FSSE 2006 Respondent Characteristics
Western Carolina University
Response rate
55%
Number of invited faculty
292
Total number of respondents
160 (43 Lower Division, 98 Upper Division, 11 Other, 8 Missing course level)
Lower
Division
Upper
Division
Discipline of appointment
Arts and humanities
Biological science
Business
Education
Engineering
Physical science
Professional
Social science
Other
36%
5%
5%
12%
5%
24%
5%
5%
5%
21%
3%
15%
11%
7%
1%
9%
14%
20%
9%
18%
0%
27%
0%
9%
27%
0%
9%
24%
5%
11%
12%
6%
8%
9%
10%
14%
Rank
Professor
Associate Professor
Assistant Professor
Instructor
Lecturer
Graduate Teaching Assistant
Other
23%
33%
42%
2%
0%
0%
0%
24%
36%
35%
0%
0%
0%
4%
27%
36%
36%
0%
0%
0%
0%
24%
35%
37%
1%
0%
0%
3%
Tenure status
Tenured
On tenure track but not tenured
Not on tenure track
No tenure system
56%
40%
5%
0%
56%
43%
1%
0%
55%
45%
0%
0%
56%
42%
2%
0%
Highest degree earned
First professional degree
Doctoral degree
Master's degree
Bachelor's degree
Associate's degree
Other
2%
93%
5%
0%
0%
0%
3%
84%
11%
0%
0%
2%
0%
100%
0%
0%
0%
0%
3%
88%
8%
0%
0%
1%
Full-time/Part Time
Full-time
Part-time
88%
12%
100%
0%
100%
0%
97%
3%
Other
Total
1
FSSE 2006 Respondent Characteristics
Western Carolina University
Lower
Division
Upper
Division
Number of courses taught 05-061
None
1-3
4-6
7 or more
0%
7%
51%
41%
0%
10%
43%
47%
0%
20%
60%
20%
0%
10%
47%
43%
Years of teaching experience
4 or less
5-9
10-14
15 or more
23%
21%
14%
42%
12%
18%
17%
53%
0%
55%
9%
36%
15%
22%
15%
49%
5%
48%
24%
24%
7%
18%
39%
36%
9%
18%
45%
27%
6%
27%
35%
32%
Gender
Male
Female
51%
49%
63%
37%
45%
55%
58%
42%
Race / Ethnicity
American Indian/ Native Amer.
Asian/ Asian Amer./ Pacific Isl.
Black or African American
White (non-Hispanic)
Mexican or Mexican American
Puerto Rican
Other Hispanic or Latino
Multiracial
Other
Prefer not to respond
0%
2%
0%
84%
2%
0%
0%
0%
0%
12%
0%
0%
0%
82%
0%
0%
2%
1%
1%
14%
0%
9%
0%
82%
0%
0%
0%
0%
0%
9%
0%
1%
0%
82%
1%
0%
1%
1%
1%
13%
Citizenship status
U.S. citizen, native
U.S. citizen, naturalized
Permanent resident of the U.S.
Temporary resident of the U.S.
98%
0%
0%
2%
94%
3%
2%
1%
91%
0%
9%
0%
95%
2%
2%
1%
Other
Total
Age
34 or younger
35-44
45-54
Older than 54
1: Includes 2005-2006 undergraduate and graduate courses, taught or scheduled, as reported by faculty respondents.
2
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
How important is it to you that undergraduates at your institution do the following?
Variable
a. Practicum, internship, field experience, co-op experience, or
clinical assignment
FINTERN
Response Options
Count
Not important
Somewhat important
Important
Very important
Total
b. Community service or volunteer work
FVOLUNTR
Not important
FFORLANG
FSTUDYAB
7%
14%
2
10
2%
10%
5
16
4%
11%
16
18
37%
42%
26
60
27%
61%
42
78
30%
55%
43
100%
98
100%
141
100%
7
7%
15
11%
39
40%
57
40%
Important
10
23%
34
35%
44
31%
7
16%
18
18%
25
18%
43
100%
98
100%
141
100%
Not important
16
37%
27
28%
43
31%
Somewhat important
15
35%
38
39%
53
38%
Important
10
23%
23
24%
33
24%
2
5%
9
9%
11
8%
43
100%
97
100%
140
100%
Not important
3
7%
15
15%
18
13%
Somewhat important
13
31%
37
38%
50
36%
Important
16
38%
29
30%
45
32%
Very important
10
24%
17
17%
27
19%
42
100%
98
100%
140
100%
Not important
7
16%
19
19%
26
18%
Somewhat important
10
23%
32
33%
42
30%
Important
11
26%
34
35%
45
32%
Very important
15
35%
13
13%
28
20%
43
100%
98
100%
141
100%
Not important
11
26%
22
23%
33
24%
Somewhat important
12
28%
40
41%
52
37%
9
21%
20
21%
29
21%
11
26%
15
15%
26
19%
43
100%
97
100%
140
100%
Total
f. Study abroad
3
6
42%
Total
e. Foreign language coursework
Col %
19%
Total
FIMPR05
Count
8
Very important
d. Work on a research project with a faculty
member outside of course or program requirements
Col %
18
Total
FLERNCOM
Count
Somewhat important
Very important
c. Participation in a learning community or some other formal
program where groups of students take two or more classes
together
Col %
Important
Very important
Total
3
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
How important is it to you that undergraduates at your institution do the following? (continued)
Variable
g. Independent study or self-designed major
FINDST06
Response Options
Count
Col %
Count
Col %
10
23%
28
29%
38
27%
Somewhat important
21
49%
41
42%
62
44%
Important
10
23%
22
23%
32
23%
2
5%
6
6%
8
6%
43
100%
97
100%
140
100%
Total
FSENIOR
Count
Not important
Very important
h. Culminating senior experience (capstone course, senior project
or thesis, comprehensive exam, etc.)
Col %
Not important
4
9%
4
4%
8
6%
Somewhat important
5
12%
13
13%
18
13%
Important
14
33%
27
28%
41
29%
Very important
20
47%
54
55%
74
52%
43
100%
98
100%
141
100%
Total
Select the response that you believe best represents the quality of student relationships with people at your institution.
Variable
Student relationships with other students
FENVSTU
Response Options
Count
Count
Col %
Count
Col %
Unfriendly, Unsupportive, Sense of
Alienation
0
0%
0
0%
0
0%
2
0
0%
0
0%
0
0%
3
1
2%
1
1%
2
1%
4
6
14%
9
9%
15
11%
5
12
28%
30
31%
42
30%
6
17
40%
43
44%
60
43%
7
16%
15
15%
22
16%
43
100%
98
100%
141
100%
Unavailable, Unhelpful, Unsympathetic
0
0%
0
0%
0
0%
2
0
0%
1
1%
1
1%
3
1
2%
1
1%
2
1%
4
8
19%
10
10%
18
13%
5
9
21%
28
29%
37
26%
6
15
35%
38
39%
53
38%
Available, Helpful, Sympathetic
10
23%
20
20%
30
21%
43
100%
98
100%
141
100%
Friendly, Supportive, Sense of Belonging
Total
Student relationships with faculty members
Col %
FENVFAC
Total
4
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
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
Variable
FENVADM
Response Options
Count
Col %
Count
Col %
Count
Col %
Unhelpful, Inconsiderate,
Rigid
1
2%
5
5%
6
4%
2
5
12%
12
13%
17
12%
3
11
26%
19
20%
30
22%
4
6
14%
24
25%
30
22%
5
10
23%
21
22%
31
22%
6
6
14%
15
16%
21
15%
Helpful, Considerate, Flexible
4
9%
0
0%
4
3%
43
100%
96
100%
139
100%
Total
To what extent does your institution emphasize each of the following?
Variable
a. Requiring students to spend significant amounts
of time studying and on academic work
FENVSCHO
Response Options
Count
Very little
FENVSUPR
FENVDIVR
Col %
Count
Col %
2
5%
12
12%
14
10%
26
62%
42
43%
68
49%
Quite a bit
14
33%
29
30%
43
31%
Very much
0
0%
15
15%
15
11%
42
100%
98
100%
140
100%
Very little
0
0%
0
0%
0
0%
Some
8
19%
18
18%
26
18%
Quite a bit
22
51%
50
51%
72
51%
Very much
13
30%
30
31%
43
30%
43
100%
98
100%
141
100%
Total
c. Encouraging contact among students from different economic,
social, and racial or ethnic backgrounds
Count
Some
Total
b. Providing students the support they need to help
them succeed academically
Col %
Very little
7
16%
18
19%
25
18%
Some
23
53%
43
44%
66
47%
Quite a bit
12
28%
31
32%
43
31%
Very much
1
2%
5
5%
6
4%
43
100%
97
100%
140
100%
Total
5
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
To what extent does your institution emphasize each of the following? (continued)
Variable
d. Helping students cope with their non-academic responsibilities
(work, family, etc.)
FENVNACA
Response Options
Count
Very little
FENVSOCA
FENVACT
FENVEVEN
FENVCOMP
Col %
9%
13
13%
17
12%
63%
50
52%
77
55%
Quite a bit
11
26%
30
31%
41
29%
Very much
1
2%
4
4%
5
4%
43
100%
97
100%
140
100%
Very little
1
2%
5
5%
6
4%
Some
24
56%
43
44%
67
48%
Quite a bit
15
35%
46
47%
61
44%
Very much
3
7%
3
3%
6
4%
43
100%
97
100%
140
100%
Very little
1
2%
6
6%
7
5%
Some
15
35%
33
34%
48
35%
Quite a bit
22
51%
51
53%
73
53%
Very much
5
12%
6
6%
11
8%
43
100%
96
100%
139
100%
Very little
1
2%
7
7%
8
6%
Some
17
40%
35
36%
52
37%
Quite a bit
17
40%
45
46%
62
44%
Very much
8
19%
10
10%
18
13%
43
100%
97
100%
140
100%
Total
h. Encouraging students to use computers in their academic work
Count
4
Total
g. Encouraging students to attend campus events and activities
(special speakers, cultural performances, athletic events, etc.)
Col %
27
Total
f. Encouraging students to participate in co-curricular activities
(organizations, campus publications, student government,
fraternity or sorority, intercollegiate or intramural sports, etc.)
Count
Some
Total
e. Providing students the support they need
to thrive socially
Col %
Very little
0
0%
1
1%
1
1%
Some
5
12%
9
9%
14
10%
Quite a bit
14
33%
21
22%
35
25%
Very much
24
56%
66
68%
90
64%
43
100%
97
100%
140
100%
Total
6
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
About how many hours do you spend in a typical 7-day week doing each of the following?
Variable
a. Teaching undergraduate students in class
UGTEACH
Response Options
Count
GRADEPAP
GRADEBCK
Col %
Count
Col %
1
2%
3
3%
4
1-4
4
9%
5
5%
9
6%
5-8
7
16%
25
26%
32
23%
9-12
23
53%
43
44%
66
47%
13-16
5
12%
10
10%
15
11%
17-20
2
5%
11
11%
13
9%
21-30
1
2%
0
0%
1
1%
More than 30
0
0%
1
1%
1
1%
43
100%
98
100%
141
100%
0
3%
0
0%
4
4%
4
3%
1-4
17
40%
27
28%
44
31%
5-8
17
40%
44
45%
61
43%
9-12
6
14%
13
13%
19
13%
13-16
3
7%
6
6%
9
6%
17-20
0
0%
3
3%
3
2%
21-30
0
0%
1
1%
1
1%
More than 30
0
0%
0
0%
0
0%
43
100%
98
100%
141
100%
Total
c. Giving other forms of written and oral feedback
to students
Count
0
Total
b. Grading papers and exams
Col %
0
0
0%
1
1%
1
1%
1-4
24
56%
46
47%
70
50%
5-8
11
26%
37
38%
48
34%
9-12
5
12%
7
7%
12
9%
13-16
2
5%
1
1%
3
2%
17-20
0
0%
4
4%
4
3%
21-30
1
2%
1
1%
2
1%
More than 30
0
0%
0
0%
0
0%
43
100%
97
100%
140
100%
Total
7
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
About how many hours do you spend in a typical 7-day week doing each of the following? (continued)
Variable
d. Preparing for class
CLASSPRP
Response Options
Count
REFLECT
SCHOLAR
Col %
Count
Col %
0
0%
1
1%
1
1%
1-4
9
21%
9
9%
18
13%
5-8
11
26%
39
40%
50
35%
9-12
12
28%
24
24%
36
26%
13-16
4
9%
14
14%
18
13%
17-20
5
12%
10
10%
15
11%
21-30
1
2%
1
1%
2
1%
More than 30
1
2%
0
0%
1
1%
43
100%
98
100%
141
100%
0
1
2%
3
3%
4
3%
1-4
28
65%
64
66%
92
66%
5-8
10
23%
21
22%
31
22%
9-12
2
5%
6
6%
8
6%
13-16
2
5%
0
0%
2
1%
17-20
0
0%
2
2%
2
1%
21-30
0
0%
1
1%
1
1%
More than 30
0
0%
0
0%
0
0%
43
100%
97
100%
140
100%
Total
f. Research and scholarly activities
Count
0
Total
e. Reflecting on ways to improve my teaching
Col %
0
1
2%
2
2%
3
2%
16
37%
28
29%
44
31%
5-8
8
19%
33
34%
41
29%
9-12
10
23%
19
20%
29
21%
13-16
4
9%
6
6%
10
7%
17-20
2
5%
6
6%
8
6%
21-30
1
2%
3
3%
4
3%
More than 30
1
2%
0
0%
1
1%
43
100%
97
100%
140
100%
1-4
Total
8
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
About how many hours do you spend in a typical 7-day week doing each of the following? (continued)
Variable
g. Working with undergraduates on research
FRESEARC
Response Options
Count
ADVISE
FIELDEXP
Col %
Count
Col %
22
51%
35
36%
57
41%
1-4
15
35%
40
41%
55
39%
5-8
3
7%
9
9%
12
9%
9-12
3
7%
12
12%
15
11%
13-16
0
0%
1
1%
1
1%
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%
43
100%
97
100%
140
100%
0
8
19%
5
5%
13
9%
1-4
24
56%
49
51%
73
52%
5-8
9
21%
28
29%
37
26%
9-12
1
2%
12
12%
13
9%
13-16
1
2%
3
3%
4
3%
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%
43
100%
97
100%
140
100%
0
25
58%
47
48%
72
51%
1-4
10
23%
35
36%
45
32%
5-8
7
16%
11
11%
18
13%
9-12
1
2%
1
1%
2
1%
13-16
0
0%
2
2%
2
1%
17-20
0
0%
1
1%
1
1%
21-30
0
0%
0
0%
0
0%
More than 30
0
0%
0
0%
0
0%
43
100%
97
100%
140
100%
Total
i. Supervising internships or other field experiences
Count
0
Total
h. Advising undergraduate students
Col %
Total
9
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
About how many hours do you spend in a typical 7-day week doing each of the following? (continued)
Variable
j. Working with students on activities other than course work
(committees, orientation, student life activities, etc.)
FFACOTHR
Response Options
Count
FINTERAC
SERVICE
Col %
Count
Col %
15
35%
26
27%
41
29%
1-4
22
51%
60
62%
82
59%
5-8
2
5%
6
6%
8
6%
9-12
2
5%
1
1%
3
2%
13-16
1
2%
4
4%
5
4%
17-20
1
2%
0
0%
1
1%
21-30
0
0%
0
0%
0
0%
More than 30
0
0%
0
0%
0
0%
43
100%
97
100%
140
100%
0
5
12%
8
8%
13
9%
1-4
25
60%
63
66%
88
64%
5-8
7
17%
19
20%
26
19%
9-12
2
5%
1
1%
3
2%
13-16
2
5%
3
3%
5
4%
17-20
0
0%
1
1%
1
1%
21-30
1
2%
0
0%
1
1%
More than 30
0
0%
0
0%
0
0%
42
100%
95
100%
137
100%
0
15
36%
15
16%
30
22%
1-4
17
40%
47
49%
64
47%
5-8
4
10%
20
21%
24
18%
9-12
5
12%
7
7%
12
9%
13-16
1
2%
4
4%
5
4%
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%
42
100%
95
100%
137
100%
Total
l. Conducting service activities
Count
0
Total
k. Other interactions with students outside of the classroom
Col %
Total
10
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
Please respond to the following questions based on one particular undergraduate course section you are teaching or have taught during this academic year.
Variable
In what format do you teach your selected course section?
TEACFORM
Response Options
Count
Classroom, on-campus
GENEDREQ
CS05
CT05
CSDISCOL
Col %
95%
91
93%
132
94%
0%
2
2%
2
1%
Distance education
2
5%
5
5%
7
5%
43
100%
98
100%
141
100%
No
20
47%
81
83%
101
72%
Yes
23
53%
17
17%
40
28%
43
100%
98
100%
141
100%
9 or less
1
2%
4
4%
5
4%
10 to 19
6
14%
36
37%
42
30%
20 to 29
20
47%
35
36%
55
39%
30 to 49
14
33%
19
19%
33
23%
50 to 99
2
5%
4
4%
6
4%
100 or more
0
0%
0
0%
0
0%
43
100%
98
100%
141
100%
0
2
5%
9
9%
11
8%
1 to 2
14
33%
25
26%
39
28%
3 to 9
14
33%
34
35%
48
34%
10 to 19
4
10%
11
11%
15
11%
20 or more
8
19%
19
19%
27
19%
42
100%
98
100%
140
100%
24%
Total
What is the general area of your selected course?
Count
0
Total
Prior to this semester, how many times have you taught
your selected course?
Col %
41
Total
How many students are enrolled in your selected course
section?
Count
Classroom, auxiliary location
Total
Does your selected course section fulfill a general education
requirement on your campus?
Col %
Arts and Humanities
14
33%
20
21%
34
Biological science
2
5%
4
4%
6
4%
Business
2
5%
18
19%
20
14%
Education
7
17%
9
9%
16
12%
Engineering
2
5%
5
5%
7
5%
10
24%
2
2%
12
9%
Professional
1
2%
8
8%
9
6%
Social science
2
5%
11
11%
13
9%
Other
2
5%
20
21%
22
16%
42
100%
97
100%
139
100%
Physical science
Total
11
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
About what percent of students in your selected course section do the following?
Variable
a. Frequently ask questions in class or contribute to class
discussions
FCLQUEST
Response Options
Count
FWORKHRD
0%
0
0%
0
0%
35%
28
29%
43
31%
25-49%
10
23%
21
22%
31
22%
50-74%
11
26%
22
23%
33
24%
7
16%
26
27%
33
24%
43
100%
97
100%
140
100%
None
1
2%
4
4%
5
4%
1-24%
19
45%
45
46%
64
46%
25-49%
15
36%
24
25%
39
28%
50-74%
3
7%
17
18%
20
14%
75% or higher
4
10%
7
7%
11
8%
42
100%
97
100%
139
100%
None
0
0%
2
2%
2
1%
1-24%
11
26%
29
30%
40
29%
25-49%
18
42%
28
29%
46
33%
50-74%
13
30%
23
24%
36
26%
1
2%
15
15%
16
11%
43
100%
97
100%
140
100%
Total
FEMAIL
None
0
0%
0
0%
0
0%
1-24%
12
28%
35
36%
47
34%
25-49%
16
37%
17
18%
33
24%
50-74%
6
14%
24
25%
30
21%
75% or higher
9
21%
21
22%
30
21%
43
100%
97
100%
140
100%
Total
e. Occasionally discuss grades or assignments
with you
FGRADE
Col %
0
75% or higher
d. Occasionally use e-mail to communicate
with you
Count
15
Total
c. Frequently work harder than they usually do to meet your
standards
Col %
1-24%
Total
FCLUNPRE
Count
None
75% or higher
b. Frequently come to class without completing readings or
assignments
Col %
None
0
0%
0
0%
0
0%
1-24%
19
44%
34
35%
53
38%
25-49%
12
28%
27
28%
39
28%
50-74%
10
23%
23
24%
33
24%
2
5%
13
13%
15
11%
43
100%
97
100%
140
100%
75% or higher
Total
12
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
About what percent of students in your selected course section do the following? (continued)
Variable
f. At least once, talk about career plans
with you
FPLANS
Response Options
Count
FIDEAS
Count
Col %
Count
Col %
None
3
7%
4
4%
7
5%
1-24%
25
58%
38
39%
63
45%
25-49%
9
21%
20
21%
29
21%
50-74%
2
5%
19
20%
21
15%
75% or higher
4
9%
16
16%
20
14%
43
100%
97
100%
140
100%
Total
g. At least once, discuss ideas from readings or classes with you
outside of class
Col %
None
2
5%
3
3%
5
4%
1-24%
24
56%
50
52%
74
53%
25-49%
12
28%
21
22%
33
24%
50-74%
2
5%
13
13%
15
11%
75% or higher
3
7%
10
10%
13
9%
43
100%
97
100%
140
100%
Total
How often do students in your selected course section engage in the following?
Variable
a. Have class discussions or writing assignments that include
diverse perspectives (different races, religions, genders,
political beliefs, etc.)
FDIVCLAS
Response Options
Count
Col %
28%
16
17%
28
20%
13
30%
35
37%
48
35%
8
19%
20
21%
28
20%
10
23%
23
24%
33
24%
43
100%
94
100%
137
100%
Never
6
14%
6
6%
12
9%
Sometimes
14
33%
27
28%
41
29%
Often
17
40%
28
29%
45
32%
6
14%
36
37%
42
30%
43
100%
97
100%
140
100%
Never
31
72%
48
50%
79
57%
Sometimes
12
28%
21
22%
33
24%
Often
0
0%
15
16%
15
11%
Very often
0
0%
12
13%
12
9%
43
100%
96
100%
139
100%
Very often
Total
FCOMMPRO
Count
12
Total
c. Participate in a community-based project (e.g., service learning)
as part of your course
Col %
Sometimes
Often
FCLASSGR
Count
Never
Very often
b. Work with other students on projects
during class
Col %
Total
13
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
How often do students in your selected course section engage in the following? (continued)
Variable
d. Use an electronic medium (listserv, chat group, Internet, instant
messaging, etc.) to discuss or complete an assignment
FITICADE
Response Options
Count
23%
25
26%
35
25%
40%
26
27%
43
31%
5
12%
19
20%
24
17%
11
26%
26
27%
37
27%
43
100%
96
100%
139
100%
Never
0
0%
0
0%
0
0%
Sometimes
6
14%
12
13%
18
13%
Often
13
30%
35
36%
48
35%
Very often
24
56%
49
51%
73
53%
43
100%
96
100%
139
100%
Never
9
21%
21
22%
30
22%
Sometimes
20
47%
57
59%
77
55%
Often
11
26%
9
9%
20
14%
3
7%
9
9%
12
9%
43
100%
96
100%
139
100%
Very often
Total
g. Have serious conversations in your course with students who
are very different from them in terms of their religious beliefs,
political opinions, or personal values
FDIFFSTU
Col %
17
Total
FDIVRSTU
Count
10
Total
f. Have serious conversations in your course with students of a
different race or ethnicity than their own
Col %
Sometimes
Very often
FFEED
Count
Never
Often
e. Receive prompt written or oral feedback from you on their
academic performance
Col %
Never
7
17%
17
18%
24
18%
Sometimes
18
43%
51
54%
69
50%
Often
10
24%
12
13%
22
16%
7
17%
15
16%
22
16%
42
100%
95
100%
137
100%
Very often
Total
In your selected course section, about how much reading and writing do you assign students?
Variable
a. Number of assigned textbooks, books, or book length packs of
course readings
FREADASG
Response Options
Count
None
Col %
Count
Col %
Count
Col %
2
5%
4
4%
6
4%
29
67%
50
52%
79
56%
2-3
7
16%
36
37%
43
31%
4-6
3
7%
4
4%
7
5%
More than 6
2
5%
3
3%
5
4%
43
100%
97
100%
140
100%
1
Total
14
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
In your selected course section, about how much reading and writing do you assign students? (continued)
Variable
b. Number of written papers or reports of 20 pages or more
FWRTMR05
Response Options
Count
None
FWRTMD05
FWRITSML
Col %
Count
Col %
36
84%
77
79%
113
81%
5
12%
13
13%
18
13%
2-3
2
5%
6
6%
8
6%
4-6
0
0%
1
1%
1
1%
More than 6
0
0%
0
0%
0
0%
43
100%
97
100%
140
100%
None
19
46%
26
27%
45
33%
1
9
22%
35
36%
44
32%
2-3
9
22%
25
26%
34
25%
4-6
3
7%
9
9%
12
9%
More than 6
1
2%
2
2%
3
2%
41
100%
97
100%
138
100%
12
28%
15
16%
27
19%
3
7%
10
10%
13
9%
2-3
11
26%
32
33%
43
31%
4-6
11
26%
18
19%
29
21%
6
14%
21
22%
27
19%
43
100%
96
100%
139
100%
Total
d. Number of written papers or reports of fewer than 5 pages
Count
1
Total
c. Number of written papers or reports between 5 and 19 pages
Col %
None
1
More than 6
Total
In a typical week , how many homework problem sets do you require students in your selected course section to complete?
Variable
a. Number of problem sets that take your students more than one
hour to complete
FPROBSTA
Response Options
Count
FPROBSTB
Count
Col %
Count
Col %
None
19
46%
36
39%
55
41%
1-2
19
46%
42
45%
61
46%
3-4
1
2%
8
9%
9
7%
5-6
1
2%
3
3%
4
3%
More than 6
1
2%
4
4%
5
4%
41
100%
93
100%
134
100%
None
20
49%
40
45%
60
46%
1-2
15
37%
34
38%
49
38%
3-4
1
2%
6
7%
7
5%
5-6
3
7%
2
2%
5
4%
More than 6
2
5%
7
8%
9
7%
41
100%
89
100%
130
100%
Total
b. Number of problem sets that take your students less than one
hour to complete
Col %
Total
15
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
Time students spend preparing for your selected course section:
Variable
a. In a typical 7-day week, about how many hours
do you expect your students to spend preparing
for your class (studying, reading, writing, doing
homework or lab work, analyzing data,
rehearsing, and other academic activities)
FEXPREP
Response Options
Count
FACTPREP
Count
Col %
Count
Col %
0
0
0%
1
1%
1
1-2
3
7%
1
1%
4
3%
3-4
16
37%
35
36%
51
36%
5-6
9
21%
22
23%
31
22%
7-8
8
19%
22
23%
30
21%
9-10
4
9%
12
12%
16
11%
11-12
1
2%
3
3%
4
3%
More than 12
2
5%
1
1%
3
2%
43
100%
97
100%
140
100%
Total
b. In a typical 7-day week, about how many hours
do you think your students actually spend
preparing for your class (studying, reading,
writing, doing homework or lab work,
analyzing data, rehearsing, and other academic activities)
Col %
0
1%
2
5%
2
2%
4
3%
1-2
24
56%
43
45%
67
48%
3-4
12
28%
31
32%
43
31%
5-6
3
7%
12
13%
15
11%
7-8
2
5%
4
4%
6
4%
9-10
0
0%
3
3%
3
2%
11-12
0
0%
1
1%
1
1%
More than 12
0
0%
0
0%
0
0%
43
100%
96
100%
139
100%
Total
In your selected course section, how important to you is it that your students do the following?
Variable
a. Prepare two or more drafts of a paper or assignment before
turning it in
FREWROPA
Response Options
Count
Col %
Count
Col %
Count
Col %
Not important
14
33%
19
20%
33
24%
Somewhat important
11
26%
26
28%
37
27%
6
14%
19
20%
25
18%
12
28%
29
31%
41
30%
43
100%
93
100%
136
100%
Important
Very important
Total
16
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
In your selected course section, how important to you is it that your students do the following? (continued)
Variable
b. Work on a paper or project that requires integrating ideas or
information from various sources
FINTEGRA
Response Options
Count
16%
5
5%
12
16%
6
6%
13
9%
10
23%
24
26%
34
25%
19
44%
59
63%
78
57%
43
100%
94
100%
137
100%
Not important
12
29%
18
19%
30
22%
Somewhat important
11
26%
23
24%
34
25%
Important
14
33%
21
22%
35
26%
5
12%
32
34%
37
27%
42
100%
94
100%
136
100%
Total
Not important
7
16%
7
7%
14
10%
16
37%
30
32%
46
33%
Important
13
30%
30
32%
43
31%
7
16%
28
29%
35
25%
43
100%
95
100%
138
100%
Total
FOOCID05
Not important
8
19%
14
15%
22
16%
Somewhat important
15
35%
29
31%
44
32%
Important
15
35%
36
38%
51
37%
5
12%
15
16%
20
15%
43
100%
94
100%
137
100%
Not important
13
30%
34
36%
47
34%
Somewhat important
19
44%
33
35%
52
38%
Important
10
23%
13
14%
23
17%
1
2%
14
15%
15
11%
43
100%
94
100%
137
100%
Not important
5
12%
5
5%
10
7%
Somewhat important
9
21%
20
21%
29
21%
Important
13
30%
24
25%
37
27%
Very important
16
37%
46
48%
62
45%
43
100%
95
100%
138
100%
Very important
Total
f. Tutor or teach other students (paid or voluntary)
FTUTOR
Very important
Total
g. Examine the strengths and weaknesses of their views on a topic
or issue
FOWNVIEW
9%
Somewhat important
Very important
e. Discuss ideas from your readings or classes with others outside
of class (other students, family members, co-workers, etc.)
Col %
7
Very important
FINTIDEA
Count
7
Total
d. Put together ideas or concepts from different courses when
completing assignments or during class discussions
Col %
Somewhat important
Very important
FOCCGRP
Count
Not important
Important
c. Work with classmates outside of class to prepare class
assignments
Col %
Total
17
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
In your selected course section, how important to you is it that your students do the following? (continued)
Variable
h. Try to better understand someone else's views by imagining
how an issue looks from that person's perspective
FOTHRVW
Response Options
Count
FCHNGVW
Count
Col %
Count
Col %
Not important
8
19%
9
10%
17
13%
Somewhat important
8
19%
21
23%
29
21%
Important
12
28%
27
29%
39
29%
Very important
15
35%
36
39%
51
38%
43
100%
93
100%
136
100%
Not important
1
2%
2
2%
3
2%
Somewhat important
3
7%
10
11%
13
9%
11
26%
21
22%
32
23%
28
65%
62
65%
90
65%
43
100%
95
100%
138
100%
Total
i. Learn something that changes the way they understand an issue
or concept
Col %
Important
Very important
Total
In your selected course section, on average, what percent of class time is spent on the following?
Variable
a. Lecture
LECTURE
Response Options
Count
TEACHLED
Count
Col %
Count
Col %
0
1
2%
6
6%
7
5%
1-9
2
5%
15
16%
17
12%
10-19
8
19%
13
14%
21
15%
20-29
6
14%
9
9%
15
11%
30-39
3
7%
18
19%
21
15%
40-49
6
14%
11
12%
17
12%
50-74
9
21%
19
20%
28
20%
75 or more
8
19%
4
4%
12
9%
43
100%
95
100%
138
100%
Total
b. Teacher-led discussion
Col %
0
2
5%
2
2%
4
3%
1-9
5
12%
10
11%
15
11%
10-19
16
37%
26
28%
42
31%
20-29
8
19%
23
25%
31
23%
30-39
5
12%
8
9%
13
10%
40-49
1
2%
12
13%
13
10%
50-74
3
7%
11
12%
14
10%
75 or more
3
7%
1
1%
4
3%
43
100%
93
100%
136
100%
Total
18
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
In your selected course section, on average, what percent of class time is spent on the following? (continued)
Variable
c. Teacher-student shared responsibility (seminar, discussion, etc.)
TEACHSTU
Response Options
Count
0
GROUPSML
Count
Col %
19%
14
15%
22
16%
26%
18
19%
29
21%
10-19
8
19%
20
21%
28
20%
20-29
7
16%
17
18%
24
18%
30-39
2
5%
10
11%
12
9%
40-49
0
0%
4
4%
4
3%
50-74
4
9%
6
6%
10
7%
75 or more
3
7%
5
5%
8
6%
43
100%
94
100%
137
100%
0
27
64%
42
45%
69
51%
1-9
7
17%
19
20%
26
19%
10-19
5
12%
11
12%
16
12%
20-29
1
2%
2
2%
3
2%
30-39
1
2%
7
7%
8
6%
40-49
0
0%
1
1%
1
1%
50-74
0
0%
6
6%
6
4%
75 or more
1
2%
6
6%
7
5%
42
100%
94
100%
136
100%
Total
e. Small group activities
Col %
8
Total
COMPMED
Count
11
1-9
d. Student computer use
Col %
0
6
14%
13
14%
19
14%
1-9
14
33%
21
22%
35
26%
10-19
14
33%
18
19%
32
24%
20-29
3
7%
18
19%
21
15%
30-39
1
2%
10
11%
11
8%
40-49
1
2%
4
4%
5
4%
50-74
2
5%
7
7%
9
7%
75 or more
1
2%
3
3%
4
3%
42
100%
94
100%
136
100%
Total
19
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
In your selected course section, on average, what percent of class time is spent on the following? (continued)
Variable
f. Student presentations
STUPRES
Response Options
Count
CLSWRITE
TESTEVAL
Col %
Count
Col %
12
28%
21
22%
33
24%
1-9
14
33%
27
29%
41
30%
10-19
11
26%
18
19%
29
21%
20-29
3
7%
18
19%
21
15%
30-39
3
7%
3
3%
6
4%
40-49
0
0%
4
4%
4
3%
50-74
0
0%
1
1%
1
1%
75 or more
0
0%
2
2%
2
1%
43
100%
94
100%
137
100%
0
21
49%
50
53%
71
51%
1-9
12
28%
25
26%
37
27%
10-19
7
16%
15
16%
22
16%
20-29
2
5%
2
2%
4
3%
30-39
0
0%
1
1%
1
1%
40-49
0
0%
2
2%
2
1%
50-74
1
2%
0
0%
1
1%
75 or more
0
0%
0
0%
0
0%
43
100%
95
100%
138
100%
Total
h. Testing and evaluation
Count
0
Total
g. In-class writing
Col %
0
3
7%
11
11%
14
10%
1-9
15
35%
46
48%
61
44%
10-19
16
37%
25
26%
41
29%
20-29
4
9%
8
8%
12
9%
30-39
2
5%
1
1%
3
2%
40-49
2
5%
2
2%
4
3%
50-74
1
2%
0
0%
1
1%
75 or more
0
0%
3
3%
3
2%
43
100%
96
100%
139
100%
Total
20
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
In your selected course section, on average, what percent of class time is spent on the following? (continued)
Variable
i. Performances in applied and fine arts
(e.g., dance, drama, music)
PERFORM
Response Options
Count
0
EXPERIEN
FEXAMS
Col %
Count
Col %
33
79%
79
85%
112
83%
5
12%
6
6%
11
8%
10-19
0
0%
0
0%
0
0%
20-29
1
2%
2
2%
3
2%
30-39
0
0%
1
1%
1
1%
40-49
0
0%
2
2%
2
1%
50-74
1
2%
0
0%
1
1%
75 or more
2
5%
3
3%
5
4%
42
100%
93
100%
135
100%
0
25
58%
40
43%
65
48%
1-9
5
12%
14
15%
19
14%
10-19
4
9%
3
3%
7
5%
20-29
2
5%
11
12%
13
10%
30-39
4
9%
7
8%
11
8%
40-49
0
0%
8
9%
8
6%
50-74
2
5%
3
3%
5
4%
75 or more
1
2%
7
8%
8
6%
43
100%
93
100%
136
100%
Very Little
0
0%
0
0%
0
0%
2
0
0%
2
2%
2
1%
3
0
0%
1
1%
1
1%
4
3
7%
6
6%
9
6%
5
14
33%
24
25%
38
27%
6
17
40%
35
36%
52
37%
9
21%
28
29%
37
27%
43
100%
96
100%
139
100%
Total
Select the box 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?
Count
1-9
Total
j. Experiential (labs, field work, art exhibits, etc.)
Col %
Very much
Total
21
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
In your selected course section, how much emphasis do you place on engaging students in each of these mental activities?
Variable
a. Memorizing facts, ideas, or methods from your course and
readings so students can repeat them pretty much in the same
form
FMEMORIZ
Response Options
Count
FANALYZE
40%
47
51%
64
47%
42%
32
35%
50
37%
Quite a bit
8
19%
11
12%
19
14%
Very much
0
0%
2
2%
2
1%
43
100%
92
100%
135
100%
Very little
1
2%
1
1%
2
1%
Some
2
5%
6
7%
8
6%
22
51%
45
49%
67
50%
18
42%
40
43%
58
43%
43
100%
92
100%
135
100%
Very little
3
7%
1
1%
4
3%
Some
2
5%
12
13%
14
10%
Quite a bit
18
42%
33
35%
51
38%
Very much
20
47%
47
51%
67
49%
43
100%
93
100%
136
100%
Total
FEVALUAT
Very little
4
9%
7
8%
11
8%
12
28%
15
16%
27
20%
Quite a bit
8
19%
36
39%
44
32%
Very much
19
44%
35
38%
54
40%
43
100%
93
100%
136
100%
1%
Some
Total
e. Applying theories or concepts to practical problems or in new
situations
FAPPLYIN
Col %
18
Total
d. Making judgments about the value of information, arguments
or methods such as examining how others gathered and
interpreted data and assessing the soundness of their
conclusions
Count
17
Quite a bit
FSYNTHES
Col %
Some
Very much
c. Synthesizing and organizing ideas, information,
or experiences into new, more complex interpretations and
relationships
Count
Very little
Total
b. Analyzing the basic elements of an idea, experience or theory,
such as examining a particular case or situation in depth, and
considering its components
Col %
Very little
2
5%
0
0%
2
Some
5
12%
7
8%
12
9%
12
28%
27
29%
39
29%
24
56%
59
63%
83
61%
43
100%
93
100%
136
100%
Quite a bit
Very much
Total
22
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
To what extent do you structure your selected course section so that students learn and develop in the following areas?
Variable
a. Writing clearly and effectively
FGNWRITE
Response Options
Count
Very little
FGNSPEAK
8
9%
20
15%
12%
20
22%
25
19%
Quite a bit
8
19%
27
29%
35
26%
Very much
17
40%
37
40%
54
40%
42
100%
92
100%
134
100%
Very little
7
17%
8
9%
15
11%
19
46%
28
30%
47
35%
Quite a bit
7
17%
34
37%
41
31%
Very much
8
20%
22
24%
30
23%
41
100%
92
100%
133
100%
Very little
1
2%
0
0%
1
1%
Some
2
5%
2
2%
4
3%
12
29%
31
33%
43
32%
27
64%
60
65%
87
64%
42
100%
93
100%
135
100%
Very much
Total
FGNQUANT
Very little
21
50%
32
34%
53
39%
Some
5
12%
24
26%
29
21%
Quite a bit
6
14%
16
17%
22
16%
Very much
10
24%
21
23%
31
23%
42
100%
93
100%
135
100%
Very little
14
33%
21
23%
35
26%
Some
17
40%
27
29%
44
33%
Quite a bit
7
17%
19
21%
26
19%
Very much
4
10%
25
27%
29
22%
42
100%
92
100%
134
100%
Total
e. Using computing and information technology
FGNCMPTS
Col %
29%
Quite a bit
d. Analyzing quantitative problems
Count
5
Total
FGNANALY
Col %
12
Some
c. Thinking critically and analytically
Count
Some
Total
b. Speaking clearly and effectively
Col %
Total
23
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
To what extent do you structure your selected course section so that students learn and develop in the following areas? (continued)
Variable
f. Working effectively with others
FGNOTHER
Response Options
Count
Very little
FGNINQ
6
6%
13
10%
26%
18
19%
29
21%
Quite a bit
13
31%
33
35%
46
34%
Very much
11
26%
36
39%
47
35%
42
100%
93
100%
135
100%
1%
Very little
1
2%
0
0%
1
Some
5
12%
7
8%
12
9%
19
46%
49
53%
68
51%
16
39%
37
40%
53
40%
41
100%
93
100%
134
100%
Very little
13
30%
10
11%
23
17%
Some
13
30%
33
36%
46
34%
Quite a bit
4
9%
25
27%
29
22%
Very much
13
30%
23
25%
36
27%
43
100%
91
100%
134
100%
Very little
16
37%
23
25%
39
29%
Some
11
26%
37
40%
48
36%
Quite a bit
7
16%
13
14%
20
15%
Very much
9
21%
19
21%
28
21%
43
100%
92
100%
135
100%
Very little
6
14%
2
2%
8
6%
Some
9
21%
17
18%
26
19%
Quite a bit
16
38%
36
39%
52
39%
Very much
11
26%
38
41%
49
36%
42
100%
93
100%
135
100%
Total
FGNDIVER
Total
j. Solving complex real-world problems
FGNPROBS
Col %
17%
Total
i. Understanding people of other racial and ethnic backgrounds
Count
7
Very much
FGNSELF
Col %
11
Quite a bit
h. Understanding themselves
Count
Some
Total
g. Learning effectively on their own
Col %
Total
24
FSSE 2006 Frequency Distributions
Western Carolina University
Lower Division
Upper Division
Total
To what extent do you structure your selected course section so that students learn and develop in the following areas? (continued)
Variable
k. Developing a personal code of values and ethics
FVALUES
Response Options
Count
FSPIRIT
FGNGENLE
FGNWORK
26%
9
10%
20
15%
37%
24
26%
40
30%
Quite a bit
8
19%
29
32%
37
27%
Very much
8
19%
30
33%
38
28%
43
100%
92
100%
135
100%
Very little
32
74%
63
68%
95
70%
Some
8
19%
18
20%
26
19%
Quite a bit
2
5%
6
7%
8
6%
Very much
1
2%
5
5%
6
4%
43
100%
92
100%
135
100%
Very little
6
14%
19
21%
25
19%
Some
9
21%
27
29%
36
27%
Quite a bit
19
44%
28
30%
47
35%
Very much
9
21%
18
20%
27
20%
43
100%
92
100%
135
100%
Very little
6
14%
5
5%
11
8%
Some
8
19%
7
8%
15
11%
Quite a bit
16
38%
19
20%
35
26%
Very much
12
29%
62
67%
74
55%
42
100%
93
100%
135
100%
Variable
APDISCOL
Col %
16
Total
What is the general discipline of your academic
appointment? (Please specify an academic discipline)
Count
11
Total
n. Acquiring job or work-related knowledge and skills
Col %
Some
Total
m. Acquiring a broad general education
Count
Very little
Total
l. Developing a deepened sense of spirituality
Col %
Response Options
Count
Arts and humanities
Col %
Count
Col %
Count
Col %
15
36%
19
21%
34
Biological science
2
5%
3
3%
5
4%
Business
2
5%
14
15%
16
12%
Education
5
12%
10
11%
15
11%
Engineering
2
5%
6
7%
8
6%
10
24%
1
1%
11
8%
Professional
2
5%
8
9%
10
7%
Social science
2
5%
13
14%
15
11%
2
5%
18
20%
20
15%
42
100%
92
100%
134
100%
Physical science
Other
Total
25%
25
FSSE 2006 and NSSE 2006 Frequencies
Western Carolina University
Faculty classroom practices and student responses:
Faculty Responses
Student Responses
Percentage of faculty who reported that more than half of students
from their courses do the following
FSSE Item
Variable
Frequently ask questions in class or
contribute to class discussions
FCLQUEST
Frequently come to class without
completing readings or assignments
FCLUNPRE
Frequently work harder than they usually
do to meet your standards
FWORKHRD
Occasionally use e-mail to communicate
with you
FEMAIL
Occasionally discuss grades or assignments
with you
FGRADE
At least once, talk about career plans with
you
FPLANS
At least once, discuss ideas from readings
or classes with you outside of class
FIDEAS
Class
LD
50% or
Higher
42%
UD
49%
LD
17%
UD
25%
LD
33%
UD
39%
LD
35%
UD
46%
LD
28%
UD
37%
LD
14%
UD
36%
LD
12%
UD
24%
Distribution of student responses to how often they did the following at their institution during the
current school year
NSSE Item
Variable
Asked questions in class or contributed to
class discussions
CLQUEST
Come to class without completing
assignments
CLUNPREP
Worked harder than you thought you could
to meet an instructor's standards or
expectations
WORKHARD
Used e-mail to communicate with an
instructor
EMAIL
Discussed grades or assignments with an
instructor
FACGRADE
Talked about career plans with a faculty
member or advisor
FACPLANS
Discussed ideas from your readings or
classes with faculty members outside of
class
FACIDEAS
Class
Very Often
Often
Sometimes
Never
FY
34%
37%
27%
2%
SR
50%
34%
16%
1%
FY
6%
10%
62%
21%
SR
5%
17%
55%
23%
FY
16%
42%
36%
6%
SR
20%
37%
36%
6%
FY
42%
35%
23%
1%
SR
56%
33%
11%
1%
FY
22%
35%
37%
5%
SR
38%
33%
27%
2%
FY
17%
25%
42%
16%
SR
25%
28%
36%
11%
FY
9%
18%
44%
29%
SR
11%
22%
45%
22%
26
FSSE 2006 and NSSE 2006 Frequencies
Western Carolina University
Faculty classroom practices and student responses:
Faculty Responses
Student Responses
Percentage of faculty who reported that students from their courses
do the following often or very often
FSSE Item
Variable
Have class discussions or writing
assignments that include diverse
perspectives (different races, religions,
genders, political beliefs, etc.)
FDIVCLAS
Work with other students on projects
during class
FCLASSGR
Participate in a community-based
project (e.g., service learning) as part
of your course
FCOMMPRO
Use an electronic medium (listserv, chat
group, Internet, instant messaging, etc.)
to discuss or complete an assignment
FITICADE
Receive prompt written or oral feedback
from you on their academic performance
FFEED
Have serious conversations in your course
with students of a different race
or ethnicity than their own
FDIVRSTU
Have serious conversations in your course
with students who are very different from
them in terms of their religious beliefs,
political opinions, or personal values
Class
LD
Very Often or
Often
42%
UD
46%
LD
53%
UD
66%
LD
0%
UD
28%
LD
37%
UD
47%
LD
86%
UD
88%
LD
33%
UD
19%
LD
40%
FDIFFSTU
UD
28%
Distribution of student responses to how often they did the following at their institution during the
current school year
NSSE Item
Variable
Included diverse perspectives (different
races, religions, genders, political beliefs,
etc.) in class discussions or writing
assignments
DIVCLASS
Worked with other students on projects
during class
CLASSGRP
Participated in a community-based
project (e.g., service learning) as
part of a regular course
COMMPROJ
Used an electronic medium (listserv, chat
group, Internet, instant messaging, etc.)
to discuss or complete an assignment
ITACADEM
Received prompt written or oral feedback
from faculty
on your academic performance
FACFEED
Had serious conversations with students of
a different race or ethnicity than your own
DIVRSTUD
Had serious conversations with students
who are very different from you in terms of
their religious beliefs, political opinions, or
personal values
DIFFSTU2
Class
Very Often
Often
Sometimes
Never
FY
31%
38%
29%
3%
SR
33%
32%
30%
5%
FY
12%
41%
41%
7%
SR
20%
31%
42%
7%
FY
5%
12%
32%
51%
SR
6%
12%
39%
43%
FY
29%
30%
29%
11%
SR
42%
31%
20%
8%
FY
16%
45%
33%
5%
SR
23%
47%
29%
1%
FY
23%
31%
32%
14%
SR
20%
24%
43%
12%
FY
29%
32%
31%
9%
SR
26%
30%
36%
8%
27
FSSE 2006 and NSSE 2006 Frequencies
Western Carolina University
Faculty classroom practices and student responses:
Faculty Responses
Student Responses
Percentage of faculty who reported that it is important or very
important that their students do the following
FSSE Item
Variable
Prepare two or more drafts of a paper or
assignment before turning it in
FREWROPA
Work on a paper or project that requires
integrating ideas or information from
various sources
FINTEGRA
Work with classmates outside of class to
prepare class assignments
FOCCGRP
Put together ideas or concepts from
different courses when completing
assignments or during class discussions
FINTIDEA
Discuss ideas or readings from class with
others outside of class (other students,
family members, coworkers, etc.)
FOOCID05
Tutor or teach other students (paid or
voluntary)
FTUTOR
Examine the strengths and weaknesses of
their views on a topic or issue
FOWNVIEW
Try to better understand someone else’s
views by imagining how an issue looks
from that person’s perspective
FOTHRVW
Learn something that changes the way they
understand an issue or concept
FCHNGVW
Class
Very Important
or Important
LD
42%
UD
52%
LD
67%
UD
88%
LD
45%
UD
56%
LD
47%
UD
61%
LD
47%
UD
54%
LD
26%
UD
29%
LD
67%
UD
74%
LD
63%
UD
68%
LD
91%
UD
87%
Distribution of student responses to how often they did the following at their institution during the
current school year
NSSE Item
Variable
Prepared two or more drafts of a paper or
assignment before turning it in
REWROPAP
Worked on a paper or project that required
integrating ideas or information from
various sources
INTEGRAT
Worked with classmates outside of class to
prepare class assignments
OCCGRP
Put together ideas or concepts from
different courses when completing
assignments or during class discussions
INTIDEAS
Discussed ideas from your readings or
classes with others outside of class
(students, family members, coworkers, etc.)
OOCIDEAS
Tutored or taught other students (paid or
voluntary)
TUTOR
Examined the strengths and weaknesses of
your own views on a topic or issue
OWNVIEW
Tried to better understand someone else's
views by imagining how an issue looks
from his or her perspective
OTHRVIEW
Learned something that changed the way
you understand an issue or concept
CHNGVIEW
Class
Very Often
Often
Sometimes
Never
FY
32%
39%
22%
7%
SR
20%
29%
36%
15%
FY
42%
46%
10%
2%
SR
51%
39%
10%
0%
FY
12%
39%
45%
4%
SR
27%
37%
31%
5%
FY
18%
36%
41%
5%
SR
26%
45%
29%
1%
FY
20%
36%
38%
5%
SR
26%
33%
39%
2%
FY
4%
11%
31%
54%
SR
10%
15%
39%
36%
FY
24%
35%
36%
5%
SR
18%
36%
38%
8%
FY
25%
37%
30%
8%
SR
23%
40%
33%
5%
FY
27%
35%
34%
4%
SR
21%
40%
34%
4%
28
FSSE 2006 and NSSE 2006 Frequencies
Western Carolina University
Faculty classroom practices and student responses:
Faculty Responses
Student Responses
Percentage of faculty who reported that their evaluations of student
performance are quite challenging for students
FSSE Item
Select the box 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
Variable
Class
Quite
Challenging
LD
93%
FEXAMS
UD
91%
Distribution of student responses to how much their examininations during the current schol year
challenged them to do their best work
NSSE Item
Mark the box that best represents the extent
to which your examinations during the
current school year challenged you to do
your best work
Variable
Class
Quite
Challenging
Not as
Challenging
FY
80%
20%
SR
83%
17%
EXAMS
Note: Faculty reponded to this item on a 7-point scale (1 = Very little to 7 = Very much). Responses of 5,
6, or 7 are coded as quite challenging.
Note: Students reponded to this item on a 7-point scale (1 = Very little to 7 = Very much). Responses of 5, 6, or 7 are
coded as quite challenging and responses of 1, 2, 3, and 4 are coded as not as challenging.
Percentage of faculty who reported that they place quite a bit or very
much emphasis on the following in their courses
Distribution of student responses to how much their coursework during the current school year
emphasized the following
FSSE Item
Variable
Memorizing facts, ideas, or methods from
your course and readings
FMEMORIZ
Analyzing the basic elements of an idea,
experience or theory
FANALYZE
Synthesizing and organizing ideas,
information, or experiences
FSYNTHES
Making judgments about the value of
information, arguments or methods
FEVALUAT
Applying theories or concepts to practical
problems or in new situations
FAPPLYIN
Class
Very Much or
Quite a Bit
LD
19%
UD
14%
LD
93%
UD
92%
LD
88%
UD
86%
LD
63%
UD
76%
LD
84%
UD
92%
NSSE Item
Variable
Memorizing facts, ideas or methods from
your course and readings
MEMORIZE
Analyzing the basic elements of an idea,
experience or theory
ANALYZE
Synthesizing and organizing ideas,
information, or experiences
SYNTHESZ
Making judgments about the value of
information, arguments, or methods
EVALUATE
Applying theories or concepts to practical
problems or in new situations
APPLYING
Class
Very Much
Quite a Bit
Some
Very Little
FY
24%
42%
29%
5%
SR
22%
37%
33%
8%
FY
27%
47%
23%
3%
SR
38%
43%
18%
2%
FY
22%
40%
33%
4%
SR
31%
44%
21%
4%
FY
27%
48%
24%
2%
SR
31%
44%
21%
5%
FY
30%
42%
24%
3%
SR
42%
40%
16%
3%
29
FSSE 2006 and NSSE 2006 Frequencies
Western Carolina University
Faculty classroom practices and student responses:
Faculty Responses
Student Responses
Percentage of faculty who structured their courses quite a bit or very
much so that students learn and develop in the following areas
FSSE Item
Variable
Writing clearly and effectively
FGNWRITE
Speaking clearly and effectively
Thinking critically and analytically
Analyzing quantitative problems
Very Much or
Quite a Bit
LD
60%
UD
70%
LD
37%
UD
61%
LD
93%
UD
98%
LD
38%
FGNOTHER
Writing clearly and effectively
GNWIRTE
Analyzing quantitative problems
FGNQUANT
Working effectively with others
Variable
Thinking critically and analytically
FGNANALY
FGNCMPTS
NSSE Item
Speaking clearly and effectively
FGNSPEAK
Using computing and information
technology
Learning effectively on their own
Class
Distribution of student responses to the extent that their college experience contributed to their
knowledge, skills, and personal development in the following areas
UD
40%
LD
26%
UD
48%
LD
57%
UD
74%
LD
85%
UD
92%
Very Much
Quite a Bit
Some
Very Little
FY
36%
42%
18%
4%
SR
37%
38%
20%
5%
FY
33%
39%
23%
4%
SR
35%
39%
21%
5%
FY
40%
37%
20%
3%
SR
44%
39%
15%
2%
FY
27%
40%
25%
8%
SR
31%
38%
24%
7%
FY
41%
39%
17%
4%
SR
55%
29%
13%
2%
FY
34%
43%
20%
2%
SR
44%
37%
16%
3%
FY
25%
41%
29%
5%
SR
32%
41%
22%
5%
GNSPEAK
GNANALY
GNQUANT
Using computing and information
technology
GNCMPTS
Working effectively with others
GNOTHERS
Learning effectively on your own
FGNINQ
Class
GNINQ
30
FSSE 2006 and NSSE 2006 Frequencies
Western Carolina University
Faculty classroom practices and student responses:
Faculty Responses
Student Responses
Percentage of faculty who structured their courses quite a bit or very
much so that students learn and develop in the following areas
FSSE Item
Variable
Understanding themselves
FGNSELF
Class
LD
Understanding people of other racial and
ethnic backgrounds
FGNDIVER
Solving complex real-world problems
FGNPROBS
Developing a personal code of values and
ethics
FVALUES
Developing a deepened sense of
spirituality
FSPIRIT
Acquiring a broad general education
FGNGENLE
Acquiring job or work-related knowledge
and skills
Very Much or
Quite a Bit
NSSE Item
Variable
Understanding yourself
GNSELF
40%
UD
53%
LD
37%
UD
35%
LD
64%
UD
80%
LD
37%
UD
64%
LD
7%
UD
12%
LD
65%
UD
50%
LD
67%
FGNWORK
UD
Distribution of student responses to the extent that their college experience contributed to their
knowledge, skills, and personal development in the following areas
87%
Understanding people of other racial and
ethnic backgrounds
GNDIVERS
Solving complex real-world problems
GNPROBSV
Developing a personal code of values and
ethics
GNETHICS
Developing a deepened sense of
spirituality
GNSPIRIT
Acquiring a broad general education
GNGENLED
Acquiring job or work-related knowledge
and skills
Class
Very Much
Quite a Bit
Some
Very Little
FY
25%
39%
28%
7%
SR
30%
32%
29%
9%
FY
21%
36%
34%
9%
SR
18%
28%
38%
16%
FY
22%
36%
31%
10%
SR
23%
35%
31%
11%
FY
27%
35%
27%
12%
SR
20%
33%
28%
19%
FY
17%
25%
27%
31%
SR
12%
14%
27%
47%
FY
36%
43%
18%
2%
SR
38%
38%
20%
3%
FY
28%
37%
23%
11%
SR
42%
32%
20%
5%
GNWORK
31
FSSE 2006 and NSSE 2006 Frequencies
Western Carolina University
Importance faculty place on campus-facilitated activities and student participation:
Faculty Responses
Student Responses
Percentage of faculty who reported that it is important or very
important that students at their institution do the following
FSSE Item
Variable
Practicum, internship, field experience, coop experience, or clinical assignment
FINTERN
Community service or volunteer work
FVOLUNTR
LD
Participation in a learning community or
some other formal program where groups of
students take two or more classes together
FLERNCOM
Work on a research project with a faculty
member outside of course or program
requirements
FIMPR05
Foreign language coursework
FFORLANG
Study abroad
Culminating senior experience (capstone
course, senior project or thesis,
comprehensive exam, etc.)
Class
Distribution of student reponses to whether they had done or plan to do the following before
graduating
Very Important
or Important
79%
UD
88%
LD
40%
UD
53%
LD
28%
UD
33%
LD
62%
UD
47%
LD
60%
UD
48%
LD
47%
NSSE Item
Variable
Practicum, internship, field experience, coop experience, or clinical assignment
INTERN04
Community service or volunteer work
VOLNTR04
Participate in a learning community or some
other formal program where groups of
students take two or more classes together
LRNCOM04
Work on a research project with a faculty
member outside of course or program
requirements
RESRCH04
Foreign language coursework
FORLNG04
Study abroad
FSTUDYAB
UD
36%
LD
79%
FSENIOR
UD
83%
Culminating senior experience (capstone
course, thesis, project, comprehensive
exam, etc.)
Class
Done
Plan to do
Do not plan to
do
Have not
decided
FY
7%
73%
4%
16%
SR
54%
24%
16%
6%
FY
43%
32%
7%
18%
SR
64%
12%
19%
5%
FY
28%
21%
19%
32%
SR
36%
6%
50%
8%
FY
7%
27%
20%
46%
SR
24%
9%
54%
13%
FY
9%
28%
36%
27%
SR
31%
8%
51%
10%
FY
2%
29%
34%
34%
SR
6%
5%
79%
9%
FY
1%
36%
14%
49%
SR
29%
26%
35%
9%
STDABR04
SNRX04
32
FSSE 2006 and NSSE 2006 Frequencies
Western Carolina University
Faculty and student perceptions of the campus environment:
Faculty Responses
Student Responses
Percentage of faculty who reported that their institution emphasizes
each of the following quite a bit or very much
FSSE Item
Variable
Requiring students to spend significant
amounts of time studying and on academic
work
FENVSCHO
Providing students the support they
need to help them succeed academically
FENVSUPR
Class
LD
Encouraging contact among students
from different economic, social and
racial or ethnic backgrounds
FENVDIVR
Helping students cope with their nonacademic responsibilities (work, family,
etc.)
FENVNACA
Providing students the support they
need to thrive socially
FENVSOCA
Encouraging students to attend campus
events and activities (special speakers,
cultural performances, athletic events, etc.)
FENVEVEN
Encouraging students to use computers in
their academic work
FENVCOMP
Very Much or
Quite a Bit
33%
UD
45%
LD
81%
UD
82%
LD
30%
UD
37%
LD
28%
UD
35%
LD
42%
UD
51%
LD
58%
UD
57%
LD
88%
UD
90%
Distribution of student responses to the extent that their institution emphasizes each of the following
NSSE Item
Variable
Spending significant amounts of time
studying and on academic work
ENVSCHOL
Providing the support you need to
help you succeed academically
ENVSUPRT
Encouraging contact among students
from different economic, social and
racial or ethnic backgrounds
ENVDIVRS
Helping you cope with your non-academic
responsibilities (work, family, etc.)
ENVNACAD
Providing the support you need
to thrive socially
ENVSOCAL
Attending campus events and activities
(special speakers, cultural performances,
athletic events, etc.)
ENVEVENT
Using computers in academic work
ENVCOMPT
Class
Very Much
Quite a Bit
Some
Very Little
FY
26%
48%
23%
4%
SR
22%
53%
22%
2%
FY
31%
51%
14%
4%
SR
24%
45%
28%
3%
FY
22%
38%
29%
11%
SR
15%
27%
40%
18%
FY
16%
27%
35%
22%
SR
6%
22%
34%
37%
FY
18%
35%
32%
15%
SR
9%
25%
42%
24%
FY
28%
42%
24%
6%
SR
14%
38%
32%
16%
FY
60%
29%
9%
1%
SR
66%
27%
6%
1%
33
FSSE 2006 and NSSE 2006 Frequencies
Western Carolina University
Faculty and student perceptions of the campus environment:
Faculty Responses
Student Responses
Percentage of faculty who reported that students at their institution
have positive relationships with the following groups
FSSE Item
Variable
With other students
FENVSTU
Class
LD
With faculty members
With administrative personnel and offices
Positive
Quality
Distribution of student ratings of the quality of their relationships with the following groups
NSSE Item
Variable
With other students
ENVSTU
84%
UD
90%
LD
79%
With faculty members
FENVFAC
UD
88%
LD
47%
With administrative personnel and offices
FENVADM
UD
38%
Note: Faculty reponded to the items above on 7-point scales (e.g., 1 = Unfriendly, Unsupportive, Sense of
Alienation to 7 = Friendly, Supportive, Sense of Belonging). Responses of 5, 6, or 7 are coded as positive
quality.
Class
Positive
Quality
Neutral or
Negative
FY
81%
19%
SR
85%
15%
FY
76%
24%
SR
81%
19%
FY
60%
40%
SR
54%
46%
ENVFAC
ENVADM
Note: Students reponded to the items above on 7-point scales (e.g., 1 = Unfriendly, Unsupportive, Sense of Alienation to 7 =
Friendly, Supportive, Sense of Belonging). Responses of 5, 6, or 7 are coded as positive quality and responses of 1, 2, 3,
and 4
34