Information about http://fsse.iub.edu/pdf/FSSE07_CB_Codebook_Handout.pdf
Faculty Survey of Student Engagement Survey items…
Tags: academic work, alienation, clinical assignment, extent, faculty member, faculty members, faculty survey, field experience, foreign language, independent study, institution student, practicum internship, response sets, student engagement, student relationships, thesis, undergraduates, volunteer work,Pages: 4
Language: english
Created: Thu May 17 13:39:14 2007
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Faculty Survey of Student Engagement
Survey items descriptions and response sets: Course Based 2007
How important is it to you that undergraduates at your institution do the following?
Practicum, internship, field experience, co-op experience, or clinical assignment
Community service or volunteer work
Participate in a learning community or some other formal program where groups of students take two or
more classes together 1=Not important
Work on a research project with a faculty member outside of course or program requirements 2=Somewhat important
3=Important
Foreign language coursework
4=Very important
Study abroad
Independent study or self-designed major
Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.)
Select the response that you believe best represents the quality of student relationships with people at your institution.
Student relationships with other students 1=Unfriendly, unsupportive, sense of
Student relationships with faculty members alienation
7=Friendly, supportive, sense of belonging
Student relationships with administrative personnel and offices
To what extent does your institution emphasize each of the following?
Requiring students to spend significant amounts of time studying and on academic work
Providing students support they need to help them succeed academically
Encouraging contact among students from different economic, social, and racial or ethnic backgrounds
Helping students cope with their non-academic responsibilities (work, family, etc.) 1=Very little
2=Some
Providing students the support they need to thrive socially 3=Quite a bit
Encouraging students to participate in co-curricular activities (organizations, campus publications, student 4=Very much
government, fraternity or sorority, intercollegiate or intramural sports, etc.)
Encouraging students to attend campus events and activities (special speakers, cultural performances,
athletic events, etc.)
Encouraging students to use computers in their academic work
About how many hours do you spend in a typical 7-day week doing each of the following?
Teaching undergraduate students in class
Grading papers and exams
Giving other forms of written and oral feedback to students
Preparing for class 1=0
Reflecting on ways to improve my teaching 2=1 - 4
3=5 - 8
Research and scholarly activities
4=9 - 12
Working with undergraduates on research 5=13 - 16
Advising undergraduate students 6=17 - 20
7=21 - 30
Supervising internships or other field experiences 8=More than 30
Working with students on activities other than coursework (committees, orientation, student life activities,
etc.)
Other interactions with students outside of the classroom
Conducting service activities
Survey items descriptions and response sets: Course Based 2007
Please respond to the following questions based on one particular undergraduate course section you are teaching or have taught during this academic
year.
1=Lower division (mostly first-year students
and sophomores)
Level of students in your selected course section:
2=Upper division (mostly juniors and seniors)
3=Other (please describe) _____
1=Classroom instruction, on-campus
2=Classroom instruction, at an auxiliary
location (e.g., satellite campus, rented facility)
In what format do you teach your selected course section?
3=Distance education (live or pre-recorded
video/audio, Internet, CD-ROM,
correspondence, etc.)
1=No
Does your selected course section fulfill a general education requirement on your campus?
2=Yes
1=9 or less
2=10 - 19
3=20 - 29
How many students are enrolled in your selected course section?
4=30 - 49
5=50 - 99
6=100 or more
0=0
1=1 - 2
Prior to this semester, how many times have you taught your selected course? 2=3 - 9
3=10 - 19
4=20 or more
What is the general area of your selected course? (Please specify an academic discipline, e.g. Chemistry, Psychology, Theater)
1=Arts & Humanities 6=Physical Sciences
2=Biological Sciences 7=Professional
Faculty responses are recoded to maintain anonymity (See FSSE codebook for specific recode assignments) 3=Business 8=Social Sciences
4=Education 9=Other
5=Engineering
About what percent of students in your selected course section do the following?
Frequently ask questions in class or contribute to class discussion
Frequently come to class without completing readings or assignments
1=None
Frequently work harder than they usually do to meet your standards 2=1 24%
Occasionally use e-mail to communicate with you 3=25 49%
4=50 74%
Occasionally discuss grades or assignments with you
5=75% or higher
At least once, talk about career plans with you
At least once, discuss ideas from readings or classes with you outside of class
How often do students in your selected course section engage in the following?
Have class discussions or writing assignments that include diverse perspectives (different races, religions,
genders, political beliefs, etc.)
Work with other students on projects during class
Participate in a community-based project (e.g., service learning) as part of your course 1=Never
Use an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an 2=Sometimes
assignment 3=Often
Receive prompt written or oral feedback from you on their academic performance 4=Very often
Have serious conversations in your course with students of a different race or ethnicity than their own
Have serious conversations in your course with students who are very different from them in terms of their
religious beliefs, political opinions, or personal values
Survey items descriptions and response sets: Course Based 2007
In your selected course section, about how much reading and writing do you assign students?
Number of assigned textbooks, books, or book length packs of course readings 1=None
Number of written papers or reports of 20 pages or more 2=1
3=2 - 3
Number of written papers or reports between 5 and 19 pages 4=4 - 6
Number of written papers or reports of fewer than 5 pages 5=More than 6
In a typical week , how many homework problem sets do you require students in your selected course section to complete?
1=None
Number of problem sets that take your students more than one hour to complete 2=1 - 2
3=3 - 4
4=5 - 6
Number of problem sets that take your students less than one hour to complete
5=More than 6
Time students spend preparing for your selected course section:
1=0
In a typical 7-day week, about how many hours do you expect your students to spend preparing for your
2=1 - 2
class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other
3=3 - 4
academic activities)
4=5 - 6
5=7 - 8
In a typical 7-day week, about how many hours do you think your students actually spend preparing for
6=9 - 10
your class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other
7=11 - 12
academic activities)
8=More than 12
In your selected course section, how important to you is it that your students do the following?
Prepare two or more drafts of a paper before turning it in
Work on a paper or project that requires integrating ideas or information from various sources
Work with classmates outside of class to prepare class assignments
Put together ideas or concepts from different courses when completing assignments or during class
discussions 1=Not important
Discuss ideas from your readings or classes with others outside of class (other students, family members, co- 2=Somewhat important
workers, etc.) 3=Important
Tutor or teach other students (paid or voluntary) 4=Very important
Examine the strengths and weaknesses of their views on a topic or issue
Try to better understand someone else's views by imagining how an issue looks from that person's
perspective
Learn something that changes the way they understand an issue or concept
In your selected course section, on average, what percent of class time is spent on the following?
Lecture
Teacher-led discussion
Teacher-student shared responsibility (seminar, discussion, etc.) 1=0%
2=1-9%
Student computer use
3=10-19%
Small group activities 4=20-29%
Student presentations 5=30-39%
6=40-49%
In-class writing 7=50-74%
Testing and evaluation 8=75% or more
Performances in applied and fine arts (e.g., dance, drama, music)
Experiential (labs, field work, art exhibits, etc.)
Select the box that represents the extent to which your evaluations of student performance (e.g., 1=Very little
examinations, portfolio) challenge students in your selected course section to do their best work? 7=Very much
Survey items descriptions and response sets: Course Based 2007
In your selected course section, how much emphasis do you place on engaging students in each of these mental activities?
Memorizing facts, ideas, or methods from your course and readings so students can repeat them pretty
much in the same form
Analyzing the basic elements of an idea, experience or theory, such as examining a particular case or
situation in depth, and considering its components 1=Very little
Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and 2=Some
relationships 3=Quite a bit
Making judgments about the value of information, arguments or methods such as examining how others 4=Very Much
gathered and interpreted data and assessing the soundness of their conclusions
Applying theories or concepts to practical problems or in new situations
To what extent do you structure your selected course section so that students learn and develop in the following areas?
Writing clearly and effectively
Speaking clearly and effectively
Thinking critically and analytically
Analyzing quantitative problems
Using computing and information technology
Working effectively with others
1=Very little
Learning effectively on their own 2=Some
Understanding themselves 3=Quite a bit
4=Very much
Understanding people of other racial and ethnic backgrounds
Solving complex real-world problems
Developing a personal code of values and ethics
Developing a deepened sense of spirituality
Acquiring a broad general education
Acquiring job or work-related knowledge and skills
What is the general discipline of your academic appointment? (Please specify an academic discipline)
1=Arts & Humanities 6=Physical Sciences
2=Biological Sciences 7=Professional
Faculty responses are recoded to maintain anonymity (See FSSE codebook for specific recode assignments) 3=Business 8=Social Sciences
4=Education 9=Other
5=Engineering