Report on the Adjunct Faculty Task Force Survey · Report on the Adjunct Faculty Task Force Survey. May 2016 . ... basketball games, ... Based on the survey results, the task force

Report on the Adjunct Faculty Task Force Survey

May 2016

Task Force Members:

Tina Jones, College of Education and Human Development, School of

Recreation Health and Tourism (Co-Chair)

Deborah Boehm-Davis, Dean of the College of Humanities and Social

Sciences (Co-Chair)

Brian Fitzpatrick, College of Humanities and Social Sciences, Department of

English

Deborah Foreman, College of Health and Human Services, Department of

Social Work

Robert Pettit, Volgenau School of Engineering, Department of Computer

Science

Ian Rodway, College of Science, Forensic Sciences Program

Pamela Struss, School for Conflict Analysis & Resolution

Kimberly Eby, Associate Provost for Faculty Development and Director of

the Center for Teaching Excellence (Ex-Officio)

Michelle Lim, Human Resources Faculty Initiatives Manager (Ex-Officio)

Executive Summary

In March 2015, Provost S. David Wu appointed a task force to identify issues of concern to adjunct

faculty members and to make recommendations on potential remedies. The task force met during the

course of the spring 2015 semester and decided to collect information about the composition of our

adjunct faculty and the issues that concern them. The survey they developed is included in this report as

Appendix A. The survey was distributed electronically to roughly 1000 individuals serving as adjunct

faculty members in fall 2015. Several electronic reminders to complete the survey were sent out. After

roughly a month, 535 responses were received. The data were analyzed and evaluated; the raw data can

be seen in Appendix B. A summary of the open-ended comments can be seen in Appendix C.

SURVEY RESULTS

Demographics

The largest group of respondents either work full time elsewhere and serve as an adjunct part-time (44%)

or are retired (15%). The majority of those who work outside teach in an area related to their outside

employment. A smaller percent of respondents work part time (32%, combining those who work

elsewhere part time); only 7% of respondents work full time as an adjunct. The respondents are balanced

in terms of gender (46% female and 45% male), but not in terms of ethnicity (71% identify as white (not

of Hispanic origin)). The respondents skew older, with the largest group (29%) older than 60.

The largest group of respondents has been with Mason for 2 years or less (37%); however, combining 6-

10 years and more than 10 years suggests that many (36%) have been with Mason for quite some time.

The majority of instructors teach at the undergraduate level (64%); 22% teach only at the graduate level,

while 14% teach at both levels. The majority of respondents teach only face to face classes (79%). The

percentages for those who teach online, hybrid, or some combination of these with face to face is 7% or

less for each category. The primary motivation for serving as an adjunct is enjoyment of teaching and

mentoring.

We had 130 respondents who also teach at other universities (most frequently-cited were Northern

Virginia Community College, George Washington University and the University of Maryland). Of these

respondents, 67 reported that the other university where they work offers more compensation than Mason;

44 reported that compensation was comparable to Mason and 17 indicated that it is less than Mason.

Satisfaction

Overall satisfaction (based on a 5-point scale and 457 responses) was rated as 3.96. Respondents who

work for another university rated their satisfaction as 3.78 while those who teach only at Mason rated

their satisfaction as 4.02. Those who teach for other universities are statistically less satisfied with

teaching then those who teach only at Mason. Respondents who only work as adjuncts (either part time or

full time) are less satisfied than other groups of respondents. However, type of course taught (face to face,

online, hybrid, or some combination) or level of course taught (undergraduate, graduate, or both) did not

affect satisfaction. There were differences in satisfaction as a function of the college or school for which

the respondents taught; however, many respondents did not complete the overall rating, there are cases

where individuals work for more than one college or school, and sample sizes for the different colleges

and schools varied widely, so we must be cautious in interpreting this result.

Issues

The survey surfaced a number of issues, illustrated below, that the Task Force believes should be

addressed (See Recommendations).

Hiring

Although the largest percentage of faculty indicated that they nearly always have a completed contract

well before classes begin (66%) or seldom at the last minute (16%), 23% reported that they always

receive their contract at the last minute. A large percentage of respondents are frequently or often

consulted about their teaching preferences and scheduling needs; 29% are occasionally consulted; 12%

are often consulted; 5% are rarely consulted, and 10% are never consulted.

Of the 455 respondents to a question on campus orientation, 25% indicated they received no orientation to

campus; 25% indicated that they received an informal orientation; 21% indicated they received a formal

orientation and 14% indicated that they received both a formal orientation and informal support.

Support Issues

Most respondents (48%) indicate they have access to essential supplies and equipment and 37% report

having some access. However, 15% report that essential supplies and equipment are not easily accessible.

With regard to space, 63% of respondents indicated they are easily able to interact with other faculty from

their desk/office space; 50% have access to shared space with colleagues in their department while 10%

have access to shared space with colleagues from multiple departments; 22% have access to private space

for meeting with students; 23% report having no space; 21% report not needing space on campus.

Communication

The report surfaced a number of positive connections between full-time faculty and adjunct faculty. Many

respondents (44%) indicated that they frequently have collegial exchanges with other departmental

faculty; 12% reported exchanges as often; and 29% reported exchanges as occasional. However, 5%

reported their interactions as rarely and 10% as never. Respondents reported that they exchange

information about course development (274), student issues (264), and sharing of resources (236) with

their departmental colleagues. They reported fewer exchanges about teaching quality (164), classroom

management (112) and career development (55). Many respondents are interested in additional

connections to their colleagues. Specifically, a large number (241) are interested in conducting research

with Mason colleagues; 235 are interested in writing scholarly articles.

Professional Development

Roughly half of the respondents are interested in working at Mason in a full time capacity; 232

respondents indicated an interest in a full-time non-tenure line position and 174 indicated an interest in a

full-time tenure-line position.

The respondents indicated that the majority of their evaluations are based solely on student input. Of the

461 respondents answering the peer evaluation question, 47% reported that formal evaluation is typically

provided through student evaluations; 17% reported being provided with occasional informal evaluation

or feedback; roughly 12% are always provided with multiple forms of evaluation and feedback and

roughly 11% are never evaluated or provided with feedback.

Further, of the 469 respondents answering the peer mentoring question, 46% reported that they are

formally provided advice on occasion; 17% are provided no guidance by any colleagues; 15% regularly

receive guidance, but not through a formal mentoring program, and 9% are not interested in mentoring.

Respect/Inclusion

To the question of whether colleagues treat the respondents with respect, 38% strongly agree, 40% agree,

17% neither agree nor disagree, 3% disagree, and 2% strongly disagree. Those who disagreed felt quite

strongly, as shown in the open-ended comments. To the question of whether adjunct’s professional

expertise is respected by faculty/staff, 50% reported a rating of “5” (quite a bit), 20% reported a “4”, 23%

reported a “3” (somewhat), 4% reported a “2” and 3% reported a “1” (not at all).

Fewer than half of respondents had been invited to events such as faculty meetings, opening

convocations, college convocations, university commencement, university orientation, department

orientation, departmental activities, research projects, and professional development opportunities.

For the most part, less than 25% of the respondents indicated an interest in attending these events; the

exceptions are research projects (175) and professional development activities (194).

Roughly half of the respondents were aware of access to information and training; with the exception of

IT systems, classroom support, Blackboard, etc. (224) and adjunct parking options (158) - few

respondents took advantage of these opportunities.

With respect to recreational activities, 212 respondents indicated they did not attend any recreational

activities at Mason; 193 indicated they attend arts, music or theatre performances. Few attended

basketball games, other sporting events, used the recreation facilities, or attended other activities.

RECOMMENDATIONS

Based on the survey results, the task force developed a set of recommendations. They are presented here

in two sections – those which should be addressed across the university and those which should be

addressed within colleges and schools.

University Recommendations

Pay/Salary

Investigate best practices for rewarding adjunct faculty excellence and develop recommendations for

practice at Mason

Develop a process for awarding standardized titles for adjunct faculty that take experience and

excellence into account (e.g., Adjunct Assistant, Adjunct Associate, Adjunct Professor)

Increase minimum salary figures, aligning adjunct faculty compensation with other comparable

institutions in the area

Evaluation

Examine best practices for adjunct faculty review and communicate those to academic units

Develop minimum acceptable practices for evaluating adjunct faculty

o Should likely include peer evaluation during first assignment

o Should likely include some self-assessment or portfolio of performance

Ensure that departments/units have a policy for adjunct faculty review

Ensure that departments/units follow their established policies and practices for adjunct faculty

review

Parking

Offer a pre-tax payment option for parking

Communication

Revise and integrate information for an Adjunct Faculty site on Mason’s website

o Provide information on how to find posting about training opportunities, how to join the

Center for Teaching and Faculty Excellence (CTFE) network, professional development

opportunities, etc.

o Make the pay scale accessible in a special Adjunct Only Tab

Create a guide for academic units about adjunct faculty policies and practices

o To include best practices on mentoring, research, teaching, timely award of contracts, etc.

Research

Examine best practices used by other institutions to afford adjuncts the opportunity to facilitate

potential scholarly collaborations

o Remove barriers to participation to the extent possible

o Allow adjunct faculty to serve as co-PI (Note: under University Policy Number 4012, adjunct

or affiliate faculty are able to serve as Principal Investigators with prior approve from the

Dean/Director)

o Encourage academic units to create strategies for inviting adjuncts to share their research

interests with other faculty and vice-versa

Academic Unit Recommendations

Respect/Inclusion

Include adjunct faculty participation where possible

o Include them on the departmental/unit faculty listserv

o Invite them to faculty meetings

o Invite them to graduation/convocation/award events

List adjuncts on departmental/unit websites (Note: Minimum is to have every current adjunct listed;

Include those not teaching in a given semester, but who teach on a regular basis)

o List teaching and research interests (if applicable) for adjunct faculty

Hiring

When possible, hold a pre-semester orientation for adjuncts and ensure that they are provided with the

resources they need to be successful during the semester (e.g., supplies, equipment, etc.)

Ensure that adjunct faculty are made aware when FT position descriptions are posted

Establish guidelines for adjunct contracts to reduce the number of contracts issued at the last minute

(23% indicated they always sign contracts as the last minute)

Consult with adjuncts on their teaching preferences and scheduling needs to the extent

possible/feasible (44% indicated they were occasionally to never consulted)

Evaluation

Ensure that each department/unit follows their articulated policy for adjunct faculty review

Support

Provide access to supplies and equipment outside of business hours

Provide a shared workspace for adjuncts and private spaces that can be scheduled for meeting with

students

Provide for assignment exchanges/database at the department level

Provide enough computers/technology in office space for adjunct teachers

Professional Development

Provide and communicate professional development opportunities to adjunct faculty. This may

include workshops that are held at Mason that are of no cost to faculty.

Establish a professional development fund to which adjuncts can apply

Mentorship

Investigate best practices for mentorship of adjuncts

o May include a mentorship program

o May include an opportunity to “shadow” full-time colleagues in committee/service roles

ADJUNCT FACULTY SURVEY INFORMED CONSENT FORM

Qualtrics Survey Software https://az1.qualtrics.com/ControlPanel/Ajax.php?action=GetSurveyPrint...

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Appendix A


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Appendix B

Work Status of Respondents

Gender of Respondents

Work Full Time/Adjunct Part

44%

Retired15%

Adjunct Part Time only19%

Full Time Adjunct7%

Work Part Time/Adjunct

Part13%

Other2%

Male45%

Female46%

Transgender0%

Other1%

Choose not to answer

8%

Ethnicity of Respondents

Age of Respondents

Black, not of Hispanic Origin

5%

Native American/Alaskan

Native1%

Asian or Pacific

Islander7%Hispanic

5%

White, not of Hispanic Origin

71%

Choose not to asnwer

11%

Under 303%

30-3917%

40-4921%

50-5922%

60+29%

Choose not to answer

8%

Length of Employment at Mason

Overall Satisfaction

2 years or less37%

3-5 years27%

6-10 years19%

More than 10 years17%

Very Dissatisfied1%

Dissatisfied5%

Neutral17%

Satisfied50%

Very Satisfied27%

Note: Item answered by 459

respondents (85.8% of respondents)

Satisfaction as a Function of Employment Status

Type of Course Taught

Face to Face79%

Online5%

Hybrid1%

Face to Face and Online

7%

Face to Face and Hybrid

4%

Online and Hybrid1%

Face to Face, Online, and Hybrid

3%

• Group 1 > 3, 4, 5• Group 1 = 2• Group 2 > 3, 4• Group 4 < 5

Satisfaction as a Function of Type of Course

No significant differences as a function of type of course taught

Level of Courses Taught

Undergrad64%

Grad22%

Both14%

Satisfaction as a Function of Level of Course Taught

No significant differences as a function of level of course taught

Composition of Respondents as a Function of College/School

College of Education and

Human Development

14%

College of Health and

Human Services 16%

College of Humanities and Social Sciences

24%

College of Science7%

College of Visual and Peforming

Arts9%

INTO Mason3%

New Century College1%

School of Conflict Analysis and Resolution

2%

School of Business6%

School of Policy, Government, and

International Affaris4%

School of Engineering

14%

Satisfaction as a Function of College/School

Note: There was a significant difference overall across colleges/schools. However, many people did not complete the overall job satisfaction question; cases where an individual worked in more than one College/Dept. were excluded; and the sample sizes varied significantly. Thus, we must be cautious in interpreting this significant outcome.

If you work in industry, government, or self-employment, are the courses you teach related to your work?

Where Else Do You Teach?

N

Northern Virginia Community College 37

George Washington University 16

University of Maryland 13

American University 7

Georgetown University 7

Marymount University 6

Catholic University of America 5

Shenandoah University 3

Virginia Commonwealth University 3

Virginia Tech 2

University of District of Columbia 1

Howard University 0

Other 66

Yes66%

No5%

Do not work in Industry

29%

When Contracts are Signed

“I am consulted about my teaching preferences and scheduling needs”

Always at the last minute

23%

Seldom at the last minute

16%

I nearly always have a completed contract well before courses

begin61%

Never10%

Rarely5%

Occasionally29%

Often12%

Frequently44%

Are You Interested In…? Number indicating “yes”

Conducting research with Mason colleagues 241

Writing scholarly articles 235

Full-time non-tenure-line position 232

Full-time tenure-line position 174

None of the available categories 102

Nature of Collegial Interactions with Other Faculty in Department

Number

indicating “yes”

Exchange about course development 274

Exchange about student issues 264

Exchange about sharing of resources 236

Exchange about teaching quality 164

Exchange about classroom management 112

Exchange about other 60

Exchange about career development 55

Motivation to Teach

Enjoy Teaching Enjoy Mentoring Income University Affiliation Other

414 330 208 233 42

Benefits Available to Faculty at Other Universities Where They Teach

Number indicating “yes”

Free or reduced-fare parking 75

Library Privileges 74

Professional Development 55

Rewards and Recognition 43

Tuition Waiver 37

Discounts 35

Conference Funding 34

Retirement Savings Vehicle 30

Work on research grants 23

Health Benefits 20

Other 13

Compensation Compared to Mason (for those teaching elsewhere)

Access to Supplies & Equipment

Less than Mason, 17

Comparable to Mason, 44

More than Mason, 67

Essential supplies and

equipment are not easily accessible

15%

You have some access to essential

supplies and equipment

37%

You have access to essential supplies

and equipment48%

“Do you have collegial exchanges with other faculty in your department?”

Respect

Never10%

Rarely5%

Occasionally29%

Often12%

Frequently44%

Strongly Disagree

2%Disagree

3%

Neither Agree nor Disagree

17%

Agree40%

Strongly Agree38%

Colleagues Treat Me Respectfully

Peer Mentoring Frequency Percent

Are formally provided advice on occasion 248 46.4

Are provided no guidance by any colleagues 92 17.2

Regularly receive guidance from other faculty, but not in a formal mentoring program

79 14.8

I am not interested in mentoring 47 8.8

Are formally part of a mentoring group 3 0.6

Total 469 87.7

Peer Evaluation Frequency Percent

Typically provided formal evaluation through student evaluations 253 47.3

Occasionally provided informal evaluation or provided feedback 90 16.8

Always provided multiple forms of evaluation and feedback 62 11.6

Never evaluated or provided feedback 56 10.5

Total 461 86.2

Not at All (1)3%

24%

Somewhat (3)23%

420%

Quite a Bit (5)50%

Professional Expertise is Respected by Faculty/Staff

Campus Orientation Frequency Percent

Provided no orientation informally or formally 135 25.2

Provided informal orientation from a colleague, department staff or department chair

132 24.7

Provided with a formal orientation 111 20.7

Provided with a formal orientation and provided informal support by colleagues

77 14.4

Total 455 85.0

Access to Space

Do you have access to… Number indicating “yes” Percent

(of those needing space)

From the location of your desk/office space, are you easily able to interact with other faculty?

268 63.4%

Access to a shared space with colleagues in your department 211 49.8%

No space 97 22.9%

Access to a conference room or other private space where you can meet with students

91 21.5%

Access to a shared space with colleagues from multiple departments 44 10.4%

Not applicable - I do not require space on campus 112 20.9%

Activities Have been invited to Would like to participate in

Faculty meetings 246 123

Departmental Activities 231 125

University Commencement 188 45

College Convocation 165 55

Department Orientation 159 108

Opening Convocation 154 45

University Orientation 145 81

Professional Development 130 194

Research Projects 67 175

Access to Information/Training Aware of Took advantage of

IT systems, classroom support, Blackboard, etc. 287 224

Adjunct parking options 251 158

Center for Teaching & Faculty Excellence 236 98

Mason CARES 235 49

Information on benefits 227 88

Responding to emergency situations 201 23

Career Services 177 40

Recreational Activities

Number indicating “yes”

I do not attend recreational activities at Mason 212

Do you attend Arts, music or theater performances? 193

Do you attend Basketball games? 61

Do you attend recreation facilities? (i.e. the RAC, Aquatic and Fitness Center) 50

Do you attend other sporting events? 23

Do you attend other activities? 20

Appendix C

The open-ended comments provided by respondents were all captured and then classified into categories. The first table summarizes and defines the categories developed. The second table provides representative comments in each of these categories.

Category Definitions:

Pay: discusses compensation

Parking: discusses parking

Resources: discusses resources available to adjuncts (i.e., printing services, equipment, office space)

Respect: discusses not feeling a part of the 'team'/feeling like a second-class citizen, or underappreciated

Communication: discusses issues with communication between/with-in departments, with broader university

Opportunity: discusses wanting the opportunity to grow within university/have more responsibilities (i.e., would like to take on more classes/high level classes, would like to participate in departmental meetings)

Training/Orientation: discusses the training/orientation received from the university

Benefits: discusses wanting to receive benefits for their time at GMU (i.e., healthcare, tuition remission for self/family)

Misc.: did not fit into a different category (some of these comments provide suggestions about the survey, etc.)

Positive Comments: these are comments in which individuals expressed satisfaction (comments which are partially positive have positive remarks bolded)

*** Note: These codes are not mutually exclusive. That is, a comment provided by one person may appear in more than one sheet in this spreadsheet if they mentioned more than one of these categories. For example, an individual who comments positively about the parking options for adjuncts, but is disappointed with pay and benefits would be coded into the Pay, Parking, Benefits and Positive categories. When interpreting the information provided in the spreadsheet we caution the reader not to assume that all comments within a category are necessarily positive or negative.

Example Comments

Pay

I am not pleased to find out that in other departments adjuncts make considerably more money. This is not fair and has motivated me to begin to look at over universities in the DC Metro area. Just because I am in the Department of Education doesn't mean someone in the Engineering department should make $1,000 more than me. Plus this person did not have a PhD.

The pay scale at Mason is far below ($1500 per class) below other local schools. I would like to see the pay scale increase to be more competitive

Parking

I understand there are adjunct faculty parking options however my biggest problem is that parking in lots K, O etc either require a long walk (which I wouldn't mind if I was staying all day) or taking the shuttle. The vouchers work great as long as you are only on campus 2x. For some adjuncts who have to be on campus 4 days a week it isn't practical to park far away because they are coming from other jobs but it is very costly.

The parking situation needs to be cleared up. The recent solution is inadequate and confusing. The options are only for adjuncts who teach once a week, not those who teach twice a week. It is still cheaper for me to pay $6 every time I come.

Opportunity

I would like to participate in the task force and work on alleviating adjunct faculty's punishment based on biased and negative student evaluations. I would like to also contribute to tha cause of increasing adjunct faculty's preparation/mentoring for full-time positions at their respective departments. For 6 years at Mason, I have been asking what can I do to develop myself further and be seriously considered for a full-time faculty position. I only receive informal advice from friends on the subject. I feel that GMU needs to hire more faculty from within - faculty who know students and the university and are willing to be regarded and respected more than they currently are.

I wish there was a 'career fair' for adjuncts. Where they could meet other departments within Mason to share their current work. Sometime academic departments can be 'siloed' and often not interested in innovation or cross-listing. A way to connect with others on the courses we teach would be quite beneficial.

Benefits

So far, nothing here about compensation and health benefits, which are the greatest concern. In 9 years of receiving good to excellent teaching reviews at Mason, I have never received one upgrade in pay, while absorbing the cost of benefits at the same time. I am committed to teaching and to my students, and this is both a personal hardship and does not speak well to Mason core values.

Dear Adjunct Task Force, Could you please examine transportation benefits? I understand that Faculty, including adjunct, receive discounted parking. While there are metro benefits for full-time Faculty, there is no metro compensation for adjunct. Even if prorated, it would be greatly appreciated. Let's make it more acceptable to be green as an adjunct. Thanks!

Respect

While I selected that I was 'satisfied' with my experience at GMU, my satisfaction is principally due to the interactions with the student body. I am rarely made to feel welcome by the permanent faculty and staff. My career outside the classroom (26+ years in the military and 11+ years in industry) are seldom recognized or appreciated.

I do not think that the opinions of Adjuncts are taken very seriously. That is, the University could greatly benefit from the experience that Adjuncts have outside of the University but unless there are the following three letters after their name their opinions have marginal value (PHD).

Resources

Teaching night classes leaves me with few options for dealing with problems related to IT or Maintenance issues. It took 4 weeks to get one half of the classroom lights back on after going off. At night, this was a safety and instructional issue that only got solved with weekly calls to Maintenance to fix the lights. This length of time was problematic.

There is a HUGE disconnect between departments (like parking and facilities) in terms of how they see you. I am also a grad student and my ID has me as a student but i am also a full adjunct. i have a contract and when i show the contract to a particular dept they only honor what my ID says. parking and use the RAC facilities specifically. so frustrating!

Training-Orientation

Thank you for changing parking prices. That's s start. The cost made me rethink being an adjunct. Orientation is essential; I still don't know the campus and benefits I have access to. Orientation should be mandatory. Maybe even complete an orientation packet for adjuncts which include everything listed above. Thanks again!

It would be helpful to create a Departmental briefing to explain how our course fits into a students decision to attend our course. It would also be beneficial to cross market our courses within the Department .

Communication

When I was hired I was given no guidelines on my course - no education outcomes the students were expected to achieve, no expectations of me other than that I show up each week, not even a request to see the final syllabus. This was troubling from an educational and pedagogical perspective to me.

Adjuncts are not part of the ongoing dialogue in the department. I long advocated changing the name of my course. It was finally done without talking to me -- I found out at the student orientation. New name is little better than the original. Are there any adjuncts on your committee?

Misc.

Interesting survey, bu the questions I would have asked asre the following / 1) What are your long term goals for continuing to work with GMU / 2) What accomodations would be of interest to enable better teaching results / 3) What accomodations would you prefer to support continued teaching at GMU / 4) What measures would you suggest as indicators of successful teaching at GMU (same could be said for reasearch, but I suspect amount of research funding may answer this question)

I am an online faculty only and our needs are fairly different.

Positive Comments

Thank you for this survey! It is great to know that we are being heard.

I have had a great opportunity to meet with faculty and participate in faculty curriculum meetings and improvements. My input was valued and used to improve concentration.

Overall Satisfaction By Category

The mean overall satisfactions of all of the respondents that chose each respective category. Ex. The respondents that mentioned respect in their open ended comments had a mean overall satisfaction of 2.96 (which is the lowest).

N Category Mean of Overall Satisfaction

17 Resources 4.12

246 Non-Respondents 4.11

21 Misc. 4.1

41 Positive Comments 4.05

55 Parking 3.84

13 Training/Orientation 3.77

86 Pay 3.7

12 Benefits 3.58

14 Communication 3.47

40 Opportunity 3.4

27 Respect 2.96

The mean overall satisfaction before and after parking announcement:

N Category Mean of Overall Satisfaction

43 Parking before 3.79

12 Parking after 4

25 Positive before 4.08

16 Positive after 4

It is interesting to note that satisfaction decreased after the university announced that the cost of an annual

parking pass would be reduced for adjunct faculty for one year.

Documents

Report on the Adjunct Faculty Task Force Survey · Report on the Adjunct Faculty Task Force Survey. May 2016 . ... basketball games, ... Based on the survey results, the task force