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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Item A Quantitative Review of Faculty Practices and Perceptions of the Scholarship for Teaching and Learning(2024) Braught, Emily; BrckaLorenz, AllisonHow do faculty perceive and interact with scholarship for teaching and learning? This session will review findings from the 2022 and 2023 Faculty Survey of Student Engagement (FSSE), exploring the extent to which classroom- and institutional-level assessment efforts are used to make improvements and hone teaching practices, the extent to which faculty collaborate and build community with one another to share out teaching practices, and the extent to which external motivations influence faculty frequency of practices related to the scholarship of teaching and learning.Item Adademic Advising Topical Module(2024) Faculty Survey of Student EngagementThis module, updated for NSSE 2025, examines students' experiences with academic advising and advising practices that reflect NACADA core values. It also asks students to identify who has been most helpful. The module complements a question on the core survey about the quality of students' interactions with academic advisors.Item Aggregate Disciplinary Area Report(2020) BrckaLorenz, AllisonItem Aggregate FSSE Frequencies(Faculty Survey of Student Engagement, 2020) BrckaLorenz, AllisonAggregate frequencies for a given FSSE administration year.Item Aggregate FSSE Respondent Profile(Faculty Survey of Student Engagement, 2020) BrckaLorenz, AllisonAggregate frequencies of the respondent profile for a given FSSE administration year.Item Aggregate FSSE Snapshot(Faculty Survey of Student Engagement, 2020) BrckaLorenz, AllisonAggregate summary results for a given FSSE administration year.Item Am I a professional? A quantitative study of faculty professional identity(2024-11) Chamis, Ella; Braught, Emily; BrckaLorenz, AllisonThe field often takes the professional identities of its faculty for granted, and faculty professional identity development is largely understudied. In this person-centered quantitative study, we explore the importance of faculty professional identity and consider its influencing factors for development. Our findings provide clarity and guidance in developing faculty professional identity.Item Catholic Colleges and Universities FSSE Consortium(2024) Faculty Survey of Student EngagementItem Civic Engagement(2024-08) Jin, SeonmiThis Topical Module asks faculty to assess institutional emphasis on conflict resolution skills and examines how often students are encouraged to engage with local or campus and state/national/global issues, adapted from a project of the American Association of State Colleges and Universities. The Topical Module complements questions on the core FSSE survey about the importance of service-learning, perceptions of student participation in community service or volunteer work, and course emphasis on becoming an informed and active citizen. This document provides basic findings for the Civic Engagement (CE) Topical Module scales and its individual component items.Item Civic Engagement Topical Module(2024) Faculty Survey of Student EngagementAdapted from a project of the American Association of State Colleges and Universities, this module asks faculty to assess institutional emphasis on conflict resolution skills and examines how often students are encouraged to engage with local or campus and state/national/global issues. The module complements questions on the core FSSE survey about the importance of service-learning, perceptions of student participation in community service or volunteer work, and course emphasis on becoming an informed and active citizen.Item Collaborative Learning(2024-08) Braught, Emily; BrckaLorenz, AllisonLearning 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 (CL).Item Collaborative Learning(FSSE, 2017) Wang, Lotus; BrckaLorenz, AllisonLearning 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.Item Construct Validity(Faculty Survey of Student Engagement, 2015) Chiang, Yi-Chen; BrckaLorenz, AllisonStarting 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.Item Construct validity: 2017 scales(Faculty Survey of Student Engagement, 2018) Paulsen, Justin; BrckaLorenz, AllisonFSSE 2017 grouped 50 survey items into several scales: Higher-Order Learning, Reflective and Integrative Learning, Learning Strategies, Quantitative Reasoning, Collaborative Learning, Discussions with Diverse Others, Student-Faculty Interaction, Effective Teaching Practices, Quality of Interactions, and Supportive Environment. The purpose of this study was to evaluate the quality of these scales, with particular focus on their internal structure.Item Construct Validity: Effective Teaching Practices(Faculty Survey of Student Engagement, 2015) Chiang, Yi-Chen; BrckaLorenz, AllisonStarting 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.Item Discussions with Diverse Others(FSSE, 2019) Priddie, Christen; BrckaLorenz, AllisonThis measure examines how much opportunity students have to engage in discussions with people who differ from themselves. Questions explore how often faculty create opportunities for students to engage in discussions with people from difference races, economic backgrounds, religious beliefs, political views and sexual orientation. This document provides basic findings for the Discussions with Diverse Others’ scale and individual component items.Item Effective Teaching Practices(Faculty Survey of Student Engagement, 2018) Strickland, Joe; BrckaLorenz, AllisonActively 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.Item Equivalence reliability: How often is often?(Faculty Survey of Student Engagement, 2015) Chiang, Yi-Chen; BrckaLorenz, AllisonWithout 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).Item Examining the relationship between faculty identity and their civically engaged teaching practices(2024-11) Jin, Seonmi; Zhang, Xiaoxia; BrckaLorenz, AllisonThis study explores the relationship between faculty’s identity and their civically engaged teaching practices, applying the Diversity Learning Environment model (Hurtado et al., 2012). We used the Faculty Survey of Student Engagement (FSSE), which included 13,531 faculty responses from 65 participating institutions, and conducted a multi-level modeling analysis.Item Experiences with Diverse Perspectives Topical Module(2024) Faculty Survey of Student EngagementThis module examines opportunities for students to engage in activities that promote greater understanding of societal differences. The module complements questions on the core FSSE survey about students’ experiences with people from different backgrounds, the importance of diverse perspectives in course discussions and assignments, and the importance of encouraging contact among students from different backgrounds.