Faculty Survey of Student Engagement (FSSE)

Permanent link for this communityhttps://hdl.handle.net/2022/24470

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), which is administered to undergraduate students. The project is coordinated by the Indiana University Center for Postsecondary Research. FSSE is designed to measure instructional staff expectations for student engagement in educational practices that are empirically linked with high levels of learning and development. This instructional staff version (for faculty, instructors, and graduate students who teach) focuses on:
  • Instructional staff perceptions of how often students engage in different activities.
  • The importance instructional staff place on various areas of learning and development.
  • The nature and frequency of instructional staff-student interactions.
  • How instructional staff organize their time, both in and out of the classroom.

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    FSSE Core Survey Instrument
    (Center for Postsecondary Research, Indiana University Bloomington) Faculty Survey of Student Engagement
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    Internal Consistency
    (Faculty Survey of Student Engagement, 2013) BrckaLorenz, Allison; Chiang, Yi-Chen; Nelson Laird, Tom
    One way to estimate reliability, specifically the internal consistency, of FSSE results is by calculating Cronbach’s alphas and intercorrelations for the FSSE scales. Internal consistency is the extent to which a group of items measure the same construct, as evidenced by how well they vary together, or intercorrelate. A high degree of internal consistency enables the researcher to interpret the composite score as a measure of the construct (Henson, 2001). Assuming the FSSE scales effectively measure an underlying construct, we would expect to find high estimates of their internal consistency.
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    Internal Consistency Statistics
    (Faculty Survey of Student Engagement, 2013) Wang, Xiaolin; BrckaLorenz, Allison
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    Internal Consistency Statistics
    (Faculty Survey of Student Engagement, 2014) Wang, Xiaolin; BrckaLorenz, Allison
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    Item Nonresponse Bias
    (Faculty Survey of Student Engagement, 2015) Chiang, Yi-Chen; BrckaLorenz, Allison
    The purpose of this study was to investigate the prevalence of item nonresponse bias among participants in the FSSE survey and its impact on the estimates of ten FSSE scale scores, by comparing item nonresponse patterns across faculty-level characteristics such as gender identity, racial or ethnic identification, citizenship, employment status, academic rank, and the number of undergraduate or graduate courses taught.
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    Temporal Stability
    (Faculty Survey of Student Engagement, 2015) Chiang, Yi-Chen; BrckaLorenz, Allison
    One way to estimate reliability, specifically the temporal stability, of FSSE results is by an institution-level correlation analysis. Assuming no major shifts in an institution’s policies, we would expect an institution to have relatively similar FSSE scale scores from one year to the next. It is possible that results for a given institution may vary substantially from one administration to another—this is more likely to occur for schools that have a small number of respondents. Gradual changes over longer periods of time are much more likely, and should not be interpreted as unreliability. Overall, however, we would expect the correlation between institutions’ scale scores from year to year to be relatively high.
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    Internal Consistency Statistics
    (Faculty Survey of Student Engagement, 2015) Wang, Xiaolin; BrckaLorenz, Allison
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    Construct Validity: Effective Teaching Practices
    (Faculty Survey of Student Engagement, 2015) Chiang, Yi-Chen; BrckaLorenz, Allison
    Starting with FSSE 2013, sets of items were grouped within several scales. Forty-two survey items were included in these scales: Higher-Order Learning, Reflective and Integrative Learning, Learning Strategies, Quantitative Reasoning, Collaborative Learning, Discussions with Diverse Others, Student-Faculty Interaction, Quality of Interactions, and Supportive Environment. For details about the construct validity of these scales, see the FSSE Psychometric Portfolio. A tenth scale, Effective Teaching Practices, was added to the FSSE scales in 2014. The purpose of this study was to evaluate the quality of the Effective Teaching Practices scale, with particular focus on their internal structure.
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    Construct Validity
    (Faculty Survey of Student Engagement, 2015) Chiang, Yi-Chen; BrckaLorenz, Allison
    Starting with FSSE 2013, sets of items were grouped within several scales. Forty-two survey items were included in these scales: Higher-Order Learning, Reflective and Integrative Learning, Learning Strategies, Quantitative Reasoning, Collaborative Learning, Discussions with Diverse Others, Student-Faculty Interaction, Quality of Interactions, and Supportive Environment. For details about the construct validity of these scales, see the FSSE Psychometric Portfolio. A tenth scale, Effective Teaching Practices, was added to the FSSE scales in 2014. The purpose of this study was to evaluate the quality of the Effective Teaching Practices scale, with particular focus on their internal structure.
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    Equivalence reliability: How often is often?
    (Faculty Survey of Student Engagement, 2015) Chiang, Yi-Chen; BrckaLorenz, Allison
    Without reliability, valid score interpretation is meaningless (Throndike & Throndike-Christ, 2010). Based on a similar study conducted earlier (Nelson Laird, Korkmaz, & Chen, 2008), this study focuses on assessing the equivalence reliability of the updated FSSE. In particular, the emphasis is on whether two parallel forms or different versions of survey items produce similar results (have equal means, variances, and errors, etc.). Survey researchers often wonder about the meaning of vague quantifiers such as “sometimes” or “often” as employed by surveys. These analyses examined a set of FSSE questions asked in two different ways, first with vague quantifiers and second with a quantifiable time allocation. If the two versions of items were essentially asking for the same information, we would expect much of the following to be true: each response option will have a distinct meaning (Often means something different than Sometimes, etc.), the intervals between response options would progressively increase in frequency from Never to Very often, and the intervals would be approximately equal (Very often means nine times per week, Often means six times per week, and Sometimes means three times per week).
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    Internal Consistency Statistics
    (2016) Wang, Xiaolin; BrckaLorenz, Allison
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    Learning Strategies
    (Faculty Survey of Student Engagement, 2017) Ribera, Amy K.
    College students enhance their learning and retention by actively engaging with and analyzing course material rather than approaching learning as absorption. Examples of effective learning strategies include identifying key information in readings, reviewing notes after class, and summarizing course material. Instructors emphasizing these learning strategies in their courses help students encode key information to build long-term memory and retention. This document provides basic findings for the FSSE Scale Learning Strategies.
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    Social Desirability Bias
    (Faculty Survey of Student Engagement, 2017) Miller, Angela; Dumford, Amber
    The use of surveys in higher education for assessment and accreditation purposes is steadily increasing,and institutions must provide a variety of evidence on their effectiveness (Kuh & Ewell, 2010). While surveys are a relatively easy means of gathering a large amount of data, the use of self‐reports sometimes leads to concerns about the data quality. If there is the potential that certain items will prompt untruthful answers as respondents attempt to provide a socially appropriate response, researchers may want to examine whether social desirability bias is present in the data (DeVellis, 2003). This bias can impact interpretations of survey results, as well as the design of future data collection and analysis. Although encouraging student engagement is not what one might consider a “sensitive” topic, faculty may be aware that answering items in ways that display higher levels of engagement is desired by their institutions and they want to appear to be “good” employees. Therefore, the current study was developed to address the issue of social desirability bias and self‐reported engagement behaviors at the faculty level.
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    Internal Consistency Statistics
    (Faculty Survey of Student Engagement, 2017) Paulsen, Justin; BrckaLorenz, Allison
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    Reflective & Integrative Learning
    (Faculty Survey of Student Engagement, 2017) BrckaLorenz, Allison; Nelson Laird, Thomas
    Personally connecting with course material requires students to relate their understanding and experiences to the content at hand. Instructors emphasizing reflective and integrative learning motivate students to make connections between their learning and the world around them, reexamining their own beliefs and considering issues and ideas from others’ perspectives. This document provides basic findings for the FSSE Scale Reflective & Integrative Learning.
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    Collaborative Learning
    (FSSE, 2017) Wang, Lotus; BrckaLorenz, Allison
    Learning is collaborative work. Collaborative learning requires students to mutually raise questions, seek understandings, and search for solutions in interactive group settings. Instructors emphasizing collaborative learning motivate students to learn from each other through peer teaching and knowledge exchange. This document provides basic findings for the FSSE Scale Collaborative Learning.
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    Student-Faculty Interaction
    (Faculty Survey of Student Engagement, 2017) Yuhas, Bridget; BrckaLorenz, Allison
    Interactions with faculty can positively influence the cognitive growth, development, and persistence of college students. Through their formal and informal roles as teachers, advisors, and mentors, faculty members model intellectual work, promote mastery of knowledge and skills, and help students make connections between their studies and their future plans. This document provides basic findings for the FSSE Scale Student‐Faculty Interaction.
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    Higher-Order Learning
    (Faculty Survey of Student Engagement, 2017) BrckaLorenz, Allison
    Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by calling on students to engage in complex cognitive tasks requiring more than mere memorization of facts. This content area captures how much students' coursework emphasizes challenging cognitive tasks such as application, analysis, judgment, and synthesis. This document provides basic findings for the FSSE Scale Higher-Order Learning and its individual component items.
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    Internal Consistency
    (Faculty Survey of Student Engagement, 2017) Paulsen, Justin; BrckaLorenz, Allison
    One way to estimate reliability, specifically the internal consistency, of FSSE results is by calculating Cronbach’s alphas and intercorrelations for the FSSE scales. Internal consistency is the extent to which a group of items measure the same construct, as evidenced by how well they vary together, or intercorrelate. A high degree of internal consistency enables the researcher to interpret the composite score as a measure of the construct (Henson, 2001). Assuming the FSSE scales effectively measure an underlying construct, we would expect to find high estimates of their internal consistency.
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    Effective Teaching Practices
    (Faculty Survey of Student Engagement, 2018) Strickland, Joe; BrckaLorenz, Allison
    Actively engaging students through pedagogical practices that promote an in-depth understanding of course content is essential to an enhanced student learning experience. The Effective Teaching Practices content area captures the extent to which instructors emphasize student comprehension and learning with clear expectations and organization, use illustrative examples, and provide formative and effective feedback. This document provides basic findings for the FSSE Scale Effective Teaching Practices and its individual component items.