City University of New York Faculty Survey of Student Experience (FSSE), Spring 2010

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1 City University of New York Faculty Survey of Student Experience (FSSE), Spring 2010

2 CUNY administered the Faculty Survey of Student Experience (FSSE) in the Spring of 2010 at the 11 senior colleges, one year after the colleges administered the National Survey of Student Experience to students. FSSE offers two versions of the faculty survey, the Typical Student version and the Course-based versions. Each college determined the survey that would best suit their needs. Where questions were the same for the two versions, the results are presented on a single table with each college's responses and a University Average. Where survey questions differed, results are presented in different tables with an average for the group of colleges responding to that particular survey version. Additional information about the FSSE versions can be found in the appendix. Note: Data for Baruch and Medgar Evers were not available to the CUNY Office of Institutional Research until August Results for these colleges will be included in an updated version of the report, for which the CUNY averages will be adjusted to reflect the inclusion of these two colleges FSSE CUNY Office of Institutional Research and Assessment 2

3 Table 1 CUNY Faculty by Discipline Course-Based and Typical-Student Respondents* FSSE Discipline Medgar Staten CUNY Category Baruch* Brooklyn City Hunter* John Jay* Lehman Evers NYCCT Queens Island* York Average % % % % % % % % % % % % Arts and Humanities TBD Biological Sciences TBD Business TBD Education TBD Engineering TBD Physical Science TBD Professional TBD Social Science TBD Other TBD Total TBD *Faculty responded to the Typical Student Survey. All others responded to the Course-Based Survey. See Appendix for more information about the survey instruments FSSE CUNY Office of Institutional Research and Assessment 3

4 Table 2 Student Activity and Relationship Course-Based and Typical-Student Respondents* Baruch* Brooklyn City Hunter* John Jay* Lehman Medgar Evers NYCCT Queens Staten Island* York CUNY Average % % % % % % % % % % % % How important is it that undergraduates do Internship, practicum, etc. Not important TBD Somewhat important TBD Important TBD Very important TBD Volunteer work Not important TBD Somewhat important TBD Important TBD Very important TBD Learning community Not important TBD Somewhat important TBD Important TBD Very important TBD Research project Not important TBD Somewhat important TBD Important TBD Very important TBD Foreign language Not important TBD Somewhat important TBD Important TBD Very important TBD Study abroad Not important TBD Somewhat important TBD Important TBD Very important TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 4

5 Table 2 cont'd Baruch* Brooklyn City Hunter* John Jay* Lehman Medgar Evers NYCCT Queens Staten Island* York CUNY Average % % % % % % % % % % % % Independent study Not important TBD Somewhat important TBD Important TBD Very important TBD Culminating senior experience Not important TBD Somewhat important TBD Important TBD Very important TBD What is quality of student relationships with... Other students 1 Unfriendly, unsupportive, sense of alienation TBD TBD TBD TBD TBD TBD Friendly, supportive, sense of belonging TBD Faculty Members 1 Unavailable, unhelpful, unsympathetic TBD TBD TBD TBD TBD TBD Available, helpful, sympathetic TBD Administrative personnel 1 Unhelpful, inconsiderate, rigid TBD TBD TBD TBD TBD TBD Helpful, considerate, flexible TBD *Faculty responded to the Typical Student Survey. All others responded to the Course-Based Survey. See Appendix for more information about the survey instruments FSSE CUNY Office of Institutional Research and Assessment 5

6 Table 3 Institutional Emphasis Course-Based and Typical-Student Respondents* Baruch* Brooklyn City Hunter* John Jay* Lehman Medgar Evers NYCCT Queens Staten Island* York CUNY Average % % % % % % % % % % % % To what extent does your institution emphasize Studying (students spending significant amount of time) Very little TBD Some TBD Quite a bit TBD Very much TBD Academic support Very little TBD Some TBD Quite a bit TBD Very much TBD Contact among students from different backgrounds Very little TBD Some TBD Quite a bit TBD Very much TBD Family/work support Very little TBD Some TBD Quite a bit TBD Very much TBD Social support Very little TBD Some TBD Quite a bit TBD Very much TBD Co-curricular activities Very little TBD Some TBD Quite a bit TBD Very much TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 6

7 Table 3 cont'd Baruch* Brooklyn City Hunter* John Jay* Lehman Medgar Evers NYCCT Queens Staten Island* York CUNY Average % % % % % % % % % % % % Campus activities Very little TBD Some TBD Quite a bit TBD Very much TBD Computer usage Very little TBD Some TBD Quite a bit TBD Very much TBD *Faculty responded to the Typical Student Survey. All others responded to the Course-Based Survey. See Appendix for more information about the survey instruments FSSE CUNY Office of Institutional Research and Assessment 7

8 Table 4 Faculty Use of Time Course-Based and Typical-Student Respondents* Baruch* Brooklyn City Hunter* John Jay* Lehman Medgar Evers NYCCT Queens Staten Island* York CUNY Average % % % % % % % % % % % % Teaching in class 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Grading papers and exams 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Giving other forms of written and oral feedback to students 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 8

9 Table 4 cont'd Baruch* Brooklyn City Hunter* John Jay* Lehman Medgar Evers NYCCT Queens Staten Island* York CUNY Average % % % % % % % % % % % % Preparing for class 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Reflecting on ways to improve my teaching 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Conducting research and pursuing scholarly activities 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Working with undergraduates on research 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 9

10 Table 4 cont'd Baruch* Brooklyn City Hunter* John Jay* Lehman Medgar Evers NYCCT Queens Staten Island* York CUNY Average % % % % % % % % % % % % Advising undergraduate students 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Supervising internships 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Working with students on activities other than course work (committees, orientation, student life activities, etc.) 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Engaging in other interactions with students outside of the classroom 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 10

11 Table 4 cont'd Baruch* Brooklyn City Hunter* John Jay* Lehman Medgar Evers NYCCT Queens Staten Island* York CUNY Average % % % % % % % % % % % % Conducting service activities 0 hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD hours per week TBD Over 30 hours per week TBD *Faculty responded to the Typical Student Survey. All others responded to the Course-Based Survey. See Appendix for more information about the survey instruments FSSE CUNY Office of Institutional Research and Assessment 11

12 Table 5A Course Section Characteristics Course-Based Respondents Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Level of students in course Lower division Upper division Other Format of teaching for this course Classroom instruction, on-campus Classroom instruction, other location Distance education Course fulfills general education requirement No Yes Enrollment in this class 9 or less or more Number of times taught same course previously 0 times times times times or more times Discipline category of this course Arts and Humanities Biological Sciences Business Education Engineering Physical Science Professional Social Science Other FSSE CUNY Office of Institutional Research and Assessment 12

13 Table 5B Teaching Characteristics Typical Student Respondents Baruch Hunter John Jay Staten Island CUNY Average % % % % % Usual format of teaching Classroom instruction, on-campus TBD Classroom instruction, other location TBD Distance education TBD Level of most students you teach (current academic year) More first-year students than seniors TBD More seniors than first-year students TBD No first-year students nor seniors TBD Enrollment in a selected course (total, current academic year) 9 or less TBD TBD TBD TBD TBD or more TBD Discipline category of a selected course Arts and Humanities TBD Biological Sciences TBD Business TBD Education TBD Engineering TBD Physical Science TBD Professional TBD Social Science TBD Other TBD FSSE CUNY Office of Institutional Research and Assessment 13

14 Table 6A Student Performance Course-Based Respondents Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % What percent of students in your section Frequently ask questions None % % % % or higher Frequently come to class unprepared None % % % % or higher Frequently work harder than usual None % % % % or higher Occasionally communicate with instructor via None % % % % or higher Occasionally discuss grades/assignments with instructor None % % % % or higher Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 14

15 Table 6A cont'd Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Talk about career plans with instructor, at least once None % % % % or higher Discuss outside class with instructor, at least once None % % % % or higher How often do students Include diverse perspectives Never Sometimes Often Very often Work with other students Never Sometimes Often Very often Participate in community-based project Never Sometimes Often Very often Use electronic medium Never Sometimes Often Very often Receive prompt feedback Never Sometimes Often Very often Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 15

16 Table 6A cont'd Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Communicate with students of different race/ethnicity Never Sometimes Often Very often Communicate with students of different beliefs/values Never Sometimes Often Very often Students' time spent on preparing for class Expected 0 hours per week hours per week hours per week hours per week hours per week hours per week hours per week Over 12 hours per week Actual 0 hours per week hours per week hours per week hours per week hours per week hours per week hours per week Over 12 hours per week FSSE CUNY Office of Institutional Research and Assessment 16

17 Table 6B Student Performance Typical Student Respondents Baruch Hunter John Jay Staten Island CUNY Average % % % % % How often has the typical student Asked questions Never TBD Sometimes TBD Often TBD Very often TBD Made a presentation Never TBD Sometimes TBD Often TBD Very often TBD Prepared two or more drafts of paper Never TBD Sometimes TBD Often TBD Very often TBD Integrated ideas from various sources Never TBD Sometimes TBD Often TBD Very often TBD Included diverse perspectives Never TBD Sometimes TBD Often TBD Very often TBD Come to class unprepared Never TBD Sometimes TBD Often TBD Very often TBD Worked with other students in class Never TBD Sometimes TBD Often TBD Very often TBD FSSE CUNY Office of Institutional Research and Assessment 17

18 Table continued on next page Table 6B cont'd Baruch Hunter John Jay Staten Island CUNY Average % % % % % Worked with classmates outside of class Never TBD Sometimes TBD Often TBD Very often TBD Put together ideas/concepts from different courses Never TBD Sometimes TBD Often TBD Very often TBD Tutored/taught other students Never TBD Sometimes TBD Often TBD Very often TBD Participated in community-based project Never TBD Sometimes TBD Often TBD Very often TBD Used electronic medium Never TBD Sometimes TBD Often TBD Very often TBD Used to communicate with instructor Never TBD Sometimes TBD Often TBD Very often TBD Discussed grades/assignments with instructor Never TBD Sometimes TBD Often TBD Very often TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 18

19 Table 6B cont'd Baruch Hunter John Jay Staten Island CUNY Average % % % % % Talked about career plans with faculty/advisor Never TBD Sometimes TBD Often TBD Very often TBD Discussed ideas with faculty outside of class Never TBD Sometimes TBD Often TBD Very often TBD Received prompt feedback from faculty Never TBD Sometimes TBD Often TBD Very often TBD Worked harder than usual Never TBD Sometimes TBD Often TBD Very often TBD Worked with faculty on non-coursework activities Never TBD Sometimes TBD Often TBD Very often TBD Discussed ideas with others outside of class Never TBD Sometimes TBD Often TBD Very often TBD Communicated with students of different race/ethnicity Never TBD Sometimes TBD Often TBD Very often TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 19

20 Table 6B cont'd Baruch Hunter John Jay Staten Island CUNY Average % % % % % Communicated with students of different beliefs/values Never TBD Sometimes TBD Often TBD Very often TBD Examined strengths and weaknesses of his/her views Never TBD Sometimes TBD Often TBD Very often TBD Assumed others' perspective to better understand them Never TBD Sometimes TBD Often TBD Very often TBD Learned things to change his/her understanding Never TBD Sometimes TBD Often TBD Very often TBD FSSE CUNY Office of Institutional Research and Assessment 20

21 Table 7A Faculty Expectation Course-Based Respondents Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Number of assigned readings None More than Number of written papers, 20 pages or more None More than Number of written papers, 5 to 19 pages None More than Number of written papers, fewer than 5 pages None More than Number of problem sets per week, over an hour to complete None More than Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 21

22 Table 7A cont'd Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Number of problem sets per week, less than an hour to complete None More than How important is it that students Prepare two or more drafts of paper/assignment Not important Somewhat important Important Very important Integrate ideas/information from various sources Not important Somewhat important Important Very important Work with classmates outside of class Not important Somewhat important Important Very important Put together ideas/concepts from different courses Not important Somewhat important Important Very important Discuss ideas with others outside of class Not important Somewhat important Important Very important Tutor/teach other students Not important Somewhat important Important Very important Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 22

23 Table 7A cont'd Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Examine strengths and weakness of their views Not important Somewhat important Important Very important Assume others' perspective to better understand their views Not important Somewhat important Important Very important Learn things to change their understanding Not important Somewhat important Important Very important FSSE CUNY Office of Institutional Research and Assessment 23

24 Table 7B Faculty Expectation Typical Student Respondents Baruch Hunter John Jay Staten Island CUNY Average % % % % % Number of assigned readings None TBD TBD TBD TBD More than 20 TBD Number of books read, not assigned None TBD TBD TBD TBD More than 20 TBD Number of written papers, 20 pages or more None TBD TBD TBD TBD More than 20 TBD Number of written papers, 5 to 19 pages None TBD TBD TBD TBD More than 20 TBD Number of written papers, fewer than 5 pages None TBD TBD TBD TBD More than 20 TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 24

25 Table 7B cont'd Baruch Hunter John Jay Staten Island CUNY Average % % % % % Number of problem sets per week, over an hour to complete None TBD TBD TBD TBD More than 6 TBD Number of problem sets per week, less than an hour to complete None TBD TBD TBD TBD More than 6 TBD How many hours per week should the typical student spend Preparing for class TBD 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Working for pay on campus 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 25

26 Table 7B cont'd Baruch Hunter John Jay Staten Island CUNY Average % % % % % Working for pay off campus 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Participating in co-curricular activities 0 TBD TBD TBD TBD TBD TBD TBD More than 30 Relaxing and socializing 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Providing care for dependents 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 26

27 Table 7B cont'd Baruch Hunter John Jay Staten Island CUNY Average % % % % % Commuting to class 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD How many hours per week does the typical student actually spend Preparing for class 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Working for pay on campus 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Working for pay off campus 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 27

28 Table 7B cont'd Baruch Hunter John Jay Staten Island CUNY Average % % % % % Participating in co-curricular activities 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Relaxing and socializing 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Providing care for dependents 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD Commuting to class 0 TBD TBD TBD TBD TBD TBD TBD More than 30 TBD FSSE CUNY Office of Institutional Research and Assessment 28

29 Table 8A Use of Class Time Course-Based Respondents Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Lecture 0% % % % % % % % or more Teacher-led discussion 0% % % % % % % % or more Teacher-student shared responsibility 0% % % % % % % % or more Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 29

30 Table 8A cont'd Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Student computer use 0% % % % % % % % or more Small group activities 0% % % % % % % % or more Student presentations 0% % % % % % % % or more In-class writing 0% % % % % % % % or more Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 30

31 Table 8A cont'd Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Testing and evaluation 0% % % % % % % % or more Performances in applied and fine arts 0% % % % % % % % or more Experiential (labs, field work, exhibits, etc.) 0% % % % % % % % or more FSSE CUNY Office of Institutional Research and Assessment 31

32 Table 8B Use of Class Time Typical Student Respondents Baruch Hunter John Jay Staten Island CUNY Average % % % % % Lecture 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD Teacher-led discussion 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD Teacher-student shared responsibility 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD Student computer use 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD FSSE CUNY Office of Institutional Research and Assessment 32

33 Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 33

34 Table 8B cont'd Baruch Hunter John Jay Staten Island CUNY Average % % % % % Small group activities 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD Student presentations 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD In-class writing 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD Testing and evaluation 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 34

35 Table 8B cont'd Baruch Hunter John Jay Staten Island CUNY Average % % % % % Performances in applied and fine arts 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD Experiential (labs, field work, exhibits, etc.) 0% TBD % TBD % TBD % TBD % TBD % TBD % TBD % or more TBD FSSE CUNY Office of Institutional Research and Assessment 35

36 Table 9A Student Learning Course-Based Respondents Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % To what extent do your evaluations challenge students to do their best work? 1 Very little Very much How much do you emphasize Memorizing Very little Some Quite a bit Very much Analyzing Very little Some Quite a bit Very much Synthesizing Very little Some Quite a bit Very much Making judgments Very little Some Quite a bit Very much Applying Very little Some Quite a bit Very much Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 36

37 Table 9A cont'd Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % To what extent does your section help students Write clearly and effectively Very little Some Quite a bit Very much Speak clearly and effectively Very little Some Quite a bit Very much Think critically and analytically Very little Some Quite a bit Very much Analyze quantitative problems Very little Some Quite a bit Very much Use computing and information technology Very little Some Quite a bit Very much Work effectively with others Very little Some Quite a bit Very much Learn effectively on their own Very little Some Quite a bit Very much Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 37

38 Table 9A cont'd Brooklyn City Lehman Medgar Evers NYCCT Queens York CUNY Average % % % % % % % % Understand themselves Very little Some Quite a bit Very much Understand people of other racial/ethnic backgrounds Very little Some Quite a bit Very much Solve complex real-world problems Very little Some Quite a bit Very much Develop personal code of values/ethics Very little Some Quite a bit Very much Develop deepened sense of spirituality Very little Some Quite a bit Very much Acquire a broad general education Very little Some Quite a bit Very much Acquire job or work-related knowledge/skills Very little Some Quite a bit Very much FSSE CUNY Office of Institutional Research and Assessment 38

39 Table 9B Student Learning Typical Student Respondents Baruch Hunter John Jay Staten Island CUNY Average % % % % % To what extent do your evaluations challenge students to do best work? 1 Very little TBD TBD TBD TBD TBD TBD Very much TBD How much has the typical student's coursework emphasized Memorizing Very little TBD Some TBD Quite a bit TBD Very much TBD Analyzing Very little TBD Some TBD Quite a bit TBD Very much TBD Synthesizing Very little TBD Some TBD Quite a bit TBD Very much TBD Making judgments Very little TBD Some TBD Quite a bit TBD Very much TBD Applying Very little TBD Some TBD Quite a bit TBD Very much TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 39

40 Table 9B cont'd Hunter John Jay Staten Island CUNY Average % % % % To what extent has the typical student's experience at this institution helped him/her Write clearly and effectively Very little TBD Some TBD Quite a bit TBD Very much TBD Speak clearly and effectively Very little TBD Some TBD Quite a bit TBD Very much TBD Think critically and analytically Very little TBD Some TBD Quite a bit TBD Very much TBD Analyze quantitative problems Very little TBD Some TBD Quite a bit TBD Very much TBD Use computing and information technology Very little TBD Some TBD Quite a bit TBD Very much TBD Work effectively with others Very little TBD Some TBD Quite a bit TBD Very much TBD Learn effectively on their own Very little TBD Some TBD Quite a bit TBD Very much TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 40

41 Table 9B cont'd Hunter John Jay Staten Island CUNY Average % % % % Understand themselves Very little TBD Some TBD Quite a bit TBD Very much TBD Understand people of other racial/ethnic backgrounds Very little TBD Some TBD Quite a bit TBD Very much TBD Solve complex real-world problems Very little TBD Some TBD Quite a bit TBD Very much TBD Develop personal code of values/ethics Very little TBD Some TBD Quite a bit TBD Very much TBD Develop deepened sense of spirituality Very little TBD Some TBD Quite a bit TBD Very much TBD Acquire a broad general education Very little TBD Some TBD Quite a bit TBD Very much TBD Acquire job or work-related knowledge/skills Very little TBD Some TBD Quite a bit TBD Very much TBD Table continued on next page 2010 FSSE CUNY Office of Institutional Research and Assessment 41

42 Table 9B cont'd Hunter John Jay Staten Island CUNY Average % % % % Vote in local/state/national elections Very little TBD Some TBD Quite a bit TBD Very much TBD Contribute to the welfare of his/her community Very little TBD Some TBD Quite a bit TBD Very much TBD FSSE CUNY Office of Institutional Research and Assessment 42

43 Appendix Table 1 Response Rate College Sample* Respondent** Response Rate N N % Baruch 773 TBD TBD Brooklyn City Hunter 1, John Jay Lehman Medgar Evers NYCCT Queens 1, Staten Island York CUNY Average 8,474 1, *Reflects CUNY faculty eligible for the FSSE survey (invited to respond to the FSSE survey). **Reflects respondents to the 2010 FSSE survey FSSE CUNY Office of Institutional Research and Assessment 43

44 Appendix Table 2 CUNY Faculty by Discipline and College* Medgar Staten CUNY Discipline Baruch Brooklyn City Hunter John Jay Lehman Evers NYCCT Queens Island York Average % % % % % % % % % % % % Arts and Humanities Biological Sciences Business Education Engineering Physical Science Professional Social Science Other *Reflects faculty eligible for the FSSE survey reported by appointment department grouped into FSSE discipline categories FSSE CUNY Office of Institutional Research and Assessment 44

45 Appendix Table 3 CUNY Faculty by Teaching Category and College* Medgar Staten CUNY Teaching Category Baruch Brooklyn City Hunter John Jay Lehman Evers NYCCT Queens Island York Average % % % % % % % % % % % % Full-time Tenure Bearing Full-time Visiting Instructor Lecturer Part-time *Reflects CUNY faculty eligible for the FSSE survey FSSE CUNY Office of Institutional Research and Assessment 45

46 Appendix A Course-based Option The course-based option asks faculty members to respond to questions about student engagement based on a course taught during the current academic year. This option is valuable for institutions that want to know more about faculty practices and student engagement tied to individual courses taught on campus. For example, if a faculty member in the School of Education teaches a capstone course and introductory seminar, they are asked to respond to questions based on one of the courses. Once the faculty member decides on a course, they are then asked to identify the level of students (lower or upper division) mostly taught in the course. (Please note, the survey doesn't ask the faculty member to identify the course taught, only to respond with the course in mind). Then, many of the following items ask faculty to reflect on their experiences in the course they selected. Source: FSSE CUNY Office of Institutional Research and Assessment 46

47 Appendix B Typical-student Option The typical-student option asks faculty members to respond to questions about student engagement based on the typical first-year student or senior they have taught during the current academic year. This option is valuable for institutions that desire to have faculty estimate first-year or senior levels of engagement from across all their courses, rather than one particular course. For example, if a faculty member in the School of Education teaches a capstone course and introductory If the faculty member identifies that he/she teaches mostly first-year students, many of the following questions ask that faculty member to reflect on his/her perceptions and experiences with a typical first-year student in mind. Asking faculty to respond based on a typical first-year or senior students leads to more comparable items on the FSSE- NSSE report. To view how FSSE data from the typical-student option are reported, please visit the Institutional Reporting section of our Web site. Source: FSSE CUNY Office of Institutional Research and Assessment 47