WHAT THIS SURVEY IS ABOUT - FSSE Homefsse.indiana.edu/pdf/Screenshots.pdf · Contact FSSE Print this Page If you have technical problems completing the survey, please email [email protected]

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

http://cpr.iub.edu/

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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

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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


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


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?




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




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




What is the general academic discipline of your selected course section?




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




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


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


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


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


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


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?


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)


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


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


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


Often Sometimes Never




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




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


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.)


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


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


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





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




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


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.


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


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


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.


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


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.


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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