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New Jersey City University by L7iPPHa


									                             New Jersey City University
                                  Academic Senate
                       Academic Support and Services Committee
                                   Faculty Survey
                                     Fall 2003

This survey was prepared and distributed electronically to all University faculty and the
staff of the A. Harry Moore School. Of 285 forms sent out, 22 were returned. This is, of
course, statistically insignificant, but the responses will be of interest to the Bookstore,
Academic Advising Center, Library, and Counseling and Psychological Services, noting
particularly suggestions and complaints registered. Responses have been abbreviated for
space, and redundant responses have not been included. In addition, very few
congratulatory responses have been included (although there were at least a half dozen
respondents who felt that several of the offices were doing a good job). In addition, there
were several respondents who answered “no” to the question about unmet needs, and
“none” to the questions about services the Committee needed to focus on in this and the
coming year.

   1. Is there an unmet need among your students that you would like
      to see added to the services provided by these groups?
   Pyschological Services

      Workshops on test anxiety needed
      Workshops on speaking in class needed
      Addition staff needed to assist students who are experiencing personal problems

       See responses below in question 3.

    Make sure articles sold in bookstore are not made in sweatshops
      Response from the Bookstore manager: Our home office has a rigorous
      application process for all vendors to make sure they are compliant with
      company and legal standards. Home office also audits vendors. Contact
      Vendor Relations in the Home Office for more information.

      More books on a greater variety of topics needed in order to encourage students to
       read beyond their classes
       Response from the Bookstore manager: We are working with reference vendors
       to provide more reference materials, however, it is best when the departments
       suggest reference materials that will specifically outline or support their

      Greater variety of payment plans (e.g., obtain books now but pay in the summer
       when students may have summer jobs and greater availability of funds)
    Response from the Bookstore manager: We are working to encourage book
    vouchers with the financial aid department. These vouchers will be for students
    who have a credited amount that will be issued to them later in the semester.
    Both the bookstore and the college could suffer some type of loss in the book
    voucher system. The problem with the suggested plan of “obtain books now pay
    in the summer” is that we can not allow merchandise to leave the store without
    payment or a credible payment plan such as vouchers. Also, we would have to
    collect directly from the students and this could add a tremendous expense on
    our end.

   Discrepancy between publisher’s suggested retail price and actual price charged
    which is higher
    Response from the Bookstore manager: Publishers charge the bookstore a net
    price and we then mark up the book at a marginal 25% for text only and 30% if
    the text includes anything other than the textbook itself (cds, studyguides, etc.).
    Publishers often say that text supplements are free, however, this is not the case
    since the publisher can lower or raise the text price at will.

   Emergency loans for students who cannot afford texts
    Response from the Bookstore manager: In order to give credit for books (or a
    loan) we must be assured that the merchandise will be paid for. We have
    arranged book vouchers which allows the school to issue a credit limit for the
    student to use and we then charge the school. We cannot do this on individual
    basis because there is no guarantee that we will receive payments from

   Many students not able to purchase texts until the middle of the term (i.e., texts
    not available in bookstore until then)
    Response from the Bookstore manager: There are a lot of professors who place
    orders late. We have an ordering schedule that every college bookstore must
    follow according to company policy. This schedule has a possible 7-day turn
    around before a book is ordered. We attempt to get books from other stores
    first, then from wholesalers to offer used books to the students. Then we order
    from the publisher. If a late order is placed (53% of orders for the spring were
    late) then the turn around time is greater because books can go out of stock due
    to the demand from other college bookstores, or the book may go into a new
    edition and we have to wait for publication. There are a number of situations
    that can cause a book to arrive late. To prevent this, we encourage the faculty
    to research the book first to make sure there isn’t a pending edition or that the
    book is even available.

Academic Advising Center
 12-15 credits required for financial aid, but is probably too much for students who
   work full time and need the financial aid
   Response from the Director: Unfortunately, this is a federal policy in order to
   receive financial aid. The financial aid office can further explain this policy.
    At the University Advisement Center, we do advise students that it is not in their
    best interest to be a full-time student as well as work full-time.
   Greater availability of computer labs for student use (large number of classes
    meeting and using computer labs limit access of other students)
    Response from the Director: This is a question that needs to be addressed to
    ITS. We would love to see more access to computer labs for our students as
    well, but UAC does not have any control over the computer labs.

   In-room Internet access not available throughout campus (e.g. Athletic & Fitness
    Center Building)
    Response from the Director: This is also a question for ITS and perhaps CIS.

   Stop suggesting children’s literature as an “easy” course
    Response from the Director: It is not a practice of the advisors to advise
    students to take children’s literature because it is an easy course, but I will
    reiterate to the advisement staff that this should not be done.

   Place to complain about faculty without fear of retribution
    Response from the Director: While students are certainly welcomed to speak to
    advisor about any issue including faculty complaints, we do encourage students
    to speak to the faculty member first. If the issue could not be resolved, we
    encourage the student speak to the department chair, and then the dean. The
    office of the Dean of Students also serves as a resource.

   Tutoring for students whose first language is not Spanish
    Response from the Director: I need some clarification on this recommendation.
    IS this for students who are taking Spanish courses and are not native

 The library has on-line surveys which are user-friendly. Allow students to answer
   these questions, as well as faculty (and do it on-line).
   Response from the Director: Thank you for the comment on user-friendliness
   in library on line user surveys. Students or anybody interested are encouraged
   to answer the quizzes that are given at the end of the Information Literacy
   Tutorial as self-tests. Partly in answer to a faculty request, the Library would
   provide an unanswered quiz on the Library home page which could be used as
   a regular assignment, prerequisite or for extra credit. The tutorial itself could
   be given for the same reasons. If the library is meant in this case, feedback by
   various methods are enumerated below. The Library Director’s phone number
   is: 201-200-3027 and the e-mail address is:
2. What services of the Psychological and Counseling Services would
   you like our group to focus on this year?

   Counseling the Athlete. Reality checks and special classes in anger management
    Response from the Director: We have a very good relationship with the Athletic
    Department and have consistently responded to requests to provide individual
    counseling to athletes; some have specifically been referred to address the issue
    of anger management. Also, we offer an extensive list of topics for in-class
    presentations that we send to all faculty members at the beginning of each
    academic year (anger management is one of the many topics listed).

   Experience with Counseling Services and especially Project Mentor have been
    exceptional for both teacher and student.

   Stress and time management issues need to be handled.
    Response from the Director: Each semester we offer academic skills workshops
    that are open to the University community. Workshops are offered on four
    topics: study skills, time management and note-taking, test-taking strategies and
    stress management. Each workshop is offered twice a semester; once during the
    day and once in the evening. The workshops are also offered as in-class
    presentations and are available on VHS tapes for viewing in the counseling

   Keep the flyers coming: a valuable service

   Continue with the skill workshops (done in the classroom at the beginning of the
    semester?) Students have difficulties with multiple choice tests, compare and
    contrast essays

   Continue with workshops such as assessment for depression or test anxiety, fear
    of failure/success, assertiveness, fear of public speaking.

   Sessions on appropriate classroom behavior (respondent sees more street talk,
    obscenities, and disrespectful language in classes)

   Increase their number of counselors to provide more time for students
    Response of the Director: Our office generally consists of a staff of four full-
    time psychologists. At the present time we have only two full-time and two part-
    time psychologists, due to the recent resignation of a former member and
    another on a family leave. We anticipate having a full staff within a year.
    Fortunately, with the support of two part-time staff we are generally able to
    accommodate requests for services without a long waiting period.

    Since 1996 when we were provided a fourth staff position, and prior to our
    present staff challenge, we have rarely had the occasion to place a student on a
    waiting list. The exception to this has been in instances when a student(s) has
    requested the service of a specific staff person at a specific time and the staff
    person was not available.

    The counseling center is open year round. Students are provided free, unlimited
    counseling sessions on a once a week basis. Each session is for 50 minutes.

   Increase their visibility on campus so that students will feel more comfortable
    requesting service.
    Response from the Director: We advertise our services throughout the academic
    year with brochures, flyers, via email, during our numerous presentations to the
    University community and in letters sent to faculty at the beginning of each
    academic year. Responses from the client feedback surveys we conduct at the
    end of each semester consistently indicate a fairly equal distribution of referrals
    for our services from students, faculty/staff and self-referrals.

    A wonderful source of advertisement for our services is the Peers Educating
    Peers Program (PEP), sponsored by the Counseling & Psychological Services
    Center. The mission of the program is to provide outreach programming to the
    University and Jersey City communities. The peer educators, once trained,
    make presentations on a range of topics including: substance abuse,
    date/acquaintance rape, diversity, and AIDS. The premise of the program is
    that people are more likely to hear a message if they believe the messenger is
    similar to them in lifestyle and face similar concerns and pressures. PEP made
    a total of 103 presentations during the 2002-2003 to our University community
    and the Jersey City community-at-large. Some of our clients have indicated that
    they became aware of our services through PEP.

    The professional staff is also very active and visible through their membership
    on a number of University committees including:

                   Alcohol & Substance Abuse Program (ASAP), chair
                   Health & Wellness Week, co-chair
                   Human Relations Council, (2 members) co-chair
                   Gifts from the Heart, co-chair
                   Conflict Mediation, co-chair
                   University Strategic Planning Council
                   Critical Incident Response Team
                   Women’s Center Advisory Board (2 members)
                   Take Your Daughter and Son to Work
                   Academy Charter School

    We are located off the main campus grounds at 54 College Street and always
    advertise that our services are confidential.

    I hope you will find this information helpful.

    Abisola Gallagher, Ed.D.
    Director (Acting)
    Counseling & Psychological Services/
    Health & Wellness
    New Jersey City University
    54 College Street
    Jersey City, New Jersey 07305
    Telephone: 201-200-3165/66
    FAX: 201-200-2558

3. What services of the library would you like our group to focus on
   this year?
   Continue great free sessions on research
    Response from the Director: Thank you, the Library will.

   Improve video collection, adding DVDs and DVD cards (as well as providing
    better security for the collection)
    Response from the Director: The Library continues to buy more videos than
    before. Last year for example, the library bought over a hundred additional
    videos. The library is also acquiring some DVDs. However, there may not be a
    sufficient number of DVD players on campus so the DVDs could be played in
    other locations beyond the library and the smart classrooms.

   Merge the services of the library with the “Media Equipment Dept.” making
    equipment deliveries and pickups to classrooms. Set up on-line request system.
    Response from the Director: This was previously provided by CENTEC. When
    it ceased operation, media equipment was to be provided in other ways, and the
    smart classrooms were designed partly for that purpose. Media equipment
    should be provided at best, at the department level or at least, by building
    location to be more conveniently accessible.

   Assist in teaching students to do research projects that go beyond the Internet
    Response from the Director: All library services including the Library home
    page are provided to facilitate this. Examples are under “Information Literacy
    at NJCU” listed below (To find it on the home page, click on the phrase, or
    under “Services” with a drop down menu). Information Literacy is now on the
    first page.
            Information Literacy Tutorial
            Competency Rubric: Information Literacy Resources (Online) {MS word
             Competency Rubric: Information Literacy Exercises (Printed) {MS word
             How to Use the Library From Home
             Citation Guide
             How To Search for Materials on OSCAR
             How to Request Materials on OSCAR
             How to Use OSCAR – a Powerpoint Guide
             How to Search Academic Search Premier (EBSCOHOST)
             How to Search Business Infosuite
             How to Search Lexis-Nexis
    Online Resources – Subject guides ( e-reference, e-books, e-journals, web sites,
             Computer Science
             Criminal Justice
             Education (including Special Education)
    Plus readings on Civilization I and II, and Selected Web Sites by Subject
    It is also possible to “Ask a librarian” in person, by phone, by e-mail, and by
    clicking on the 24 – hour service called Q and ANJ through the Library home

    Additionally, the Library sends e-mails to staff and students, distributes
    brochures, publications, participates in orientations, open houses, etc. to
    describe library services.(An introductory packet that the library distributes,
    includes an article on “10 reasons why the Internet is no substitute for a
    library.” There is also a book entitled “The Web of Deception” which describes
    pitfalls found on the Internet. Note that information found on the Internet does
    not include the Invisible Web, also called Deep or Hidden Web, some of which
    are provided by libraries). To save time, it is better to start a search in the
    Library home page.

   [Improve?] contemporary literature collection. Bring in some local authors
    Response from the Director: The Library welcomes requests for materials to
    purchase from faculty in contemporary literature and all other disciplines. If
    there are gaps, kindly fill them in by requests. As part of its Collection
    Development Policy, the library is dependent on faculty in terms of the
    collection, since faculty members are the specialists. The number of librarians
    on staff does not allow the library to cover all the disciplines in which academic
    programs are offered. So, kindly keep requests for purchases coming and these
    will continue to be given top priority.
   Wireless Internet access needed
    Response from the Director: Part of the installation has already been put in the
    Library by Information Technology Services (ITS), the unit responsible for
    campus wide network access. Policy and security issues are being discussed by
    a campus wide technology committee. Wireless Internet access is in the hands
    of ITS.

   Continue with orientation services (students learn the difference between the
    popular press and academic scholarship)

   On-line data bases and proper citation
    Response from the Director: Instructions and tutorials listed above include how
    to use some library databases (for now, 67 and more coming). The Citation
    Guide is listed above under “Information Literacy at NJCU.” Because all
    databases and the Citation Guide are online, they could be easily accessed at
    any time.

   Student tours focusing on how to use the library
    Response from the Director: The Library currently gives tours to roughly more
    than a third of NJCU students. Since tours are not required beyond a couple of
    freshman courses, faculty are encouraged to request them. To facilitate the
    process, requests can be done online (Click on “Library Forms”, then
    “Information Literacy Class Request,” or click on “Services” in the tool bar,
    then “Library Forms”…)

   Purchase of books (survey faculty to send in titles of books needed)
    Response from the Director: The Library will continue to encourage faculty to
    do this. Memos have been sent in past years but not many take advantage of
    these. It is possible to request purchase of materials (including videos, etc. ) on
    – line. (Click on “Library Forms,” then “Book Order Form,” fill out on line,
    and click send). As already mentioned, faculty requests are given top priority for

   Information about new resources is overwhelming—keep it “simple, short, and
    Response from the Director: The Library will continue to try to make this
    simple, short and clear. It is possible to ignore those that are of no personal
    interest but most of them are general. E-mails are paced and are not repeated.
    In fact, some faculty members keep printouts of the library e-mails on
    information resources and services.

   Coordinate the reserve of major texts for each course
    Response from the Director: The library accepts textbooks, notes, etc. from
    faculty according to established policy. Kindly note that the Library does not
    purchase textbooks because of budget constraints, but it provides a reserve
    service for faculty and students. Reserves from faculty are necessary to ensure
    that readings are available for classes. The “Reserve Material Form” is
    printable under “Library Forms” on the Library home page. Faculty can then
    bring it in with materials to be put on reserve, or, the complete package could be
    sent through inter-office mail.

   Longer hours and staying open very late at least two days a week
    Response from the Director: Library attendance each day from Monday to
    Thursday averages about 1,500 per day. However attendance during the last
    hour is disappointing. During Final Exam week when the Library is open until
    11 p.m., not many students stay until that time. On other nights, the number of
    students using the library between 9 to 10 o’clock after classes, are few. If we
    get more students during these times the library could open, if given more staff
    (In the last library I headed which had about the same number in the collection
    and hours of opening, there were 15 more staff. There was no separate building
    with more space to monitor). As it is, the library has no staff on the third floor
    at any time, and no regular staff on the fourth floor after hours, creating
    security/safety problems. Call boxes on both floors for service and emergencies
    are only stopgaps and do not address problems.

   Final Words from the Director:

    Does faculty have suggestions to help with the dissemination of information on
    library resources?

    Is it possible for departments to send the library their lists of adjuncts?
    Information packets on the library are normally sent to new faculty so they are
    aware of library services. The Library is also happy to describe library services
    in any information session for faculty, including adjuncts.

    Perhaps faculty can help us distribute the introductory packet on the library in
    freshman classes?

    Faculty members are encouraged to bring their classes to the library several
    times (once or more in the first year, at the start of the major, and in research
    courses). Library sessions are customized based on what the individual faculty
    wishes to cover. The library is dependent on faculty to integrate library
    assignments in their courses (and many do), so students would know how to
    define, retrieve, evaluate and use information found ethically and legally. In
    short, to develop Information Literacy which students would use in their

    Thank you for your feedback. All of us in the Library look forward to working
    more collaboratively with faculty than before, in order to achieve the academic
    goals of our students. We welcome requests for one on one, or group
    demonstration on library services; whether general or specific, including
    invitations to meetings, workshops, etc.
    The Guarini Library is here to help with information, Information Literacy and
    research.                                      G. Bulaong        Feb. 26, 2004

4. What services of the Advisement Center would like our group to
   focus on this year?
   Better training of counselors to evaluate language preparation of incoming
    students so that weak students are not placed in more difficult/advanced courses
    or courses requiring a lot of reading
    Response from the Director: This is a recommendation that we have been
    working on for the past year. The advisors at UAC have made great headway in
    closely with monitoring these students and I anticipate a decline in the number
    of students in this predicament. We are also trying to reach out to the other
    offices on campus that advise students so that we are all on the same page.

   Better training and explication of the overall Arts and Sciences program for
    faculty and for students – encourage students to be a bit more self sufficient.
    Response from the Director: For the last two semesters we have held workshops
    on the General Studies program for both faculty and students. The faculty and
    deans in the College of Professional Studies are the only ones who attended.
    We encourage all faculty to reach out to us and we would be happy to schedule
    a workshop on the General Studies Program. As for the students, the
    expansion of our Peer Mentor program has allowed us to reach out and work
    with students on a one-on-one basis. We have also done some group
    advisement specific to the General Studies program.

   On line registration (for undergraduates).
    Response from the Director: CIS, in conjunction with our office, ITS and
    Registrar expect to have on-line registration for Spring 05 registration.

   Greater use of Competency Portfolios allowing 4-year tracking/ giving access to
    faculty to remediate skills as the opportunity presents itself

   Less plea bargaining for grades (athletes, in particular)
    Response from the Director: This is a recommendation that needs to be
    clarified, as I’m not sure what exactly you’re referring to. This sounds like a
    question for the athletic department and the coaches.

   University policy prohibiting more than 2 fitness/ movement classes per semester
    (injury could lead to jeopardizing full time status and academic eligibility
    Response from the Director: This is a question for the dean’s office and the
    Vice-President for Academic Affairs.
   Alerting students to amount of work necessary in college/advising limitation of
    Response from the Director: This is something the advisors currently tell
    students during their first advisement session. I will re-emphasize how
    important this is to our advisors.

   Support for students who work and also those who are retuning students
    (particularly in time management)

    Make sure that students see all the options for Area courses (alert them to under-
    subscribed courses
    Response from the Director: This is something the advisors currently tell
    students during their first advisement session. I will re-emphasize how
    important this is to our advisors.

   Get student to departments in which they plan to major ASAP. Make it clear that
    they should be advised totally within the major department from their semester on
    Response from the Director: This has been a primary goal of UAC under my
    leadership. While this idea has been well received by some departments, there
    are still several departments who have not yet embraced it. Open
    communication with the department chairs and the deans have shown marked
    improvement in students being advised by their departments for both major
    courses as well as general studies.

   Transfer advising problems:
    Response from the Director: There are several changes that have taken place in
    transfer services that I believe have already taken care of most of these issues.

       o Poor communication with departments
       o scheduling of department appointments by the Advisement Center with no
         notice to the departments
         Response: Based on my discussions with the deans and departments
         chairs, we agreed that the departments would schedule their own
         advising appointments with their transfer students. This would decrease
         the confusion that takes place when the UAC serves as the “middle
         man”, and allow students and faculty to contact each other directly
         when appointments need to be rescheduled. The departments would
         then contact us with a list of their scheduled appointments at least one
         week before so that we may forward the transfer evaluations. Most
         departments have responded well, but we are still ironing this process
         with others.

       o arrogant staff who speak to faculty as though they were dim-witted, and a
         general sense of condescension and disrespect which was not part of the
         Advisement Center in the past
       o Transfer evaluators, other than John Duff, don’t seem to know what
         they’re doing and don’t seem to really care about the students

   Establish a procedure regarding dead-beat students (e.g., not doing their work,
    have poor attendance, not abiding by the class rules). This should be in addition to
    the midterm progress report.
    Response from the Director: This is an issue that I would recommend that
    faculty handle on an individual basis as each class has their own requirements.

   Stronger (anti-) cell phone policy.
    Response from the Director: While I understand faculty frustration regarding
    this, I’m not so sure the University Advisement Center can set a policy
    regarding the use of cell phones.

   Information and support services for transfer students in cooperation with the
    Title V grant designed to serve that purpose.

   Workshops on the skills of being a student

   Teaching students about the AUR and explaining in detail the various options
    available to them.
    Response from the Director: This is something the advisors currently tell
    students during their first advisement session. I will re-emphasize how
    important this is to our advisors.

   Better coordination between advisement and the science departments
    Response from the Director: We are continually working to enhance
    coordination and communication with departments. We welcome any
    suggestions a department may to help meet this goal.

   Redesign the Placement Test so that its results more closely gauge the skills we
    attempt to measure

   Advisement of minors (keeping paper trail and records)

   Educate students regarding the process of on-line registration and the
    requirements that are needed for graduation

   Examination stress and study techniques courses/workshops
5. What services of the Bookstore would you like our group to focus
   on this year?
   Often hard to reach--more staff needed
   Since some students purchase books elsewhere, bookstore does not order number
    of texts requested by faculty; consequently, students often left with no textbooks
    for many weeks. This is a long-standing problem
   Would like a more scholarly and useful bookstore/more than just a book
    hold onto books a while longer before returning them.
   Respondent would like to be made aware of lower cost textbooks.
   book ordering process needs to be online
   Get a larger supply of staplers (respondent frustrated by loose pages)
   Book of the Month highlights based on suggestions from all the departments.
   Actively pursuing agreements with publishers who offer substantial discounts to
    our students
   Less markup on texts. Higher prices for buybacks.
   increase number of magazines and popular books sold.

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