Interpreting the Frequency Distributions Report Course-Based Survey Option The course-based option asks faculty members to respond to questions about student engagement based on a course taught during the current academic year. This option is valuable for institutions that want to know more about faculty practices and student engagement tied to individual courses taught on campus. Sample The Frequency Distributions report is based on information from all faculty at your institution who responded to the survey based on their experiences teaching either a lower or upper division course. Faculty who responded based on another type of course or who did not report the course level are not included in this report. Survey Items The items from the FSSE course-based survey option appear in the left column in the same order and wording as they appear on the instrument. Course Level Frequency distributions are reported separately for faculty who teach lower division and upper division courses. Variable Names The name of each variable appears in the first column for easy reference to your data file and the FSSE-NSSE Combined Report. Count The 'Count' column represents the actual number of faculty who selected a particular response option for each item. Response Categories Column Percentage (%) Response options are This column represents listed just as they appear the percentage of faculty on the instrument. responding to the particular option for each item.
How important is it to you that undergraduates at your institution do the following? a. Practicum, internship, field experience, co-op experience, or clinical FINTERN Not important 0 0% 2 2% 2 1% assignment Somewhat important 8 16% 15 11% 23 13% Important 17 35% 41 31% 58 32% Very important 24 49% 75 56% 99 54% 49 100% 133 100% 182 100% b. Community service or volunteer work FVOLUNTR Not important 5 10% 22 17% 27 15% Somewhat important 14 29% 38 29% 52 29% Important 26 53% 53 40% 79 43% Very important 4 8% 20 15% 24 13% 49 100% 133 100% 182 100% c. Participation in a learning community or some other formal program FLERNCOM Not important 8 17% 32 24% 40 22% where groups of students take two or more classes together Somewhat important 20 42% 49 37% 69 38% Important 15 31% 40 30% 55 30% Very important 5 10% 12 9% 17 9% 48 100% 133 100% 181 100% d. Work on a research project with a faculty FIMPR05 Not important 2 4% 11 8% 13 7% member outside of course or program requirements Somewhat important 20 42% 37 27% 57 31% Important 17 35% 49 36% 66 36% Very important 9 19% 38 28% 47 26% 48 100% 135 100% 183 100% e. Foreign language coursework FFORLANG Not important 10 21% 27 20% 37 20% Somewhat important 22 46% 55 41% 77 42% Important 10 21% 40 30% 50 27% Very important 6 13% 13 10% 19 10% 48 100% 135 100% 183 100% f. Study abroad FSTUDYAB Not important 12 25% 32 24% 44 24% Somewhat important 20 42% 63 47% 83 46% Important 10 21% 24 18% 34 19% Very important 6 13% 14 11% 20 11% 48 100% 133 100% 181 100% 1
How important is it to you that undergraduates at your institution do the following? (continued) g. Independent study or self-designed major FINDST06 Not important 13 27% 32 24% 45 25% Somewhat important 21 44% 56 42% 77 42% Important 13 27% 29 22% 42 23% Very important 1 2% 17 13% 18 10% 48 100% 134 100% 182 100% h. Culminating senior experience (capstone course, senior project or FSENIOR Not important 2 4% 0 0% 2 1% thesis, comprehensive exam, etc.) Somewhat important 3 6% 10 7% 13 7% Important 20 42% 40 30% 60 33% Very important 23 48% 84 63% 107 59% 48 100% 134 100% 182 100% Select the response that you believe best represents the quality of student relationships with people at your institution. Student relationships with other students FENVSTU Unfriendly, Unsupportive, Sense of Alienation 0 0% 0 0% 0 0% 2 0 0% 0 0% 0 0% 3 2 4% 1 1% 3 2% 4 6 13% 17 13% 23 13% 5 15 31% 28 21% 43 24% 6 18 38% 62 47% 80 44% Friendly, Supportive, Sense of Belonging 7 15% 25 19% 32 18% Student relationships with faculty members FENVFAC Unavailable, Unhelpful, Unsympathetic 48 100% 133 100% 181 100% 1 2% 1 1% 2 1% 2 2 4% 2 2% 4 2% 3 1 2% 3 2% 4 2% 4 6 13% 15 11% 21 12% 5 15 32% 43 32% 58 32% 6 15 32% 44 33% 59 33% Available, Helpful, Sympathetic 7 15% 25 19% 32 18% 47 100% 133 100% 180 100% 2
Select the response that you believe best represents the quality of student relationships with people at your institution. (continued) Student relationships with administrative personnel and offices FENVADM Unhelpful, Inconsiderate, Rigid 1 2% 1 1% 2 1% 2 1 2% 11 8% 12 7% 3 6 13% 13 10% 19 11% 4 11 24% 32 24% 43 24% 5 13 28% 34 26% 47 26% 6 10 22% 33 25% 43 24% Helpful, Considerate, Flexible 4 9% 9 7% 13 7% 46 100% 133 100% 179 100% To what extent does your institution emphasize each of the following? a. Requiring students to spend significant amounts FENVSCHO Very little 3 6% 8 6% 11 6% of time studying and on academic work Some 11 23% 24 18% 35 19% Quite a bit 26 54% 62 46% 88 48% Very much 8 17% 40 30% 48 26% 48 100% 134 100% 182 100% b. Providing students the support they need to help FENVSUPR Very little 1 2% 2 1% 3 2% them succeed academically Some 5 11% 28 21% 33 18% Quite a bit 25 53% 61 46% 86 48% Very much 16 34% 43 32% 59 33% 47 100% 134 100% 181 100% c. Encouraging contact among students from different economic, social, FENVDIVR Very little 9 19% 29 22% 38 21% and racial or ethnic backgrounds Some 23 49% 52 39% 75 41% Quite a bit 10 21% 34 25% 44 24% Very much 5 11% 19 14% 24 13% 47 100% 134 100% 181 100% 3
To what extent does your institution emphasize each of the following? (continued) d. Helping students cope with their non-academic responsibilities (work, FENVNACA Very little 9 19% 29 22% 38 21% family, etc.) Some 23 48% 61 46% 84 47% Quite a bit 12 25% 32 24% 44 24% Very much 4 8% 10 8% 14 8% 48 100% 132 100% 180 100% e. Providing students the support they need FENVSOCA Very little 5 11% 13 10% 18 10% to thrive socially Some 24 51% 65 50% 89 50% Quite a bit 14 30% 40 31% 54 31% Very much 4 9% 12 9% 16 9% 47 100% 130 100% 177 100% f. Encouraging students to participate in co-curricular activities FENVACT Very little 3 6% 4 3% 7 4% (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.) Some 15 31% 35 26% 50 27% Quite a bit 17 35% 74 55% 91 50% Very much 13 27% 21 16% 34 19% 48 100% 134 100% 182 100% g. Encouraging students to attend campus events and activities (special FENVEVEN Very little 3 6% 10 8% 13 7% speakers, cultural performances, athletic events, etc.) Some 15 32% 45 34% 60 33% Quite a bit 17 36% 56 42% 73 41% Very much 12 26% 22 17% 34 19% 47 100% 133 100% 180 100% h. Encouraging students to use computers in their academic work FENVCOMP Very little 2 4% 1 1% 3 2% Some 4 8% 5 4% 9 5% Quite a bit 16 33% 46 34% 62 34% Very much 26 54% 82 61% 108 59% 48 100% 134 100% 182 100% 4
About how many hours do you spend in a typical 7-day week doing each of the following? a. Teaching undergraduate students in class UGTEACH 0 0 0% 3 2% 3 2% 1-4 12 25% 40 30% 52 28% 5-8 21 44% 60 44% 81 44% 9-12 13 27% 19 14% 32 17% 13-16 1 2% 8 6% 9 5% 17-20 1 2% 1 1% 2 1% 21-30 0 0% 3 2% 3 2% More than 30 0 0% 1 1% 1 1% 48 100% 135 100% 183 100% b. Grading papers and exams GRADEPAP 0 0 0% 2 1% 2 1% 1-4 20 42% 63 47% 83 45% 5-8 13 27% 45 33% 58 32% 9-12 11 23% 23 17% 34 19% 13-16 1 2% 0 0% 1 1% 17-20 3 6% 0 0% 3 2% 21-30 0 0% 1 1% 1 1% More than 30 0 0% 1 1% 1 1% 48 100% 135 100% 183 100% c. Giving other forms of written and oral feedback GRADEBCK 0 1 2% 1 1% 2 1% to students 1-4 24 51% 83 61% 107 59% 5-8 12 26% 33 24% 45 25% 9-12 10 21% 12 9% 22 12% 13-16 0 0% 2 1% 2 1% 17-20 0 0% 1 1% 1 1% 21-30 0 0% 2 1% 2 1% More than 30 0 0% 1 1% 1 1% 47 100% 135 100% 182 100% 5
About how many hours do you spend in a typical 7-day week doing each of the following? (continued) d. Preparing for class CLASSPRP 0 0 0% 1 1% 1 1% 1-4 4 8% 21 16% 25 14% 5-8 20 42% 57 42% 77 42% 9-12 13 27% 30 22% 43 23% 13-16 6 13% 12 9% 18 10% 17-20 4 8% 9 7% 13 7% 21-30 0 0% 3 2% 3 2% More than 30 1 2% 2 1% 3 2% 48 100% 135 100% 183 100% e. Reflecting on ways to improve my teaching REFLECT 0 0 0% 1 1% 1 1% 1-4 36 75% 92 69% 128 71% 5-8 8 17% 29 22% 37 20% 9-12 3 6% 4 3% 7 4% 13-16 1 2% 3 2% 4 2% 17-20 0 0% 2 2% 2 1% 21-30 0 0% 0 0% 0 0% More than 30 0 0% 2 2% 2 1% 48 100% 133 100% 181 100% f. Research and scholarly activities SCHOLAR 0 2 4% 3 2% 5 3% 1-4 11 23% 9 7% 20 11% 5-8 8 17% 17 13% 25 14% 9-12 9 19% 20 15% 29 16% 13-16 9 19% 18 14% 27 15% 17-20 4 8% 21 16% 25 14% 21-30 4 8% 21 16% 25 14% More than 30 1 2% 23 17% 24 13% 48 100% 132 100% 180 100% 6
About how many hours do you spend in a typical 7-day week doing each of the following? (continued) g. Working with undergraduates on research FRESEARC 0 17 35% 35 26% 52 29% 1-4 22 46% 53 40% 75 41% 5-8 5 10% 19 14% 24 13% 9-12 2 4% 13 10% 15 8% 13-16 1 2% 4 3% 5 3% 17-20 1 2% 4 3% 5 3% 21-30 0 0% 1 1% 1 1% More than 30 0 0% 4 3% 4 2% 48 100% 133 100% 181 100% h. Advising undergraduate students ADVISE 0 14 29% 25 19% 39 22% 1-4 23 48% 74 56% 97 54% 5-8 9 19% 18 14% 27 15% 9-12 1 2% 8 6% 9 5% 13-16 1 2% 4 3% 5 3% 17-20 0 0% 2 2% 2 1% 21-30 0 0% 0 0% 0 0% More than 30 0 0% 2 2% 2 1% 48 100% 133 100% 181 100% i. Supervising internships or other field experiences FIELDEXP 0 39 81% 77 59% 116 65% 1-4 8 17% 41 32% 49 28% 5-8 1 2% 7 5% 8 4% 9-12 0 0% 5 4% 5 3% 13-16 0 0% 0 0% 0 0% 17-20 0 0% 0 0% 0 0% 21-30 0 0% 0 0% 0 0% More than 30 0 0% 0 0% 0 0% 48 100% 130 100% 178 100% 7
About how many hours do you spend in a typical 7-day week doing each of the following? (continued) j. Working with students on activities other than course work FFACOTHR 0 20 42% 48 36% 68 38% (committees, orientation, student life activities, etc.) 1-4 27 56% 65 49% 92 51% 5-8 0 0% 11 8% 11 6% 9-12 1 2% 8 6% 9 5% 13-16 0 0% 0 0% 0 0% 17-20 0 0% 0 0% 0 0% 21-30 0 0% 0 0% 0 0% More than 30 0 0% 0 0% 0 0% 48 100% 132 100% 180 100% k. Other interactions with students outside of the classroom FINTERAC 0 10 21% 19 14% 29 16% 1-4 35 73% 85 64% 120 67% 5-8 2 4% 18 14% 20 11% 9-12 1 2% 8 6% 9 5% 13-16 0 0% 0 0% 0 0% 17-20 0 0% 1 1% 1 1% 21-30 0 0% 0 0% 0 0% More than 30 0 0% 1 1% 1 1% 48 100% 132 100% 180 100% l. Conducting service activities SERVICE 0 10 21% 23 17% 33 18% 1-4 24 50% 62 47% 86 48% 5-8 9 19% 30 23% 39 22% 9-12 2 4% 10 8% 12 7% 13-16 2 4% 3 2% 5 3% 17-20 1 2% 3 2% 4 2% 21-30 0 0% 0 0% 0 0% More than 30 0 0% 1 1% 1 1% 48 100% 132 100% 180 100% 8
Please respond to the following questions based on one particular undergraduate course section you are teaching or have taught during this academic year. In what format do you teach your selected course section? Does your selected course section fulfill a general education requirement on your campus? How many students are enrolled in your selected course section? Prior to this semester, how many times have you taught your selected course? TEACFORM Classroom, on-campus 47 98% 131 97% 178 97% Classroom, auxiliary location 0 0% 3 2% 3 2% Distance education 1 2% 1 1% 2 1% 48 100% 135 100% 183 100% GENEDREQ No 20 42% 86 64% 106 58% Yes 28 58% 49 36% 77 42% 48 100% 135 100% 183 100% CS05 9 or less 1 2% 6 4% 7 4% 10 to 19 7 15% 32 24% 39 21% 20 to 29 7 15% 26 19% 33 18% 30 to 49 8 17% 38 28% 46 25% 50 to 99 20 42% 29 22% 49 27% 100 or more 5 10% 3 2% 8 4% 48 100% 134 100% 182 100% CT05 0 7 15% 16 12% 23 13% 1 to 2 6 13% 27 20% 33 18% 3 to 9 21 45% 53 40% 74 41% 10 to 19 8 17% 21 16% 29 16% 20 or more 5 11% 17 13% 22 12% 47 100% 134 100% 181 100% 9
About what percent of students in your selected course section do the following? a. Frequently ask questions in class or contribute to class discussions FCLQUEST None 1 2% 1 1% 2 1% 1-24% 25 53% 68 51% 93 51% 25-49% 14 30% 38 28% 52 29% 50-74% 4 9% 23 17% 27 15% 75% or higher 3 6% 4 3% 7 4% 47 100% 134 100% 181 100% b. Frequently come to class without completing readings or assignments FCLUNPRE None 1 2% 11 8% 12 7% 1-24% 21 47% 55 41% 76 43% 25-49% 6 13% 27 20% 33 19% 50-74% 11 24% 26 20% 37 21% 75% or higher 6 13% 14 11% 20 11% 45 100% 133 100% 178 100% c. Frequently work harder than they usually do to meet your standards FWORKHRD None 2 4% 6 5% 8 5% 1-24% 20 44% 48 36% 68 38% 25-49% 13 29% 40 30% 53 30% 50-74% 7 16% 28 21% 35 20% 75% or higher 3 7% 10 8% 13 7% 45 100% 132 100% 177 100% d. Occasionally use e-mail to communicate FEMAIL None 0 0% 0 0% 0 0% with you 1-24% 21 45% 48 36% 69 38% 25-49% 15 32% 39 29% 54 30% 50-74% 6 13% 33 25% 39 22% 75% or higher 5 11% 14 10% 19 10% 47 100% 134 100% 181 100% e. Occasionally discuss grades or assignments FGRADE None 0 0% 2 2% 2 1% with you 1-24% 32 68% 67 50% 99 55% 25-49% 12 26% 43 32% 55 31% 50-74% 2 4% 14 11% 16 9% 75% or higher 1 2% 7 5% 8 4% 47 100% 133 100% 180 100% 10
About what percent of students in your selected course section do the following? (continued) f. At least once, talk about career plans FPLANS None 5 11% 8 6% 13 7% with you 1-24% 33 72% 81 61% 114 64% 25-49% 4 9% 27 20% 31 17% 50-74% 3 7% 16 12% 19 11% 75% or higher 1 2% 1 1% 2 1% 46 100% 133 100% 179 100% g. At least once, discuss ideas from readings or classes with you outside FIDEAS None 5 11% 8 6% 13 7% of class 1-24% 32 68% 83 62% 115 64% 25-49% 7 15% 32 24% 39 22% 50-74% 2 4% 10 7% 12 7% 75% or higher 1 2% 1 1% 2 1% 47 100% 134 100% 181 100% How often do students in your selected course section engage in the following? a. Have class discussions or writing assignments that include diverse FDIVCLAS Never 25 53% 58 44% 83 46% perspectives (different races, religions, genders, political beliefs, etc.) Sometimes 11 23% 42 32% 53 30% Often 6 13% 17 13% 23 13% Very often 5 11% 15 11% 20 11% 47 100% 132 100% 179 100% b. Work with other students on projects FCLASSGR Never 5 11% 21 16% 26 15% during class Sometimes 21 46% 40 31% 61 35% Often 5 11% 30 23% 35 20% Very often 15 33% 38 29% 53 30% 46 100% 129 100% 175 100% c. Participate in a community-based project (e.g., service learning) as FCOMMPRO Never 40 85% 100 76% 140 79% part of your course Sometimes 6 13% 19 15% 25 14% Often 1 2% 5 4% 6 3% Very often 0 0% 7 5% 7 4% 47 100% 131 100% 178 100% 11
How often do students in your selected course section engage in the following? (continued) d. Use an electronic medium (listserv, chat group, Internet, instant FITICADE Never 11 23% 36 27% 47 26% messaging, etc.) to discuss or complete an assignment Sometimes 14 30% 37 28% 51 28% Often 9 19% 18 14% 27 15% Very often 13 28% 41 31% 54 30% 47 100% 132 100% 179 100% e. Receive prompt written or oral feedback from you on their academic FFEED Never 1 2% 1 1% 2 1% performance Sometimes 4 9% 27 20% 31 17% Often 15 32% 46 35% 61 34% Very often 27 57% 59 44% 86 48% 47 100% 133 100% 180 100% f. Have serious conversations in your course with students of a different FDIVRSTU Never 22 48% 65 49% 87 49% race or ethnicity than their own Sometimes 20 43% 49 37% 69 39% Often 3 7% 11 8% 14 8% Very often 1 2% 7 5% 8 4% 46 100% 132 100% 178 100% g. Have serious conversations in your course with students who are very FDIFFSTU Never 22 48% 55 42% 77 44% different from them in terms of their religious beliefs, political Sometimes 17 37% 57 44% 74 42% opinions, or personal values Often 5 11% 9 7% 14 8% In your selected course section, about how much reading and writing do you assign students? Very often 2 4% 9 7% 11 6% 46 100% 130 100% 176 100% a. Number of assigned textbooks, books, or book-length packs of course FREADASG None 0 0% 9 7% 9 5% readings 1 26 60% 76 61% 102 61% 2-3 13 30% 30 24% 43 26% 4-6 2 5% 2 2% 4 2% More than 6 2 5% 7 6% 9 5% 43 100% 124 100% 167 100% 12
In your selected course section, about how much reading and writing do you assign students? (continued) b. Number of written papers or reports of 20 pages or more FWRTMR05 None 41 89% 92 73% 133 77% 1 5 11% 15 12% 20 12% 2-3 0 0% 11 9% 11 6% 4-6 0 0% 5 4% 5 3% More than 6 0 0% 3 2% 3 2% 46 100% 126 100% 172 100% c. Number of written papers or reports between 5 and 19 pages FWRTMD05 None 26 58% 44 34% 70 40% 1 10 22% 29 22% 39 22% 2-3 7 16% 29 22% 36 21% 4-6 2 4% 14 11% 16 9% More than 6 0 0% 14 11% 14 8% 45 100% 130 100% 175 100% d. Number of written papers or reports of fewer than 5 pages FWRITSML None 17 37% 30 23% 47 27% 1 4 9% 16 12% 20 11% 2-3 5 11% 37 29% 42 24% 4-6 9 20% 15 12% 24 14% More than 6 11 24% 31 24% 42 24% 46 100% 129 100% 175 100% In a typical week, how many homework problem sets do you require students in your selected course section to complete? a. Number of problem sets that take your students more than one hour FPROBSTA None 9 19% 27 21% 36 21% to complete 1-2 15 32% 46 36% 61 35% 3-4 5 11% 24 19% 29 17% 5-6 5 11% 4 3% 9 5% More than 6 13 28% 26 20% 39 22% 47 100% 127 100% 174 100% b. Number of problem sets that take your students less than one hour to FPROBSTB None 21 47% 62 48% 83 48% complete 1-2 8 18% 33 26% 41 24% 3-4 4 9% 14 11% 18 10% 5-6 3 7% 5 4% 8 5% More than 6 9 20% 14 11% 23 13% 45 100% 128 100% 173 100% 13
Time students spend preparing for your selected course section: a. In a typical 7-day week, about how many hours FEXPREP 0 0 0% 0 0% 0 0% do you expect your students to spend preparing for your class (studying, reading, writing, doing 1-2 0 0% 2 2% 2 1% homework or lab work, analyzing data, 3-4 11 23% 37 28% 48 27% rehearsing, and other academic activities) 5-6 11 23% 36 27% 47 26% 7-8 16 34% 25 19% 41 23% 9-10 4 9% 21 16% 25 14% 11-12 4 9% 5 4% 9 5% More than 12 1 2% 6 5% 7 4% 47 100% 132 100% 179 100% b. In a typical 7-day week, about how many hours FACTPREP 0 1 2% 4 3% 5 3% do you think your students actually spend 1-2 14 30% 48 36% 62 35% preparing for your class (studying, reading, writing, doing homework or lab work, 3-4 16 35% 39 30% 55 31% analyzing data, rehearsing, and other academic activities) 5-6 10 22% 21 16% 31 17% In your selected course section, how important to you is it that your students do the following? 7-8 4 9% 10 8% 14 8% 9-10 0 0% 6 5% 6 3% 11-12 0 0% 2 2% 2 1% More than 12 1 2% 2 2% 3 2% 46 100% 132 100% 178 100% a. Prepare two or more drafts of a paper or assignment before turning it FREWROPA Not important 16 34% 43 33% 59 34% in Somewhat important 8 17% 23 18% 31 18% Important 13 28% 39 30% 52 30% Very important 10 21% 24 19% 34 19% 47 100% 129 100% 176 100% 14
In your selected course section, how important to you is it that your students do the following? (continued) b. Work on a paper or project that requires integrating ideas or FINTEGRA Not important 12 26% 18 14% 30 17% information from various sources Somewhat important 10 21% 16 12% 26 15% Important 10 21% 39 30% 49 28% Very important 15 32% 57 44% 72 41% 47 100% 130 100% 177 100% c. Work with classmates outside of class to prepare class assignments FOCCGRP Not important 6 13% 21 16% 27 15% Somewhat important 15 32% 37 29% 52 30% Important 13 28% 38 29% 51 29% Very important 13 28% 33 26% 46 26% 47 100% 129 100% 176 100% d. Put together ideas or concepts from different courses when FINTIDEA Not important 14 30% 11 8% 25 14% completing assignments or during class discussions Somewhat important 12 26% 33 25% 45 25% Important 14 30% 51 39% 65 37% Very important 7 15% 36 27% 43 24% 47 100% 131 100% 178 100% e. Discuss ideas from your readings or classes with others outside of FOOCID05 Not important 16 34% 31 24% 47 27% class (other students, family members, co-workers, etc.) Somewhat important 9 19% 40 31% 49 28% Important 18 38% 43 33% 61 35% Very important 4 9% 15 12% 19 11% 47 100% 129 100% 176 100% f. Tutor or teach other students (paid or voluntary) FTUTOR Not important 16 34% 53 42% 69 40% Somewhat important 15 32% 37 29% 52 30% Important 13 28% 28 22% 41 24% Very important 3 6% 9 7% 12 7% 47 100% 127 100% 174 100% g. Examine the strengths and weaknesses of their views on a topic or FOWNVIEW Not important 14 30% 31 24% 45 26% issue Somewhat important 6 13% 22 17% 28 16% Important 18 38% 40 31% 58 33% Very important 9 19% 36 28% 45 26% 47 100% 129 100% 176 100% 15
In your selected course section, how important to you is it that your students do the following? (continued) h. Try to better understand someone else's views by imagining how an FOTHRVW Not important 14 30% 34 27% 48 28% issue looks from that person's perspective Somewhat important 11 24% 34 27% 45 26% Important 11 24% 31 24% 42 24% Very important 10 22% 28 22% 38 22% 46 100% 127 100% 173 100% i. Learn something that changes the way they understand an issue or FCHNGVW Not important 1 2% 10 8% 11 6% concept Somewhat important 5 11% 15 12% 20 11% Important 18 39% 43 33% 61 35% Very important 22 48% 61 47% 83 47% 46 100% 129 100% 175 100% In your selected course section, on average, what percent of class time is spent on the following? a. Lecture LECTURE 0% 1 2% 5 4% 6 3% 1-9% 2 4% 2 2% 4 2% 10-19% 4 9% 12 9% 16 9% 20-29% 5 11% 10 8% 15 8% 30-39% 3 6% 11 8% 14 8% 40-49% 6 13% 15 12% 21 12% 50-74% 17 36% 38 29% 55 31% 75% or more 9 19% 37 28% 46 26% 47 100% 130 100% 177 100% b. Teacher-led discussion TEACHLED 0% 3 6% 10 8% 13 7% 1-9% 12 26% 28 22% 40 23% 10-19% 13 28% 38 29% 51 29% 20-29% 10 21% 30 23% 40 23% 30-39% 4 9% 6 5% 10 6% 40-49% 0 0% 5 4% 5 3% 50-74% 3 6% 7 5% 10 6% 75% or more 2 4% 5 4% 7 4% 47 100% 129 100% 176 100% 16
In your selected course section, on average, what percent of class time is spent on the following? (continued) c. Teacher-student shared responsibility (seminar, discussion, etc.) TEACHSTU 0% 18 41% 43 34% 61 36% 1-9% 11 25% 32 25% 43 25% 10-19% 7 16% 17 13% 24 14% 20-29% 4 9% 14 11% 18 11% 30-39% 2 5% 12 9% 14 8% 40-49% 1 2% 4 3% 5 3% 50-74% 1 2% 1 1% 2 1% 75% or more 0 0% 4 3% 4 2% 44 100% 127 100% 171 100% d. Student computer use COMPMED 0% 18 39% 80 63% 98 57% 1-9% 9 20% 13 10% 22 13% 10-19% 3 7% 12 10% 15 9% 20-29% 9 20% 8 6% 17 10% 30-39% 3 7% 2 2% 5 3% 40-49% 2 4% 2 2% 4 2% 50-74% 1 2% 1 1% 2 1% 75% or more 1 2% 8 6% 9 5% 46 100% 126 100% 172 100% e. Small group activities GROUPSML 0% 7 15% 38 30% 45 26% 1-9% 12 26% 28 22% 40 23% 10-19% 6 13% 27 21% 33 19% 20-29% 10 21% 19 15% 29 17% 30-39% 3 6% 7 5% 10 6% 40-49% 6 13% 4 3% 10 6% 50-74% 3 6% 2 2% 5 3% 75% or more 0 0% 3 2% 3 2% 47 100% 128 100% 175 100% 17
In your selected course section, on average, what percent of class time is spent on the following? (continued) f. Student presentations STUPRES 0% 21 46% 45 36% 66 38% 1-9% 18 39% 37 29% 55 32% 10-19% 4 9% 30 24% 34 20% 20-29% 2 4% 8 6% 10 6% 30-39% 0 0% 3 2% 3 2% 40-49% 0 0% 1 1% 1 1% 50-74% 1 2% 1 1% 2 1% 75% or more 0 0% 1 1% 1 1% 46 100% 126 100% 172 100% g. In-class writing CLSWRITE 0% 25 53% 85 68% 110 64% 1-9% 16 34% 21 17% 37 22% 10-19% 2 4% 11 9% 13 8% 20-29% 2 4% 5 4% 7 4% 30-39% 1 2% 2 2% 3 2% 40-49% 0 0% 0 0% 0 0% 50-74% 0 0% 0 0% 0 0% 75% or more 1 2% 1 1% 2 1% 47 100% 125 100% 172 100% h. Testing and evaluation TESTEVAL 0% 4 9% 12 10% 16 9% 1-9% 25 53% 72 57% 97 56% 10-19% 14 30% 27 21% 41 24% 20-29% 3 6% 10 8% 13 8% 30-39% 0 0% 1 1% 1 1% 40-49% 0 0% 2 2% 2 1% 50-74% 1 2% 1 1% 2 1% 75% or more 0 0% 1 1% 1 1% 47 100% 126 100% 173 100% 18
In your selected course section, on average, what percent of class time is spent on the following? (continued) i. Performances in applied and fine arts PERFORM 0% 45 96% 117 94% 162 95% (e.g., dance, drama, music) 1-9% 1 2% 1 1% 2 1% 10-19% 0 0% 1 1% 1 1% 20-29% 0 0% 2 2% 2 1% 30-39% 0 0% 2 2% 2 1% 40-49% 1 2% 0 0% 1 1% 50-74% 0 0% 0 0% 0 0% 75% or more 0 0% 1 1% 1 1% 47 100% 124 100% 171 100% j. Experiential (labs, field work, art exhibits, etc.) EXPERIEN 0% 23 49% 59 47% 82 47% Select the response that represents the extent to which your evaluations of student performance (e.g., examinations, portfolio) challenge students in your selected course section to do their best work? 1-9% 7 15% 16 13% 23 13% 10-19% 4 9% 18 14% 22 13% 20-29% 4 9% 10 8% 14 8% 30-39% 2 4% 4 3% 6 3% 40-49% 5 11% 10 8% 15 9% 50-74% 2 4% 4 3% 6 3% 75% or more 0 0% 5 4% 5 3% 47 100% 126 100% 173 100% FEXAMS Very Little 0 0% 1 1% 1 1% 2 0 0% 3 2% 3 2% 3 1 2% 1 1% 2 1% 4 4 9% 16 12% 20 11% 5 21 45% 46 35% 67 38% 6 16 34% 37 28% 53 30% Very much 5 11% 26 20% 31 18% 47 100% 130 100% 177 100% 19
In your selected course section, how much emphasis do you place on engaging students in each of these mental activities? a. Memorizing facts, ideas, or methods from your course and readings FMEMORIZ Very little 14 33% 47 37% 61 36% so students can repeat them pretty much in the same form Some 21 49% 53 42% 74 44% Quite a bit 6 14% 19 15% 25 15% Very much 2 5% 8 6% 10 6% 43 100% 127 100% 170 100% b. Analyzing the basic elements of an idea, experience, or theory, such FANALYZE Very little 1 2% 0 0% 1 1% as examining a particular case or situation in depth, and considering its components Some 8 19% 8 6% 16 9% Quite a bit 18 42% 48 38% 66 39% Very much 16 37% 71 56% 87 51% 43 100% 127 100% 170 100% c. Synthesizing and organizing ideas, information, FSYNTHES Very little 0 0% 3 2% 3 2% or experiences into new, more complex interpretations and relationships Some 6 14% 12 9% 18 11% Quite a bit 24 56% 56 44% 80 47% Very much 13 30% 56 44% 69 41% 43 100% 127 100% 170 100% d. Making judgments about the value of information, arguments, or FEVALUAT Very little 4 9% 5 4% 9 5% methods such as examining how others gathered and interpreted data Some 17 40% 27 22% 44 26% and assessing the soundness of their conclusions Quite a bit 11 26% 49 39% 60 36% Very much 11 26% 44 35% 55 33% 43 100% 125 100% 168 100% e. Applying theories or concepts to practical problems or in new FAPPLYIN Very little 1 2% 3 2% 4 2% situations Some 6 14% 9 7% 15 9% Quite a bit 17 40% 46 36% 63 37% Very much 18 43% 69 54% 87 51% 42 100% 127 100% 169 100% 20
To what extent do you structure your selected course section so that students learn and develop in the following areas? a. Writing clearly and effectively FGNWRITE Very little 11 26% 18 14% 29 17% Some 14 33% 40 32% 54 32% Quite a bit 11 26% 32 25% 43 25% Very much 7 16% 36 29% 43 25% 43 100% 126 100% 169 100% b. Speaking clearly and effectively FGNSPEAK Very little 16 37% 29 23% 45 27% Some 14 33% 46 37% 60 36% Quite a bit 9 21% 25 20% 34 20% Very much 4 9% 26 21% 30 18% 43 100% 126 100% 169 100% c. Thinking critically and analytically FGNANALY Very little 0 0% 0 0% 0 0% Some 2 5% 9 7% 11 7% Quite a bit 18 44% 51 40% 69 41% Very much 21 51% 66 52% 87 52% 41 100% 126 100% 167 100% d. Analyzing quantitative problems FGNQUANT Very little 4 10% 17 13% 21 13% Some 4 10% 17 13% 21 13% Quite a bit 20 48% 36 29% 56 33% Very much 14 33% 56 44% 70 42% 42 100% 126 100% 168 100% e. Using computing and information technology FGNCMPTS Very little 8 19% 26 21% 34 20% Some 12 28% 34 27% 46 27% Quite a bit 9 21% 34 27% 43 25% Very much 14 33% 32 25% 46 27% 43 100% 126 100% 169 100% 21
To what extent do you structure your selected course section so that students learn and develop in the following areas? (continued) f. Working effectively with others FGNOTHER Very little 4 9% 21 17% 25 15% Some 17 40% 37 29% 54 32% Quite a bit 11 26% 40 32% 51 30% Very much 11 26% 28 22% 39 23% 43 100% 126 100% 169 100% g. Learning effectively on their own FGNINQ Very little 1 2% 1 1% 2 1% Some 10 24% 16 13% 26 16% Quite a bit 17 40% 56 45% 73 44% Very much 14 33% 51 41% 65 39% 42 100% 124 100% 166 100% h. Understanding themselves FGNSELF Very little 14 36% 43 35% 57 35% Some 14 36% 31 25% 45 28% Quite a bit 7 18% 21 17% 28 17% Very much 4 10% 29 23% 33 20% 39 100% 124 100% 163 100% i. Understanding people of other racial and ethnic backgrounds FGNDIVER Very little 26 65% 72 58% 98 60% Some 6 15% 28 23% 34 21% Quite a bit 4 10% 12 10% 16 10% Very much 4 10% 12 10% 16 10% 40 100% 124 100% 164 100% j. Solving complex real-world problems FGNPROBS Very little 2 5% 10 8% 12 7% Some 14 34% 28 22% 42 25% Quite a bit 19 46% 46 37% 65 39% Very much 6 15% 41 33% 47 28% 41 100% 125 100% 166 100% 22
To what extent do you structure your selected course section so that students learn and develop in the following areas? (continued) k. Developing a personal code of values and ethics FVALUES Very little 14 33% 39 32% 53 32% Some 18 43% 46 37% 64 39% Quite a bit 6 14% 23 19% 29 18% Very much 4 10% 15 12% 19 12% 42 100% 123 100% 165 100% l. Developing a deepened sense of spirituality FSPIRIT Very little 37 88% 100 81% 137 83% Some 3 7% 10 8% 13 8% Quite a bit 2 5% 8 6% 10 6% Very much 0 0% 6 5% 6 4% 42 100% 124 100% 166 100% m. Acquiring a broad general education FGNGENLE Very little 13 32% 38 31% 51 31% Some 14 34% 37 30% 51 31% Quite a bit 10 24% 32 26% 42 26% Very much 4 10% 16 13% 20 12% 41 100% 123 100% 164 100% n. Acquiring job or work-related knowledge and skills FGNWORK Very little 3 7% 3 2% 6 4% Disciplinary Area: Respondents identified the field/discipline in which they teach their courses. These responses were first coded into 84 specific fields/disciplines. Institutions had the option to customize how these were collapsed into as many as eight disciplinary areas. Institutions choosing not to customize receive FSSE s eight categories. All uncategorized fields go into "Other" or "Unassigned fields/disciplines." In instances of missing responses, the disciplinary area of one's academic appointment is substituted. See the FSSE codebook for the breakdown of disciplinary areas. IPEDS: 171128 Some 9 22% 16 13% 25 15% Quite a bit 12 29% 47 38% 59 36% Very much 17 41% 58 47% 75 45% 41 100% 124 100% 165 100% DISCAREA Arts and Humanities 2 5% 11 9% 13 8% Biological Sciences 1 2% 10 8% 11 6% Business 4 9% 9 7% 13 8% Education 0 0% 2 2% 2 1% Engineering 15 34% 43 33% 58 34% Physical Sciences 11 25% 19 15% 30 17% Professional (other) 1 2% 1 1% 2 1% Social Sciences 4 9% 10 8% 14 8% Other 6 14% 24 19% 30 17% 44 100% 129 100% 173 100% 23