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