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WHAT THIS SURVEY IS ABOUTWe cordially invite you to participate in the 2017 Faculty Survey of StudentEngagement (FSSE). The information you and other instructional staffmembers on your campus provide will help identify areas of strength andimprovement, as well as lead to constructive discussions related toteaching, learning, and the quality of your students' educationalexperience.
After reading the information on this page, if you agree to take part in thissurvey, click the "Proceed to the Survey" button below.
SURVEY PARTNERSThe Faculty Survey of Student Engagement is a project coordinated by the Center for Postsecondary Research atIndiana University Bloomington.
TAKING THE SURVEYThe survey takes about 18-25 minutes to complete. It is designed to measure instructional staff expectationsregarding the extent to which students at your institution engage in educational practices empirically linked to highlevels of learning and development.
CONFIDENTIALITYYour school and the Center will make every effort to keep your responses confidential, although absoluteconfidentiality cannot be guaranteed. Personally identifying information (e.g., name or email address) will not beincluded in the data sent from the Center to your institution. No information associated with your name will ever bereleased publicly, but personally identifiable responses may be inspected by university and governmentorganizations when required by law.
Your participation in this study is voluntary and you may refuse to participate without penalty.
FURTHER INFORMATION
Contact FSSE Print this Page
If you have technical problems completing the survey, please email [email protected] or call 1-877-295-3064. If youhave questions about the study, please contact Thomas Nelson Laird by email or by phone (812-856-5824).
If you feel you have not been treated according to the descriptions in this form, or your rights as a participant inresearch have not been honored during the course of this project, you may contact the office for the HumanSubjects Committee, Carmichael Center 203, 530 E. Kirkwood Ave., Bloomington, IN 47405, 812-856-4242, or byemail at [email protected].
Study #0212000011 | IRB Approval Date: July 21, 2015 to July 20, 2017
How important is it to you that undergraduates at your institution do the following before they graduate?Very
important Important Somewhat importantNot
importantParticipate in an internship, co-op, field experience,student teaching, or clinical placement
Hold a formal leadership role in a student organizationor group
Participate in a learning community or some otherformal program where groups of students take two ormore classes together
Participate in a study abroad program
Work with a faculty member on a research project
Complete a culminating senior experience (capstonecourse, senior project or thesis, comprehensive exam,portfolio, etc.)
Participate in a community-based project (service-learning) as part of a course
How important is it to you that your institution increase its emphasis on each of the following?Very
important Important Somewhat importantNot
importantStudents spending significant amounts of timestudying and on academic work
Providing support to help students succeedacademically
Students using learning support services (tutoringservices, writing center, etc.)
Encouraging contact among students from differentbackgrounds (social, racial/ethnic, religious, etc.)
Providing opportunities for students to be involvedsocially
Providing support for students’ overall well-being(recreation, health care, counseling, etc.)
Helping students manage their non-academicresponsibilities (work, family, etc.)
Students attending campus activities and events(performing arts, athletic events, etc.)
Students attending events that address importantsocial, economic, or political issues
Indicate your perception of the quality of student interactions with the following people at your institution.Poor
1 2 3 4 5 6Excellent
7Other students
Academic advisors
Faculty
Student services staff (career services, studentactivities, housing, etc.)
Other administrative staff and offices (registrar, financialaid, etc.)
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In a typical 7-day week, about how many hours do you spend on each of the following?
0 1-4 5-8 9-12 13-16 17-20 21-30More than30 hours
Teaching activities (preparing, teaching class sessions,grading, meeting with students outside of class, etc.)
Advising students
Research, creative, or scholarly activities
Service activities (committee work, administrativeduties, etc.)
In a typical 7-day week, about how many hours do you spend on each of the following teaching-related activities?
0 1-4 5-8 9-12 13-16 17-20More than 20
hoursPreparing class sessions
Teaching class sessions
Grading assignments and exams
Meeting with students outside of class
Course administration (emailing students, maintainingcourse website, etc.)
Working to improve your teaching (self-reflection,meeting with teaching consultants, attending teachingworkshops, conducting research on your own courses,etc.)
In a typical 7-day week, do you participate in the following activities?Yes No
Working with undergraduates on research
Supervising undergraduate internships or other field experiences
During the current school year, have you taught an undergraduate course? Yes No
During the current school year, about how often have you done each of the following with the undergraduate students you teach or advise?
Very often Often Sometimes NeverTalked about their career plans
Worked on activities other than coursework(committees, student groups, etc.)
Discussed course topics, ideas, or concepts outside ofclass
Discussed their academic performance
About how many of your undergraduate courses at this insitution have included a community-based project (service-learning)?
All Most Some
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None
In your undergraduate courses, to what extent do you do the following?Very much Quite a bit Some Very little
Clearly explain course goals and requirements
Teach course sessions in an organized way
Use examples or illustrations to explain difficult points
Use a variety of teaching techniques to accommodatediversity in student learning styles
Review and summarize material for students
Provide standards for satisfactory completion ofassignments (rubrics, detailed outlines, etc.)
Provide feedback to students on drafts or works inprogress
Provide prompt and detailed feedback on tests orcompleted assignments
What is the general academic discipline of your appointment?
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We're sorry, but we weren't able to identify the general academic discipline of your appointment. Please select the response below that most closely matches yourdiscipline. Select from a general area below to view a list of specific disciplines.
Agriculture and Natural Resources
Biological Sciences
Business
Communications, Media, & Public Relations
Computer Science and Technology
Education
Engineering
Fine and Performing Arts
Health Professions
Humanities
Liberal Arts, General Studies, and Multi/Interdisciplinary Studies
Mathematics and Statistics
Physical Sciences
Social Sciences
Other Fields
Expand all categories Collapse all categories
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Please answer the following questions based on one particular undergraduate course section you are teaching or have taught during the current school year.
Is your selected course section in the same academic discipline as your appointment? Yes No
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What is the general academic discipline of your selected course section?
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We're sorry, but we weren't able to identify the general academic discipline of your selected course section. Please select the response below that most closelymatches your discipline. Select from a general area below to view a list of specific disciplines.
Agriculture and Natural Resources
Biological Sciences
Business
Communications, Media, & Public Relations
Computer Science and Technology
Education
Engineering
Fine and Performing Arts
Health Professions
Humanities
Liberal Arts, General Studies, and Multi/Interdisciplinary Studies
Mathematics and Statistics
Physical Sciences
Social Sciences
Other Fields
Expand all categories Collapse all categories
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What is the class level of most students in your selected course section? Lower division (mostly first-year students or sophomores) Upper division (mostly juniors or seniors)
Other, please describe:
What is the class level of most students in your selected course section? Lower division (mostly 1st year or 2nd year students) Upper division (mostly 3rd year or 4th year students)
Other, please describe:
Estimate the total number of students in your selected course section. 20 or fewer 21-30 31-40 41-50 51-100 More than 100
Does your selected course section fulfll a general education requirement on your campus? Yes No
In what format do you teach your selected course section? Classroom instruction on-campus Classroom instruction at an auxiliary location (satellite campus, rented facility, etc.) Distance education (online, live or pre-recorded video or audio, correspondence, etc.) Combination of classroom instruction and distance education
In an average 7-day week, about how many hours do you expect the typical student to spend preparing for your selected course section (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)?
0 1 2 3 4 5 6 7 8 9 10 More than 10 hours
In an average 7-day week, about how many hours do you think the typical student actually spends preparing for your selected course section (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)?
0 1 2 3 4 5 6 7 8 9 10 More than 10 hours
In an average 7-day week, of the time students spend preparing for your selected course section, about how many hours do you expect the typical student to spend on assigned reading?
0 1 2 3 4 5 6 7 8 9 10 More than 10 hours
About how much of the assigned reading in your selected course section do you think the typical student completes? All
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Most Some None
In an average 7-day week, about how many hours do you think the typical student in your selected course section spends doing each of the following?
0 1-5 6-10 11-15 16-20 21-25 26-30More than30 hours
Preparing for class (studying, reading, writing, doinghomework or lab work, analyzing data, rehearsing, andother academic activities)
Participating in co-curricular activities (organizations,campus publications, student government, fraternity orsorority, intercollegiate or intramural sports, etc.)
Working for pay on campus
Working for pay off campus
Doing community service or volunteer work
Relaxing and socializing (time with friends, videogames, TV or videos, keeping up with friends online,etc.)
Providing care for dependents (children, parents, etc.)
Commuting to campus (driving, walking, etc.)
In your selected course section, to what extent do you think the typical student does their best work? Very much Quite a bit Some Very little
In your selected course section, how important is it to you that the typical student do the following?Very
important Important Somewhat importantNot
importantAsk questions or contribute to course discussions inother ways
Prepare two or more drafts of a paper or assignmentbefore turning it in
Come to class having completed readings orassignments
Reach conclusions based on their own analysis ofnumerical information (numbers, graphs, statistics,etc.)
Use numerical information to examine a real-worldproblem or issue (unemployment, climate change,public health, etc.)
Evaluate what others have concluded from numericalinformation
In your selected course section, how important is it to you that the typical student do the following?Very
important Important Somewhat importantNot
importantCombine ideas from different courses whencompleting assignments
Connect their learning to societal problems or issues
Include diverse perspectives (political, religious,racial/ethnic, gender, etc.) in course discussions orassignments
Examine the strengths and weaknesses of their ownviews on a topic or issue
Try to better understand someone else’s views byimagining how an issue looks from their perspective
Learn something that changes the way theyunderstand an issue or concept
Connect ideas from your course to their priorexperiences and knowledge
In your selected course section, about what percent of class time is spent on the following?
0% 1-9% 10-19% 20-29% 30-39% 40-49% 50-74%75% ormore
Lecture
Discussion
Small-group activities
Student presentations or performances
Independent student work (writing, painting, designing,etc.)
Movies, videos, music, or other performances notinvolving or produced by students
Assessing student learning (tests, evaluations,surveys, polls, etc.)
Experiential activities (labs, field work, clinical or fieldplacements, etc.)
In your selected course section, how much do you encourage students to do the following?Very much Quite a bit Some Very little
Ask other students for help understanding coursematerial
Explain course material to other students
Prepare for exams by discussing or working throughcourse material with other students
Work with other students on course projects orassignments
Identify key information from reading assignments
Review notes after class
Summarize what has been learned from class or fromcourse materials
In your selected course section, how much opportunity do students have to engage in discussions with people from the following groups?
Very much Quite a bit Some Very littlePeople of a race or ethnicity other than their own
People from an economic background other than theirown
People with religious beliefs other than their own
People with political views other than their own
People with a sexual orientation other than their own
In your selected course section, how much does the coursework emphasize the following?Very much Quite a bit Some Very little
Memorizing course material
Applying facts, theories, or methods to practicalproblems or new situations
Analyzing an idea, experience, or line of reasoning indepth by examining its parts
Evaluating a point of view, decision, or informationsource
Forming a new idea or understanding from variouspieces of information
Does your selected course section include assigned papers, reports, or other writing tasks? Yes No
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About how many papers, reports, or other writing tasks of the following lengths do you assign?
0 1 2 3 4 5 6 7 8 9 10
Morethan 10papers,
etc.Up to 5 pages
From 6 to 10 pages
11 pages or more
To what extent do you structure your selected course section so that students learn and develop in the following areas?
Very much Quite a bit Some Very littleWriting clearly and effectively
Speaking clearly and effectively
Thinking critically and analytically
Analyzing numerical and statistical information
Acquiring job- or work-related knowledge and skills
Working effectively with others
Developing or clarifying a personal code of values andethics
Understanding people of other backgrounds(economic, racial/ethnic, political, religious, nationality,etc.)
Solving complex real-world problems
Being an informed and active citizen
Prior to the current school year, about how many times have you taught your selected course? 0 1-2 3-4 5-9 10 or more times
Estimate the total number of undergraduate students you have taught during the current school year. 0 1-25 26-50 51-75 76-100 101-125 126-150 151-200 201-300 More than 300 students
Enter the total number of undergraduate courses you have taught or are scheduled to teach during the current schoolyear.
0 1 2 3 4 5 6 7 8 9 or more courses
Enter the total number of graduate courses you have taught or are scheduled to teach during the current school year. 0 1 2 3 4 or more courses
During this academic term, does your institution consider you to be employed full-time or part-time? Full-time Part-time
Does your institution consider you to be an adjunct faculty member? Yes No
Which of the following best describes your academic rank, title, or current position? Professor Associate Professor Assistant Professor Instructor Lecturer Graduate Teaching Assistant
Other, please specify:
What is your current tenure status? Tenured On tenure track but not tenured Not on tenure track, but this institution has a tenure system No tenure system at this institution
Enter the year that you began teaching at any college or university (1995, etc):
What is the highest degree you have earned? Doctoral degree (Ph.D., Ed.D., etc.) Professional degree (J.D., M.D., D.D.S., D.V.M., etc.) Master’s degree (M.A., M.S., M.F.A., M.B.A., M.S.W., etc.) Bachelor’s degree Associate’s degree
Other, please specify:
Enter your year of birth (1965, etc.):
What is your gender identity? Man Woman
Another gender identity, please specify:
I prefer not to respond
Are you a U.S. citizen or permanent resident? Yes No
What is your racial or ethnic identifcation? (Select all that apply.) American Indian or Alaska Native Asian Black or African American Hispanic or Latino Native Hawaiian or Other Pacific Islander White Other I prefer not to respond
Which of the following best describes your sexual orientation?
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Straight (heterosexual) Bisexual Gay Lesbian Queer Questioning or unsure
Another sexual orientation, please specify:
I prefer not to respond
During the current school year, did you serve as an academic advisor for undergraduate students? Yes No
What is the class level of most of your advisees? Lower division (mostly first-year students or sophomores) Upper division (mostly juniors or seniors)
Other, please specify:
During the current school year, which of the following has been your primary source of information regarding students' academic options?
Faculty colleagues Other advising staff Website, catalog, or other published sources An advising center or advising training
Other, please specify:
During the current school year, about how many times has your typical advisee discussed with you their academic interests, course selections, or academic performance?
0 1 2 3 4 5 6 or more
How important is it to you to do the following in your position as an academic advisor?Very
important Important Somewhat importantNot
importantMake yourself available when needed
Listen closely to advisees’ concerns and questions
Inform advisees of important deadlines
Help advisees understand academic rules and policies
Inform advisees of academic support options (tutoring,study groups, help with writing, etc.)
Provide useful information about courses
Help advisees when they have academic difficulties
Help advisees get information on special opportunities(study abroad, internships, research projects, etc.)
Discuss advisees’ career interests and post-graduation plans
During the current school year, how often have you reached out to your advisees about their academic progress orperformance?
Very often
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Often Sometimes Never
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To what extent does your institution emphasize each of the following for undergraduate students?Very much Quite a bit Some Very little
Helping people resolve their disagreements with eachother
Resolving conflicts that involve bias, discrimination,and prejudice
Leading a group where people from differentbackgrounds feel welcomed and included
Contributing to the well-being of their community
During the current school year, whether course-related or not, about how much have you encouraged students you teach or advise to do the following?
Very often Often Sometimes NeverInform themselves about local or campus issues
Inform themselves about state, national, or globalissues
Discuss local or campus issues with others
Discuss state, national, or global issues with others
Raise awareness about local or campus issues
Raise awareness about state, national, or globalissues
Ask others to address local or campus issues
Ask others to address state, national, or global issues
Organize others to work on local or campus issues
Organize others to work on state, national, or globalissues
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Earlier, you answered some questions based on one particular undergraduate course section that you are teaching or have taught during this academic year. Thinking again about that course, how much does it emphasize the following? Very much Quite a bit Some Very littleDeveloping the skills necessary to work effectivelywith people from various backgrounds
Recognizing students’ cultural norms and biases
Students sharing their perspectives and experiences
Exploring students’ backgrounds through projects,assignments, or programs
Learning about other cultures
Discussing issues of equity or privilege
Respecting the expression of diverse ideas
How much does your institution emphasize the following?Very much Quite a bit Some Very little
Demonstrating a commitment to diversity
Providing faculty with the resources needed forsuccess in a multicultural world
Creating an overall sense of community among faculty
Ensuring that you are not stigmatized because of youridentity (racial/ethnic identification, gender identity,sexual orientation, religious affiliation, etc.)
Providing information about anti-discrimination andharassment policies
Taking allegations of discrimination or harassmentseriously
Helping faculty develop the skills to confrontdiscrimination and harassment
How much does your institution provide a supportive environment for the following forms of diversity?Very much Quite a bit Some Very little
Racial/ethnic identification
Gender identity
Economic background
Political affiliation
Religious affiliation
Sexual orientation
Disability status
To what extent is your institution involved in student assessment eforts? Very much Quite a bit Some Very little
How efectively does your insitution disseminate the fndings of its assessment eforts to faculty?Not at all effectively Very effectively
1 2 3 4 5
In general, how useful to you are the fndings from your institution’s assessment eforts?Not at all useful Very useful
1 2 3 4 5
To what extent are results from your institution’s assessment eforts used to inform the following?Very much Quite a bit Some Very little
Institutional activities aimed at improving teaching andlearning
Your department’s activities aimed at improvingteaching and learning
To what extent is evidence gathered by faculty members in their courses used to inform the following?Very much Quite a bit Some Very little
Institutional activities aimed at improving teaching andlearning
Your department’s activities aimed at improvingteaching and learning
To what extent are faculty members at your institution encouraged to do the following?Very much Quite a bit Some Very little
Systematically collect information about theeffectiveness of their teaching beyond end-of-termcourse evaluations
Use assessment findings to inform changes made totheir courses
Publicly present (e.g., lectures or workshops)information about teaching or learning
Publish on teaching and learning
Collaborate with colleagues on improving teachingand learning
To what extent have you incorporated the following into your work?Very much Quite a bit Some Very little
Systematically collecting information about theeffectiveness of your teaching beyond end-of-termcourse evaluations
Using assessment findings to inform changes made toyour courses
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Publicly presenting (e.g., lectures or workshops)information about teaching or learning
Publishing on teaching and learning
Collaborating with colleagues on improving teachingand learning
When you make changes to your courses, to what extent do the following inform your decisions?Verymuch
Quite abit Some
Verylittle
Student feedback (formal course evaluations, informal feedback from former or current students, etc.)
Student performance on assignments, exams, or formal assessments
Institutional influences (institution- or department-level influences, self-assessment, collaboration with other faculty,peer feedback, etc.)
External influences (accreditation standards, advances and trends in your disciplinary area/industry or trends inteaching and learning, etc.)
Other, please specify:
Have you received funding to conduct scholarly inquiry about teaching and learning? Check all that apply. Yes, from sources external to my institution (e.g., foundations or government agencies) Yes, from sources internal to my institution
Have you served in an administrative role or on a faculty committee that focused on assessment of students’ educational experiences and learning?
Yes No
We want to know how technology relates to your teaching. By “technology” we mean any or all of the following:
• Hardware (desktop computer, laptop, tablet, smartphone, etc.)• Software (word processing, spreadsheet, presentation, graphics, satisical, etc.)• Online tools (communications, social networking, etc.)• Websites (for courses, library resources, etc.)
During the current school year, to what extent has your incorporation of technology into teaching and assignments contributed to the following?
Very much Quite a bit Some Very littleStudents understanding course materials and ideas
Students demonstrating their understanding of coursecontent
Students learning, studying, or completing courseworkon their own
Students learning, studying, or completing courseworkwith other students
Distracting students from completing their coursework
During the current school year, to what extent do you believe your teaching has improved your students’ understanding and use of technology?
Very much Quite a bit Some Very little
During the current school year, about how often have students used the following technologies in your courses?Very often Often Sometimes Never
Electronic textbooks
Online portfolios or e-portfolios
Blogs
Collaborative editing software (Wikis, Google Docs,etc.)
Multimedia software (drawing, audio or videoproduction, editing, etc.)
Social networking (Facebook, Twitter, etc.)
Mobile computing (handheld devices such assmartphones, tablets, etc.)
During the current school year, about how often have you used technology to communicate with the following people?Very often Often Sometimes Never
Students enrolled in your courses
Students not enrolled in your courses (advisees,mentees)
Students not enrolled at your institution (applicants,prospective students)
Teaching and learning center personnel
Faculty at your institution
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Faculty at other institutions
Student services staff (career services, studentactivities, housing, etc.)
Other administrative staff and offices (registrar,financial aid, etc.)
How important are the following to you?Very
important Important Somewhat importantNot
importantTo teach with new, cutting-edge technologies
To provide students with technology to learn, study, orcomplete coursework
To teach students how to use available technologiesto learn, study, or complete coursework
That additional technology be made available for youto teach course material and concepts
That additional support services be made available toassist you in the use of technology
That additional support services be made available toassist students with their use of technology
How important is it that your institution assists you in the following areas?Very important Important Somewhat important Not important
Incorporating active learning strategies
Developing students' critical thinking or problem-solving skills
Improving your interactions with students
Facilitating experiences with diversity
Using technology to improve student learning
Creating a supportive learning environment
Assessing student learning
Planning course content (i.e. learning objectives,course goals, syllabi)
Organization and time management
Advising and/or mentoring students
Enhancing students’ information literacy or fluency
Specifying learning outcomes
Designing assignments or exams
Leading discussions
During the current school year, have you done the following?Yes No
Participated in an institution-wide instructor orientation
Participated in an instructor orientation specific to your department or discipline
Participated in a faculty learning community devoted to teaching
Been mentored by a faculty member with regard to teaching
Mentored a faculty member with regard to teaching
Attended or presented at a professional conference focused on teaching
During the current school year, about how often have you done the following?Very often Often Sometimes Never
Visited an office or center that supports faculty (Centerfor Teaching and Learning, Center for TeachingExcellence, etc.)
Attended a workshop or training session to enhanceyour teaching
Had a faculty or staff member observe your teachingand provide feedback
Worked one-on-one with a faculty or staff member tohelp improve your teaching
Worked with a group of faculty or staff to help improveyour teaching
Discussed teaching issues with other faculty or staff
Consulted books, articles, or online resources toenhance your teaching
Solicited feedback from students about your teachingbeyond institution-provided end-of-course evaluations
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During the current school year, whether course-related or not, to what extent have you encouraged students you teach or advise to do the following?
Very much Quite a bit Some Very littleDiscuss or debate an issue of social, political, orphilosophical importance
Give a speech to a group
Work in a group with people who differ from them interms of background, political orientation, points ofview, etc.
Discuss the ethical consequences of a course ofaction
Creatively think about new ideas or about ways toimprove things
Critically evaluate multiple solutions to a problem
Discuss complex problems with others to develop abetter solution
During the current school year, whether course-related or not, about how often have students you teach or advise written something (paper, report, article, blog, etc.) that:
Very often Often Sometimes NeverUsed information from a variety of sources (books,journals, internet, databases, etc.)
Assessed the conclusions of a published work
Included ideas from more than one academicdiscipline
Presented multiple viewpoints or perspectives
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For the purpose of these questions, a writing assignment is one that you collect from students to give a grade or feedback. It is defned broadly to include not only written papers, but also lab reports, multimedia projects, blogs, online discussions, posters, PowerPoint presentations, and so on.
Earlier, you answered some questions based on one particular undergraduate course section you are teaching or have taught during this academic year. Thinking again about that course, please respond to the following.
In your selected course section, for how many writing assignments did you encourage or require students to do the following?
All writingassignments
Most writingassignments
Some writingassignments
Few writingassignments
No writingassignments
Talk with a classmate, friend, or family member todevelop ideas before starting the assignment
Receive feedback from a classmate, friend, or familymember about a draft before turning in the finalassignment
Give feedback to a classmate about a draft or outline
Summarize material they had read such as articles,books, or online publications
Analyze or evaluate something they had read,researched, or observed
Describe their methods or findings related to datathey had collected in lab or field work, a surveyproject, etc.
Argue a position using evidence and reasoning
Explain in writing the meaning of numerical orstatistical data
Write in the style and format of a specific field(engineering, history, psychology, etc.)
Address a real or imagined audience such as theirclassmates, a politician, non-experts, etc.
In your selected course section, for how many writing assignments did you do the following?All writing
assignmentsMost writingassignments
Some writingassignments
Few writingassignments
No writingassignments
Provide clear instructions describing what youwanted students to do
Explain in advance what you wanted students tolearn
Explain in advance the criteria you would use tograde the assignment
Your school has requested that you answer some additional questions. These questions take about two minutes to answer. Your continued participation is voluntary.
Every institution has a mission statement. We would like to know how familiar you are with your school's mission. Please indicate your agreement with each of the following statements:
Stronglyagree Agree
Neitheragree/disagree Disagree
Stronglydisagree
The mission of this institution is widely understood bystudents.
Ethical and spiritual development of students is animportant part of the mission at this institution.
This institution offers opportunities for volunteeringand community service.
Social and personal development of students is animportant part of the mission at this institution.
This institution offers opportunities for developingleadership skills.
Preparation for a career is an important part of themission of this institution.
The heritage of the founders/founding religiouscommunity of this institution is evident here.
The faculty and staff here are respectful of people ofdifferent religions.
The students here are respectful of people ofdifferent religions.
Students at this institution feel free to express theirindividual spirituality.
Every institution has a mission statement. We would like to know how familiar you are with your school's mission. Please indicate your agreement with each of the following statements: (continued)
Stronglyagree Agree
Neitheragree/disagree Disagree
Stronglydisagree
The faculty and staff here are respectful of people ofdifferent races and cultures.
The students here are respectful of people ofdifferent races and cultures.
People of different sexual orientations are acceptedsocially here.
The environment here encourages students todevelop an appreciation of diversity.
At this institution, there are opportunities for studentsto strengthen their religious commitment.
The mission of this institution is reflected in its courseofferings.
As a result of my experience here, I am more awareof social justice (fairness and equality) issues in theworld.
The faculty at this institution discuss the ethicalimplications of what is being studied.
As a result of my experience here, I am more awareof my own personal values.
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Current religious preference: (Mark only one.) Baptist Buddhist Eastern Orthodox Episcopalian Hindu Islamic Jewish (Orthodox) Jewish (Conservative) Jewish (Reform) Jewish (Unaffiliated) LDS (Mormon) Lutheran Methodist Presbyterian Quaker Roman Catholic Seventh Day Adventist Unitarian/Universalist United Church of Christ Other Christian Other religion None
Your school has requested that you answer some additional questions. These questions take about two minutes to answer. Your continued participation is voluntary.
Every institution has a mission statement. We would like to know how familiar you are with your school's mission. Please indicate your agreement with each of the following statements:
Stronglyagree Agree
Neitheragree/disagree Disagree
Stronglydisagree
The mission of this institution is widely understood bystudents.
Ethical and spiritual development of students is animportant part of the mission at this institution.
This institution offers opportunities for volunteeringand community service.
Social and personal development of students is animportant part of the mission at this institution.
This institution offers opportunities for developingleadership skills.
Preparation for a career is an important part of themission of this institution.
The heritage of the founders/founding religiouscommunity of this institution is evident here.
The faculty and staff here are respectful of people ofdifferent religions.
The students here are respectful of people ofdifferent religions.
Students at this institution feel free to express theirindividual spirituality.
Every institution has a mission statement. We would like to know how familiar you are with your school's mission. Please indicate your agreement with each of the following statements: (continued)
Stronglyagree Agree
Neitheragree/disagree Disagree
Stronglydisagree
The faculty and staff here are respectful of people ofdifferent races and cultures.
The students here are respectful of people ofdifferent races and cultures.
People of different sexual orientations are acceptedsocially here.
The environment here encourages students todevelop an appreciation of diversity.
At this institution, there are opportunities for studentsto strengthen their religious commitment.
The mission of this institution is reflected in its courseofferings.
As a result of my experience here, I am more awareof social justice (fairness and equality) issues in theworld.
The faculty at this institution discuss the ethicalimplications of what is being studied.
As a result of my experience here, I am more awareof my own personal values.
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Current religious preference: (Mark only one.) Baptist Buddhist Eastern Orthodox Episcopalian Hindu Islamic Jewish (Orthodox) Jewish (Conservative) Jewish (Reform) Jewish (Unaffiliated) LDS (Mormon) Lutheran Methodist Presbyterian Quaker Roman Catholic Seventh Day Adventist Unitarian/Universalist United Church of Christ Other Christian Other religion None
Does your institution have a sudent honor code that describes expectations for academic honesty and integrity? Yes No I don't know
To what extent does your institution emphasize the following?Very much Quite a bit Some Very little
Sustaining a climate of academic honesty and integrity
Involving students in discussions about academichonesty and integrity
Providing clear definitions and examples of academichonesty and integrity
Establishing a clear and consistent process fordocumenting academic dishonesty
Communicating clear and consistent guidelines fordetermining the consequences of academicdishonesty
Following through on the consequences of academicdishonesty
Earlier, you answered some questions based on one particular undergraduate course section that you are teaching orhave taught during this academic year. Thinking again about that course, please respond to the following questions.
In your selected course section, how often did you encounter students doing the following?Many times A few times Once or twice Never
Cheating on a test or exam
Plagiarizing in a written assignment
In your selected course section, how many students did you suspect of cheating or plagiarizing? 0 1 2 3 4 5 6 7 8 9 10 or more
In your selected course section, how many students did you catch cheating or plagiarizing? 0 1 2 3 4 5 6
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7 8 9 10 or more
What were the consequences for students you caught cheating or plagiarizing?
In your selected course section, do you use a plagiarism-checking program (Turnitin, Grammarly, etc.)? Yes No
In your selected course section, do you do the following?Yes No
Define cheating in the context of your course
Define plagiarism in the context of your course
In your selected course section, to what extent do you do the following?Very much Quite a bit Some Very little
Express concern about students plagiarizing orcheating
Explain how to cite the sources used in a paper orproject
Explain the consequences of plagiarism or cheating
Look the other way when a student plagiarized orcheated
Earlier, you answered some questions based on one particular undergraduate course section you are teaching or have taught during this academic year. Thinking again about that course, please respond to the following questions.
In your selected course section, how much do the following happen?Very much Quite a bit Some Very little
Students gain an understanding of how course topicsconnect to societal problems or issues
Students develop skills necessary to work effectivelywith people from various backgrounds
The course content covers contributions to the field bypeople from multiple cultures
The course emphasizes multiple approaches toanalyzing issues or solving problems
You learn about student characteristics in order toimprove class instruction
You explore your own cultural and scholarly biases aspart of class preparation
You address your potential biases about course-related issues during class
You vary your teaching methods to allow for themultiple ways students learn
The classroom atmosphere encourages the activeparticipation of all students
Students feel empowered in their learning
You evaluate student learning using multipletechniques
You adjust aspects of the course (e.g., pace, content,or assignments) based on student learning needs
Does your selected course section fulfll a "diversity" requirement?Yes No
A program or department requirement
A school, college, or campus-wide requirement
How important to you is it to improve how diversity is included in your selected course section? Very important Important Somewhat important Not important
In the past year, how often have you participated in activities (workshops, campus programs, conference sessions, etc.) to improve the inclusion of diversity in your selected course section?
Very often Often Sometimes Never
Please indicate whether the following statements are true or false.
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True FalseTrying to be more inclusive of diversity makes you uncomfortable
You change things in your courses every year to be more inclusive of diversity
You do not feel supported by others in the work you do to be more inclusive of diversity
You work regularly with your colleagues to find ways for your courses to be more inclusive of diversity
How inclusive of diversity is your institution's undergraduate curriculum?Not at allinclusive
Totallyinclusive
1 2 3 4 5 6 7
How important to you is it for the undergraduate curriculum of your institution to be more inclusive of diversity? Very important Important Somewhat important Not important
How often do the following people at your institution express their commitment to diversity?Very often Often Sometimes Never
Your department colleagues
Your department chair
Staff members in your department
Your students
Upper-level administrators (deans, provost, vicepresidents, president)
Other administrators
Faculty colleagues from other departments
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If you have any additional comments you would like to make, please type them below. (5,000 character limit)
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