OHIO UNIVERSITY
National Study of Student Engagement (NSSE)
Faculty Questionnaire

Directions: This questionnaire is intended to help you assess undergraduate courses you teach by rating the frequency and importance of certain classroom practices or processes. You were selected to participate in this study because you are the instructor of record for an undergraduate course during the 2002 Fall Quarter. Because you may be teaching more than one of these courses, we are asking you to designate one of them and base your responses on that designated course. Please select a 100 level course that you teach for the purpose of this study. If you do not teach a 100 level course then select a 200 level course. If none of your fall courses are at these levels, select the course with the largest enrollment. Identify the course only as 100-level, 200-level, 300-level, or 400-level.
     
Designated Course Level  

What is the general course level you want to designate in answering this survey? (i.e., 100, 200, 300, 400):


Please Note:
  • In the first two sections below you are asked to rate aspects of your designated course.   For ratings of importance, 1=Not Important, 2=Somewhat Important, 3=Important, and 4=Very Important.  For ratings of frequency, 1=Never, 2=Sometimes, 3=Often, and 4=Very Often.

  • Use your Tab key or Mouse to move from one answer space to another; avoid using the Return or Enter key except when finished with the questionnaire.


1

Questions 1a through 1v have two parts. First, please rate how important each of the following educational expectations is to you in your designated course. Second, rate how often you provide students in your designated course opportunities to engage in these practices.

   
Importance
   | 
Frequency
   
            1=Not Important
   | 
     1=Never
   
                  2=Somewhat Important
   | 
           2=Sometimes
   
                        3=Important
   | 
                 3=Often
   
                              4=Very Important
   | 
                       4=Very Often
 
a.   Ask questions in class or contribute to class discussions?
1   2   3   4
   | 
1   2   3   4
b.   Make class presentations?
1   2   3   4
   | 
1   2   3   4
c.   Prepare two or more drafts of a paper or assignment before turning it in?
1   2   3   4
   | 
1   2   3   4
d.   Work on a paper or project that requires integrating ideas or information from various sources?
1   2   3   4
   | 
1   2   3   4
e.   Include diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments?
1   2   3   4
   | 
1   2   3   4
f.   Come to class having completed readings or assignments?
1   2   3   4
   | 
1   2   3   4
g.   Students working together on projects during class
1   2   3   4
   | 
1   2   3   4
h.   Students working together outside of class to prepare class assignments
1   2   3   4
   | 
1   2   3   4
i.   Put together ideas or concepts from different courses when completing assignments or during class discussions
1   2   3   4
   | 
1   2   3   4
j.   Tutor or teach other students (paid or voluntary)
1   2   3   4
   | 
1   2   3   4
k.   Participate in a community-based project as part of the course
1   2   3   4
   | 
1   2   3   4
l.   Use an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment
1   2   3   4
   | 
1   2   3   4
m.   Communicate with you via e-mail
1   2   3   4
   | 
1   2   3   4
n.   Discuss grades or assignments with you
1   2   3   4
   | 
1   2   3   4
o.   Talk about their career plans with you
1   2   3   4
   | 
1   2   3   4
p.   Discuss ideas from your readings or class with you outside of class
1   2   3   4
   | 
1   2   3   4
q.   Receive prompt feedback from you on their academic performance (written or oral)
1   2   3   4
   | 
1   2   3   4
r.   Work harder than they thought they could to meet your standards and expectations
1   2   3   4
   | 
1   2   3   4
s.   Work with you on activities other than coursework (committees, orientation, student life activities, etc.)
1   2   3   4
   | 
1   2   3   4
t.   Discuss ideas from your class or class readings with others outside of class (students, faculty members, coworkers, etc.)
1   2   3   4
   | 
1   2   3   4
u.   Have serious conversations among students of different races or ethnicities
1   2   3   4
   | 
1   2   3   4
v.   Have serious conversations among students who differ from each other in terms of their religious beliefs, political opinions, or personal values
1   2   3   4
   | 
1   2   3   4
           



2

Questions 2a through 2e have two parts. First, please rate how important to you each of the following student activities is to you in your designated course. Second, rate how often you provide students in your designated class with opportunities to engage in these activities.

   
Importance
   | 
Frequency
   
            1=Not Important
   | 
     1=Never
   
                  2=Somewhat Important
   | 
           2=Sometimes
   
                        3=Important
   | 
                 3=Often
   
                              4=Very Important
   | 
                       4=Very Often
 
a.   Memorizing facts, ideas or methods from your class and readings so students can repeat them in pretty much the same form
1   2   3   4
   | 
1   2   3   4
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.
1   2   3   4
   | 
1   2   3   4
c.   Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships.
1   2   3   4
   | 
1   2   3   4
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.
1   2   3   4
   | 
1   2   3   4
e.   Applying theories or concepts to resolve practical problems or in new situations.
1   2   3   4
   | 
1   2   3   4
           



3 About how many hours do you expect students to spend each week preparing for your designated course?
  

1-2

3-5

6-10

11-15

16+
 

4 About how many hours do you think students actually spend each week preparing for your designated course?
  

1-2

3-5

6-10

11-15

16+
 

5 Please estimate the percentage of first-year (freshman) students in your designated course:
  

0%-20%

21%-40%

41%-60%

61%-80%

80%-100%
 

 
 

Thank you for taking the time to complete this questionnaire!

Further Comments.  If you wish to comment further about student and faculty engagement, please use this space.