be considered and utilized, because the faculty, the ones in the trenches, know more than you realize. 78 The previous responses are me nitpicking because they were not that big of a deal, and neither of them really influenced me as a member of the faculty. But, what affects the students affects the faculty since the students ask us to explain them. 79 I know that there are reasons behind the policies and policy changes in our University. It is just that it is easier to defend what looks like a strange decision when I know a little bit more than the students. Appendix 2: Anything else to express. 24

80 I feel that there is a significant lack of leadership at the department level that manifests itself in poor communication, very little real direction or defined mid-long term strategic and operational planning, lack of acknowledgement or compliance with basic work expectations and requirements (For example, the Dean sent an email detailing expected work hours as defined in University Policy that was ignored by most and openly mocked by others), and no awareness of how to intrinsically reward and motivate people (For example, I went into my annual interview with the department chair with my annual plan completed, which I gave a lot of time and thought to, and the plan was never reviewed, discussed and department chair didn't even keep the copy I brought for him. Since then I have not taken the time to submit it by the November deadline and here it is February and nobody has asked for it or shown any interest in it - must not be that important to leadership. Another example, an employee of over thirty or more years was suddenly cleaning out his office and when asked why, said he "guessed he was retiring" but there was no communication about this to the rest of the department so others knew how to approach the situation, and no congratulatory reception or department "get together". I felt very bad for this individual as he had to clean out his office and explain what was happening to everybody who asked him what was going on. Presumably he was "asked to retire" but this was definitely not the way to professionally treat a long time employee). Perhaps all other departments are led well and if so then this is an isolated situation but if not, my suggestion is to have a measured level of consistent leadership training for department leaders that is specific to the department leader position that would include at a minimum best practices in communication, planning, and individual and group motivation and recognition. 81 Based on everything I’ve seen from this administration, I have no reason to believe that this survey will lead to meaningful change, though I would be happy to be proven wrong. I no longer have any trust or confidence in our administrators. The president’s closest associates seem unwilling to push back on his decisions or communicate them to the faculty transparently. We either need the administration to radically and immediately change their decision-making procedures or we need a new administration. I encourage the Faculty Association to provide a copy of the survey results to the Commissioner of the Church Education System. It’s abundantly clear that this administration won’t listen to anyone below them in the hierarchy, and many BYU-I employees are afraid to speak up—even in supposedly anonymous surveys. Without intervention from someone above the president, I’m afraid this institution will continue the steady downward course of the past three years. It pains me to say this, and I’m sure that our administrators mean well, but for all of their talk about “natural leadership” and “disciple-leaders,” they have demonstrated unbelievably poor leadership skills, as the results of this survey will doubtless make clear. 82 How do we stop the culture that makes us feel like we are always in trouble? When concerns have been expressed about the unrealistic load and it’s demands on time, I’ve been told, “quit being a perfectionist”. I’m not a perfectionist, but I do feel an obligation to provide academically solid materials. To do this takes more time than we are given. 83 I am super frustrated that so many of the administrative workload tasks are now my responsibility as a faculty member. Someone else used to do the time for my TAs, now I do. Someone else used to help plan and reconcile my travel, now I do. Someone else used to register my students, now I do. This costs me HOURS AND HOURS of time. Plus, I used to be able to advise and know how to advise my students, now I can't - they have to go through other students, employees of the advising office, who are not only ignorant, but actually un-helpful, telling them things that are wrong, costing them time and money and Appendix 2: Anything else to express. 25

frustration. Which brings me to the topic of student employees acting as barriers to getting through to the people I need to talk to - the x1411 number is a joke. It takes 10 minutes on hold to get them to connect me to the person who will start a ticket for me so I can wait several days for them to claim the ticket is completed when no one called, helped, or communicated with me at all. And whenever I call anywhere on campus there is a student who answers but has no knowledge and no authority to do anything, merely wasting my time while I try to figure out who to really call to help me. Lastly - I've felt abandoned and un-appreciated by the President's Council - There seems to be a distinct distrust of the faculty as evidenced by the scrutiny given to professional travel and what we are doing in our classrooms, added to the fact that there's a now avowed abandoning of any faculty recognition, effectively saying, "You know all that rhetoric about how much we love and value the faculty here? Actually, it's all just rhetoric. We actually distrust and suspect our faculty of all kinds of professional mediocrity and malfeasance." I am also frustrated at how glibly the administration is willing to have us skip classes for all-employee conferences planned for the middle of the workday, miscellaneous training things planned for the middle of class times, or visiting speakers brought in in the middle of the day, but then asks us to justify and explain our lesson plans every time we miss classes to go to a professional conference. BUT I also love my job, and love working here. I believe in what we're trying to do here and am committed to the ideals of both the University and the Church. 84 I value BYU-Idaho’s dedication to its students, to its mission, and the university’s emphasis on discipleship and testimony. Too often, however, it seems as though BYU-Idaho wishes it were something other than a university. This manifests itself most acutely in the administration’s relationship with the faculty and its hesitancy to celebrate academic excellence. The administration seems to want a faculty that behaves like corporate employees whose primary job is to take direction. It wants students to become such employees. In contrast to this approach, some of the things I value most about universities are their dedication to the discussion of ideas, the cultivating of inquiry itself as a means for gaining knowledge, and the willingness to present and listen to arguments that require a standard of evidence. One of the core values of a university is the intellectual humility to admit that one might be wrong, to admit that others might have ideas that are superior to one’s own, to admit that one person’s perspective is by definition a limited perspective. These are the values we ask our students to adopt, the habits of mind we hope they will carry with them alongside their testimonies and their commitment to the gospel. I would hope that the administration recognizes that we can only instill such values if we—the faculty and the administration—lead by example. I encourage the administration to read J. Spencer Fluhman’s devotional address delivered at BYU last July: https://speeches.byu.edu/talks/j-spencer-fluhman/the-university-and-the-kingdom-of-god/ 85 Would like to see the results of the survey and its analysis. 86 I do not get paid enough as an adjunct for the hours I work. I know that is a common issue with adjuncts--and it likely will never change. I love the job, so I put up with the pay. It's better paying than other jobs, but still, I make very little per hour! 87 It seems there has been a move away from faculty development. This is evident in the changes that continue to be made at the university level to place limits, paperwork, Workday (i.e. headaches), in securing support for faculty development. Instead, a lot of resources are allocated for teacher development. I have never been in a classroom where I felt the faculty member has poor teaching skills. However, I fear that we are becoming more like a high school than a university as we put all our focus on teaching and little on Appendix 2: Anything else to express. 26

faculty knowledge and expertise. The term "university" is derived from the Latin words "universitas magistrorum et scholarium", which can be interpreted as "community of teachers and scholars." BYUI has excellent teachers. We need to make sure we don't lose our scholars both through our hiring process and red tape associated with faculty development. I know many professors who choose to bypass their faculty leave or professional development to avoid the headache of working around the red tape at BYUI. This is very troubling. 88 There is a lack of communication between our Department Chair and the members of the department. Upcoming events, practices and concerns on the university level never get filtered down to us. Department meetings are infrequent, leaving me to feel like I am a loner, doing my own program rather than being a part of a team. 89 No. Thank you.

90 More support is needed in the language department. 91 I am very concerned about the lack of willingness of our president to talk with us. I have heard it rationalized that this is simply his leadership style. I am an introvert as well and I understand the desire to not be the focus of attention at all times, but there is a difference between withdrawing, and leading from behind. I feel the president is withdrawn...and becoming more so each semester. There are several very important discussions we would love to really have with the president...but he won't. Instead he sends his VPs...but they have not been empowered to deal with the issues or make any decisions around them and so our time is wasted and we leave more frustrated. If the president is not going to show up to talk...then whoever he sends should be empowered to institute change. Right now that is not the case..or at least the messengers say that is not the case. 92 Having worked at the grassroots level to get Medicaid Expansion on the Idaho state ballot, and therefore having become educated on that topic, I was deeply concerned when I heard the administration's decision at the end of the last semester to no longer accept Medicaid as means of meeting the student health insurance requirement - this was, BTW, before it hit even the local news cycle. This policy change happened to be an item on the agenda for a department meeting that took place a few days after the announcement. After the department chair gave a brief announcement regarding this change, I voiced my sadness and deep concern regarding this development. I then asked my department chair and college dean, both of whom were in attendance, if they would please pass my deepest concerns to the administration. Instead of agreeing to pass along my concerns, I received a startling and disconcerting response from my department chair. In no uncertain terms I was told bluntly and somewhat forcefully that if I came down on the wrong side of this that I would lose! What was that supposed to mean!? If honest questions or sincere concerns from the rank and file Faculty are met with this kind of bullying, intimidation and rejection, is it any wonder that faculty are becoming loathe to express their thoughts, ideas or opinions? 93 The university is heavy top down. There is no administrative accountability. I feel that those in supervisor and administrative positions are the same as the church leaders. They take the same approach. There is no ability for people underneath them to hold them accountable. 94 While certain avenues have been created to bolster dialogue between the administration and faculty, I don't feel that faculty perspectives are really heard or at least taken seriously. I can't think of many instances where faculty input has significantly promoted change or Appendix 2: Anything else to express. 27

changed administrative decisions that were initially made without faculty consultation. Often procedures that are set in place are valued and trusted above and beyond faculty perspective; this trust in procedure over people is really frustrating and damages relationships. 95 I am new and I am learning why and how things are done at BYUI. There are a number of policies that I find confusing. At this time I believe it is best for me to just learn us much as I can about the policies and teaching as I can. 96 no 97 I just want to thank the administration, the faculty organizations, the board of directors and everyone. This is an amazing school that is changing the lives of thousands of students. It has some of the lowest tuition in America, and pays its teachers well. I am grateful every day for my job. Many qualified people apply each year to teach here, and only a few of us get the opportunity. I hear too much complaining in the halls. People grumble about every little thing. The students complain about beards and capris, the faculty gripe about meetings and policies, and everybody whines about the weather. I hope that those who run this school know that the majority of us are happy to be here and grateful for your efforts, even if the weather can be nasty sometimes. Keep up the good work! 98 We recently received an email about the changes to professional travel. They did a good job of listing everyone that was part of the decision making process. This, of course, clearly revealed that the faculty was not involved. 99 I am a campus admin who also teaches adjunct for a department. I know the rates vary greatly across the nation for this work, but it is certainly frustrating. Regular, full time faculty I imagine make between […3…] for teaching 3 classes a semester (plus 1 more in a semester each year). It sure feels rotten to teach 1/3 of the classes they teach, but make make 1/20th of the pay. I know they have "committee assignments" and other things, but that doesn't seem to make up for it in the slightest. It still takes us the same time to teach, prep, grade, etc as them in their courses. Even more so since we don't have all the time during the workday to work on those things and have to work at nights and weekends. To make it worse, on campus adjuncts are the lowest of the low of adjuncts. We make less than online adjuncts and community adjuncts from campus for some reason. I've heard the argument of double dipping by being paid for our regular work during the day and also being paid another time for the class we teach, but I think this is not sound. Administrators are paid a salary. Salaried positions in all industries are paid a set amount for a job to be done whether it takes less or more than the standard 40 hours of work. The salary is payment for whatever it takes to do your job. I'm glad that my supervisors understand this and have agreed that as long as I'm getting my regular work done, then I'm fine to continue teaching. If hourly employees were teaching, then yes, it seems like they should clock out during teaching time because that is a different pay structure and agreement altogether with different expectations. So, that is my biggest frustration. Adjunct teaching seems like a great way for any university to teach many more classes and pay pennies on the dollar for adjunct faculty to do it. And even then, why the hierarchy and differences in pay? 100 It's not just that we want decisions to be "better explained." We want to add our input on decisions BEFORE those decisions are made. We want a culture of open, honest, robust dialogue. We don't want to sit in out offices and wait for the next big announcement that hits us blindside. We want to have conversations as ideas are being weighed and measured. Explaining a decision after it's been made--even if you explain the decision expertly--isn't dialogue. It's monologue. Appendix 2: Anything else to express. 28

101 It helps me better align myself with administration when they can share the "why" behind decisions and the vision for where they are headed with them. 102 No, not really. Thanks 103 I think the ILO's are still going to need a lot of work before they reach the stage of being anything that anyone will really take seriously and do anything with. 104 I sincerely feel that university leaders have the best of intentions and truly believe that the decisions they make are in the best interest of the faculty, students, and mission of the school. They are often put in difficult situations with multiple interests pulling at them from different directions at once and are doing their best to make wise decisions. However, I also feel that university leaders fundamentally do not trust the faculty as a whole, that there is still a suspicion that our academic training has somehow corrupted us with the ways of the world and therefore our interests are off kilter. This distrust then oftentimes manifests itself in efforts to try to rush decisions through the bureaucracy in order to stifle dissent or public debate because they are not comfortable with disagreement and are unwilling to give that dissent a platform for honest discussion. The top-down model is still firmly in place and, though probably not intentionally, influence by university leaders is wielded in such a way to keep faculty in line and quiet the voices that don't agree. In wish that university leaders would be more open and vulnerable towards the faculty about the decisions that are weighing on them and the considerations that have to be taken into account. My perception is that it is a lack of information that often clouds the way that faculty view administrative decisions and that if faculty were simply more aware of all of the data and facts that need to be taken into consideration that they would be more understanding. In that same line I feel that many faculty are too cynical and distrusting of the administration and it is this very breakdown in honest, vulnerable, dialogue that is causing so much of the misunderstanding. It is problem of campus culture (on both sides of the equation) that is causing most of these misunderstandings rather than any sort of organizational hiccup. 105 I feel blessed to be a part of the BYU-Idaho "family," and have trust in its leaders. I have been to enough meetings to understand that decisions are made with the best intentions. Sometimes things are altered as needed. This does not mean a bad decision was made, it just means that time and experience will often dictate something else is better. 106 First, this is a pretty lame survey as compared to previous editions. How to propose looking at long term trends when the survey keeps changing. It would be nice if there were opportunities to comment are each question, so many of them don't lend themselves to just the choices given. For instance, am I appropriately compensated? At 36 FLU I would say yes, however, what is given to faculty for overload is beyond insulting. This is especially true when so many faculty at the University are almost forced into overload in order for their departments to be able to teach all the necessary courses or when they are required to take PDL as overload. Most faculty I talk to care deeply about students but have basically shut off from the University as an institution. "Proud to be a member of XX Department, but not BYUI" 107 I feel like BYUI is failing its non-traditional students so badly. Whether its international students, non-white students, students struggling with their testimonies and/or relationship with the church, same-gender attraction--we are failing these students by ignoring their issues and just expecting them to "act white" or "act straight," whatever their particular way of not fitting in may be. We are so focused on rule-following and so not- Appendix 2: Anything else to express. 29

focused on love, particularly of the "least of these." This, in my view, is a major moral failure. 108 Why are […5…] in high administrative levels, although they are NOT professionally and academically qualified? It appears that nepotism is alive and very well at BYU–Idaho. This unprofessional practice breeds cynicism and discouragement among faculty and students. please do not edit this remark, because naming names (with civility) is the whole point ([…14…] I and my colleagues had to earn the right to teach at a university). I cannot respect them professionally because they have not earned the right to their office, and it is the product of nepotism […4…]. The New Testament counsels us to avoid even the appearance of evil. Oops. 109 This is a great school with great faculty and students. The faculty have got to be the most compliant faculty in the country. The leadership should treat that characteristic as a special blessing, not abuse it or use it as a tool to do whatever they want. The leadership needs to trust the faculty, including department chairs. The leadership style seems founded on mistrust of the faculty. Every process faculty are involved with the faculty actually have no authority or power. To use an analogy, it's as if the bishop can't call a new primary worker in the ward without the area authority approving the call. Or worse, the area authority simply announces who he has appointed the new primary worker skipping the bishop altogether. The leadership needs to quit being scared and show some faith in the great faculty. The same could be said with the decisions being made regarding the students. Our students are adults who need guidance for sure, but more importantly they need opportunities to fail and grow. We need to let them make choices--or fail to make them. Next time you're in a meeting and someone proposes something because it will make life easier or more convenient or simpler for the students, immediately shoot down the proposal and move on. 110 I want to believe that Henry J. Eyring cares about the faculty, but I just don't see a lot of evidence to support that. I'm not aware that he engages or consults with the faculty on anything other than that the deans now have more of a voice...supposedly...and that Kelly's outreach to the faculty is second-to-none. On the contrary, the fact that (to my knowledge) all of the decisions taken above were WITHOUT any faculty consultation, and that many of them DIRECTLY affect the faculty, seems to indicate that faculty are simply pawns. 111 I just which we could act like the Lord and say "council with me." If the God of Heaven and Earth is willing to actually council with mere mortals, I think our university leadership should be able to receive well intended feedback and data on how things are actually going in the various departments. 112 The questions in the supplementary section are difficult to answer because of the way they are written and the lack of clarity about expectations. On the one hand, I underrate myself because I don't think I am doing things the way and to the extent that the administration might be hoping, but at the same time I feel like given my discipline, experience, time constraints, and priorities I am doing better than my answers may reflect. 113 As an adjunct teaching 3 different classes and with supervisory responsibilities I wish I had more time to spend developing/changing my classes. New full-time faculty come in teaching less credits to give them time to develop their classes. As adjunct we sometimes only are given 1-2 weeks notice to teach a new class. Also adjunct pay is the same whether or not we are new employees or have been here for 10+ years. I realize this is easier for the college, but not necessarily fair to those who have more experience. Could there perhaps Appendix 2: Anything else to express. 30

be a tier for 5/10/15 years, etc.? We used to get raises according to how many credits/year we taught. 114 You bet. Thanks for the opportunity. There are three major components of the ideal administration for me: Hugh Nibley's landmark talk from 1983 about Leadership vs. Management, Exemplification of our very own BYUI ILOs, and of course the "Lead Like the Savior" booklet for Church workforce personnel and the Leadership Pattern that is contained therein. My department chair tends to exemplify all of those qualities and skills wonderfully well. However, in personal interactions and communications with upper administration, I find that the concerns I raise are quickly passed off to others or ignored for long periods of time without follow up, exemplifying a lack of the operational talent of "Counseling Together" as well as the ILO of effective communication. A return to focusing on teaching all of those skills and ILOs by example would go much further than spending a huge amount of time in meetings trying to find out how to measure them. 115 I'm very happy with my employment here at BYU-I and I believe the administration at every level does a relatively fantastic job at hearing all employees and faculty members (much better than happens at most other universities). My greatest concern is with faculty load. I don't think it's fair or appropriate to claim the standard of 30 (teaching) + 6 (professional development) load hours for faculty when they're hired and throughout their career but then not allow for new hires in departments where the reality is more like 38 (teaching) - 2 (professional development) load hours. Those faculty who were hired with that understanding should expect what was told to them and new hires shouldn't be told that unless we plan on sticking to it. Furthermore, I think most faculty members would be happy to occasionally go into overload or sacrifice some of their professional development time if logical and sound reasons were given by the administration for not approving the hires that are needed and providing, with substantial confidence, assurance that it is a temporary condition. 116 No 117 I love BYU-Idaho and the role it plays helping students in both their education and their spiritual development. I do believe however that sometimes we operate behind a veil of secrecy and the university is not transparent about new decisions being made. Additionally, I feel at times the university is intolerant of change for the better. For example, faculty have been discouraged from discussing topics such as the honor code (particularly dress and grooming) with university leadership, which seems short sighted, especially if it is a large segment of people who believe there are areas of opportunity to improve. When I am asked by students why it is okay for students to look like porn stars wearing mustaches, but not okay to have a properly trimmed beard, I don't have a great answer. We have so much to offer students from so many different backgrounds. May we be willing to challenge ourselves to be our best to get the best out of our students and the rising generation of disciple leaders. 118 I hear of politics and other difficulties that arise on the administrative side of the university, and this concerns me. I feel there is nothing I can do to help some who are embattled while trying to stand up for correct principles. On the other hand, I am grateful to be in a department as faculty where I personally experience none of these difficulties. 119 Thank you, Faculty Association, for this survey. I hope the information is of use to our superiors. 120 My sense is that the leadership is made of very good people who work hard and do their best. I have always been treated kindly and with respect on a personal level, which I Appendix 2: Anything else to express. 31

appreciate. However, I think the administration often falls into a common trap of upper management: they surround themselves with a small group of likeminded individuals or people who will act as their agents with little or no pushback and consider discussions with this group sufficient to address their consultative needs. In reality, this kind of discussion is effectively limited at best, and misleading at worst. Administrators who engage in this approach to consultation lose touch with what it means to communicate meaningfully with faculty and others on the ground who can provide very important insight into the impact of far-reaching decisions. The real problem is that there are no communication structures in place (such as a faculty senate or other body with a deliberative charge) that meaningfully and thoroughly vet major issues that may arise from necessary decisions that face the university. I am not suggesting that the President or Vice Presidents give up their executive roles; to the contrary, I would submit that a structurally-organized conversation would enhance their ability to be more effective stewards in their roles by considering all aspects of any given issue--particularly the academic, since this is an academic institution--in executing their leadership. 121 I am grateful for the guests speakers, luncheons, Brown Bags, and tremendous efforts made to build faculty. Overall, I can only imagine the level of intensified topics, business transactions, and considerations addressed daily by leadership. I assume its great. I have tremendous confidence in them as leaders and particularly in individual and collective motives. Having been on campus less than a handful of years, I don't know much, but the general feeling I get is that a good portion of faculty are disgruntled; some of it justified, and some of it childish whining. Regardless, more transparency would prove helpful. As in the "why" behind several decisions. Faith is not blind. 122 faculty who are teaching multiple different courses every semester do not have time for professional or teaching development. This is hindered more when we are rationed TAs and graders Chairs and office assistants should not be checking offices and monitoring the parking lots tracking when people arrive and leave. Especially if they take personal days It would be awesome if faculty had access to IT professionals. Students oftentimes create more problems than they solve. university leaders are kind people, but people in this campus do not feel heard or like they can express logical ideas. Faculty need more training on what to do with troubled students. Walking them down to the counseling center is not always an option or a good one. 123 No. 124 I feel supported when by body is in front of students and in some related areas (e.g., curriculum design), I know that the individuals in the administration love me as a person. I LOVE working with my students and with many of my faculty colleagues. I feel unheard, disrespected, unvalued, ... as a professional, as a part of the institution, as someone trying to maintain a professional quality standard, as a decision maker, .... I feel tremendously unsupported by most support areas on campus: all aspects of IT, registrar's, student advising, .... You call and you get a kind student that mostly cannot assist you, with several layers of walls designed to ensure you never talk to or get help from a professional. It's bad and it's gotten a LOT worse over the last year or two. If you want to save money, consider the huge quantities of time spent chasing our tails trying to solve problems ... or 'little' things such as the amount of wasted time required to add a wait list student to your class (process an override). Instead of coding the process so that it's user-friendly and straightforward, the IT folks have it set up so that you can't even copy in i#s provided by university systems ... you have to manually remove the "-"s. For (sad) fun, a colleague and I Appendix 2: Anything else to express. 32

calculated the other day how much faculty time is wasted by this process. Conservative estimates yield ~0.5 an FTE a year. Instead of 5-10 minutes of good coding, we spend more than half an FTE a year! ... and this while certain departments on campus are so woefully understaffed. Here's the bottom line: The decisions and actions of the administration make it abundantly clear that I'm a cog that cannot be trusted and is easily replaced. That hurts ... a lot, deeply. (I'm a seasoned faculty member with great student reviews and, at least at one point, a significant impact on the institution.) Please don't every tell me again that you love and care about me ... unless you can show me in a way that is meaningful to me (e.g., by listening--and more face time does not equal more listening, valuing my opinion, demonstrating that you trust how we guide our programs, demonstrating that you trust that we have the student's best interest in mind, ...). When you tell us you love us and demonstrate deep mistrust with your actions, it sends this message: "How horrid must must we be if exemplary disciples of the Savior who love and care about us treat us the way they do?". Overwhelmingly, the faculty want to support the administration. There are few, if any, institutions on the planet where the faculty are more willing and interested in supporting the administration. What does it say that the faculty (and to an ever-increasing amount, the staff) are so frustrated with the institution & administration? BYUI has no sports programs (which I think is a good thing), but we do have a school song: "Whatever!" (sung listlessly). You can only keep the hope alive that things will get better for so long ... eventually, reality wins and you just learn to accept that you have no voice and won't be treated as a professional. In the end, I'm left wondering why the Lord fails to answer the pleadings of the faculty. We just want to feel appreciated, valued, supported, and respected. For some reason which I can't discern, He must be VERY unhappy with us. 125 I appreciate my job on campus and love the students! I'm also grateful for the time and money expended for me to improve my teaching. 126 I do feel under-valued, not trusted and unheard as a faculty member. Perhaps it is my own fault that I feel unheard in that I don't feel like the culture allows questioning. I keep my head down and hope to keep my job when it comes to administration. I have such a deep love for my students, the gospel, my content area and the possibilities for real growth in this institution. I don't like that that love is at odds with the current environment. I feel that the committees that I have been asked to serve on to address faculty input have been more for "show" and have not been a valuable use of my time and resources. I have taken my responsibility to serve and research seriously on all of these assignments, but at the end of the process the committee's thoughts, recommendations and input were not really wanted or used from my perspective. I gave precious time to those assignments that honestly I did not have to give. I wish I were trusted more as a faculty member. For me Disciple training happens more in the classroom than in devotional, or at least equally, and I don't understand why the huge shift in attention and resources was necessary. It has created so many problems with scheduling and workflow that added an immense amount of stress to faculty and departments. I understand the dress and grooming standards and the desire to teach the students to show commitment and obedience. I do wish that those standards were separate from the Honor Code, which for me aligns with my Covenants and being honest, true and living a life of integrity. I think we do our students a disservice by not separating those. I worry that we have become a Pharisee training center rather than a Disciple training center at times. Are we aiming them to a lower law that leads to the higher law or are we selling them the modern day equivalent of the law of Moses? I am saddened by the amount of people who have been denied as guests, lecturers, performers, etc. who could provide a wealth of information for our students, but because they "looked" different Appendix 2: Anything else to express. 33

by having facial hair were not allowed to come to campus. I am not sure who is now in charge of this approval process but we have lost something by demanding that those outside our university follow our rules or they are not welcome. Trust me as faculty that when I suggest someone, they are of value to the students, the program or the college. I do not feel supported in my professional development when it comes to travel or cost. I am frugal, vigilant, and wise. I am aware of the blessing it is to work here and the precious tithing dollars that make that possible. I want to continue to develop, and sometimes that does require funding. I also think there is travel that enriches the lives of students in immeasurable ways that has been lost. Sometimes being a poor steward means you are spending too much frivolously, however, you can also be a poor steward by limiting means to the point of limiting potential and growth. I love this institution and I pray for better days and direction for our students and faculty. 127 One of the worries I have is that we too doggedly cling to the perceived requirement that all our innovation must come from in-house, rather than adapting (or heaven forbid simply adopting) innovation that has come to other children of God in other parts of the vineyard (some covenant members and some not yet on the covenant path but who are filled with the Light of Christ). I have to admit I'm pessimistic about our ability to really learn from non BYU-Idaho persons and Institutions at times. This may seem unfair in light of the work to bring in speakers during Spring semester who have taught us much about College teaching, writing ILO's/PLO's, etc., but we must ask ourselves: Are we really free to learn from others and have their innovations become our own? I feel for our adjunct Instructors. I appreciate there's a task committee looking into their experience here. I wish full-time employees of all kinds would respect their time more. Asking them to be part of various projects and/or ongoing campus activities without pay is unprofessional. Yet, they are often made to feel guilty for not participating (literally volunteering) and also left to worry if they will lose favor with power brokers who control their opportunities (number of sections, time of day to teach, classroom options, etc.). 128 In general, I feel that the administration could do a much better job of leading and rallying employees and faculty to their causes. I feel that there is a lot of frustration and mistrust of administration right now, and it is not because they are necessarily doing the wrong things. They just are not clearly articulating the "why" to everyone on campus. In order for people to want to join their leaders in a common purpose, people need to feel that they are an important and valued part of the work. From my perspective, that just isn't the case right now; many people feel that their opinions are not valued and that they aren't trusted to make or influence decisions. This is an amazing place to work and serve, but I can only imagine how much better it could be if everyone had the same goals and felt confident and passionate about the direction we are headed. 129 Thanks for being so good to us ;). I truly feel valued here. 130 First of all, I would like to express how grateful I am to be allowed to work on this campus. It is a marvelous institution of learning filled with wonderful people who dedicate much time and energy to blessing others' lives. The spirit is here and I really couldn't be more grateful for this blessing. Over the years I have witnessed many decisions made and seen many administrative leaders in action. I'd just like to mention three issues that I think are worth the time. As I don't currently serve in leadership, It's certainly possible that I don't have all the information, and I apologize if I mis-characterize a policy, individual or situation. - I've heard that there is some push to reduce the number of major credits so that the student has more flexibility to take classes that will prepare them for their second Appendix 2: Anything else to express. 34

or third career change. I disagree with this idea. 1- I don't think students at this age have the foresight or wisdom to make good decisions about using elective credits. The most likely scenario is a watered-down degree paired with a lot of racquetball, weight-lifting, and social dance classes. (All good classes I'm sure but not likely to prepare them for a 2nd career) 2- In some fields, there is no evidence to suggest that a significant career change is coming. Let the departments decide if it's worth considering, but don't force all to conform. If we really think this is a problem that needs to be addressed, then it should be built into degree programs somehow. Advising alone just won't cut it. - I have heard (no first-hand experience, but lots of second-hand anecdotes) that one particular administrator has taken a pretty dictatorial-style approach to leadership. I've even heard stories of threats made (or implied) to department chairs if they did not conform to the newest blanket policy, despite honest efforts to work out a better solution. There seems to be no interest in understanding the other person's perspective or a care for what this decision will do to a program. Certainly this can't be how we lead at a place like BYU-Idaho. I'm sure I don't have all the information but if the accounts are correct I would hope that a problem like this could be corrected, so a spirit of kindness and understanding could replace the status quo. - The decision to disallow "hidden prerequisite courses" was damaging to our program. While I understand the reason for this decision, I still believe that blanket policies can be more damaging than good. The departments know their students best and are in the best position to design their degree programs. 131 I am deeply concerned about the number of students at BYU-Idaho who are not college- capable. Their growing presence is unfairly harming the quality of education in the classroom for those students who are capable. Admission standards need to be at least a little higher so as not to compromise the experience for the majority of students who are qualified. 132 I think my candor would be viewed as uncivil no matter how gently it was phrased. A couple of personable VPs already know my concerns. 133 I think we need more time to develop curriculum materials, especially for online courses. The 3 semester model is not sufficient time. 134 I am an adjunct faculty member and I feel that my compensation is fair for the amount of time I put into my classes. I do, however, wish there were more opportunities for growth and advancement, and that there were 2/3 time options for instructors. I would like to be able to do more, but feel limited. 135 The executive level needs to follow better decision-making models: Before making a decision, they need to research the issues more fully in credible sources, they need to engage in discussions and gather preliminary feedback from all stakeholders, they need to communicate transparently the decisions and corresponding reasons and evidence, and they need to not hide from but rather engage with counterarguments. Since sound decision-making models have not been followed, many harmful and embarrassing decisions have been made recently and have had to be reversed. Please rotate more regularly executive academic leadership. Academic leaders become too distant from faculty concerns when they become permanently settled in their positions. Make sure leaders are rotated out on a more regular basis and academic leaders return once again to the classroom. When these positions are treated as permanent, people cease to listen to the people they lead. They forget they are one of us and that they should return--after a short leadership stint--to be among us once again. Appendix 2: Anything else to express. 35

136 I love the work, but I am inclined to spend EVERYTHING on it, to the exclusion of home and personal life. I feel guilty when I "call it quits" to take care of non-school things. In my mind, many of the things that I need to do at school "don't count" and then I need to spend longer hours to take care of the "important" things, often based on the administrative evidence that those things "should not count." The work we do to bring about the large I- Center productions takes a LOT of time and energy, and is hard on my teaching prep. I appreciate the faculty development hours, which I apply to this. Although we are amply encouraged to improve our teaching and skills, I am out of energy when the opportunities come. In fact, I need recuperation/rest time in order to gear up for the next things. The Devotional need for CHOIRS is a hardship to the students when they are required to miss classes two to four times per semester. Also it is hard on teaching of classes during the devotional prep hour, which is now prime time for major classes. 137 I can't figure out why there are so many committees on this campus. Rarely do the general faculty hear the final results from these committees who seem to spend endless hours working on stuff that is ultimately boiled down to a small list of recommendations that are shared with ???? From the perspective of the person in the trenches, I wonder if the investment was worth the effort. I also think it is strange that we hand out Associate Dean titles to so many faculty who sit on these committees. It almost seems like if we want someone to serve on a committee, they are called to serve as an Associate Dean so that they will serve. At times, I wonder if we have reached that point where we have forgotten the primary purpose of BYUI. Do we create committees to have meetings so that we can plan more meetings. In our efforts to become frugal, do we forget to work at being frugal in all areas including human capital. Please don't be offended by these comments. I love this school, the students, the administration, and the faculty. These were just a few random thoughts regarding my own opinion on an area where I think there could be improvement. 138 I appreciate the great efforts the administration has made to involve faculty in decision making and to try to be more transparent. 139 Sometimes it feels like much of the workload from the administrative side is being pushed onto the faculty, who are already strapped for time. It may simplify things for HR, Travel, and Purchasing, but it makes it much more difficult for faculty, who are already feeling so pressured for time that they can't prepare classes properly, let alone set aside time to advise and mentor students. 140 I believe that the faculty are asked to do more administrative tasks (like stewardship and program reviews, being on administrative committees, doing work that staff has done in the past) while at the same time teaching larger classes and fulfilling curriculum design roles. We are generously paid for what we do, but when the administrative demands continue to increase, I wonder if the pay is really worth it? 141 BYUI has been very successful during the past years at creating a seemingly ever-increasing bureaucracy with more and more oversight and more and more top-down communication and less and less of an ability for bottom up communication. Typical to a bureaucracy they are quick to justify by noting all of the various opportunities that they offer for bottom-up communication. However, pretty much all of those communications allow for superficial communication at best. This fosters distrust at best (and paranoia at worst) between faculty and administration. It used to be that I would feel comfortable talking with pretty much any administrator about anything, and I would have been happy to have them in my office. Today I am much less likely to say hello to an administrator, on or off campus. In fact, if one of them were to visit me in my classroom or office today my first thought would Appendix 2: Anything else to express. 36

be, "What have I done wrong?" From my perspective it seems that the administration has worked very hard to create this distinction between themselves and the faculty. Congratulations! I think you have arrived. 142 We need to have less antipathy towards traditional education. It's seems prideful to believe that the BYU-I way is always better and that we should disrupt higher education just because. There are often good reasons for the culture that exists in much of academia. Reform is good, but if done with respect. 143 While I feel there is adequate time, compensation, and available resources to engage in much of the expected responsibilities at BYU–Idaho, I am becoming increasingly concerned by some dangers ahead. I am sensing encroaching feelings of despair and perhaps even "burnout" in my own work life and that of others who have been around for a while. I am a believer in innovation and change yet I find myself more frequently wondering if efforts of continual improvement, and to provide ever increasing levels of performance based on moving targets of expectation, are valued much beyond a general token of appreciation. I have personally been asked/assigned/directed/volunteered to innovate, develop, redevelop, and sometimes just be patient over the years but I am not seeing much of the fruits of those labors. In some ways it feels more like a trifling than anything of much consequence. On a related note, professional development in the past has been a good way to provide value to the university, restore a sense of accomplishment, and partially renew/recharge. It now, however, seems the requirements/conditions, applications, and evaluations are too onerous. Work Day spend authorizations and reconciliations alone have kept me personally from moving forward with ideas and proposals for development. Other colleagues have shared this same sentiment with me and I am left to surmise the extra effort, and even some associated feelings of premature guilt that we might not being meeting all of the institutional expectations of professional development, or that the "optics" are not right, just do not seem worth it in the end. Also, and at risk of betraying some of the anonymity of this survey, I'll share that I have served at Ricks College/BYU– Idaho longer than many currently on campus. I have experienced much change over the years and in some ways even thrived in the state of "innovation continually." I am not disgruntled in any way and am fully supportive of the mission of the university in all aspects of my work. I am, however, starting to wonder what value "senior" faculty (those that have been around for a while) have in the overall strategy and processes of the institution and its mission. Each "new" initiative, each "new" way of thinking about learning and teaching, and each "new" idea from someone who has only just begun to research and review "the literature" (and sees it as something new to the world) seems to devalue the wisdom and experience of those that have lived a bit more life and have already seen the result of the "new" in the past. That being understood, I am compelled to acknowledge we are in a new age or at least transitioning to a new way of thinking about learning and teaching. We must find new and integrative ways in which to serve the Lord and each other, including learning and teaching. It seem wise, however, to also find new ways in which to consider and value the work of those that have been around for a while. In summary, I sense what is likely an unintended consequence of weariness and devaluation of faculty who have been on campus for some time. Whether it be a lack of sincere and meaningful acknowledgement, an onerous and even guilt-laden professional development process, or a sense of marginalization in institutional strategies and processes, the encroaching despair among "senior" faculty may prove to be a significant challenge moving forward. As a suggestion to anyone who might be willing to listen, some sort of senior faculty council organized on campus might be a wise step as we continue to move forward. To be meaningful, however, Appendix 2: Anything else to express. 37

this council would need some sort of seat at some table where institutional strategies are concerned. Thanks for your time and effort if you have made it this far. I deeply appreciate the opportunity to unpack a few ideas I have been thinking about lately. Whatever the case, on we go! 144 The university still does not have an adequate parental leave policy, still does not have an adequate process for faculty and employees to report sex discrimination, and still has inadequate gender representation at all administrative levels. 145 Previous presidents held Q&A sessions. I'm sure it wasn't easy for them, but they were at least willing to give explanations and responses to people's questions about decisions. In the absence of of any light on a subject, darkness and rumors grow. It has been unfortunate to see how the lack of transparency from the President's Office on several decisions has adversely affected our culture. 146 Please communicate decisions so the faculty knows the direction the university is heading. We often times read about decisions after they are announced to the public. The most recent example is the decision to not accept medicaid on campus. The faculty were asked about it without knowing it was happening. Please let us know about these types of decisions so that we are prepared when students are in class or in the office asking about it. There is very little communication with the faculty about decisions. 147 I love being here at BYU-Idaho. This is my dream job. I am very grateful that the University provides so many resources to help our students and faculty. Although I would like better communication with the University level leadership, I do believe they have my best interest (and of the students) at heart. 148 Decisions regarding physical facilities, particularly office space, shared use of buildings, balancing faculty space and student employee space, seem to be made arbitrarily at times. If faculty members ask too many questions it is perceived as whining from an already entitled group. I recently asked a question, hoping to find a mutually beneficial solution, that was met with contempt and a sanctimonious, accusatory, sermon. 149 I am worried that non-academic departments on campus sometimes lose vision of the grand purpose they support on campus. I worry about us, the academic departments too, but we daily face students, about whom this grand purpose revolves. Ie. 1. Registration delivers course names which are too generic. These cause problems in Ilearn (and thus Perusall and Iclicker) and the testing center. Each piece of software in turn struggles to cob together ways to distinguish between sections. So far only half have been mostly successful. Meanwhile email conversations with registration go weeks without response. (A course name like MATH 112 W20 S4 is helpful. A name like MATH112 is not helpful for someone like a department secretary who sees all 8 sections, or a teacher who has two.) 2. Fleet Services appears to act as if their mission is to deliver used vehicles with the greatest resale value, rather that provide a meaningful educational experience. A 4WD van cannot get scratches. Buying one for which scratches are not an issue is an unreasonable request. (What is the point of 4WD?) 3. Mechanical and electrical disagree about a project on the roof. In the disagreement the project goes over budget by 4 times, involves more extensive a modification than the project required, and still doesn't meet the need. A secretary described this situation as being like that described in 3 Nephi 7, where the Nephites divided up into tribes whose idea of unity seemed to be a loose agreement not to go to war against each other. 150 I can be content if we don't receive much communication about choices like the ones I mentioned above. I think that a certain amount of disconnect is normal in an institution this Appendix 2: Anything else to express. 38

big. Certainly, the leadership can't share everything and there is confidentiality. However, I respect our leaders so much. All they need to do is tell me that they have made this or that decision and I will trust them. But, it feels like we don't hear from our top leaders as much as we used to. I hear most my information from colleagues who are in the same ward as one of our leaders, or a colleague who is on a committee with one of our leaders or a student who is the child of one of our leaders etc. I think that our top leaders would rather share information by passing it down through the deans and the department chairs, but it just doesn't feel the same. I like it when the president shares information and explanations with us directly. 151 I think president could make inroads with the faculty if he came to meetings to express his concerns and rationale for his policies, especially the policies that appear to be made without input and against advice from faculty or academic leaders. 152 As a newer faculty member I generally feel like there is a separation between the President (Administration) and the Faculty. The long descriptions for taking this survey reinforce that for me. Instead of feeling like a flat or open structure there are times when it feels like President is intentional separated from the faculty. Many times we are left to guess what the President is thinking or wants to have happen which sometimes can lead to inaccurate assumptions. I have felt more and more isolated in my role. I really only hear from my dean or leaders above that level once or twice a year. For me personally I would like to have more connections and dialog with these respectable leaders. I would like to be mentored by them more. Of course I am in my first 5 years so perhaps I shouldn't expect to be heard or my thoughts considered yet. I can certainly understand that. It is really great what Kelly has been doing to have some open forums with faculty. I think that helps a lot and I'd like to see more of that perhaps. Is there a way we could all work together to soften the hard lines between administration and faculty. 153 I feel that some of the university leadership are transparent with their decisions/reasoning for such decisions. I feel that the deans and VP's have improved in this regard. However, I feel that decisions that come directly from the president occasionally lack such transparency. My fear is that some decisions are emotionally-based (i.e., fear) and lack rationale. I also recognize that this may not be the case and comes from a limited perspective. The president has a lot on his plate and has to make many important decisions. However, if I am being totally honest, it is the opinion I am left with after a handful of decisions that have not made sense and lacked a clear explanation. Because I would like to authentically embrace this administration, I hope that the decision-making process of the president (even if I disagree with the decision) will become more clear and rational. 154 I feel that opportunities for cross-departmental collaboration and working together is drowned out by the push to do more with less, as has always been the case here. Such opportunities don't occur because departments and programs are effectively fighting over teaching/learning spaces and resources as they grow without sufficient space and resources to do so. The push to add more students but not add ANY additional space to actually teach them effectively has caused some departments and programs to feel the need to try to take space and resources from other departments and programs that they feel are less important than their own. Due to this, and support for this environment from administration has diminished many student's (and faculty's, frankly) experiences here at BYU-Idaho, and have prevented the smaller, as it were, programs from being able to have the space and resources to effectively give their students the educational experiences they need that are relevant to their field of study. More students without more resources is Appendix 2: Anything else to express. 39

watering down the educational experience of those students who are in programs that are being pushed out because of excessive growth of other programs. 155 The transfers did not make any changes in the Teacher Education Department at all. Faculty placed in different colleges do not feel a connection with their new colleges because they still teach all teacher education courses. 156 Women are not treated equal to men at this university on all levels. Women's issues are not addressed on campus, when a meeting of this type is held there are no constructive solutions made. Management on all levels neglect to really listen and work with the employees under them. Leadership is top down. Fear is commonly used as a motivator on faculty by the administration, putting the faculty under unnecessary and often extreme stress. For many, this school is an extremely toxic work environment, even though the administration is trying to do what they fell is best. Its time they start really listening and trusting their employees. The administration has major trust issues with the staff and faculty. As long as they harbor distrust in their employees knowledge and abilities to wisely serve the university, this university will not reach it's full potential and the employees will be frustrated and unhappy. `57 No, thank you for taking the time to hear the faculty. 158 One area that seems frustrating is the constant push by administration to have faculty do more mundane task. Expense authorization, travel authorization, speaker approval forms, approving TA time sheets,scheduling events, setting up courses in Canvas, editing course materials. All of these task take time. I never get really good at these task because they do not happen every week. I do try and use TA's but their work is often sub par because they don't have experience or lack commitment. In addition, they do not have access to things like Workday. It would be nice to have more dedicated full-time support staff to help. This would allow me to focus on helping the one. Why is it hard to hire new faculty when there is a need? I think it would help strength BYU-I's relationship with the local community (Not the leaders of the community but the people) if it offered more community classes and family oriented activities. 159 The departments are not given sufficient weight in hiring decisions. 160 The administration has a narrow-minded view of student and faculty travel--not understanding that it can be money very well spent, even if it is just travel to get outside of the Rexburg bubble to understand other people. The administration has gotten rid of almost everything that can unite students, faculty, and administration without even realizing it. There exists little culture at BYU-Idaho. We focus so much on frugality, making prophesies come true, and efficiency that we have taken away the culture that helps students love this place, this area, the Gospel of Jesus Christ, and testimonies of Jesus Christ. It is nice to finally have an LMS that may stick around a few years. It is nice to have a survey. 161 The process to purchase equipment, even for teaching purposes, takes way too long. If the price tag is too high for departments to pay for everything on their own (which most purchases for equipment are), it takes more than a year to even receive a decision on if a purchase can be made. If the response comes back as a no, then the request has to be resubmitted and that takes more than another year. It can, therefore, take years to buy something valuable for student learning. 162 I fully support the mission of the university--particularly, "Serving as many students as possible within resource constraints". I understand this goal, I get it. While I support the Appendix 2: Anything else to express. 40

open enrollment mentality, I do not support the concept of mediocrity once students are here. It bothers me that the university, as a whole, seems to accept this. We have no academic probation. Why? When a student has 3 straight semesters of 1.0 or lower course work (as an example), that student needs a serious wake-up call. While we should accept nearly all who apply (open enrollment) we should expect our students to meet high standards. If they cannot even maintain a 2.0, they need to reevaluate their commitment to learning. We can provide all the resources in the world to students, but if they are not committed or really want to be here, then let another student take their place. I feel this does far more harm than good for these students to remain here, semester after semester (they either need to find some other path in life or recommit to doing what is necessary to succeed). While I do all I can to support students, the coddling and mediocrity we build into this university does a disservice to many and sends a very poor message. We need to have high standards and expect our students to meet them. It disheartens me to see the lack of commitment to excellence and the retribution that falls on employees that expect excellence and hold students to a high standard. Those such individuals are nearly universally shouted down or squashed by administration. I would say more, but again, I fear that retribution. I've learned, sadly, that you simply keep your mouth shut and do what you can on your own, because if you raise these types of issues with administration, you are seen as a pariah who doesn't support the mission of the university and you're ostracized to the point where no one will give you the time of day. The admin seems to listen only to those that tell them what they want to hear. Along these same lines, employees that dare to raise questions about the wisdom of certain decisions are seen as trouble makers and "contentious". While this may be true in some cases, this general attitude to dismiss anyone who dares to question admin decisions (often made in direct opposition to faculty wishes) fosters mediocrity and "group think". A sad state of affairs at a university that should foster critical thinking, debate, analysis... I would also like to express a concern regarding the position of the president of the university. I hope it is understood that the president of the university is not an ecclesiastical leader. This needs to be better understood. If an employee disagrees with the perspective of the president, this does not mean they are apostatizing from the church or undermining the prophet. I don't know, perhaps I need correction on this myself. Maybe this should be taught in the devotional if I'm incorrect here, but it's sad, again, to me when someone questions the wisdom of a decision by the president and their testimony is called into question. I find this to be extremely inappropriate. Do we only care about a "yes man" mentality at this university? If so, perhaps the admin just needs to come out and say it and stop with the pretended concern about what faculty or employees think. It's disingenuous and hypocritical, in my view, to ask for faculty or employee input on committees etc (which can take a major chunk of time--distracting from the real work that needs to be done) and then simply dismiss the recommendations of those committees. It's a slap in the face of the work that is put forth and discourages any further work on such committees. Why have a committee and listen to recommendations, if the recommendations will not be trusted and/or the decision has really already been made? 163 I appreciate how President Eyring does not burden us with university initiatives that would take away from our ability to pursue our own personal initiatives relating to the scholarship of learning and teaching. I appreciate the warmth with which we are greeted by President Eyring, Kelly, and others in the administration. 164 I feel this administration hides behind a "no comment" on many issues. When there are necessary items that need discussion, they are no where to be heard, nor do they actively Appendix 2: Anything else to express. 41

listen to faculty. There is no voice to be heard and any active participation for faculty. There is a strong feeling of monies being withheld to this University while BYU Provo has many resources we do not have access to with this administration actively restricting CES funds. One example of an administrator not listening to faculty about space is […2…]. He does not actively listen to the needs of class room space and building space by those people that are in need of it. […2…] is a poor example of leadership who hides behind reports and not listen to what is needed. Why is […2…] still in the position he is in when he is simply a Yes man to administration? When in meetings […2…] mocks others and department chairs when requesting and trying to understand the demands on class room space and building space. This is a poor example of administration caring about the active needs of this University. 165 I love our leadership, truly. I am bothered that we do not have open meetings with all faculty members that allow open dialogue. The new meetings with Kelly is a good first step, but that is more like a pressure relief valve. Does the administration not trust that we could have an open dialogue with productive disagreement like the quorum of the 12? 166 I think I feel that if I draw too much attention to myself or my students' work by participating in outside events, we'll get slapped down. I worry that if I say something out of line, there will be severe consequences for my program, even if not for me. I am grateful for the team with which I work. I believe the administration is trying hard. I like them. I find myself frustrated by how little we advertise ourselves as a university. Do we tell our story well-enough? 167 I think communication is improving. The decisions I mentioned may seem out of the faculty's area, but they still have important ramifications for what we do. If we understand the rationale, we're more likely to be supportive of decisions, even if we don't agree with them. Because the rationale is not explained to us, decisions appear to occur with deep consideration (even though I suspect there has been some deep consideration given). I do appreciate that some decisions have been discussed (if faculty could take time out of their schedules to go). For example, Scott Galer's Testing Center Task Force was very responsive to faculty concerns and kept us informed. He also led the LMS task force that I thought was deeply thoughtful, used data, and kept us informed all the way along that decision route. Thank you! 168 It seems that we are racing to be very mediocre. The continual do more with less attitude rather than an attitude of excellence. Clinging to tradition rather than progressing with the church. 169 Thanks for checking in! 170 The pre-CFS process is not being applied in the same manner to all faculty. I made a formal HR grievance regarding this. The policy for that procedure is dated 1997. The outcome of that procedure was insulting. It indicated to me that there is a healthy culture of sexism within our faculty and administration. It also demonstrated that there are huge disparities in hiring practices between colleges and subsequent adherence to the pre-CFS process. Put bluntly: white men in certain subjects have a much easier time through the hiring process and the pre-CFS process to include having the pre-CFS process waived. This is a fact. Good inspiration is led by GOOD INFORMATION. I have sat in meetings with the PEG - or members of the PEG - in which they were unwilling to explain with meaningful rationale why decisions are being made. In fact, when pressed for data-driven information, they defer to emotional, faith-based statements: we thank you for your sacrifice, Pres. Hinkley would thank you for your willingness, the prophet thanks you for your willingness, etc. This Appendix 2: Anything else to express. 42

is happening more frequently and with larger issues i.e. the medicaid scandal. No one was warned this was going to happen, it clearly had not been vetted, not even church headquarters was willing to comment in the end. Not once did our PEG come forward to own that disaster. Instead, "Official Notices" were sent...and students were incensed. Faculty load continues to be inaccurate as departments are forced to artificially reduce credits to fit within 120 credit degree limits. Furthermore, religion faculty continue to ignore established parameters for credit: time in class: work out of class ratios. Again, this trickles down into departments where faculty and students are scrambling to get in curriculum for career-preparation without the accurate amount of time commitment as is dictated by credit hours. 171 It seems the worst group to work with are the faculty in charge of faculty, like the professional development group. The PEG is doing a fabulous job of things. 172 I have enjoyed Kelly's willingness to meet with faculty regarding specific concerns. However, these meetings feel like Kelly is there to hear our concerns, show an empathetic tone, but not really discuss key rationales behind or solutions to said concerns 173 Why don't we have anonymous evaluations of all administrators by those they supervise--in the same way we have anonymous evaluations of teachers? If you would list each reason given for teacher evaluations by students, which one wouldn't apply to the same kind of evaluations for administrators? * Improve quality of teaching / administration * Help reveal serious problems that would otherwise go unmentioned--for (legitimate) fear of reprisal (e.g., sexism, bullying, harassment, belligerence, bias, unkindness, unrighteous dominion, authoritarianism, etc.) * Avoidance of mis-use of power or authority * Feeling (by either students or supervised) that there is a non-threatening path to commentary and discussion * Allowing all voices to matter and have a path to express concerns This suggestion should not be seen as confrontational (any more than teacher/student evaluations would), but simply a recognition that abuse of authority is always a potential for fallen humans. If we believe the following scripture, why would we not have anonymous evaluations of those who hold the most power (administrators)? 39 We have learned by sad experience that it is the nature and disposition of almost all men, as soon as they get a little authority, as they suppose, they will immediately begin to exercise unrighteous dominion. Again, this is not to suggest that there is currently a serious problem with such things (any more than suggesting there is such a problem between any teacher and students), but what possible disadvantage or rational argument is there against such anonymous evaluations of each and every administrator? Some (easily refuted, I think) reasons that may be offered against anonymous evaluations of administrators may be: I. "We don't want to create conflict or bad feelings" ((1) What about the bad feelings that may be created by bad administrators to vulnerable or fragile employees; are those potential traumas less important than potential bad feelings of administrators? 2) and if that is such a valid concern, do we also dispense with teacher/ student evaluations for the same reason? No, we don't, because we are more concerned with those voices (like students and supervised) who may go unheard. II. "Employees already have forums to express their concerns" (really? without any fear of push-back or retribution? Probably not. In any case, so do students, but we still see value in an additional forum for feedback. III. "But administrators are like bishops and stake presidents and we would never want to have anonymous evaluations of such divinely-called men" (this may sound crazy as you Appendix 2: Anything else to express. 43

read it, but I offer the possibility that such an attitude may be the ultimate reason for proscribing such anonymous evaluations of administrators.) IV. these administrators are called by inspiration, so we know they won't do anything unrighteous or unseemly (no response needed--I hope; if so, go back to the scripture above and to experiences too frequent to mention) V. We don't need it (how do we know that? Whose voice is right now going unheard? What kind of unrighteous dominion is currently being unreported? Who among the vulnerable and fragile is feeling trapped and hurt--without any recourse for healing or discussion? So, why don't we now have such anonymous evaluations of all administrators at BYU-I? * I am afraid that, ultimately, the bottom line reason for the absence of anonymous evaluations of administrators (at all levels) may be simply this: people in power have the power to thwart such things. Occasional (even if justified) criticism always stings and if human can avoid being hurt or stung, they will. Administrators have the power to avoid such things . . . so they naturally do. * It would take a lot of courage and willingness to do things against the grain for administrators to begin such a program, but it would be difficult--impossible really--to give a reasonable justification to prohibit such a thing. What would be the inevitable and undebateable results of such evaluations of administrators by those they supervise? The following: * The vulnerable and fragile would finally have a safe place to voice their concerns * Those bullied and abused would finally have a safe place to voice their concerns * The quality of administration would vastly improve (for the same reasons teacher performance improves) * Potentially serious problems (such as sexual abuse and bullying) could be stopped before causing more serious and permanent harm. Again, all this is not to suggest that serious problems now exist between administrators and those they supervise (any more than teacher evaluations posit such current problems). However, I think we can all agree, that in such a large organization as BYU-I, likely there are currently some serious problems that do exist somewhere on this campus between some administrators and some employees. If we only give a few vulnerable and harassed or bullied employees a chance to escape such abuse, wouldn't those few healed souls be sufficient justification? And if those souls continue to suffer abuse because we didn't implement this very simple and common-sense solution--won't we who oppose such a program be responsible for their pain and abuse? Sorry if all this seems a bit heavy, but I believe I am battling hard against a common human proclivity: those in power simply will use that power to avoid potential embarrassment or criticism or hurt feelings--even if such potential hurt feelings lead to organizational improvement and allays potential serious trauma to others. And also, I believe that there may be no other inter-personal relationships program, no other management theory, no more simple or more powerful path to improving the relationships among people at BYU-I and avoiding harmful relationships among all people here at BYU-I. In fact, I think this suggestion may be one of the simplest and most powerful means of maintaining, fostering, and nurturing what we value most at BYU-I: the Spirit of Ricks. Elder Bednar has three times voice his alarm over the creeping spirit of entitlement that often arises in a university environment. I think he was primarily speaking to faculty. But shouldn't his concerns also encompass administrators and supervisors? And isn't this suggestion of anonymous evaluations a proven way to avoid any such creeping spirit of entitlement at BYU-I? I know when Elder Bednar was president, he asked all members of the BYU-I community to read "Who Moved My Cheese." I invite all administrators to re-read that book and ask Appendix 2: Anything else to express. 44

themselves how it might apply to their resistance to this very simple and very reasonable program of immediately instituting anonymous evaluations of administrators by those they supervise. And--this is important I think: these anonymous evaluations must be made available to not only the immediate supervisor or administrator--but also to that person immediately above that supervisor (so that potential serious management and abuse and bullying issues do not go unheeded). Yes, it would be enormously helpful for the immediate supervisor to receive such feedback; but such feedback must not go unreported to those who supervise that supervisor. Whoa . . . a lot of words. Forgive me , , , but I think our BYU-I community will strongly and inevitably benefit from such a simple and powerful program. 174 I have some deep concerns and profound sadness regarding the way decisions are made at the university. In all candor (and, I hope, civility) campus decision-making is broken, with no clear structures or processes that are widely understood or followed. University-level decisions (those with both campus-wide and local impact) feel opaque and arbitrary. There is no clear sense about who has real decision-making power, how issues are considered and decisions are made, and the reasoning behind those decisions. Indeed, there seems to be confusion in almost every area of campus (from academics to construction to purchasing) about what kind of data is considered, how it is evaluated, and who makes the final decision. This is because the actual decision-making processes are generally cloaked, ad hoc, and inconsistent. Reversals and mid-stream course changes are frequent occurrences. When explanations are offered, they seem post hoc and superficial, obscuring the real reasons (or lack of reasons). This phenomena occurs, in large part, because even those charged with offering explanations (from University Relations to deans and department chairs) often do not seem to know themselves exactly how or why decisions were reached. To be perfectly frank (but said with as much love as I can muster), all significant university decisions seem to originate from an informal committee of two—the university president and vice-president of Executive Planning and Strategy—with those outside of that small committee feeling like they have little impact on the decisions it reaches nor fully understanding the process by which it reaches those decisions. Given this black box of decision-making, the rank-and-file faculty (indeed, those at all levels, even at the highest levels of administration) seem to have no real input or impact. This is coupled, unfortunately, with a vibe that emanates from some elements of university administration (outside the Academic Office) that faculty views (including those of faculty administrators in the Academic Office) are often (if not usually) self-serving (even selfish), contrary to university (and Church and gospel) priorities, and therefore highly suspect. Rank-and-file faculty thus feel side-lined and not particularly valued. But this perspective extends to staff and administrators as well. Across the university, morale is the lowest I've seen, and it breaks my heart. What makes me particularly sad is watching, time and again, faculty and staff and administrators who have given up—deciding to withhold their ideas and check- out, simply hunkering down, hoping for either a significant change of university culture at some future day or (barring that) to just make it to retirement. Others (both faculty and staff) are leaving altogether. Thus many wonderful resources—resources of commitment, faith, creativity, and consecrated service—are being left under-used or ignored on the altar. There must be better—more transparent, more data-driven, more inclusive, more openly deliberative—ways to make decisions at this remarkable university. Most of the changes that have thus-far been implemented are relatively minor and are mere band-aids to problems that are highly cultural and systematic. Clear (and, more importantly, consistent) processes will require fundamental structural changes. Until such structures are Appendix 2: Anything else to express. 45

implemented (and followed), I fear the cultural malaise on campus will only continue to deepen, and ever more precious gifts of divine talent and capacity will continue to be squandered. The optimist in me says that we will eventually get there. I just hope it is sooner than later. 175 Different colleges and departments have different needs, and what works well in one area will not necessarily work well in others. While there need to be some commonalities across all disciplines (e.g. general education), it could be beneficial to let some of the structuring of university wide programs fall down to the college level. Another item that could be addressed is the 140 credit hour unit cap for students. Now that program applicability is in place, it seems that the unit cap is redundant (as long as students also have restrictions on changing their major after a certain number of credit hours). 176 I wanted to continue my last comment: Women work and are successful and competent. All of the men on campus need to go through diversity training and learn how to work with and consider the opinions of the women on campus. If the men leaders would look at the number of women students attending BYU-Idaho, they would realize that faithful, women with families are the best resource they have and utilize them in more discussions and include them in every aspect of teaching and leadership training. So many young women ask me how I "balance" work and home/family life. Yet, in meetings with men leaders, such as my department chair, I am never given the chance or even asked to voice my opinion or give insight. If you want true "disciple leaders", it is time to include women. 177 I've noticed fewer and fewer of my students abiding by the honor code. When I ask students to change (such as keep their hair trimmed above the ears) I get responses like "I've been here for 3 years and no one ever cared about it before." Almost all the students I correct willingly oblige. Which is why I'm shocked that so many people are violating the dress and grooming standards without thinking about it: from Freshman to Seniors. I've noticed that some are wearing hats in their photo (taken in the Kimball building). I've been to multiple university sponsored events where the standards where not being observed by participants (most recently the slam dunk context). I read through the standards with the class on the first day of class, but it does not seems to help curb the number of violations. I feel like I am in the minority trying to encourage the dress and grooming standards with 1 on1 conversations (often repeated) with individuals. From shaving, hats, torn jeans, hair color, ear/nose piercings, etc. I'm getting tired of the conversations and am tempted to adopt the attitude that (apparently) most everyone else has already adopted which is: we'll let them govern themselves. We are told that we as teachers are the "front lines" and the ones who need to enforce it. Which I believe. But it is often a tricky spot for us. The student has already entered the class, there are 50 students, etc. More help from those running offices (including student employees) and events at the university, which often come in to contact in more of a 1 on 1 basis, would be greatly appreciated. 178 The President has spoken often of how great his experience as a student was here at Rick College, yet he and others continually shut down the things that he say made his experience so great. We live in a remarkable place with amazing resources all around us and yet our ability to share those with the students, to get them off campus, where true life-time learning takes place are constantly under attack and or being cut out all together. If the opportunity is available the red tape it requires to get students off campus is utterly ridiculous and extremely redundant. There is great need for our students to get off campus. There is even greater need for students to get out in nature. There is a wealth of data indicating students who learn with nature process that learning much deeper than students in a sterile lecture hall. Just ask President Eyring. Appendix 2: Anything else to express. 46

179 My impression is that the administration gives lip service to caring what the faculty think but in reality if it is contrary to their opinions it is ignored. 180 I am grateful to work here but I wish I had a better understanding of what direction the university is heading. Pres. Eyring is pretty quiet about this. How can we continue to add more students without more space and faculty? I am not sure upper administration understands how difficult it is to take FLF & PDL in the current condition. 181 Feels like two separate organizations: The administration whose principle purpose is to maintain a PR image and the unquestioned culture of the institution, even at the cost of academics, student well-being or basic honesty, while the rest of us do the actual work of trying to be a legitimate university and deal with the reality of student well-being and learning, all in a context of mistrust and authoritarian leadership models. I'd give details of the dozen examples that come to mind, but it seems pointless because I have little hope of anything actually changing. Administration wants to hear from faculty so that faculty will "feel" heard, not because they value our input or because it will actually change anything in the way things are done here. 182 I do not share the sometimes expressed sentiment that administration is a separate and adversarial body from faculty. They are us - have been in the past and will be in the future as assignments change. I appreciate the desires expressed by those asked to fill administrative positions to make our lives and jobs the best they can. I feel the line extending from me through department leadership, college leadership and upper administration is as good and relatively fault-free as I have experienced in my approximately two decades. In general, my hope is that the university will look upon our operations and mission much like what Pres. Nelson seems to be doing in the Church: simplifying, focusing on the essentials, streamlining/removing hurdles as much as possible. Less bureaucratic clutter around our jobs allows more focus and peace. Sometimes adding more software and technology to navigate, even with the increased options and capabilities can bog down our job and leave us less free to teach and influence the students. A very successful administrator could be one who pares down things and simplifies, rather than seeing success as adding additional programs, policies and requirements. 183 In all, I love working at BYU-Idaho. This truly is a wonderful place to work. I love my colleagues and students. I think that there are some minor issues in improving communication that can be addressed to provide a healthier and more cohesive relationship between faculty and administration. More of a voice in decisions would be wonderful. More of a direct line of communication between faculty and administrators would be amazing. More clarity on issues like travel would be fantastic. From my experience, speaking for myself and the faculty that I know, we support the administration. In comparison to other places that I have worked, the administration is amazing. They are motivated by selfless sacrifice and love. However, sometimes it feels like they are walled off from the rest of campus and make important decisions behind closed doors. Sometimes the culture on campus is that questioning administration is equivalent to questioning Church leaders, when this should not be the case. Sometimes it feels like the relationship between administration and faculty is something akin to the relationship between parents and children. Like parents, the administration makes decisions for the faculty that is not up for further discussion or elaboration. Perhaps a better relationship would be that of colleagues. 184 I read an online article from inc.com about behaviors to avoid to help maintain employee motivation. The author listed eight things to avoid doing in an effort to not harm people's commitment and motivation at work. Granted, I am fully aware that people are in charge of Appendix 2: Anything else to express. 47

their own feelings; however, we are, by design, biological creatures with all that comes with it. Unfortunately, of the eight things listed to avoid, it seems that at least five are occurring presently: 1. No clearly communicated vision - addressed in the previous box. 2. Wasted time i.e. Workday 3. Inadequate communication - addressed in the previous box. 4. Vertical management - President Eyring has taken notable steps to flatten this, but it is still overwhelmingly vertical. 5. Lack of appreciation - there is no differentiation between good, better, and best. It seems we trend toward good, because there is very little incentive for anything more. Like it or not, life is a competitive endeavor. Our behavior today will not be sufficient to meet the needs and demands of tomorrow. I strongly believe we can develop a culture of continuous improvement. People must be held accountable for their stewardship and then rewarded accordingly. Additionally, I believe BYU-Idaho should strive to have the problem of trying to hold on to faculty because they are being heavily recruited. I think we want the world to come to BYU-Idaho looking to hire our graduates and our faculty & staff. We ought to be in the business of developing powerful leaders from top to bottom. 185 I have a fairly long response here, simply because my experience is not the normal experience for people at this university. Everything about my experience here and what I do is abnormal and it's given me a different perspective. I will admit it at the outset. I have been at this university (in different capacities and departments) for nearly ten years, but never on a permanent basis, in spite of numerous applications. I have been treated differently by different departments. Some treat me as an exploitable resource to be discarded when not needed. Others treat me as a valued member of the faculty. I won't be specific in the interest of maintaining anonymity, but this is the reality for far too many faculty here. Even though I am treated well by my current department, I do not feel that my dedication and willingness to work has been acknowledged by the university. I know that I am not owed anything by the administration, but I feel my treatment here is symptomatic of a larger issue. I feel that the university is far too willing to exploit people like me by putting us in situations where we have spent years getting advanced degrees and yet can't make enough money to live on and have no benefits and basically are being used as cheap labor, in spite of university need, because of the all-important instruction on frugality. I think there is too much emphasis on frugality. I'm not saying that we shouldn't try to be efficient. We should. That's a very good trait, but I think we step far over the frugality line into being cheap. In this sense, BYU-I is no different from any other university who relies on adjuncts and temporary faculty that can be continually replaced instead of full-time faculty. It's not different, but it should be. Connected with this is the frustration I have as a teacher about the disconnect in what the university declares as its purpose and the way it treats students. BYU-I says, "We'll take everyone. If you're not able to get into university anywhere else, you can come here and we'll help you get through." And that's wonderful that so many students get this chance. However, when these students who are not prepared for university arrive, they're told, "Now, you have to get through here as fast as possible. Our semesters are shorter. Everything is rushed. You have 120 credits, not one more than that. You have no option for changing your mind about what you want to do. Oh, you want vocational training? Well, we got rid of that. Get your degree and get out. Get out. Get out. Get out." No university I attended was so hard on students as BYU-I is when it comes to giving them a chance to figure out what they want to do. Other schools have longer semesters, a higher credit cap which helps all students, not just the ones who struggle. As a teacher, it's hard when I know that my students need more time to cover the material but I can't give it to them because of the focus on serving as many students as possible, using less time, less money, fewer resources, and with no job security on my end Appendix 2: Anything else to express. 48

which is always on my mind, but I can't let it affect how I teach because it's not the fault of my students and I don't want them to suffer for that. This complaint makes it sound like I hate what I'm doing. I don't. Overall, I love teaching here. I love the students. I love the courses. But the surrounding environment is sometimes difficult to navigate, and I go each day hoping that I will have a job, that the all-important frugality won't mean that I'm out of a job and frantically figuring out how survive. I know that my experience is not that of everyone. My experiences here and other places will forever taint my view of academia, but not my view of teaching. That is my passion and what I have always wanted to do. I just wish I could rely on being able to keep with it. 186 I love working here, and I think communication has improved over the years. Thank you for listening to us as faculty and please keep trying to listen to us. We aren't the enemy of academic administration; we want what's best for the students and for the school. It's going to sound self-serving, but I'd like to see faculty awards come back. It's a small thing, but we have precious few opportunities for recognition outside of BYU-Idaho, so it always seemed like a nice gesture when faculty were recognized from inside the school for all the good they've done here. Highlighting the examples of the great things faculty have done is a powerful reminder of our mission and motivate me to do better. 187 I love teaching students here. I'm grateful for the opportunity. I think many faculty members are fearful and reluctant to express themselves openly. I miss feeling we can openly discuss difficult problems and challenges. I'm saddened that public relations and/or other parts of the university have directed that we are not to discuss or present anything that may touch on the difficulties students face in their daily lives--no arguments, no sadness, no struggle--and I fear that in doing so we rob students of the coping mechanisms they need to make the gospel a living influence in their lives. By ignoring their struggles--or that struggles exist--we make them feel guilty for struggling, and we may well cut them off from the very source of their greatest help--the Savior and His gospel. 188 Survey Statement: "I have sufficient time, resources, and institutional encouragement to develop relevant course materials." There were several statements in the survey similar to this one which contained multiple statements lumped into one. Yes, I feel I have sufficient resources and institutional encouragement. As such, my answer would have been "Strongly Agree." However, I do not feel I have sufficient time, and so many of my responses became, "Strongly Disagree." How do you know which statement I or other faculty are responding to? When a majority of the faculty respond to the survey in a particular way, the results are represented generally as, "the faculty feel..." The results should not be represented in this manner and should be represented as, "40% of the faculty feel..." I am often at odds with my colleagues and do not appreciate being lumped with the majority when I am a minority. 189 I feel that quite often the University calls a meeting for stakeholders to present their opinions about a change that the University wants to make, but that they really aren't looking for professional feedback. It seems in the end the say that they felt "inspired" to make the change - while dismissing the stakeholders' professional input. While I am sure the Lord gives "inspiration", I don't feel that this "inspiration" should be used as a cloak to institute change that is not well thought-out and planned and quite often goes against best practices in the academic field. I think a better approach would be to allow the Spirit to give inspiration to all of the stakeholders and come up with a consensus instead of this top- down change which may or may not be divinely inspired. 190 The whole medicare fiasco is a perfect example of the administration being completely out of touch with reality. So what do they do? They promote […2…], the person responsible for Appendix 2: Anything else to express. 49

the whole thing to a VP level position. There isn't one academic person on the leadership team. Instead we have a group of political hacks. This university is great because of the students and the average worker who does their best to educate and influence the youth of Zion. 191 I would like to again request that devotionals start a little later than 11:30. I never make it to Devotional on time because my class ends at 11:15 and there are always students asking questions. I would like it to start at 11:40 if possible. This still leaves plenty of time after devotional for students to go to their 12:45 class. 192 Can we figure out how to get faculty parking and tickets to be more of a service than a penalty system? I am flabbergasted at how demeaning they are and they act like a penal institution instead of a service. Employees should be treated differently than students with respect to parking. 193 After 13+ years working at BYU-Idaho, it has become apparent to many that a faculty member can do the very minimum, work fewer than 30 hr/week, cancel classes, get below average student evaluations; and now one cares. A faculty member can also work really hard, be creative, excel at teaching and professional efforts, donate personal time, publish, and conduct other noteworthy activities defined by virtually all other universities; and no one still cares. All is heard is a collective and trite, "We appreciate all you do"; yet, I'm not confident all I do is known. Most universities (and companies) recognize the need for personal and sincere recognition, milestones, and promotion in order to achieve excellence and maintain morale. 194 Though I appreciate the need for flexibility in some policies and procedures, there are several reasons why we need to update and improve the university approach to faculty maternity/paternity leave. It is incredibly hard on chairs, faculty, and students to only have a six-week maternity leave and only one week for paternity leave. This requires not only a lot of scheduling gymnastics but creates unbelievable stress on families. And it's not hard to see how disruptive a short leave can be to student learning--switching instructors means adjusting to new expectations, creating a new class community, and the loss of support for students' who need early and consistent intervention throughout the semester. Almost every other university (including BYU-Provo, local universities like Idaho State University and Utah State University, etc.) offer a full semester of paid maternity leave, and many also give a full semester of paternity leave. For an institution that believes so strongly in the divine roles of mothers and fathers, and believes that the family is central to God's plan of salvation, it is astounding that our current policy does not make it possible for parents to prioritize these essential roles. 195 1. Our department has been told that "we get enough load to do our job" therefore we do not get TAs. Is this true? (I find this very frustrating because I do EVERYTHING in my power to keep my hours at 50 hours per week. The loss of a TA feels like a kick to the knees.) 2. Our department has a few individuals that constantly compare and look for ways to get others in trouble. They consistently are monitoring the halls to see who is or isn't in their offices, blame other classes if students don't thrive in their own, etc. I'm not sure that this is something that can be solved campus-wide, but I find it to be very degrading to the morale of the department. 3. Let's talk load. I seem to be assigned a lot of extra projects by my department. I'm happy to do them, but there is NO consideration of load. I've created classes but was not listed as course lead, so I did not receive load. Instead, I spent enormous amounts of time mentoring the course lead. My department chair recently told me that "not all loads are equal" and Appendix 2: Anything else to express. 50

mentioned that they know what I carry is harder than most in my department. But, I don't get paid for it. That doesn't seem right. (And, yes, I do have the ability to say no. Sometimes there are just things that have to be done.) 4. I love this job, but it is extremely stressful. I have to work so hard, so fast, all day, every day to get everything done. I leave work extremely depleted and my family and my personal ability to enjoy life after hours suffers the consequences greatly. This is despite the ability that I have to streamline things. I am naturally quick & constantly look for ways to make processes smoother. (What I'm saying is that I'm not diving into the weeds, wasting time, or finding busy work to make my life this way.) 5. PLEASE, could we consider reducing our contracts to 40 hours per week and adjust our loads accordingly? It would help someone like me immensely. 196 I, like others I know, don't feel equipped to voice concerns to administration. The channel to do so doesn't seem to exist, apart from this survey.. Administrators hide in their offices. They don't get out and know us. They don't understand This especially applies to the President. Is Henry undergoing personal struggles? Is he physically, mentally well? […5…] 197 The CFS process may benefit from more carefully considering other universities' tenure processes. It seems more and more is added to the CFS process each year without any clear evidence of benefiting the CFS candidate or even, necessarily, the university. Eight observations per semester (three by the candidate, three from the CFS committee, one from the department chair, and one from a SCOT) is not only a large amount, but it exceeds the point of diminishing returns. (The number of observations goes up to nine during the semester that the college dean visits.) The progressing teacher course and C3 lab requirements, while not necessarily poor uses of an early-career faculty member's time, do contribute to this time spent away from developing courses or other professional development agendas that newer faculty need time for and surely could benefit from. If we want to follow the admonitions and promises made by President Henry B. Eyring and President Bednar that BYU-Idaho is to become a light on the hill in the scholarship of learning and teaching, then perhaps some expectation of producing at least a small amount of scholarship in the areas of learning and teaching would help us achieve that goal while also reflecting more typical tenure expectations. I'm not proposing requiring published research; there are many reasons to avoid such a requirement. But perhaps faculty should at least be encouraged to submit something related to learning and teaching so that we can begin to project scholarship in these areas out into the world. 198 Another thing about being on 75% contract. There is definite negative vibes from the administration about those who are on 75% contract. I am asked all the time when I will go back onto a 100% contract, as though the 75% contract is just a passing fad or mid-life crisis choice or something like that. Whenever my department runs into a scheduling difficulty or hiring difficulty, often the administration will fire back- why don't you get ______to go back onto a 100% contract? Then you won't have the problem. Also, being on 75% contract basically means reverting back to almost adjunct status. My department carries a heavy load of General Education classes. It has been decided that we all teach 6 Gen Ed 3- credit classes a year, minimum. Which basically means that's all I do. I feel a bit under- utilized when it comes to our major courses. Percentage-wise (of how many classes I teach), I am with uninterested freshmen almost all the time. Can be fairly taxing. I tell myself it's ok, because I only need to do it for 7 months a year, and you can endure almost anything if it's for only 7 months a year. But it still makes for low job satisfaction. I don't see myself as a true faculty member. I see myself as a grunt worker. Appendix 2: Anything else to express. 51

199 Last fall in the "start up" meetings it was mentioned that the university had achieved the "30+6" load goal for faculty. This is completely incorrect for my department. Fall semester 2019 almost 90% of us were on overload. This was not a one-time occurrence, there are at least ⅓ of us on overload every semester. I am exhausted, most of my colleagues are exhausted, and I don't know how long we can keep this up. 200 I know that attempts have been made to increase communication between the administration and the faculty, but more needs to be done. Before the transition to BYU- Idaho, I often received summaries about meetings at the university and college level. Although some of that information is now available, it requires time to find it where previously it was sent to individual faculty members through campus mail or email. I realize that it would be premature to share some information while decisions are being made, but in other cases, the information should be shared. There have been times that decisions in my college or in the university have been made which are very germane to me as a faculty member. On two occasions, I found out about them in the local news media, instead of through official channels on campus. There have been programs in my college that have been discontinued, and there was no official announcement about the changes. I am not part of one of the "rumor mills" on campus (which cannot be trusted), so sometimes I have felt that I have been left completely in the dark. I feel like I am expected to work in my "little box' and not to worry about what is happening in my college or the university at large. When was the last time that talks were given in Faculty and All Employee meetings about new developments on campus or the vision of the University? We used to have them all of the time. I know that there will not be any new buildings on campus, but there are other things happening that could be spotlighted. How about some talks about the state of and the trends in higher education in the world at large? It has been some time since there has been an address about these types of things in a faculty meeting. 201 Let me start by saying that I do not take issue with the university's dress and grooming standards. I do, however, take issue with the amount of time, energy, and university resources allocated to publicizing, promoting, and instructing students and faculty alike on the matter. I see numerous students with serious mental health concerns and just as many struggling with their personal testimonies of the gospel. These seem to be the true issues of our time, not how recently someone shaved, or whether there are holes in someones jeans. The "small and simple things" like living the honor code and dress and grooming standards WILL NOT help an anxious, potentially suicidal student feel better about themselves, nor will living the standards strengthen a wavering testimony. There are REAL issues, SERIOUS issues on this campus that receive little attention, and even less support, while we push forward carrying the banner of modesty and obedience to non-commandments above all else! 202 We keep adding more students while we are unable to add more sections. So class sizes continue to grow. But now we have reached the limit of the classroom space and there is no where to go. We can't add more sections because we can't add more faculty. The big classrooms appear to be fully utilized. We don't have sufficient lab space for all the students. It is time to move some of the on-campus support functions that don't need to be right in the middle of campus off of campus. Open up more space, allow us to hire more faculty, or let's start capping enrollment. 203 I feel like we are often expected to attend university meetings, faculty meetings, etc. where administration take the stage and spend all the time talking. It seems that these meetings are unproductive. Administration want to stand around and pontificate on big ideas. It seems these ideas are just floating around in the ether, with no real application. After the Appendix 2: Anything else to express. 52

meeting, administration walk away, pleased with themselves, and the rest of us grumble back to our offices about another waste of time. And the only way Henry knows how to answer a question is to not answer it, but refer back to his father and the Spirit of Ricks. 204 I have heard rumors that teaching evaluations were going to be made public. If that is the case, it should be discussed and the teaching evaluation process and forms should be improved. The teaching load is very heavy. It does take time away from the rest of professional development. PDLs should be automatic and scheduled regularly. It would make a difference to have one PDL each semester, rather than 2 per year. 205 I wonder if Henry is so focused on doing things and honoring the past, and its leaders, that he has lost track of the fact that this university is WAY different now and we need leadership for this moment. He CAN change things. It's why he was called, and he seems to think what worked before will work now. That is the opposite of the leadership style being displayed by Russell M. Nelson. 206 I don't feel free to express my opinions to the administration. If I do, I feel I would get a black mark on me. The college level and department level are great, but on the University level I feel a "my way or the highway" feeling. 207 We are scraping the bottom of the barrel for students in the name of enrollments. These "everyday students" take most of the faculty time and resources. Faculty burnout because of these students is real, and need to be discussed and addressed. 208 I wish there were better support for adjunct faculty with professional development. 209 Everything is awesome!

Appendix 3: Q33. Which decisions? Please list. 1

Appendix 3 Q33. Which Decisions? Please list 1 1Ending the student cultural associations 2Ending academic scholarships 3Not having students honor the faculty at commencement anymore. 4The no-nepotism hiring policy for departments, especially when administration positions are appointed exactly because of nepotism-- seems a double standard 5There seems to be an unofficial moratorium on hiring new faculty in departments that desperately need more faculty 6University policy that prevents students from getting Pell grants, even though they qualify on a federal level 7Intellectual property policy 8Faculty Gag order 9Limiting student travel programs to August, when travel is the most expensive and weather is the hottest 2 healthcare

compensation changes 3 1 The decision to discontinue the tuition reimbursement for full-time employees of the university seeking post graduate degrees. Those who applied were left with no response for basically a year. After that those who reapplied the next year were also left with no response until an all employee email was sent out explaining the new program. No response was given directly to those who had applied which is unprofessional and rude. As for the new reimbursement program... frankly, it is garbage and does not meet the needs of those trying to continue their education. Because there was no formal communication about the reasoning that went behind the decision to make this change, rumors have been the best source of information. Rumor has it that too many people were earning post grad degrees and leaving the university for employment elsewhere. If true, then the rest of us are being punished for the actions of others. Rather than punish everyone else why not create a contract agreement between those receiving tuition and the university? If you receive reimbursement for you tuition from the university then you are required to work for a determined amount of years in return. That would be a fair and reasonable expectation and is common practice in the corporate world. 4 1The decision to drastically reduce travel and restrict it in ways that make it harder to (1) do the paperwork, (2) support students, and (3) maintain robust programs.

2The Medicaid decision

3The decision to focus so much on dress/grooming standards (especially beards)

4The decision to ignore students' questions/concerns about the Honor Code instead of giving a direct, official response 5 Instead of listing them directly, how about broader input from various campus entities? This is important when the optics of certain decisions are so poorly considered (the Medicaid decision, for example) that they affect my professional identity as an Appendix 3: Q33. Which decisions? Please list. 2

employee, although I'm far removed from the making or ratifying of such decisions. The model seems to be entirely top-down. I know that not everything can be done this way, and our administrators are tasked with making difficult decisions daily, most of which require their individual assessment. However, the current model is to make a decision, enact it, send out correspondence once it's been decided, double down when there is broad resistance, contrive reasons for the decision, connect that resistance to some sort of vague notion of disobedience, etc. Clearer communication and expression of rationale on the front end could help in the deployment of difficult University-level decisions. 6 Why touring for the performing groups has been so drastically curtailed. Why travel programs have been discontinued. 7 Health insurance policy change for students (one policy is announced and reverted back to the original design). There was no good explanation for either changes the school has made. Also, the decision to revert was made so quickly (I don't take it as a good sign for an important decision). 8 Budget cuts to various departments and programs, the whole Medicaid fiasco, etc. 9 The Medicaid disasterDiscontinuing study abroadDiscontinuing student clubs and associationsChanges to pay Eliminating pay scale for advanced degrees 10 The university seems to downplay the role of academics (which is really problematic at a university). Outdated dress/grooming standards cause problems. 11 1 Getting rid of certain programs. 2The medicaid fiasco. 3Faculty hiring committees allowed to be completely trumped by dept chairs. 4Getting rid of travel. 5As far as I can tell very few of the decisions made are explained and if they are it doesn't seem like an honest explanation. This is a very top down authoritarian institution. I don't think the virtue of saving money trumps the virtue of a quality education. 12 Why won't the administration listen to the faculty and make changes to the dress and grooming standards?

Why did you change the time of the devotional? And why wasn't there some sort of survey conducted to see how that would affect faculty teaching schedules or if the faculty was in favor of such a change? And has the change produced the desired result, whatever that may be? 13 Kirkham Replacement. 14 Medicaid decision wasn't explained well, later reversed and I appreciated the apology. Honor code office policies could be improved and clearer 15 Medicaid, dress code, etc 16 Why adjuncts couldn't be hired on a yearly basis, rather than they are now (each semester). 17 Why does devotional have to be earlier in the day? Why were the pre-requisites taken off of many upper division courses? Why was Foundations completely dismantled for one student services type class? 18 Medicare policy International study policy Adoption of Workday Closing of Badger Creek Appendix 3: Q33. Which decisions? Please list. 3

19 Change in scholarships for incoming freshmen, which were then changed back to a potential full tuition for an incoming freshmen Medicaid changes that were then changed back 20 Travel policies 21 Medicaid, travel policy changes, salary changes (or reversals from changes), changes to the nepotism policy 22 1Open enrollment. 2Eliminating some clubs. 3Pulling a play written by Jack Harrell last minute (it wasn't the decision - it was the way it was handled). 4Dress code changes (since we're the ones responsible for the enforcement) such as why we're focusing on beards yet extreme hairstyles e.g., bright purple, etc., leggings, capris, etc. seem to be overlooked. I'm not a beard person; I just want to understand the hyper-focus on this one aspect of the dress code over others.

5The Medicaid debacle was unnecessary. As a professor, I had no idea what was coming until the students were already agitated and informed. Since we are the mentor figures, unqualified counselors in many respects, it would be nice to hear about these things before the evening news or when approached by irate students. This seems to be a trend on campus: the faculty are on a "need to know" basis that sometimes backfires. 23 Center Stage changes Medicaid scholarship reversals travel requirements 24 So many. Not only do university leaders poorly communicate the process and reasons for decisions, often they are DISHONEST in those reasonings and explanations, and too often do not have the courtesy of standing behind them. Recently our department was involved in receiving an edict from administration that affected students, the department AND the public, and the president send a VP to do all of the dirty work. We were told to direct all public inquiries or inquiries from the press (there were many) to university communications and they would handle the negative PR snd provide a statement. The administration then told the PR representatives to respond to all inquiries with basically "no comment". Further, the president's office refused to engage with the students and faculty who were affected directly by their decision. Make a decision, and then stand behind it. Also, student Medicaid, anyone? 25 I am on 75% contract. To this day, there is still no good explanation as to why there is not an 83% contract available. When I went onto 75% contract, I told the administration that I was more than willing to go onto an 83% contract to help my department more and to pull my weight. The administration categorically denied the request saying that no one was on 83% contract and that no one ever will be. I now know that is not true. I know of a faculty member who has been on 83% all this time and he put in about the same amount of work that I have been putting in, but for 8% more pay. He just retired. Nevertheless, the 83% contract definitely was still on the books. 26 Why one-year hires could not be renewed if there was no one to be found to replace them. 27 1. Badger Creek 2. Shaving, and why it's suddenly so important Appendix 3: Q33. Which decisions? Please list. 4

3. Elementary Education Accreditation 4. Sudden faculty pay changes 5. Cutting academic scholarships 6. Cutting some budgets 7. Cutting some department travel 8. "Risk Management" informing every decision made at BYU-I 9. No beards for guest artists to campus? 10. Medicaid 11. Devotional Time change 12. Destroying the Kirkham Building, and taking away many offices, classrooms, and a wonderful performance venue, in order to make a small parking lot. What a shame. etc.. 28 1Medicaid not being allowed for student insurance coverage and then switched back. 2Change in scholarships to focus on need and then maintaining the focus on GPA (i.e., I think switching all scholarships to need-based would be a good thing).

29 Moving of all faculty from Teacher Education (Only Secondary Education) to other departments 30 Pay scale for PhD vs Masters holding professors. 31 There are several instances, but here is one example: The decision about hiring faculty: The president went against the recommendation of the department, college, and vice president and chose someone else. I respect his right to do this, but no explanation was given. This is very demoralizing and possibly sets the new employee up to work in an unfriendly environment. People will support decisions made by leaders if they are reasonably explained, but when the reason is mystifying and completely unknown, there will be little support and a lot of resentment. 32 The Medicaid decision. 33 Compensation changes Medicare for students Travel Eliminating awards, accolades, and other positive motivators The general attitude/mood/thoughts/reasoning of campus leadership 34 Change in scholarship amounts to academically talented students. I feel like we are limiting great students who would be great teachers in the teach one another opportunities.

35 Faculty travel policies. I wasn't asked to give any input. 36 I think some explanations should be on a need-to-know basis. I trust the administration to make good decisions and I think they are more qualified than I am to make decisions. Furthermore, too many cooks spoil the soup, so hashing out every detail in public would be a bad idea. However, there have been some decisions that I have not understood and that seem questionable:1. The plan to end academic scholarships, then the reversal of that plan.2. The plan to stop accepting Medicaid as health insurance, and then the reversal of that plan. 3. The plan to decrease the rate of raises, and then the reversal of that plan. (For this one, I think we are paid very generously, especially in the Appendix 3: Q33. Which decisions? Please list. 5

humanities, and so smaller raises would have been fine with me, but the explanations were not clear) 4. The plan to give people with a Master's degree bigger raises to help them catch up with those who have a Ph.D. 5. The new fee structure for intramural sports.Most of these moves seem to be about saving money, which I support, but if there is not enough money, why were some of these changes revoked? I don't know much about institutional budgets, but I would think that you just see how much you have, think hard about what to cut, get feedback from everyone who would be affected, and then make some cuts. If you cut something in the dark, it generates an outcry and then you have to back down. This saves no money and leaves everyone feeling worse about the situation. 37 1Devotional time change 2Increase or perceived increase in administrative positions 4Changes to Center Stage 5Change in Foundations/Gen ed 38 My understanding a doctorate is no longer preferred. Maybe I'm wrong. If 'yes' an explanation of why would be desired. 39 1GE changes, 2clamp down on travel, 3changes in compensation structure (why masters degrees are valued the same as PhDs), 4very recent changes to course evaluation questions, 5hiring decisions that trump department recommendations, etc. 40 • medicaid not accepted decision • banning student journalists from covering medicaid story decision • discontinuing full-tuition scholarships decision • college success course creation and continuation (despite failure) decision • rescheduling devotional decision • shortening devotional and adding lunch decision • decision to not replace Don Sparhawk 41 New hire decisions. 42 I would like to know why full-tuition waivers/scholarships for incoming/continuing students were suddenly removed from the offerings (and, inexplicably, this removal happened *after* offers to incoming freshmen had actually been *made* by the school and *accepted* by students), and then mysteriously, half a year later, put back into possibility with a brief email notification. I know several people strongly and negatively affected by this decision - yet there was never any kind of communication from administration to faculty or, as far as I know, the BYUI community at large about the original decision to nix the waivers in the first place.Additionally, the seemingly snap decision to not accept Medicaid for student insurance requirements, of which was offered, at first, no justification or reasoning for the change, and which upon interviewing community medical services, was apparently completely unfounded, and then not too long afterwards rescinded, just makes me wonder if there are a lot of "yes- men" surrounding people in high positions. These "yes-men", it would seem, upon hearing any suggestion for a major change, either do not voice any opposing views that they might hold, or simply do not wish to be seen as opposing our "inspired leaders". What they, and I feel at times, our leaders, may be failing to recognize is that good information leads to good inspiration. By not engaging with those who will be affected by these decisions in the gathering of good information *prior* to making the actual policy change, they are setting themselves (and many others) up for a lot of unnecessary Appendix 3: Q33. Which decisions? Please list. 6

trouble and difficulty.Another case in similar point: The change to 11:30 devotional time. I do not remember any discussion from our leaders telling us that they were considering such a change, and would like faculty feedback on how that might impact our academic programs and scheduling. Our department consumed major amounts of time both individually and in committee and department meetings dealing with an essentially "top-down" decision that significantly impacted our academic schedule. All of the resource of man-hours devoted to solving a problem thrust on us by administration could have been better spent in continued course development, meeting with students, etc. Basically, I find it frustrating that so many far-reaching decisions (the above three are not the only examples!) are made with no consultation with the people who it most dramatically affects - the teachers and students! This is supposedly a "teaching university", with emphasis on teaching & students, yet many decisions made by university leaders seem to be trying to follow a "business model", making things easier for administrators, but ending up negatively impacting the experience of students and the ability of faculty to provide the education to them that we've been tasked with. 43 Revisiting the dress and grooming standards. 44 1The initial elimination of Medicaid 2Travel policies and restrictions 3Changes to retirement (pensions) 4Changes to General Education 5Hiring priorities (lost FTEs in certain departments) 6Funding priorities 7Campus construction priorities (and constantly shifting decisions) 8Just about any campus-wide or specific-department-impacted decision 45 Change of FD courses to GE 46 1faculty pay raises (incremental) 2doing away with doctoral raises 3the student insurance situation 4faculty and student travel 5the education accreditation problems 6the changes after accreditation problems 7the scholarship changes 8getting rid of Badger Creek 9getting rid of PE Classes 10changing the devotional time 11making devotional less of a free-will offering by offering credit and meals

47 I have questions about educational accreditation that were not addressed entirely. It would be nice to be told up front by administration how they view accreditation and accreditors. It seems how administration views education and education courses is very different than how the state accreditors view education and education course. This disconnect makes it very difficult for faculty and students at BYU-I to navigate between the two. It also makes a lot of clean up and many hours more work for faculty. 48 Student travel, selling of badger creek 49 Our leadership team is wholly unqualified […4…] Appendix 3: Q33. Which decisions? Please list. 7

50 1Changes from foundations to general ed and how that will role out; 2changes to the pathway program and how that will impact the preparedness of incoming freshman; 3also how English Connect no longer aligns with Pathway which was the whole purpose of English Connect; 4why pathway was moved to SLC when the courses still need to be housed under BYU-I and have a course lead from BYU-I. 5Also why international travel is now being looked down upon for sabbaticals instead of consider the value of the sabbatical to the subject-matter and professional development of the faculty matter. 51 Not accepting Medi-caid insurance 52 Killing faculty travel; suddenly throwing students using MedicAid under the bus; curtailing international travel and study for students. 53 The initial decision to not allow students to use Medicaid as health insurance. 54 Decision to stonewall the students last year when they staged their 'protest' of the student dress and honor code. They acted pretty well...we did not.

The whole Medicaid fiasco. Why was the decision made to not communicate our reasoning behind that? 55 Decision to devalue PhD in pay, making it equal to Master's degree after a few years.

Overly restrictive media-requested interview permission policy.

Switch to GE without having a full plan in place, and swapping out plans on the fly. 56 The move from intermittent student evaluations of faculty to regular (each semester) student evaluations. I don't necessarily have a problem with that change itself but it was most definitely NOT communicated amongst chairs and faculty. A rationale was also never presented. It FELT like a change made with the hope that no one would notice or complain which doesn't go over very well. 57 Medicaid Changes in travel policy Calendar changes 58 Why have cost of living raises been discontinued? (My last several raises have been below 2%, and usually closer to 1%. This is very demoralizing.)

Why have salaries between PhD and MS been equalized? (This is also disheartening, and will lead to difficulties in hiring qualified faculty in the future.) 59 Making student evaluations every semester! Why would i experiment with teaching strategies when it may show a negative consequence. Administration is completely unilateral in decision making. 60 Why as a visiting professor I wasn't truly considered for full-time employment? Why, with phenomenal teaching evaluations, (both from students and faculty members), proving my worth as an effective and engaging employee, team member, etc. I wasn't even chosen to move forward in the hiring process, to even have the chance to apply?

I would hope that in the future, visiting faculty would be given a fair chance to be hired into a permanent position. Appendix 3: Q33. Which decisions? Please list. 8

61 I don't feel comfortable indicating many such decisions as I feel it would identify my position and lead to retribution.

A few I might feel comfortable sharing: 1. What factors or rationale exists for not compensating those that seek a PhD more than those with a Masters? Do we not want to encourage additional learning or seek the best qualified candidates for positions?

2. Though it doesn't directly effect me, what led to discontinuance of the master retirement plan? I'd like to understand the specifics behind this. It certainly makes working here less attractive--again, do we not want to attract and hire the best candidates available. Seems like we abhor excellence and are striving for mediocrity in many ways...

3. What went into the decision to eliminate academic probation? It's concerning when students fail semester after semester and continue to attend--seems a very big waste of university resources, when those slots could be filled by students who either want to be here and/or will work to maintain positive academic progress. Again, seems like we are encouraging mediocrity.

4. The medicaid debacle...

62 Travel 63 The original student insurance decision that received so much press. I very much appreciated the decision reversal, the apology, and the explanation. 64 Like, ALL of them. 65 Decision about why we chose to just go back to a regular GE model instead of something more innovative, like the BYU-H model. Decision about university faculty travel--I still feel like this is nebulous. We're being told we can travel, but it still sometimes feels like the administration would rather we didn't. 66 The decision to ignore input on changing the dress code to match BYU's dress code. 67 -Refusal to accept Medicaid (later reversed)-Financial aid changes made to reduce maximum academic scholarship to half tuition (later reversed)-Decision to take down the Kirkham building with no comprehensive plan or discussion about how to mitigate the academic impact-Reductions to Center Stage and its support staff with apparently deliberate attempts to discourage conversations about the impact on academic programs-Unreasonably limiting policies surrounding guest speakers and groups with no opportunity to respond to unofficial, but enacted, policies in a meaningful way- Elimination of student clubs with zero discussion and no announcement or explanation- Elimination of Badger Creek with no discussion-The pattern is always the same: have "conversations" with academic leaders about many low-impact items, but leave them entirely out of major decisions that affect their programs drastically. 68 Decisions regarding travel have always been a little mysterious. 69 scholarships differential pay for Ph.D. Appendix 3: Q33. Which decisions? Please list. 9

the medicaid issue campus speaker policy 70 The withdrawal from Medicaid and its purpose. The decision to reduce full-time faculty in certain departments even though FTEs are desperately needed. 71 planned changes to student scholarships planned changes to student insurance (i.e. medicaid not being accepted) changes regarding faculty compensation for graduate degrees earned (MA and PhD) 72 Medicaid 73 To be perfectly honest, I struggle to remember specific instances, although the original refusal to accept expanded medicare comes to mind. In that particular instance, the university remained silent regarding the decision for far too long, and prior to reversing the decision, provided explanations that had little to no credibility. This example, specifically, once again brought negative national press to BYU-I. Generally speaking, I think the university continues to do a remarkably poor job at communicating decisions. At the same time, I think the university continues to make poor decisions. 74 Medicaid 75 Gutting of Center Stage Medicaid Travel policy changes Other policy changes Devotional time change 76 Medicaid Academic scholarships 77 Faculty travel - increasing restrictions to travel, especially international, while whole departments travel internationally. Are we on equal footing department to department budget-wise and approval-wise?

Move to Workday - consideration of added burden to users. Faculty and staff spend much more time, effort (and frustration) on this than previous - is it worth it?

FTE allocations - are all departments faced with same overage on faculty load and lack of time for PDL or are there priorities given to some areas that we should know about?

The unexplained decision to prevent students from using Medicare for their insurance requirement. This was perceived as a black eye on the university. It may help if the circumstances of the decision was clarified. 78 Health center and Medicaid President’s cutbacks on travel Decisions to fund no new fte 79 Decision to not accept Medicaid Decision on not provided sufficient faculty members to allow for a 30+6 teaching load 80 What is the place of professional research in professional development? What is the reason for discouraging most student travel? What is expected of faculty to help with freshman retention? Appendix 3: Q33. Which decisions? Please list. 10

81 Split of Business Department into three separate departments 82 The switch in scheduling to accommodate holding devotional at 11:30 instead of 2:00. There were a LOT of trickle down difficulties in scheduling classes (especially labs), and it removed one of the "prime time" teaching spots from the schedule (i.e. one of the times that students are more likely to enroll in courses). There are other difficulties as well, which for the sake of anonymity I won't elaborate on. Was this decision based on any sort of data? Was there any sort of analysis done ahead of time with regard to cost v. benefit? If any of this did take place, I haven't heard about it. 83 Refusing to honor Idaho Medicaid Destruction of the kirkham with no new space Remodeling the Hart/pool when the building is a nightmare and its amenities were set up to serve 5,000 84 -Why some faculty positions were not granted when there is a clear need -The flip-flopping with Medicaid for students 85 The entire situation with the health care and medicaid expansion was bizarre. I could not figure out why it seemed shrouded in mystery. In addition, for the first time in my career here, the communications from the university were disingenuous. My colleagues and I were confused and had a difficult time explaining what was happening to concerned students, parents, and others. Transparency is a hallmark of excellent leadership and this was an occasion where transparency was nonexistent. 86 1) The change in the salary structure with added work of getting a doctorate not counting for more pay. 2) The debacle on the Medicaid insurance. 3) How academic scholarships were all changed to need-based, taking away the incentive for academic study. (They have been changed back, but there was little reason given for all of this.) 4) Why adjunct pay is so minimal 5) Adjuncts teach many classes but are given minimal help for development and are often expected to pay for it themselves. How is this supposed to help the students? 6) Getting rid of programs, like the EMT with little notice affecting both teachers and students. 7) The problems in the education department that trickled down to other departments along with why secondary ed was dissolved. 87 Offering devotional as a class for credit. If there is broad concern about getting students to attend devotional, why not include the faculty in those conversations? We can help! But when decisions are made without faculty input it feels like we aren't trusted to contribute. I think most faculty want to support and fulfill President Eyring's vision for BYU-Idaho. I'm one who does not always know how to do that. I really, genuinely want to help, but I am sometimes unclear about what the vision is and where I can help the most. 88 I believe their good reasons for most decisions. I would like to hear more from President Eyring at faculty meetings which seem to happen less frequently. I think we hear about things if we're listening. I just wish we heard more from our top leaders who are often the decision-makers.

University Travel Appendix 3: Q33. Which decisions? Please list. 11

Flex Trax Manwaring redesign. 89 International travel policies 90 1. Honor Code Protest 2. Medicaid Policy 3. Equalizing salary between those with a master’s degree and a PhD 4. Nepotism policy 5. Closure of Badger Creek 91 Almost all of them. The ones that have most affected me and my work: 1Reductions/discouragements to travel, 2the way guest artists are vetted, 3reductions to staff who support academic programs, 3the pushing of that workload to faculty, 4increases in "safety measures" which feel like a reduction in trust and a (fruitless) attempt to eliminate all risk from life. 92 -Badger Creek -Medicaid Insurance (initial decision and its reversal) -Cancelation of international student scholarships -Cancelation/change of academic scholarships -Travel policy changes -Workday decision, implementation, and overall bureaucratic structure of the system (it's become much more time consuming and irksome to do basic expenses, travel, etc. If the intent of the system was to have a system that enables better performance, it's done the opposite. Had we vetted the proposed PROCESSES beforehand, the resulting conversations and data would have revealed issues before the major investment and resultant trouble) -Speaker approval policy shifts (the way the current policy is administered is slow, unnecessarily bureaucratic, and ends up rejecting wonderful people for petty, discriminatory reasons. That likely isn't the intent of the policy and the way it is currently administered is not helpful) 93 This wasn't really that big of a deal but the Medicaid decision when it was first announced had a big impact on many of my students who would bring the issue up in class. Many asked questions about this decision that I could not answer or give details on. 94 The beard policy is a joke wrapped up in a farce and delivered as an absurdity! Requiring the faculty to manage, track, and police the beards on campus is so half- witted that it pains me to even type these words to people that I generally view as reasonable and intelligent. 95 Leveling of pay between masters and doctorate. Hiring decisions of new candidates. 96 Academic Standing Overhaul. 97 Move to General Education. 98 What happened to the academic standards at BYU-Idaho? It seems like there are no repercussions for students who fall below a 2.0. 99 Reasoning behind cutbacks to department budgets for things like travel and equipment purchases.

Appendix 3: Q33. Which decisions? Please list. 12

Clearer explanations on the rationale behind the changes from GE to Foundations and back to GE. 100 The decision to use Canvas. 101 current faculty travel situation 102 When they eliminated probation for failing students. 103 Scholarships (then the apparent change in scholarships)

Medicade decision

Workday decision

Time change for Devotional--Felt like it was made without considering/addressing the ramifications

104 Medicaid as insurance for students Emphasis in scholarships shifting from academic performance to need based Discontinuation of some student societies 105 Getting rid of Academic Scholarships The disintegration of Academic Advising 106 The transition to GE seemed very opaque. I heard different rumors about when it was happening and how it was happening but never knew what the truth was. There was some indication that the lists of courses were finalized and other times when I heard even the fundamental structure might still be up in the air within the framework of the new system. Specifically, a required science course like FDSCI 101 and a required humanities course are the changes I'd like to see.

The Medicaid decision from late last year truly baffled me because I couldn't imagine any reasonable explanation and heard practically nothing about it through university communication channels. Speculation and the media are going to fill that kind of vacuum every time. The best rationale I could come up with was that the school was worried that the Medicaid expansion wouldn't be funded by the Idaho legislature and might leave some students in a difficult situation who had been promised coverage. Even if that were the case, it didn't seem like our place to worry about that beforehand. If students were left without coverage mid-semester or after they had enrolled in classes, that would be a headache but at least it wouldn't be a headache we gave ourselves. This is the kind of thing that ought to be at least discussed so it doesn't look like a rushed, gut-level decision. 107 I wish there there was more communication about the loss of travel studies and travel for research. There has been no clear communication on these matters. The few answers that have been offered make no sense and have no foundation. This leads one with reasonable intelligence to conclude that the answers provided are not truly addressing the deeper concerns. More clarity on what these deeper concerns are would be very helpful because it could be that these concerns could be easily addressed and/or alleviated. Furthermore, I wish there was more discussions between administration and faculty, staff, and students on things that directly affect us. For instance, there was no discussion (to my knowledge) about changing the devotional time. This was made Appendix 3: Q33. Which decisions? Please list. 13

without any input from faculty, staff, or students. From what I understand, the rationale was to increase attendance at devotionals. While this is a noble endeavor, it may be more useful to truly understand why faculty and students may not be attending. Addressing these concerns may better merit the desired results, rather than simply acting on assumptions. I may have a misunderstanding on this; however, if I do, this only speaks to the larger problems of poor communication between administration and faculty.Another point is the addition of windows to office doors with a stern warning about covering them. While there may have been legal issues that have necessitated this, it may have been welcomed to have an open discussion about necessary changes where people can have a larger voice and this change could have been implemented with greater understanding. I understand there is a need to make decisions and sometimes discussion can be lengthy, cumbersome, and exhausting. However, we are in a professional environment and when changes are made without input that affect us, it can be frustrating, and it feels like faculty are not be treated as professionals. I realize that the change of devotional time and windows in office doors are not the largest issues; however, to me they are microcosm of a larger paternalistic mindset: The administration knows all and no one else's insights matter. This is pretty hurtful. I think that faculty and administration are on the same page overall. We share common interests: to improve the quality of learning and growth on campus. However, without better lines of communication, it feels like an environment were administration and faculty are adversaries rather than advocates. It feels like administration does not trust the faculty. This too is very hurtful. I would prefer an environment where administrators and faculty see each other as advocates. 108 Student Medicaid insurance decision was inadequately explained to faculty and students 109 Insurance Scholarships Devotional Time Benefits 110 Badger Creek sale, scholarships, discontinuation of cultural associations, changes to academic standing policy 111 The whole Medicaid situation. Shifting policies regarding academic scholarships. Shifting policies regarding faculty travel. Shifting attitudes about PhDs Unexplained hiring decisions that go against department recommendations. The decision not to rebuild/replace the Kirkham. The decision to sell Badger Creek. Shifting attitudes and policies regarding study abroad programs. The decision to eliminate most student societies.

112 Certain hiring decisions have been rather opaque. Some explanation for why university administration decides against some candidates would be helpful.

Also, some financial decisions on campus are occasionally confusing. The Appendix 3: Q33. Which decisions? Please list. 14

administration and others emphasize frugality heavily, yet there have been some programs announced that are surely cost inducing and not strictly necessary, such as the employee discount on food at the Crossroads or the recent box lunches after devotionals. I don't mean to complain or suggest that these are poor decisions, but the nature of frugality vs. generosity sometimes strikes me as being at odds here at BYU- Idaho. In light of recent news reports regarding the Church's accumulated wealth, I worry about how this particular aspect of the Spirit of Ricks is interpreted both by us and by those from outside our institution. Some clarification of long-term financial goals or planning might be helpful for those of us who are a bit perplexed by what seem to be contradictory objectives and expectations. 113 Medicaid as acceptable insurance for studentsswitch to GEDevo switch to noon hourpolicies concerning faculty engagement with mediaetc. Probably more which I cannot recall at the moment 114 Health center medicaid fiasco.

Rejection of almost all new hire requests despite the overwhelming amount of overload in our department and the complete lack of professional development time that was promised when all of us were hired.

I'm willing to go along with these no matter what, but I would do it with a smile if I knew the reasons and saw the big picture 115 - to kill Badger Creek and not replace it with something comparable - the faculty salary debacle - that terminal degrees don't count for anything anymore: even though just a few years ago we were still actively encouraging faculty to finish up PhD, or other terminal programs - to make any work done by faculty the intellectual property of the university - Medicaid debacle - cutting the study abroad programs - changes to faculty travel - changes to student travel (domestic or international) - that the admin isn't willing to hire new faculty beyond replacements despite student numbers increasing. - the administrations decisions NOT to hire departments preferred candidates with no good explanation - making devotional a class for credit (for online) - tear down the Kirkham and (supposedly) turning it into a parking lot instead of replacing it - eliminating faculty recognition (the bronze acorns)

116 beard card changes medicaid issue 117 Faculty speaking to the press about student-community participation. I do not feel I have support from the university when it comes to communicating my community efforts with the media. Appendix 3: Q33. Which decisions? Please list. 15

118 Medicaid. Travel policy. Pay changes. Change to foundations.

dress code concerns.

public facing stuff -- why don't we advertise more? Why is there a policy of no comment on things that go on on campus?

119 Why the reluctance to construct more buildings or at least rent some empty buildings in the community to accommodate our swelling student numbers? I heard that the Kirkham was to be torn down due to a deal made that allowed us to get the I Center. Why was that deal ever made? There is no response. 120 1. General Education. We never really knew why the change was being made--what was driving it. 2. Travel restrictions. 121 My concern is less with the explanation and more with the way decisions often are made by a few people at the top, with limited regard for faculty input. In this regard, I feel like hiring decisions have often been lopsided in terms of how they consider the departmental preferences. 122 The disaster called WorkdayThe weak GE programRemoval of the Kirkham Building, with no clear plans for replacement, as student numbers grow.Bribing students and faculty with free food to attend devotionalsChanging devotional time without seeking input on impacts to departmentsBanning of birthday cards. We still got individual ones from Salt Lake, so it's not cost.Changing (then changing back) of student insurance polices with respect to Medicaid.It's not just an issue of better explanation. Has there ever been any decision made by the Administration in which honest faculty input has been solicited and considered? I guess, inspiration only comes to the "strategic thinkers." 123 Professional and student travel. Workday rationale. LMS changes. Laptop decisions. Changing from Foundations back to GE.

While I support many of these changes, the rationale was not clearly stated. We were simply told this is what is happening. 124 The decision to not honor Medicare/Medicaid on the student level as a valid form of medical insurance. Soon, the students, local news, regional news, and national news were all running stories about it and the faculty knew nothing. I do appreciate that the decision was eventually reversed.

There was no discussion or request for input about changing from the Ammon Drive to OneDrive. We were just told that was how it was going to be. 125 1. The decision to pull medicaid coverage for students. 2. The decision to allow course leads to have access to all student evaluations for all faculty across campus. 3. The seemsing lack of response to the Dean of Student's suicide. 4. The dissolution of student associations. 5. The removal of all fun from campus and student life. Appendix 3: Q33. Which decisions? Please list. 16

126 • Selling Badger Creek • Provisions to manage space with the loss of the Kirkham--we have known for a long time it was coming down but it seems that little was done to prepare for when the space was gone • Not discussing the ramifications of not replacing a retiree in the area of Center Stage and more activities • Changing the devotional time • The entire issue with Medicaid! I'm sure there are others I haven't thought about today 127 The new foundation courses vs GE courses 128 Medicaid. It was poorly communicated. 129 The Medicaid decision of 2019 130 Transition from foundations to general studies. Changes to faculty pay scales. Decision on Medicaid. 131 changes to devotional (time, lunch, online course, etc.) Medicaid debacle Workday adoption changes to stewardship categories for the Faculty Development Plan 132 Medicaid decision for students, then the sudden reversal.

Changes in non-overnight student travel rules. 133 The school not accepting medicaid for students. 134 Student Travel Program Elimination 135 Discontinuing student sponsored associations.The original decision to stop accepting Medicaid.Limits on student travel for educational purposes.Discussing in better detail the death of Kip Harris, acknowledging his death as a suicide and providing outreach to students and employees who may be struggling with mental health related issues. 136 Why have we allowed BYU-Pathway to dictate EVERYTHING that we do online???!!!??? There is some collaboration but we are truly at their mercy with most things. 137 General Education replacing Foundations, why/when/how we switched to the Workday tool when the tool just doesn't make sense to most faculty members, academic leaders, and office assistants that are required to use it almost daily, last minute changes in definitions of faculty load tracking for 2019 that were not announced or communicated until data collection time, stewardship review and reporting processes that change every year, data access issues and organization that seems to change every time we try to understand what we know about our students, courses, and programs.

I don't list these to just complain. You asked for a list, and I hope the intent is to thoughtfully and deliberately identify themes, patterns, and trends in the results to we can tackle these issues as sets of teams that can coordinate for the greater good of our students.

The biggest challenge I see in general is that decisions that are made at one level (departments, colleges, university, task forces, support, staff, etc.) are not well Appendix 3: Q33. Which decisions? Please list. 17

communicated and supported throughout the organization. For example, we have a charge organizationally to be excellent at teaching and advising. As a department chair, I see first hand that our professional and student advisors don't seem to understand the programs they are helping students with. Much misinformation is given and never verified with anyone. As soon as we started to make some progress with the professionals in our college last year, they both quit. I'm struggling to find someone in that organization that is willing to learning about our programs well enough to advise any of our students. So, we end up doing our own advising which is not scaling to allow us to take care of any of the rest of our duties. The students end up feeling like ping pong balls in the middle of this not knowing where to go, who to talk to, or who to believe. 138 -The reduction of travel for faculty and students. -The Medicaid issue. 139 Advancement and development of the physical campus has taken a backseat to advancement and development of the online platform. Maybe the admin hasn't realized what that message sends to the campus community, but it does communicate something. Instead of saying, "There will be no new buildings..." they should say, "We are investing heavily in the online platform and once we have that where it needs to be we will look at how to invest in the physical campus." That would be an amazing difference because it would mean that there was a vision and a plan. I believe there is a vision and a plan, but it is poorly articulated from the admin. I constantly hear, "I wish we knew what the vision of President Eyring is."

The decision to not accept Medicaid and the way the backlash was originally handled was disappointing. The original reasons given to the students and faculty were in the fuzzy area between honesty and dishonesty. The faculty were left with little guidance on what or why it was happening, even though we were the front line for answering student's concerns.

The execution and handling of the rearrangement of compensation based on academic degrees was massively disappointing. Again, the explanations the faculty were given did not seem completely forthcoming. 140 International Internship Policy

Lack of funding and support for student and faculty travel.

Issues with faculty pay raise (2017)

There was discussion to allow departments/colleges to have more control over scholarship funds and their use. Why did this not happen?

Why are most scholarships moving to a need base?

Why is there increased pressure to reduce academic standards in order to retain students or improve course throughput?

Appendix 3: Q33. Which decisions? Please list. 18

A few years ago there was an effort made by administration to address grade inflation. Is this no longer an important issue?

Why does BYU-I not offer community course like it did in the past?

141 1. cutting of costs across the board, we are suppose to be frugal, but not cheap. Yet all we here about is cost cutting without any explanation as to why. It has become harder and harder to set up internship expeditions due to cost cutting, harder to recruit exceptional students due to need based aid, almost impossible to go on academic travel to stay relevant in our fields, and impossible to take students on travel trips. In my view this is just cutting costs and not using our resources to their fullest potential.2. salary adjustments. This is a two fold concern, not only was their a major change to salary compensation in the fall of 2017, a second decision has been made to adjust pay based on the years of service by obtained degree with very little explanation as to why. This has led to a devaluation of a PhD on campus and an overvaluation of the masters degree. As has been pointed out by faculty at the fall faculty conference in 2018 and 2019 a PhD adds significant value within the discipline not just as a researcher. The signal has been to devalue this added level of discipline knowledge.3. need based aid versus scholastic aid to students. This began prior to 3 years ago but has only been intensified. Rewarding students with financial aid based upon their income status doesn't encourage them to work harder in their classes, rather it incentivizes them to remain in a poverty situation and look for handouts. This is the current U.S. welfare system where we have raised a welfare state in this nation and are supporting that now on campus. This is not the welfare system of the church. Students need to receive aid based upon their merit, if they do well in their classes they should be given scholarships to encourage them to work even harder and not have to seek out employment as a registered student. Need based aid is driving the higher scholastic students away from BYU-I which in turn changes the demographic in the classroom. It is becoming harder each year to have exceptional students lead and guide those that are struggling as we have fewer and fewer exceptional students. Further, the incentive structure encourages a student to not "earn" their education. If a student seeks out summer time employment they might loose their need based aid as they earn to much in the summer. This is problematic as the students are looking for "handouts" and not taking ownership over their degree by working to obtain it. 4. workday! Its been an absolute disaster for the faculty of this campus. The burden of accounting costs have been shifted to the faculty, which are salaried so their is no added cost, in an effort to cut costs to the university. Faculty are now spending their time accounting for any and all costs in their department rather than focusing on the mission of the university, to lift these young men and women to become disciple leaders. It gets even worse for department chairs and deans. This is a significant example of cost cutting and not making the best use of university resources! 142 Student Health Care - Medicaid Changing Academic Scholarships Ending Student Associations Appendix 3: Q33. Which decisions? Please list. 19

Closing Badger Creek Devotional Time Switch

143 The medicaid fiasco. 144 Pension removal (strange that these changes were described as being competitive) Medicaid changes Pay scale changes Discouraged international travel ... 145 Changes to pay and benefit/retirement plans Changes to devotional times Demolition of the Kirkham and the replacement with a parking lot Criteria for Curriculum changes including lab hour constraints 146 Medicaid pulling and reinstatement Salary wage change without any official statement or discussion Scholarship changes, primarily related to our best performing students Hiring decisions from the administrative level General Education requirements 147 We have had terrible decisions made recently at the executive level: the elimination of the Medicaid insurance option, the discontinuance of academic scholarships, the intervention into departmental hiring, the regulations on faculty travel, the censorship of the student newspaper, the lack of transparent communication about these decisions, and the elimination of student clubs. These poor decisions and their clumsy implementations--and sometimes reversals--have resulted in tremendous negative impact--nationally, regionally, and locally--on the reputation of BYUI. 148 1. The decision to not accept Medicaid 2. The decision to overhaul GE without first offering an explanation as to what problem we were seeking to solve with the overhaul in the first place.3. The decision to implement the new GE system in such a short window without fully vetting the ramifications or doing due diligence in ensuring that it would actually accomplish what you never explained you wanted to accomplish.4. The decision to alter annual raises for faculty (especially newer faculty) without explaining the rational or even bothering to inform us that you were going to make such changes (luckily that one got rescinded as well).5. The decision to change copyright policy for intellectual property created by the faculty. As far as I know we are the only University in the U.S. with such stringent policy in regards to copyright and I never felt like an honest explanation was forthrightly given but rather that the university danced around the reasons for the change. 149 reasons behind the medicaid decision and then its reversal the discontinuation of study abroad opportunities rationale for adopting Workday Why international travel is so frowned upon the near-impossibility of international student internships 150 Better to ask which significant decisions HAVE been sufficiently explained. 151 -Medicaid (that was genuinely embarrassing for me as a member of the university community. The rationale was so bad and poorly worded. It seemed like that decision was against everything we should be for). Appendix 3: Q33. Which decisions? Please list. 20

-Faculty Contract changes -Education Accreditation Failure -Academic Scholarships -Hiring decisions (especially why admin/staff votes get more say than the faculty) -No recognizing faculty at graduation. Not a big deal, so it was weird that you guys took it out. Seems petty. -Changing devotional time -MA/PHD compensation changes -No social groups on campus

152 I would like to know the reasoning behind:

our cancellation of highly successful and affordable student study abroad programs

The discouragement of international internships

the xenophobic attitude towards international travel for faculty

the embarrassing and potentially damaging Medicaid decision (and its reversal)

the explosion of middle-managers and intermediary administrators

why every budget seems scrutinized except grounds and maintenance (repainting/carpeting buildings that don't need it; repaving recently laid concrete sections....)

why faculty are not trusted with their annual development/travel/conference allocation and such bureaucratic processes are required to ask for permission to spend even a nickel. 153 Medicaid coverage for students. 154 Workday, which pushes responsibilities of the accounting office onto the faculty and staff. We have less time to mentor and help students.

Student travel programs ban. An explanation other than "the president doesn't like it" would be good.

Pay changes that create more inequity than before. With a fixed total budget each year, raising faculty with master's degrees to a higher level necessitates a decrease in pay growth for PhD faculty. This means younger PhD faculty who have not finished climbing the curve yet will never receive the same pay increases as more seasoned faculty who have plateaued, thus never reaching the same level of pay in the end. We have created inequality between these groups. 155 Merit Scholarships Travel Policies Appendix 3: Q33. Which decisions? Please list. 21

156 The cancellation of student travel programs was not discussed with faculty nor explained to faculty. 157 Student use of Medicaid? President's unwillingness to hear an issue - felt unheard and prematurely dismissed. Appeared that President did not actually understand the concern and did not ask if he had correctly perceived the concern. Pretty much shut down after seeking to explain a couple different ways. (Entirely possible he did understand and simply wasn't interested in addressing it, which if so, it would have been very kind to have some clarity to that end. I can take orders. Just would have been nice to know it was an "order" from stemming from his full understanding instead of the lingering suspicion that an initial misconception was not corrected before the concern was summarily dismissed). 158 Changes to student travel policies. Not what the changes were, the reason for the changes and why we need to oversee our students, who are legal adults, so strictly - in the case of smaller group travel or one or two students. Not the large group trips. 159 BYUI medicaid rejection and reinstitution, foreign travel policies, Pay equalization between Master and Doctorates, The state secondary ed accreditation SNAFU, Inconsistent hiring practices between colleges (some one year hires brought on informally then permanently in one department while other three year hires are excluded categorically from full time status in another)

And I've only just begun.... 160 Calendar/course schedule changes Devotional time change Medicare decision 161 Decisions relating to not filling positions when faculty retire despite a need to teach those courses; using adjunct faculty when one of the goals of the university is to allow students and professors to connect and create relationships that will benefit them as they look to grad school and/or jobs; I am still confused about the justification in terms of changing from Foundations to GE (I have no problem with GE, but a lack of transparent justification is a problem); the Medicaid debacle. 162 Many decisions have been poorly explained or not explained at all:

- The Medicaid mess - The university’s response to accreditation issues with our education programs - Hiring decisions - Faculty compensation decision (in which the administration changed the faculty pay schedule without telling anyone) - De-valuing PhDs - Certain aspects of the general education curriculum - Decision to reduce/end academic scholarships (since abandoned, also without explanation) - Changes to approvals for faculty travel - Changes to curriculum council procedures - Devotional time change and the decision to offer college credit for devotional through Appendix 3: Q33. Which decisions? Please list. 22

an on-line course.

In these instances, the decisions have either not been explained, were only explained after the decisions were made and implemented (and someone noticed), or were explained merely by appealing to authority (“this is the president’s decision”).

Having worked full-time in industry and government for more than two decades, I have never been part of an organization that does a worse job of announcing and explaining changes to organizational policy. The fact that several of these items were implemented without any announcement whatsoever is inexcusable. 163 The decision, and reversal, regarding not allowing medicare for students, if that was what it was. The decision, and reversal, regarding change in academic scholarship qualifications and amounts. The decision to effectively make course evaluations open to everyone from course leads on up regardless of department affiliation. 164 student health insurance, demolishing the Kirkham building, semester schedules, focus on honor code, lack of focus on student mental health 165 Foundation (GE) changes Changes in devotional and schedule 166 To list them would give away my identity 167 scholarships, honor code adjustments, raises 168 Start with the Medicaid debacle. There was no explanation ever given, that I am aware of. Then when students asked about it, I had nothing to offer but guesses. 169 changing pay premium for doctorate Changing medical insurance acceptance 170 Medicare decision and reversal. Removing/reducing merit based scholarships (and reversal). Devotional luncheon purpose. 171 Devotional time changeWhy certain areas of the university seem unlimited in amount of building space and budget and others are limited to what they had when we were a two year college? Even though we have 4 or 5 times the amount of students. 172 WORKDAY - Why would you have faculty members use hours and hours of their teaching/prep/mentoring time to figure out a program that they will not use on a regular basis, and thus forget how to use, instead of having staff who would use Workday on a regular basis process everything that is needed to be processed through Workday? This makes absolutely no sense. 173 Healthcare 174 Changing the devotional time workday financial, budgeting, travel and general travel policies student employee managing carpeting my office - making me pack everything up and move out in the middle of the semester 175 Health Care for Students 176 The decision involving Medicaid and student insurance plans. Seemed like a really bad decision accompanied by an extreme effort to cover up the reasons behind it. Appendix 3: Q33. Which decisions? Please list. 23

177 general education requirements--claims that faculty decided are incorrect salary cut and then not cutting it several hiring decisions and processes education accreditation mess and response cutting of academic scholarships and then not cutting them limitations on and discouragement regarding travel and the travel process withdrawal of support for PhD faculty complicating professional development under the guise of simplifying it getting rid of Badger creek offering academic credit for devotional rearrangement/weakening of the curriculum council model dropping Medicaid and then "undropping" it as allowable insurance moving devotional time continued build up of "middle-management" (more and more admin layers) decrease in snow removal services on campus (students falling all around) not allowing students to flunk out (some need to for their own good)

By the way, this is a poor question. Why not ask which questions I disagree with instead? It's not like I agree with these decisions and I just wanted a better explanation. And some of the decisions weren't explained at all. Some of them no one knew about until they just happened.

178 International travel 179 Salary adjustments were poorly justified. At the same time, other university programs that required additional funding were instituted for which the optics were bad. (subsidized meals for students after devo).

Hiring decisions that contradicted dept consensus within the department were not clearly communicated.

Changing the mission of the university wasn't adequately communicated to the faculty.

Moving to new workday programs seems to increase complexity and confusion when trying to manage university resources and dept and college funds.

Copyright rules were instituted and some were pretty restrictive without a clear explanation of the benefit to faculty... it felt like a protection for the university was the primary objective (this also communicates a lack of trust and appreciation for faculty ideas). The past policy seemed to allow for more ownership of personal ideas etc.

vision and goals. This would augment faculty and employee meetings.

There are others but I would need more time to reflect on these before writing about them. 180 Changes to scholarship awards. Changes to travel study. 181 Why can’t online students choose their electives from all electives available? If they are electives, shouldn’t they be free to choose from all electives rather than have a limited list selected for them? 182 Student societies Travel policies 183 1. Suspension of international travel / study abroad programs. 2. Why did they kill our proposal for a non-education major?

184 The original Medicaid decision Why the administration seemed to dismiss warnings about potentially failing education accreditation Why can we no longer engage in articulation agreements with graduate programs at other universities Why did the Advising Centers, for a time, tell students that the university did not encourage graduate school 185 Devotional time change Devotional luncheon Kirkham demolition 186 travel and foreign language contraction 187 Insurance and Medicaid Changes to GE program Decisions about hiring and why policies evolve as they do It would be nice to know what decisions are forthcoming, so we might choose to participate in the conversation. Or, if faculty are not to be included in the conversation, it would be nice to know what factors are being considered prior to the decision. 188 189 The changes in faculty salary increases (Dec 2017)

The reasoning behind health insurance changes for students (Fall 2019).

190 1) The late-Fall 2019 decision on disallowing Medicaid to meet the student health insurance requirement.

2) The decision on making a Tuesday a Monday during Winter semesters. 191 Health insurance for students. 192 Assessment G.E. Student Evaluations 193 Reasoning behind decisions on Student Health Coverage and Medicaid. The PR and message coming from the University seemed to be in disarray. Our own Public Relations Officer's response was "No Comment" I trust the administration to make the Appendix 3: Q33. Which decisions? Please list. 25

best decisions, I just would have liked them to be in front of that PR hiccup instead of leading media tell our story. 194 -I never recall an explanation about why we transitioned away from Foundations. I did not serve on the committee that oversaw that transition but I heard from those who did, and they expressed that they didn't even know why they were doing it or what objectives they were trying to meet. Having said this, I don't disagree with the direction we are headed. 195 Integration of pathway with campus and online BYU-Idaho courses, while knowing which is the tail and which is the dog Meeting all the GE course needs without additional full-time faculty 196 Devotional time change 197 Workday burden on faculty Advising changes No new hires, when many, many are on overload Salary increases that don't quite match inflation 198 Doing away with merit scholarships.Ending student cultural associations.Cutting down on Center Stage and performances on campus.Not inviting performances from people who have facial hair.Anti-nepotism policy.Cutting back on travel study programs.No more academic probation.Allowing students to pass Foundations/GE courses with a D+. 199 Hiring of candidates not chosen by the department. Keeping faculty in jobs who are proven to have misused university money. Not hiring female visiting faculty who are just as qualified as their male CFS colleagues. Continuing to allow the Education Department to make decisions which are not aligned with state and national standards. Administration has a strong bias against women (married or unmarried, with or without children) 200 Changes in FLF guidelines 201 The denial of the proposed on campus replacement of the badger creek facilities.

Several others 202 Travel policies: International travel generally Trips taking students specifically (study abroad type trips - rather than just expeditions) Medicare decision (I understand it now, but didn't at the time) Some pay decisions and what is happening to that. We understand the realities of life and budgets, but just want transparency on what is happening. 203 The decision that was made on medicare was a disaster, why on earth could we not just come out with a statement. It took an incredible amount of time to reverse the decision. I think it was made in haste and not thought out in a meaningful way. 204 Travel, Work Day, Lack of Resources, Redesign of Curriculum (i.e. Certificates), Medicare 205 Compensation and pay changes particularly masters versus doctorate faculty. Travel restrictions which feel like personal administrative pet peeves than policy with foundation. Trade School focus versus Liberal Arts Education. Appendix 3: Q33. Which decisions? Please list. 26

Moving devotional time - I haven't been because I am now always prepping for class right after. Academic Calendar decisions especially summer session determining all semesters dates. Reduction of departments faculty in some areas and not in other with the usually lets see where the numbers will be. 206 Medicaid fiasco Foundations to GE change Unwillingness to hire additional faculty 207 Why the Kirkham came down before the Dance department had another performance space. Why we went to 11:30 Devotional. Why the devotional lunch superseded the need for Tuesday/Thursday Dance classes. 208 The issue with Medicare for students. 209 Payscale changes Medicaid changes for students Rationale for not hiring 210 Learning management system decisions, spend authorization decisions, travel restriction decisions, almost any decision made by the administration. Not saying this in a mean way, but most decisions are made unilateral and are communicated unilaterally from a fairly top-heavy university. I love it here. There are just decisions that are both head- scratchers and lacking in clarity. 211 There is still a lot of confusion around clusters and stackable clusters to create degrees. Are they in or out? We spend time in department meetings talking about stackable clusters. I've heard from some faculty that BYUI doesn't even care or want them at this time. The lack of clear direction is confusing in light of the fact that there was a huge push for them three years ago.

If you want them, please tell us. If you don't want them, then please communicate that as well. 212 "Extra" WORKDAY disaster. Or it "Doesn't Work"-Day.Academic Scholarships being reduced.Medicaid PR disaster.There were emails trying to explain the reduced increases in faculty salary but still not fully understood.BRIGHTSPACE!!Moving Devotional Time?? 213 Devotion time change. 214 The decision to remove PhD salary benefit by moving everyone to the same pay level. This was done with what seemed to be the mindset "maybe no one will notice" without any explanation at all--especially after just previously indicating, based on a survey of "comparable" institutions, we were over paid.

The "democratization" of faculty evaluations to allow any faculty to see other faculty evaluations (email from Van Christman, and clarified by department chair).

Devotionals have become so scripted to the point they seem like a gimmick. All of the things speakers are required to do seems to remove the Spirit from the process and make devotionals less fulfilling. Also the fact that speakers are essentially "required" to speak Appendix 3: Q33. Which decisions? Please list. 27

if asked because declining would put them in a bad light with administration.

Putting the spiritually lacking, scripted devotionals in the middle prime teaching time. 215 salary changes devotional changes scholarship changes university club changes increased scrutiny on travel few FTE given

silence on the "research" issue

...... 216 Change of Devotional Time. 217 There has been no meaningful explanation for the Medicaid fiasco, presumably because there is no good or plausibly acceptable explanation for it. 218 Recent decision to require two faculty for every overnight trip regardless of number of students involved. No thought given to impact on budget and teaching loads. No communication of policy with faculty until two months after it was approved. Implementation of Workday Change of Devotional time Decrease in Center Stage administration and support Role of University Relations in determining content of department websites I think many decisions made at the university level could be better explained to faculty. 219 Academic scholarships being need based instead of merit based. I feel we are losing some good students because of it. 220 Health care changes for students 221 I can’t say as it identifies me and others who have already been drastically affected. 222 I have three co-workers (faculty) who never show up and teach their classes or spend any time in their offices. I am constantly being asked by students where these faculty are and I tell them I never see them and I don't know where they are. The decision to have faculty in their offices seems random. I was with some students and they said one of these teachers only held her class eight out of 39 times during the semester. Why are some of us held to one standard and others are not? Another faulty member, who also never shows up, is constantly given leadership positions and extra benefits like travel and very unnecessary sabbaticals traveling and taking pictures. Who is making these decisions? And why aren't they consistent for every faculty member? 223 Medicaid 224 The Medicaid decision was not explained at all. This is the most recent and prominent decision but it is difficult to list other decisions because the decision itself is not communicated let alone the explanation for it. 225 faculty hiring decisions decisions regarding pay and compensation decisions regarding healthcare options 226 The health care issue for the students. Appendix 3: Q33. Which decisions? Please list. 28

227 Abandoning of Foundations, Change in Devotional Time, Addition of Devotional Luncheon, Demolition of buildings, Several top down mandates that have come my way regarding policies, the decline of Center Stage artists and enriching events. 228 Going to all needs based scholarshipOwnership of IPMedicare 229 Medicare coverage

Why they won’t change the honor code when it seems that everyone except one person wants it to be changed

Why some departments are traveling frequently and others are discouraged from traveling. 230 The decision to get rid of merit-based scholarships The decision to return to merit-based scholarships The decrease in percentage of faculty salaries The decision to not allow medicare The reversal to allow medicare 231 1. Changes to the faculty pay schedules which eliminated differentiation for those with PhD degrees. 2. Not considering faculty requests to adjust the university honor code to better calling with students needs and be consistent with all of the CES institutions. 3. Recent changes to student travel policies. 232 Why was the salary structure was changed to level what Master's degree faculty receive? I took on extensive debt to complete a doctorate at the encouragement of the University. None of my schooling was paid for by the university. I don't regret doing the work or debt (I am still paying it off. It will be paid for in ten more years). Yet, it makes me wonder why faculty without the doctorate and loans are now being paid the higher amount without the loans and work of getting the doctorate. 233 Withdrawing student travel. All that's been explained as to the reasoning here has been "safety considerations," which seems bogus because students are encouraged (if they want to travel) to participate through BYU Provo's programs (like the Kennedy Center). Wouldn't it be "unsafe" to travel with them as well?

The behind-the-scenes grumbling has been that the "real" reason is just because Henry doesn't want them. He doesn't like them (for who knows what reason) so we don't do them. The end. 234 The changes in FLF are confusing and seem to be a roving target. We are told to prepare years in advance, but then when we do, the target changes. It's very discouraging. Especially when it appears that favoritism and personal preferences play a role in decisions. 235 1) Travel 2) Media 3) Hiring Decisions 4) Losing supportive sites (Outdoor Center, etc.) 236 I feel the communication between administration and faculty has been decreased in the past years. Appendix 3: Q33. Which decisions? Please list. 29

237 I am supportive of PEG; however, these public relations nightmares could have been prevented (or minimized) with merely providing logic or reasoning with the decision.

Decision to drop medicaid. Decision to sell Badger Creek. Decision to reduce/eliminate 2017 salary increases Decision to discourage travel. Decision to do away with clubs. Decision to have a hiring freeze when day student and online student demand continues to increase. 238 Why internship travel & student travel has been so constrained. We send these students all over the world as missionaries to learn customs & love the people of different countries, but curtail that love when they come here & don’t allow them to use the expertise they’ve already developed. 239 Change in Devotional Time Demolition of Kirkham before alternative facilities were in place Medicaid issue Scholarship/Financial aid changes New travel policies Cuts to Center Stage Cuts to Performance Tours 240 Selling Badger CreekEqualizing pay between those with Ph.Ds and those with masters degreesGrowing resistance to international travelGrowing resistance to anything internationalDecision to not accept Medicaid 241 Change from Foundations to General Education (When we changed to Foundations, there was philosophical basis, a vision of what it should be, and why the difference between the new program and other institutions is appropriate for BYUI. The change back to standard GE made passing references to freshman retention or graduation rates, but didn't provide data or justification in how the change could affect actual numbers. All information provided in general meetings addressed questions of implementation, but not justification.)

Testing Center effect on Academic Calendar. (As the Testing Center blacks out more and more of class days for use of normal testing to accommodate the volume of Final Testing, they are effectively readjusting the Academic Calendar and slowly changing the last few Teaching Days to Testing Days. Can we as faculty adjust? Sure. But it is definitely a tail-wagging-the-dog scenario. No real educational justification for the slow and steady changes, just a reference to resource constraints.)

Academic Standing Changes. There have been a couple of references to the changes to Academic Standing, but that has been limited to notifications--not really explanations. Why the change to ineligible vs eligible? Why remove probation and suspension? Why the disconnect between eligible and SAP for Financial Aid purposes? Our ability to help students navigate these issues has been severely hampered by the lack of justification and explanation. Appendix 3: Q33. Which decisions? Please list. 30

242 Travel: It seems that there have been many changes with the policies regarding both faculty and student travel. It is kind of a nightmare now. Given the complexities of workday, it is just easier to avoid it.

Speaking of Workday: This is NOT user friendly. There must be an excellent reason that this system had to come here and be so hard. When I have asked if there isn't something that is easier to use, I have heard things like "no, this is the only system that the school could use". But, is it? I don't know? Why do we have to use Workday? Should I invest the time to master it, or will it be replaced like bright space was. It is hard to read the Tea leaves on this one.

Windows in the doors: I guess I will soon have a window in my office door. There is probably a really good reason for this. But, when asking, I have only heard that it is because of ecclesiastical leaders who need these windows. But only a small fraction of offices are used this way. I am still not sure why all our offices need windows. Is it because of teachers getting in trouble without windows in their doors? Is this a common problem at BYU-I. If so, could we hear about these problems and the things we can do to avoid them.Is a window in the door the best option? Can we have curtains?

The medicaid thing: One day we heard that BYU-I would not accept medicaid and the next they were. I have no idea why this happened or what went on. When I asked, I was told that it was confidential and that such information would not be given to the faculty. The whole thing felt weird.

243 compensation policy changes

Lack of clarity causes people to guess the reasons behind decisions or not understand them completely. A generous decision poorly communicated can create an unintended result. 244 Academic Scholarship Changes

Lack of leadership on new General Education

Medicaid / Insurance Changes

Attitude toward travel 245 Medicaid Travel restrictions 246 Hiring practices. We have gone through a number of hires where we spent upwards of 70 hours reviewing candidates, doing phone interviews, and conducting face-to-face interviews, only to have the university administration trump all of our efforts. I would like better communication about the hiring process. This has happened each of the last three years. Appendix 3: Q33. Which decisions? Please list. 31

247 Why we apply the "no-nepotism" rule in some hiring decisions and not in others. -Medicaid prohibition (this is an obvious one) -Reversing department hiring decisions (in the department we do hours of work screen, interviewing, watching, reviewing, and praying about candidates only to have admin overturn our decision) -Why we got rid of vising professors and why some departments still get them. Why we didn't get CFS replacements for our visiting faculty. -I've heard there will be a hiring freeze next year, despite many departments in the College of Physical Science mandating overloads from faculty. Permanent overloads might save money, but reduces quality. Faculty can't sustain that work load long term. -Why Center State has been gutted. We used to have 6-8 invited performers each semester. Now we have 2-3. -Why all the student cultural associations were eliminated. -Why travel study programs were cut back. Why they all have to go in August (it's the most expensive time of the year to travel and we're supposed to be frugal) -Why the performing groups can now perform only in the US -Why we're cancelling invited performers for not following BYUI guidelines before they come to campus. -Why the Academic Support faculty are no longer in a college -Why the librarians are no longer faculty. -Why Foundations had to change to GE so quickly. -Why the new GE is structured as it is. The whole GE program seems to revolve around 1 class. My freshman students report hating that course--it's full of busywork and requires 10 hours of weekly homework for a 1-credit class. (I don't know the program-- that's just what my students tell me.) -Why faculty have been silenced. Many faculty used to be media consultants--they didn't represent the university, just gave background. We no longer allow that. And the faculty could be doing great PR work for the university. Instead of silence them .-Why the education department was allowed to not change their curriculum for so long despite the fact that they knew they the programs weren't up to state standards. 248 -Deemphasis of Ph.D. -Salary changes -Student Medicaid policy -Eliminating student scholarships -Nepotism policy -Watering down of general education -Response to accreditation crisis -Doing away with faculty recognition at the banquet

249 The decision to combine disciplines into different departments. Now that I am in a different department, the department chair is clearly working hard to "kill" our discipline because he thinks he is better at making decisions than any of the rest of us, even those of us who have been teaching the discipline for years. This department chair doesn't return calls or emails and has created a complete "boys club". In fact, I was at a meeting and he only called on the men and never asked women to comment. This goes directly back to the dean, the VPs and the President. This is 2020. If you are a woman at Appendix 3: Q33. Which decisions? Please list. 32

BYU-Idaho, you are either invisible or a bully. Yes, you have your token women like Amy LaBaugh but at the teaching level, women are marginalized. We had no say in this combination and are therefore cut out of any dialogue. 250 academic scholarship changes, faculty pay, Medicaid/student insurance, decision to not hire faculty in departments that clearly need more help, eliminating full support for moving expenses of new faculty hires, elimination of academic probation system, change in Intellectual Property Policy, students no longer applaud faculty at graduation, ... 251 Change of Academic Scheduling Change to Medicare Decisions of Growth Reduction of Majors 252 The Medicaid decision is one example. It was made and stated without any background as to why. Students were blindsided and hurt. 253 Work day scholarships Insurance Foundations-GE 254 This administration has made countless decisions without sufficient counseling or adequate explanation. (1) The Medicaid debacle, (2) nearly losing our education program’s accreditation by ignoring national standards and faculty warnings, (3) announcing the “non-negotiable” decision to abolish all academic scholarships only to later reverse it, (4) ensuring a less educated faculty by removing both the hiring preference for PhD holders and the financial incentives for faculty members to complete PhDs (a unilateral decision made by people without PhDs), (5) hypocritically enacting a nepotism policy which is unusually strict in higher ed and CES, (6) routinely overturning departments’ hiring decisions, and (7) dictating that our curriculum have only a fraction of a real General Education program are only a handful of examples. It should be clear by now that the decision making of this administration has been nothing short of disastrous. It is a source of embarrassment for the institution and the Church on a regional and national level, as reflected in our education program’s probationary accreditation and news coverage of the Medicaid fiasco. In less than three years, the administration has done a remarkable amount of damage both internally, bringing confidence and morale to a new low, and externally, making us look incompetent, cruel, and dishonest on a national scale. I’m afraid that the students who lived through the panic of the Medicaid policy change will never view the institution or the Church the same way again. The main problem with the administration’s decisions is not that they don’t explain them, it’s that they’re so extraordinarily bad that they defy explanation. These decisions are generally passed down as fiats from the top without any discussion, warning, or explanation. The rare efforts to seek faculty input are rightly viewed as disingenuous, as the administration has shown their total indifference to faculty members’ views time and time again. The administration’s apparent M.O. is to make an initial decision based on the president’s personal feelings rather than reasoned discussion, research, or analysis and then retroactively find a justification or rationale. So when they do explain their decisions, the explanations are inconsistent, implausible, dishonest, and frequently Appendix 3: Q33. Which decisions? Please list. 33

absurd. In meeting after meeting and on issue after issue, the president’s personal feeling is the trump card that ends the discussion. I suspect this is because of a sincere belief that his personal feelings on policy are revelatory, […20…]. This administration weaponizes the language of revelation to suppress dissenting views. Once these decisions are made, no amount of reasoned argument or indisputable evidence makes any difference. This is a “post-truth” administration that seems to think that their decisions are right by definition. This administration has been remarkably efficient in squandering good will. They’ve made it increasingly difficult over the past three years to give them the benefit of the doubt or engage with them in good faith. 255 1. Switch to Canvas 2. No change to dress code 3. Why faculty are not involved in research and related professional development 4. Why there is not promotion 5. Why there is a devotional luncheon for students 6. Why there was a change to devotional schedule 7. Why supportive funds were eliminated for those seeking higher degrees. 8. Why there are no awards or recognition for faculty 9. Why we can't hire more faculty when overload is prevalent 10. Why benefits were changed for new hires 256 The real reasons behind the GE change. Healthcare changes that impacted students. Discontinuation of Q&As with the University President. What's happening on campus? Where are we going? 257 1. the (foolish) replacement of Foundations with a much poorer "GE"program, 2. the (pointless) change in devotional time, 3. the (inhumane but reversed) rejection of Medicaid for our most needy students, 4. The […4…] unwillingness of our university president to articulate a clear and meaningful vision for directing this formerly great institution. What's going on around here anyway? 258 Why was the medicaid decision not explained to us? Why has the administration restricted student travel experiences with no explanation? Why has the administration restricted facility growth with buildings?

Why has there been current changes, AGAIN, to our benefits program with no input from faculty?

Why would this administration tear down a building and then not replace it with another one?

Why does [...2...] systematically put down department chairs and others when they push him on available space for class rooms? He is not doing his job, why is someone like this not being held responsible for his actions by not actively looking and communicating with departments for available space for classrooms? This is a solid example of administration not doing their jobs and then brushing active needs aside. 259 Decision to change scholarshipsDecision to alter pay scaleDecision to not address topics brought up in the dialogue sessions between faculty and administratorsDecisions regarding some hiringDecisions to scrap initial faculty work on general education Appendix 3: Q33. Which decisions? Please list. 34

260 Teacher education accreditation The decision not to accept student Medicaid insurance Institutional Learning Outcomes The new GE structure Hiring decisions Reducing student scholarships 261 Student health insurance 262 First and foremost, the decision about medical insurance a couple of months ago. It nailed some of our students, and there was absolutely no explanation of it. 263 The Medicaid kerfuffle comes readily to mind. It continues to baffle me. 264 I mostly cannot remember off hand. I try to forget such things. But some of the decisions about curriculum haven't always been the best thought out. Like the press to reduce the number of credits in majors.

When the rationale is not explained well it is frustrating. When the explanation is not meaningful and betrays a lack of understanding of the damage it causes some disciplines, it is disappointing. When we raise concerns and offer evidence, it is difficult to be told "We don't believe you (your evidence)." I really, really don't want to leave them with no space in which to change or repent. -I often need that space myself. We would love to help them head off the mistakes as early as possible in the decision making process.

We as faculty are in most cases professional problem solvers, who love to contribute. It often doesn't feel like we are trusted to contribute, particularly if we see difficulties.

The new GE program is probably outside of of the 3 year window, but was an example of this same kind of frustrations. 265 Student experiences such as travel and Badger Creek. 266 Workday, Change in faculty pay scale, De-emphasis of hiring faculty with Ph,D. 267 -Changes to Medicaid and the reversal of that decision. -Lack of decision for the University to speak up after public suicides at BYU, where our students were emotionally tied. -The decision to close Badger Creek -The decision to not hear faculty concerns surrounding the Honor Code and Dress and Grooming Standards that are unclear to students. -The decision to stop faculty recognition/awards at banquets. -The decision to change insurance offerings so drastically in one year that costs will expand faster than many families can afford if they need to use insurance. 268 scholarships salaries medicaid employee recognition 269 No New Buildings Policy 270 The great Medicaid fiasco of 2019 comes to mind. 271 Discontinuing Don Sparhawk's position. Appendix 3: Q33. Which decisions? Please list. 35

272 Change in base pay/devaluing of a PhD (in all seriousness, an institution of higher education should probably value...ummm... education)

Student health insurance/Medicaid refusal

Merit based scholarship changes and then, not changes?

No change to dress and grooming in the name of TRADITION (sing it Tevye!) and shallow, pharisaical piety. 273 Hiring, resources, devotional 274 We market ourselves as student-centered. In my view, this is not really true. Over the last three years it is clear that we are focused on 1) cutting costs, 2) building BYU- Pathway, 3) Religious education, 4) Meeting metrics that make us look like we are getting students through school.

I wish that the University would be honest with the public and use appropriate marketing so incoming students are aware of our actual intentions. 275 The decision to stop holding a nature preschool at the Livestock Center.The decision not to expel a student who has (after two full years) a cumulative GPA of 0.4, six Fs, and no grade higher than a D+. (Yes, I can produce a name.) 276 Why PhD's are devalued by the Administration and now do not receive higher pay.

Why cultural associations/clubs are banned from BYUI.

Why discussions on Appearance and Grooming Standards in the Honor Code are not addressed and elements changed to reflect modern dressing standards.

Why Medicaid was not allowed for student health insurance and then allowed without any explanation to the faculty. 277 The short answer: pretty much all decisions. Unless Scott Galer or Rob Eaton are involved, no explanations are given. Rob & Scott. GE Program Change in Devotional Time - Why the university can't be more open about suicide (research shows that appropriate openness helps prevent suicide). Do we care more about our image than we do about student lives? It seems so. - The decision to whitewash the Dean of Students' affairs/suicide situation - Why departments don't have control over programs - Why we're micromanaged at every turn. Why we can't be taught correct principles and left to govern ourselves - Why the University won't hire faculty in departments (e.g., engineering) where there is URGENT, REAL NEED. I know that these limitations are self-imposed, not imposed by the board. - The student insurance (medicaid) situation - Death of academic scholarships - Why with all the important issues to address we choose to double-down on an Appendix 3: Q33. Which decisions? Please list. 36

indefensible part of the honor code (facial hair). I've received only a handful of emails from my 'academic administration' in recent years ... and a huge fraction were about facial hair. In fact, I can't remember receiving an email about an academic issue from my academic administration. Administrative issues and facial hair are the only topics I can recall. - ... 278 Travel 279 What is the plan to replace all the space that was lost with tearing down the Kirkham?

Starting semesters in the middle of the week.

Changing devotional time.

The medicaid scandal.

Reducing/eliminating full-tuition academic scholarships. 280 1. The switch to the use of Workday, which takes A LOT of time away from my teaching responsibilities and is almost impossible to reconcile in a single session because everyone understands the accounting codes differently. The training there was grossly inadequate. I still have to call to get help from Accounting for help every single time I reconcile an expense because I always get error messages. The minimum time I spend in that process is an hour--and it's an hour I often cannot spare.

2. The decision to tear down the Kirkham Building with so little notice, which displaced two entire departments and part of a third. This was done a year or so AFTER you went to the expense of re-carpeting the entire building. If frugality is one of the principal mantras of this institution, it seems to have been ignored in this instance.

3. The rescheduling of Devotionals. No thought was taken as to the effect it would have on larger departments who already have difficulty scheduling classes. Our department spent a great deal of time figuring out how to reschedule classes so that students would still be able to take required courses to assure graduation within the recommended 4- year period. 281 Devotional time change 282 Not worth the time to explain. 283 The change from Foundations to GE, the Medicaid decision and un-decision, the devotional time change, the change in not showing gratitude through award programs, the change in scholarships from merit based, to needs based, back to merit based. The change in policy for paying overload at a different rate (when overload is mandated) and for then changing to preferring adjunct help. There are few if any decisions where we understand the reason for the decision at the president's council level. We could support the goal better if we knew what the goal was. The decision to go to carpet squares (especially on ramps). The decision to change the hiring practices in advising so student employees must have the same schedule every day. The decision to move tutoring labs to the volunteer programs. The list could go on. Appendix 3: Q33. Which decisions? Please list. 37

284 Class scheduling changes. Student Travel. Dress code. 285 The pay discrepancies between faculty overload, adjunct day, and adjunct online. 286 The Medicaid decision. And with no warning to students or faculty. The Education Department fiasco - students finding out that they had other classes to take when they were near the end of their education here. Then the university tried to cover up their errors in the matter and not inform students as soon as they could have. This meant that many students needed to repeat classes and delay student teaching. Dissolving the secondary education department. Not well thought out. No one to cover sabbaticals, no one to discuss matters. Basically an end to PE and art and music methods in the elementary education department. In an LDS university, that is really unacceptable. Removing academic scholarships. Very relieved that this has been changed. Very relieved that the parking ticket issue has been resolved. No extra pay for doctoral degrees. Now masters and doctorate faculty are paid the same. No reason to continue on for that doctorate, I guess. However, that is not going to make the university look as good. This goes under the same concern as the academic scholarships. It doesn't encourage people to excel.