George Fox University | Offices and Services | Academic Affairs | Faculty Survey of Student Engagement

Faculty Survey of Student Engagement (FSSE)
2004

1. Students do internships
   Practicum, internship, field experience, co-op experience
2. 
   
   
3. Students do volunteer work
   community service or volunteer work
4. 
   
   
5. Students participate in a learning community
   Participate in a learning community or some other formal program where groups of stendents take two or more classes together
6. 
   
   
7. Students do research
   Students work on research project outside of course program requirements
8. 
   
   
9. Students study a foreign language
   
   
10. Students study abroad
    
    
11. Students do independent study
    
    
12. Students have a self-designed major
    
    
13. Students have a culminating senior experience
    
    
14. Students relationship with other students
    
    
15. Students relationship with faculty members
    
    
16. Students relationship with administrative personnel and offices
    
    
17. Time studying
    Requiring students to spend significant amounts of time studying and on academic work
18. 
    
    
19. Student support
    Providing students support they need to help them succeed academically
20. 
    
    
21. Encouraging contact
    Encouraging contact among students from different economic, social and racial or ethnic backgrounds
22. 
    
    
23. Helping Students
    Helping students cope with their non-academic responsibilities (work, famiy, etc.)
24. 
    
    
25. Student support
    Providing student the support they need to thrive socially
26. 
    
    
27. Student participation
    Encouraging students to participate in co-curricular activities (organizations, campus publications, student governemnt, social fraternity or sorority, intercollegiate or intramural sports, etc
28. 
    
    
29. Attending campus events
    Encouraging students to attend campus events and activities (special speakers, cultural events, symposia,etc.)
30. 
    
    
31. Computer use
    Encouraging students to use computers in their academic work
32. 
    
    
33. Faculty time spent teaching undergraduate students in class
34. 
    
    
35. Faculty time spent grading papers and exams
36. 
    
    
37. Faculty time spent givng other forms of written and oral feedback to students
38. 
    
    
39. Faculty time spent preparing for class
40. 
    
    
41. Faculty time spent reflecting on ways to improve teaching
42. 
    
    
43. Faculty time spent on research and scholarly activities
44. 
    
    
45. Faculty time spent working with undergraduates on research
46. 
    
    
47. Faculty time spent advising undergraduate students
48. 
    
    
49. Faculty time spent supervising internships or other field experiences
50. 
    
    
51. Faculty time spent working with students on activities other than course work
    Committees, organizations, student life activities, orientation, intramurals, etc.
52. 
    
    
53. Faculty time spent on other interactions with students outside of the classroom
54. 
    
    
55. Faculty time spent conducting service activities
56. 
    
    
57. Distance Education
    Faculty asked if their course is a distance education course (correspondence course, Internet course, telecourse, etc.
58. 
    
    
59. Class Size
    Faculty asked how many students are enrolled in their course
60. 
    
    
61. Number of times taught course
    Faculty asked how many times prior to the semester of this survey they have taught their course
62. 
    
    
63. Students ask questions
    Faculty asked what percentage of students frequently ask questions in class or contribute to class discussion
64. 
    
    
65. Students unprepared
    Faculty asked what percentage of students frequently come to class without completing readings or assignments
66. 
    
    
67. Students work hard
    Faculty asked what percentage of students frequently work harder than they usually do to meet their standards
68. 
    
    
69. Students occasionally use email
    Faculty asked what percentage of students occasionally use e-mail to communicate with them
70. 
    
    
71. Students occasionally discuss grades
    Faculty asked what percentage of students occasionally discuss grades or assignments with them
72. 
    
    
73. Students talk about career plans
    Faculty asked what percentage of students at least once have talked about thier career plans with them
74. 
    
    
75. Students discuss ideas
    Faculty asked what percentage of students at least once have discussed ideas from readings or classes outside of class
76. 
    
    
77. Diverse perspectives
    Faculty asked how often students have class discussions or writing assignments that include diverse perspectives (different races, religions, genders, political beliefs, etc.)
78. 
    
    
79. In-class projects
    Faculty asked how often students work with other students on projects during class
80. 
    
    
81. Community projects
    Faculty asked how often students participate in a community-based project as part of their course
82. 
    
    
83. Use of electronic medium
    Faculty asked how often students use an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment
84. 
    
    
85. Feedback
    Faculty asked how often students receive prompt feedback (written or oral) on their academic performance
86. 
    
    
87. Diverse students
    Faculty asked how often students in their course have serious conversations with students of a different race or ethnicity than their own
88. 
    
    
89. Different students
    Faculty asked how often students in their course have serious conversations with students who are very different from them in terms of their religious beliefs, political opinions, or personal values
90. 
    
    
91. Assigned Reading
    Faculty asked the number of assigned textbooks, books, and/or book length packs of course readings
92. 
    
    
93. 10 or more pages written Reports
    Faculty asked the number of written papers or reports of more than 10 pages students do
94. 
    
    
95. 5 to 10 page written Reports
    Faculty asked the number of written papers or reports between 5 and 10 pages students do
96. 
    
    
97. Less than 5 page written Reports
    Faculty asked the number of written papers or reports of fewer than 5 pages students do
98. 
    
    
99. Number of problem sets
    Faculty asked the number of problem sets they require students to do that take more than one hour to complete
100. 
     
     
101. Number of problem sets
     Faculty asked the number of problem sets they require students to do that take less than one hour to complete
102. 
     
     
103. Time expectations
     Faculty asked how many hours a week they expect students to spend preparing for their class (studying, reading, writing, rehearsing, and other activities relation to the course)
104. 
     
     
105. Actual time spent
     Faculty asked how many hours a week they think students actually spend preparing for their class (studying, reading, writing, rehearsing, and other activities relation to the course)
106. 
     
     
107. Drafts of a paper
     Faculty asked how important they think it is that students prepare two or more drafts of a paper before turning it in
108. 
     
     
109. Integrating ideas
     Faculty asked how important they think it is that students work on a paper or project that requires integrating ideas or informaiton from various sources
110. 
     
     
111. Focus groups
     Faculty asked how important they think it is that students work with classmates outside of class to prepare class assignments
112. 
     
     
113. Putting together ideas
     Faculty asked how important they think it is that students put together ideas or concepts from different courses when completing assignments or during class discussions
114. 
     
     
115. Discussing ideas
     Faculty asked how important they think it is that students discuss ideas or readings from class with others outside of class (other students, faculty members, coworkers, etc)
116. 
     
     
117. Tutoring
     Faculty asked how important they think it is that students tutor or teach other students (paid or voluntary)
118. 
     
     
119. Lecturing
     Faculty asked what percentage of class time is spent lecturing
120. 
     
     
121. Teacher-led discussion
     Faculty asked what percentage of class time is spent on teacher-led discussion
122. 
     
     
123. Teacher-student shared responsiblity
     Faculty asked what percentage of class time is spent on teacher-student shared responsibility (seminar, discussion, etc.)
124. 
     
     
125. Computer use
     Faculty asked what percentage of class time is spent on student computer use
126. 
     
     
127. Small group activities
     Faculty asked what percentage class time is spent on small group activities
128. 
     
     
129. Student presentations
     Faculty asked what percentage of class time is spent on student presentations
130. 
     
     
131. In-class writing
     Faculty asked what percentage of class time is spent on in-class writing
132. 
     
     
133. Testing and evaluation
     Faculty asked what percentage of class time is spent on testing and evaluation
134. 
     
     
135. Performances
     Faculty asked what percentage of class time is spent on performances in applied and fine arts (e.g., dance, drama, music
136. 
     
     
137. Experiential
     Faculty asked what percentage of class time is spent on experiential (labs, field work, art exhibits)
138. 
     
     
139. Student performance challenged
     Faculty asked the extent to which their evaluations of student performance (e.g., examinations, portfolio) challenge students in their course to do their best work
140. 
     
     
141. Memorization
     Faculty asked how much emphasis they place on students memorizing facts, ideas, or methods from their course and readings so students can repeat them pretty much in the same form
142. 
     
     
143. Analyzing
     Faculty asked how much emphasis they place on students analyzing the basic elements of an idea, experience or theory, such as examining a particular case or situation in depth, and considering its components
144. 
     
     
145. Synthesizing
     Faculty asked how much emphasis they place on students synthnesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships
146. 
     
     
147. Making judgements
     Faculty asked how much emphasis they place on students making judgements about the value of information, arguements or methods such as examining how others gathered and interpreted data and assessing the soundness of their conclusions
148. 
     
     
149. Applying theories
     Faculty asked how much emphasis they place on students applying theories or concepts to practical problems or in new situations
150. 
     
     
151. Writing clearly and effectively
     Faculty asked to what extent they structure their course so that students learn and develop in writing clearly and effectively
152. 
     
     
153. Speaking clearly and effectively
     Faculty asked to what extent they structure their course so that students learn and develop in speaking clearly and effectively
154. 
     
     
155. Thinking critically and analytically
     Faculty asked to what extent they structure their course so that students learn and develop in thinking critically and analytically
156. 
     
     
157. Analyzing quantitative problems
     Faculty asked to what extent they structure their course so that students learn and develop in analyzing quantitative problems
158. 
     
     
159. Using computing and information technology
     Faculty asked to what extent they structure their course so that students learn and develop in using computing and information technology
160. 
     
     
161. Working effectively with others
     Faculty asked to what extent they structure their course so that students learn and develop in working effectively with others
162. 
     
     
163. Learning effectively on their own
     Faculty asked to what extent they structure their course so that students learn and develop in learning effectively on their own
164. 
     
     
165. Understanding themselves
     Faculty asked to what extent they structure their course so that students learn and develop in understanding themselves
166. 
     
     
167. Understanding people of other racial and ethic backgrounds
     Faculty asked to what extent they structure their course so that students learn and develop in understanding people of other racial and ethic backgrounds
168. 
     
     
169. Solving complex real-world problems
     Faculty asked to what extent they structure their course so that students learn and develop in solving complex real-world problems
170. 
     
     
171. Developing a personal code of values and ethics
     Faculty asked to what extent they structure their course so that students learn and develop in developing a personal code of values and ethics
172. 
     
     
173. Developing a deepened sense of spirituality
     Faculty asked to what extent they structure their course so that students learn and develop in developing a deepened sense of spirituality
174. 
     
     
175. Acquiring a broad general education
     Faculty asked to what extent they structure their course so that students learn and develop in acquiring a broad general education
176. 
     
     
177. Acquiring job or work-related knowledge adn skills
     Faculty asked to what extent they structure their course so that students learn and develop in acquiring job or work-related knowledge and skills
178.