2020 Faculty survey: In-person/Hybrid teaching
Report on Survey of BUFM Conducted by the BGSU-FA
November 11, 2020
Percent teaching no (zero) Hybrid/In Person courses by Rank:
Professor: 44.9%
Associate Professor: 47.3%
Assistant Professor 52.5%
Teaching Professor: 51%
Associate Teaching Professor: 40%
Assistant Teaching Professor: 18.4%
Overall: 43.7%
The modal category for number of Hybrid/In Person courses taught by Assistant Teaching Professors is four (34.2%)
94% of respondents replied “Yes” to the question: Are the hybrid/in-person classes you are teaching part of your regular teaching assignments, i.e., are you are often assigned these courses?
65% of respondents replied “No” to the question: Of the hybrid/in-person classes you are teaching, would you have preferred to teach them remote (synchronous) or online (asynchronous)?
Exemplary responses to prompt to explain from both those who answered “Yes” and those who answered “No”:
- Yes. I could not qualify for exceptions by CDC guidelines and felt I had no choice. I wanted remote after hearing of the covid spread, but had no way to justify it to my department chair and others were already getting backlash for making late requests. Most were denied, even for medical concerns.
- It has been very difficult to manage the activities and other learning techniques when there is a separation of the class - plus the tech has not always worked well
- Yes, I wanted remote!
- At the outset I preferred to teach hybrid but now that I’ve experienced it, I would much rather teach online synchronous.
- yes...(I actually requested hybrid sections based on the MISguided impression that a substantial chunk of students wanted the in person option. However, that has proven NOT to be the case...In-person (vs remote) attendance has never hit even the 20% mark; and the current in person attendance rates now hover near 10% for both of my hybrid classes...Since such a tiny percentage of students have been utilizing the in-person attendance option, it's frankly a waste of resources to keep offering it. I am hoping that things change come spring 2021.
- Yes because it has been so much extra work to teach kids in class, those not in class, and those at home. It has tripled my workload and I’m exhausted.
- Hybrid does work well when the classroom technology doesn’t work well—which is all the time!
- It is nice to see the students in person. I can create a better relationship with them than I can online.
- I want to be in the classroom. It is better for my students and it allows me to deliver the content the best I can
- Absolutely, not. I requested all hybrid and they have gone better than anticipated.
- I requested hybrid and it is going well. I do not regret it and have requested hybrid for next semester too. Classes are small and interactive. The rooms are big enough for all students to meet together every class meeting day.
- From a pedagogical perspective, the course sections I'm teaching hybrid would be difficult to do online only. That said, I would have felt safer to not be in the classroom.
- I agreed to teach in this format, but it's not worked out well. Student attendance in person is abysmal. Absolutely horrible.
53% of respondents answered “No” to the question: If you would have preferred to teach the hybrid/in-person classes in either a remote (synchronous) or online (asynchronous) format, did you indicate that preference to your chair/director or dean?
Exemplary responses to prompt to explain from both those who answered “Yes” and those who answered “No”:
- Our director did ask us our preference and respected our wishes
- Was told this class didn't have a remote option.
- Yes, but it was "imposed" by the Provost and chosen for us
- Yes, and he allowed me to move it remote
- Kind of. My chair was aware I was reluctant to teach in-person/hybrid but we were both aware that the administration wanted the 1000 level classes to be in-person/hybrid. I was explicit that my choice was a reluctant one but that I was attempting to adhere to to what seemed in the best interests of BGSU and student retention.
- No one asked.
- I would prefer to teach everything face to face
- no, because you will not be granted.
Exemplary responses to the question: If you would have preferred to teach the hybrid/in-person classes in either a remote (synchronous) or online (asynchronous) format but were denied and would like to describe what happened, please do so in the box below:
- Didn't have medical reason I could apply for waiver with. Provost imposed the hybrids as mandatory unless medical waiver
- I was pretty much told the department needed X number of courses F2F, and since I taught most first-year students, it really needed to be F2F. I didn't argue, but I am curious what the conversation would have been if I did. To be honest, I am sort of too tired to argue anymore.
- My Department Chair didn't actually deny my request, they instead just ignored it, and scheduled the class as hybrid and set the date/time/location in the Course Catalogue, thus forcing me into hybrid instruction.
- The answer was the university prefer to have f2f classes as much as possible.
- they said covid is not an excuse to ask for remote
Among those BUFM teaching Hybrid/In Person in the Fall 2020 semester, here are the top five challenges they report and the percentage indicating it:
Concerns about student attendance, attitude, behavior, engagement, performance.: 23.6%
Concerns regarding classroom technology.: 17.8%
Concerns about student evaluations in classes taught hybrid/in-person.: 15.4%
Concerns for personal safety and health.: 15%
Concerns about level of training in hybrid/in-person teaching format.: 9.4%
Exemplary responses to prompt for more information on this question:
- lack of safety measures and practices being done by students... i.e. wearing dirty masks, not wearing masks correctly, taking masks on and off during class time, approaching my desk and getting too close, and not adequately cleaning their spaces.
- The technology has been a major issue. It is difficult to keep all students engaged when students at home cannot hear what is being said in the classroom due to there not being any additional microphones.
- Students aren't showing up, yet I have to do twice the word with hybrid, and I have to show up.
- Increased class sizes in rooms that cannot handle the numbers in the class. So I have to figure out how to do this! So I have to teach a section of a course multiple ways because our dean is forcing too many people in a space that has been designated for limited number of them. ridiculous.
- No challenges. All is well.
- Lack of communication from administrators about future plans for new teaching formats. Lack of concern from administrators and colleagues for faculty who are required to teach on campus. Irritation that senior faculty who are NOT teaching hybrid attempt to speak on behalf of those if us who are.
- I am very concerned about student evaluation of teaching this semester and would like the FA to get an MOU similar to the one for Spring 2020. Especially now that additional flexibility with regard to S/U grading has been afforded to students. Faculty should also have flexibility to choose whether or not evals from Fall 20 are included in merit and annual reviews.
- Concerns about quality of education - my class sizes went up 40%!!!
- Overall, it's fine. But I do think that the hybrid option does not make sense since the vast majority of my students choose to only participate remotely. There are little (if any) incentives to participating in person since the course has to be designed for all students (remote only as well).
73.8% of BUFM do not have an approved “Alternative Work Arrangement” letter filed with BGSU’s Accessibility Services office.
Rank of Respondents:
Professor: 22.9%
Teaching Professor: 16.6%
Associate Professor: 24.6%
Associate Teaching Professor: 10%
Assistant Professor: 13.3%
Assistant Teaching Professor: 12.6%
Gender of Respondents:
Female: 54.3%
Male: 41.7%
Transgender male: 0%
Transgender female: 0%
Gender Variant/Non-Conforming: 0.67%
Prefer not to say: 3%
Not Listed: 0.33%