Metric type: Qualitative - Selected from options

Parents

Metric set
Metrics by type

Children

“All things considered, this is a great place to work”
“At this institution, people are supportive of their colleagues regardless of their heritage or background”
“At this institution, we discuss and debate issues respectfully to get better results”
“Changes that affect me are discussed prior to being implemented”
“Faculty are appropriately involved in decisions related to the education program (e.g., curriculum development, evaluation)”
“Faculty, administration and staff are meaningfully involved in institutional planning”
“Faculty, administration and staff work together to ensure the success of institution programs and initiatives”
“I am given the responsibility and freedom to do my job”
“I am paid fairly for my work”
“I am proud to be part of this institution”
“I am provided the resources I need to be effective in my job”
“I am regularly recognized for my contributions”
“I believe what I am told by my supervisor/department chair”
“I believe what I am told by senior leadership”
“I can count on people to cooperate across departments”
“I can speak up or challenge a traditional way of doing something without fear of harming my career”
“I have a good relationship with my supervisor/department chair”
“I receive feedback from my supervisor/department chair that helps me”
“I understand how my job contributes to this institution's mission”
“In my department, we communicate openly about issues that impact each other's work”
“Issues of low performance are addressed in my department”
“My department has adequate faculty/staff to achieve our goals”
“My job makes good use of my skills and abilities”
“My supervisor/department chair actively solicits my suggestions and ideas”
“My supervisor/department chair is consistent and fair”
“My supervisor/department chair makes his/her expectations clear”
“My supervisor/department chair regularly models this institution's values”
“My supervisor/department chair supports my efforts to balance my work and personal life”
“Our orientation program prepares new faculty, administration and staff to be effective”
“Our recognition and awards programs are meaningful to me”
“Our review process accurately measures my job performance”
“Our senior leadership has the knowledge, skills and experience necessary for institutional success”
“Overall, my department is a good place to work”
“People in my department work well together”
“Promotions in my department are based on a person's ability”
“Senior leadership communicates openly about important matters”
“Senior leadership provides a clear direction for this institution's future”
“Senior leadership regularly models this institution's values”
“Senior leadership shows a genuine interest in the well-being of faculty, administration and staff”
“Teaching is appropriately recognized in the evaluation and promotion process”
“The facilities (e.g., classrooms, offices, laboratories) adequately meet my needs”
“The institution takes reasonable steps to provide a safe and secure environment for the campus”
“The role of faculty in shared governance is clearly stated and publicized”
“There is a good balance of teaching, service and research at this institution”
“There is appropriate recognition of innovative and high quality teaching”
“There is regular and open communication among faculty, administration and staff”
“There's a sense that we're all on the same team at this institution”
“This institution actively contributes to the community”
“This institution has clear and effective procedures for dealing with discrimination”
“This institution is well run”
“This institution places sufficient emphasis on having diverse faculty, administration and staff”
“This institution's benefits meet my needs”
“This institution's culture is special - something you don't find just anywhere”
“This institution's policies and practices ensure fair treatment for faculty, administration and staff”
“This institution's policies and practices give me the flexibility to manage my work and personal life”
“We celebrate significant milestones and important accomplishments at this institution”
“We have opportunities to contribute to important decisions in my department”
“When I offer a new idea, I believe it will be fully considered”
1. What is the maximum number of members student government can have at your school?
10. How many problems did student government fix that did not require writing a proposal this school year? Medium: Either moderate time, effort, or money were used; or an equally small portion of each were used.
11. How many problems did student government fix that did not require writing a proposal this school year? Major: A lot of time, effort, and money were used.
12. How many programs did student government offer to students this school year? Minor: Either very little time, effort, or money were used.
13. How many programs did student government offer to students this school year? Medium: Either moderate time, effort, or money were used; or an equally small portion of each were used.
14. How many programs did student government offer to students this school year? Major: A lot of time, effort, and money were used.
15. Hist: - To what extent has student government accomplished goals that have been set this school year? Semester-long goals
15. To what extent has student government accomplished goals that have been set this school year? Semester-long goals
16. Hist: - To what extent has student government accomplished goals that have been set this school year? Year-long goals
16. To what extent has student government accomplished goals that have been set this school year? Year-long goals
17. Hist: - How accessible is each level of student government to the student body? Senate members
17. How accessible is each level of student government to the student body? Senate members
18. Hist: - How accessible is each level of student government to the student body? Executive board members
18. How accessible is each level of student government to the student body? Executive board members
19. Hist: - How accessible is each level of student government to the student body? President
19. How accessible is each level of student government to the student body? President
2. What has been the average number of student government member positions filled in student government this year?
20. Hist: - How accessible is each level of student government to the student body? Advisor(s)
20. How accessible is each level of student government to the student body? Advisor(s)
21. Hist: - How quickly can each level of student government react to fixing or implementing an idea or problem from the student body? Senate members
21. How quickly can each level of student government react to fixing or implementing an idea or problem from the student body? Senate members
22. Hist: - How quickly can each level of student government react to fixing or implementing an idea or problem from the student body? Executive board members
22. How quickly can each level of student government react to fixing or implementing an idea or problem from the student body? Executive board members
23. Hist: - How quickly can each level of student government react to fixing or implementing an idea or problem from the student body? President
23. How quickly can each level of student government react to fixing or implementing an idea or problem from the student body? President
24. Hist: - How quickly can each level of student government react to fixing or implementing an idea or problem from the student body? Advisor(s)
24. How quickly can each level of student government react to fixing or implementing an idea or problem from the student body? Advisor(s)
25. Hist: - To what extent does student government communicate with students? Information about student government accomplishments
25. To what extent does student government communicate with students? Information about student government accomplishments
26. Hist: - To what extent does student government communicate with students? Changes in college policies
26. To what extent does student government communicate with students? Changes in college policies
27. Hist: - To what extent does student government communicate with students? Up coming items on the agenda
27. To what extent does student government communicate with students? Up coming items on the agenda
28. Hist: - To what extent does the institution involve student government into the decision making process? For institutional policies, ex smoking policy
28. To what extent does the institution involve student government into the decision making process? For institutional policies, ex smoking policy
29. Hist: - To what extent does the institution involve student government into the decision making process? For academic policies, ex teacher feedback
29. To what extent does the institution involve student government into the decision making process? For academic policies, ex teacher feedback
3. Hist: - How would you rate attendance at student government meetings? - Senate meetings
3. How would you rate attendance at student government meetings? - Senate meetings
30. Hist: - To what extent does the institution involve student government into the decision making process? For campus programs
30. To what extent does the institution involve student government into the decision making process? For campus programs
31. Hist: - To what extent does the institution seek student government opinions and ideas? For institutional policies, ex smoking policy
31. To what extent does the institution seek student government opinions and ideas? For institutional policies, ex smoking policy
32. Hist: - To what extent does the institution seek student government opinions and ideas? For academic policies, ex teacher feedback
32. To what extent does the institution seek student government opinions and ideas? For academic policies, ex teacher feedback
33. Hist: - To what extent does the institution seek student government opinions and ideas? For campus programs
33. To what extent does the institution seek student government opinions and ideas? For campus programs
34. Hist: - To what extent does the institution inform student government before the rest of the student body about policies that are under evaluation to be changed? For institutional policies, ex smoking policy
34. To what extent does the institution inform student government before the rest of the student body about policies that are under evaluation to be changed? For institutional policies, ex smoking policy
35. Hist: - To what extent does the institution inform student government before the rest of the student body about policies that are under evaluation to be changed? For academic policies, ex teacher feedback
35. To what extent does the institution inform student government before the rest of the student body about policies that are under evaluation to be changed? For academic policies, ex teacher feedback
36. Hist: - To what extent does the institution inform student government before the rest of the student body about policies that are under evaluation to be changed? For campus programs
36. To what extent does the institution inform student government before the rest of the student body about policies that are under evaluation to be changed? For campus programs
37. Does your institution give student government adequate resources, example: money, access to technology, place to congregate, to accomplish its mission?
37. Hist: - Does your institution give student government adequate resources, example: money, access to technology, place to congregate, to accomplish its mission?
38. Does your institution view student government to be the voice of the students?
38. Hist: - Does your institution view student government to be the voice of the students?
39. Hist: - What is the relationship between the SG president and the SG Advisor(s)? Level of mutual respect
39. What is the relationship between the SG president and the SG Advisor(s)? Level of mutual respect
4. Hist: - How would you rate attendance at student government meetings? - Committee meetings
4. How would you rate attendance at student government meetings? - Committee meetings
40. Hist: - What is the relationship between the SG president and the SG Advisor(s)? Ability to disagree
40. Hist: - What is the relationship between the SG president and the SG Advisor(s)? Treated like a colleague
40. What is the relationship between the SG president and the SG Advisor(s)? Ability to disagree
40. What is the relationship between the SG president and the SG Advisor(s)? Treated like a colleague
41. Hist: - What is the relationship between the SG president and the SG Advisor(s)? Ability to trade Constructive criticism
41. What is the relationship between the SG president and the SG Advisor(s)? Ability to trade Constructive criticism
42. Hist: - What is the relationship between the SG president and the SG Advisor(s)? SG Presidents opinion valued as equal
42. What is the relationship between the SG president and the SG Advisor(s)? SG Presidents opinion valued as equal
43. Hist: - Rate each Advisor. Level of involvement
43. Rate each Advisor. Level of involvement
44. Hist: - Rate each Advisor. Level of understanding organization
44. Rate each Advisor. Level of understanding organization
45. Hist: - Rate each Advisor. Experience with student groups
45. Rate each Advisor. Experience with student groups
46. Hist: - What level of flexibility does the student government Advisor(s)give the leader to make changes to improve the organization? Make changes in Standard operating procedures
46. What level of flexibility does the student government Advisor(s)give the leader to make changes to improve the organization? Make changes in Standard operating procedures
47. Hist: - What level of flexibility does the student government Advisor(s)give the leader to make changes to improve the organization? Deviate from precedent
47. What level of flexibility does the student government Advisor(s)give the leader to make changes to improve the organization? Deviate from precedent
48. Hist: - What level of flexibility does the student government Advisor(s)give the leader to make changes to improve the organization? Implement new ideas
48. What level of flexibility does the student government Advisor(s)give the leader to make changes to improve the organization? Implement new ideas
49. Hist: - What level of flexibility does the student government members give the president to make changes to improve the organization? Make changes in Standard operating procedures
49. What level of flexibility does the student government members give the president to make changes to improve the organization? Make changes in Standard operating procedures
5. Hist: - How would you rate attendance at student government meetings? - Position meetings ex. off campus
5. How would you rate attendance at student government meetings? - Position meetings ex. off campus
50. Hist: - What level of flexibility does the student government members give the president to make changes to improve the organization? Deviate from precedent
50. What level of flexibility does the student government members give the president to make changes to improve the organization? Deviate from precedent
51. Hist: - What level of flexibility does the student government members give the president to make changes to improve the organization? Implement new ideas
51. What level of flexibility does the student government members give the president to make changes to improve the organization? Implement new ideas
52. Assess the overall performance of the student government members? Level of maturity
52. Hist: - Assess the overall performance of the student government members? Level of maturity
53. Assess the overall performance of the student government members? Experience in student government
53. Hist: - Assess the overall performance of the student government members? Experience in student government
54. Assess the overall performance of the student government members? Motivation
54. Hist: - Assess the overall performance of the student government members? Motivation
55. Assess the overall performance of the student government members? Willingness to give up time to help organization
55. Hist: - Assess the overall performance of the student government members? Willingness to give up time to help organization
56. Assess the overall performance of the student government members? Level of dedication
56. Hist: - Assess the overall performance of the student government members? Level of dedication
57. Assess the overall performance of the student government members? Level of creativity
57. Hist: - Assess the overall performance of the student government members? Level of creativity
58. Assess the overall performance of the student government members? Level of initiative
58. Hist: - Assess the overall performance of the student government members? Level of initiative
59. Give an assessment of the student body? Willingness to speak up when they see a problem
59. Hist: - Give an assessment of the student body? Willingness to speak up when they see a problem
6. How many proposals did student government pass this school year that were Minor: Either very little time, effort, or money were used.
60. Give an assessment of the student body? Willingness to use student government to solve their problems
60. Hist: - Give an assessment of the student body? Willingness to use student government to solve their problems
61. How big was your student government budget at the start of this year?
62. How many years has your president been in student government? Do not include high school experience.
7. How many proposals did student government pass this school year that were Medium: Either moderate time, effort, or money were used; or an equally small portion of each were used.
8. How many proposals did student government pass this school year that were Major: A lot of time, effort, and money were used.
9. How many problems did student government fix that did not require writing a proposal this school year? Minor: Either very little time, effort, or money were used.
About how often do you attend school programs, activities, or events that promote diversity and inclusion?
About how often do you hear about programs, activities, or events that promote diversity and inclusion happening on campus?
Academic reputation as factor in decision to enroll
Adjunct faculty Hist: “Adjunct faculty are engaged with the full time faculty”
Adjunct faculty Hist: “Adjunct faculty are engaged with their students”
Agenda items address the most important, strategic, operational, and constituent issues in a timely manner.
Aggregate score on the NSSE Discussions with Diverse Others dimension
Aggregate score on the NSSE Effective Teaching Practices dimension
Aggregate score on the NSSE Higher-Order Learning dimension
Aggregate score on the NSSE Quality of Interactions dimension
Aggregate score on the NSSE Quantitative Reasoning dimension
Aggregate score on the NSSE Reflective & Integrative Learning dimension
Aggregate score on the NSSE Student-Faculty Interaction dimension
Aggregate score on the NSSE Supportive Environment dimension
All in all, if you had to do it over again, would you enroll here
All in all, if you had to do it over again, would you enroll here
Alumni Hist: engagement with the arts
Alumni response distribution on agreement with “My Institution Name learning experience transformed my life”
Alumni response distribution on satisfaction with employment.
Approximately what percent of your assigned sections in the last year included student instruction about appropriate learning strategies for the course material?
Are you currently employed in the institution’s state?
Are you currently employed within “service area”
Are you currently using an ePortfolio to gather artifacts of student learning in at least one of your courses?
Are you the first person in your family to go to college (i.e. neither of your parents/guardians have attended college)?
As an average over all courses taught in the last year in what percent of class time was content delivered by lecturing?
Assessment score by lawyers and judges
Assessment score by medical residency directors
At 6 months post-graduation were you- Unemployed, Employed in a field related to your degree, Employed in a field unrelated to your degree, Pursuing further education, Other
Availability of evening/weekend courses as factor in decision to enroll
Average aggregate scores on student course evaluation questions pertaining to course design
Average aggregate scores on student course evaluation questions pertaining to course management
Average aggregate scores on student course evaluation questions pertaining to intellectual value
Average aggregate scores on student course evaluation questions pertaining to learning evaluation
Average aggregate scores on student course evaluation questions pertaining to learning support
Average aggregate scores on student course evaluation questions pertaining to pedagogy
Average aggregate scores on student course evaluation questions pertaining to supportive learning environment
Average aggregate scores on student course evaluation questions pertaining to workload and pace
Average composit score of all student grit questions
Average deans score on "Administrative processes and procedures are well designed and efficient."
Average department chairs score on "Administrative processes and procedures are well designed and efficient."
Average employee score on "Administrative processes and procedures are well designed and efficient."
Average employee score on "The amount of administrative paperwork (forms, reports, etc.) required in my job is justified and not over burdensome."
Average faculty rating, in the biannual survey, of the faculty mentoring program
Average frequency with which managers with strategic assignments review task progress with their supervisees
Average number of terms in advance that chairs plan and publish (course prospectus) draft course offerings.
Average overall effectiveness score on student survey of advising services
Average overall satisfaction index from 5 yr post graduation survey of alumni
Average percent of sections taught interactively with a class that is located abroad (COIL).
Average percent of sections that include instruction on appropriate learning strategies for the course material.
Average response from faculty on "Specialized learning facilities were available on an as needed short term basis to support my approach to teaching"
Average response from faculty on "The learning facilities assigned to my courses adequately supported my preferred approach to teaching" (strongly disagree, disagree, neither agree nor disagree, agree, strongly agree)
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - Agenda items address the most important, strategic, operational, and constituent issues in a timely manner.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - Board meetings are conducted in a manner that ensures open communications, meaningful participation, and timely resolution of issues.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - Board members contribute sufficiently to the selection of agenda items.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - Every Regent be appointed to every committee.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - Executive sessions are candid and constructive, and conducted in a manner that encourages civil disagreement.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - I am satisfied with the leadership and composition of the standing and advisory committees.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - I am you satisfied with the level of HEI representation on the Board.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Board effectively evaluates the President in a constructive manner.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Board engages with constituents sufficiently to understand their concerns.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Board has a clear set of goals or priorities for the year and beyond. These common goals, expectations, and concerns are openly communicated to the President and senior administrators.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Board has the appropriate set of skills to perform its functions.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Board holds the appropriate number of meetings annually.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Board is in regular, adequate communication with the President and senior administrators.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Board reviews strategic, operational, and capital plans and evaluates performance on these throughout the year.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Board understands major risks to the institution and exercises effective oversight of the Administration's plans for prevention and remediation at the Board or committee level.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Board understands the institution's values, mission, goals and strategic business plan.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The Governance Committee should meet more often. Board meeting time is appropriately allocated between Board discussion and staff presentations.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The information received is sufficient for Board members to make the decisions required of them. Board members receive timely information on emerging issues between meetings.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The information that Board members receive prior to Board meetings is clear, concise, and delivered in a timely manner.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The institution's values, mission, goals and strategic business plan are clear.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The number of board members who are alumni of the institution is appropriate.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The orientation program for new Regents clearly communicate the Board's responsibilities and facilitates effective participation.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The relationship among Regents is constructive. I am satisfied with the relationship between the Board and the Administration.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The responsibilities of each standing and advisory committee are clear.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The size of the Board is optimal.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The standing and advisory committee structure is appropriate for dealing with the Board’s responsibilities.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The substance and volume of work expected of Regents is appropriate.
Average score by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The time allotted to the Board's most important responsibilities is appropriate. The right staff members are in attendance at meetings to answer questions.
Average score from faculty and staff on the survey question "The institution’s policies and procedures are fair and impartial, and assure that grievances are addressed promptly, appropriately, and equitably".
Average score from students on the survey question "The institution’s policies and procedures are fair and impartial, and assure that grievances are addressed promptly, appropriately, and equitably".
Average score on key questions on student evaluation of teaching survey
Average score on post hire / post-on-boarding survey
Average score on survey question "this institution is committed to academic freedom, intellectual freedom, and freedom of expression".
Avg. of overall alumni satisfaction with degree 3-5 yrs post grad
Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person affected by mental health issues (e.g. depression, anxiety, bipolar disorder)
Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person from a socioeconomic background other than your own
Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person whose race or ethnicity is different from your own
Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person with a physical disability
Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person with political views that differ from your own
Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person with religious beliefs other than your own
Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? An openly gay or bisexual man
Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? An openly lesbian or bisexual woman
Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? An openly transgender man, transgender woman, or non-binary individual
Based on the behavior of your peers, how likely are students at your school to: Ask for verbal consent when intimate with someone.
Based on the behavior of your peers, how likely are students at your school to: Ask someone who looks very upset at a party if they are ok or need help.
Based on the behavior of your peers, how likely are students at your school to: Confront a friend who says that they had sex with someone who was passed out or didn't give consent.
Based on the behavior of your peers, how likely are students at your school to: Decide not to have sex with someone if they are drunk.
Based on the behavior of your peers, how likely are students at your school to: Express discomfort if someone makes a sexual joke about a person's body.
Based on the behavior of your peers, how likely are students at your school to: Express discomfort if someone says that sexual assault victims are to blame for being assaulted.
Based on the behavior of your peers, how likely are students at your school to: Help a friend report an incident of sexual violence or abuse.
Based on the behavior of your peers, how likely are students at your school to: Report a friend who committed sexual violence.
Based on the behavior of your peers, how likely are students at your school to: Talk to a friend who may be in a sexually abusive relationship.
Based on the behavior of your peers, how likely are students at your school to: Tell a campus authority about information that might help in a sexual violence case even if pressured to stay silent.
Board Meeting Operations comments.
Board Meeting Preparation comments.
Board meetings are conducted in a manner that ensures open communications, meaningful participation, and timely resolution of issues.
Board members contribute sufficiently to the selection of agenda items.
Board Structure and Composition comments.
Co-ops/Internships reputational rank
Commencement questions to be developed
Composite score in the Supervisors/Department Chairs dimension of the Great Colleges to Work For survey
Critical Responsibilities comments.
Critical Responsibilities comments.
Ctrb: Aggregate score on the NSSE Learning Strategies dimension
Ctrb: Average aggregate scores on all student course evaluation questions
Ctrb: First-Year Experiences reputational rank
Ctrb: Hist: “We have opportunities to contribute to important decisions in my department”
Ctrb: Onl:Hgrm.Impt /satisfaction with “Assessment and evaluation procedures are clear and reasonable”
Ctrb: Please indicate the importance/satisfaction with “Assessment and evaluation procedures are clear and reasonable”
Current student Hist: “Adjunct faculty are engaged with their students”
Did the person(s) who did one or more of the behaviors do them by...Catching you off guard, or ignoring non‐verbal cues or looks?
Did the person(s) who did one or more of the behaviors do them by...Showing displeasure, criticizing your sexuality or attractiveness, or getting angry?
Did the person(s) who did one or more of the behaviors do them by...Taking advantage of you when you were incapacitated (e.g., too drunk, high, asleep, or out of it)?
Did the person(s) who did one or more of the behaviors do them by...Telling lies, threatening to end a relationship or to spread rumors about you, or verbally pressuring you?
Did the person(s) who did one or more of the behaviors do them by...Threatening to physically harm you or someone close to you?
Did the person(s) who did one or more of the behaviors do them by...Threatening you with being outed?
Did the person(s) who did one or more of the behaviors do them by...Using force or having a weapon?
Did the school’s formal procedures help you resolve the issue?: Completely resolved the issue; Helped me a lot; Helped, but could have helped more; Helped me a little; Didn’t help me at all; I'm currently going through the resolution process
Did the school’s formal procedures help you resolve the issue?: Completely resolved the issue; Helped me a lot; Helped, but could have helped more; Helped me a little; Didn’t help me at all; I'm currently going through the resolution process
Did you formally report the incident to the school?
Did you have employment in the field of law 10 months after graduation?
Did you have employment in the field of law at graduation?
Did you receive sexual violence information or training as part of: (select all that apply): New student orientation; Fraternity and sorority life participation; Athletics participation; Residence life programs; Class presentations or projects; Campus-wide events; Student leadership training; Online; Other; I do not recall.
Did you seek medical attention?
Did you seek services or contact a hotline after the incident?
Did you use the school's formal procedures to report the incident(s)?
Did you use the school's formal procedures to report this incident(s)?
Distribution of student responses about how many hours they spend in a typical 7-day week - Commuting to campus (driving, walking, etc.)
Distribution of student responses about how many hours they spend in a typical 7-day week - Doing community service or volunteer work
Distribution of student responses about how many hours they spend in a typical 7-day week - Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)
Distribution of student responses about how many hours they spend in a typical 7-day week - Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)
Distribution of student responses about how many hours they spend in a typical 7-day week - Providing care for dependents (children, parents, etc.)
Distribution of student responses about how many hours they spend in a typical 7-day week - Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)
Distribution of student responses about how many hours they spend in a typical 7-day week - Working for pay off campus
Distribution of student responses about how much of the time they spend preparing for class in a typical 7-day week is on assigned reading
Distribution of the number of majors students plan to complete
Do you always require multifactor (username/password, biometric, phone app) authentication when students take an online high-stakes quizz or exam.
Do you assist students with forming study groups for your class?
Do you currently have an active ePortfolio?
Do you feel that issues of diversity and inclusion are adequately addressed...By faculty
Do you feel that issues of diversity and inclusion are adequately addressed...By school leadership
Do you feel that issues of diversity and inclusion are adequately addressed...In class
Do you feel that issues of diversity and inclusion are adequately addressed...In school communication
Do you feel that issues of diversity and inclusion are adequately addressed...In student organizations
Do you feel that issues of diversity and inclusion are adequately addressed...In the curriculum (e.g., textbooks)
Do you feel that issues of diversity and inclusion are adequately addressed...In the school mission
Do you feel that the communities you belong to are appropriately represented in your school's...Communications
Do you feel that the communities you belong to are appropriately represented in your school's...Curriculum (e.g., textbooks)
Do you feel that the communities you belong to are appropriately represented in your school's...Events
Do you feel that the communities you belong to are appropriately represented in your school's...Faculty
Do you feel that the communities you belong to are appropriately represented in your school's...I feel that the communities I belong to are missing completely from my school environment.
Do you feel that the communities you belong to are appropriately represented in your school's...Recruiting
Do you feel that the communities you belong to are appropriately represented in your school's...Staff
Do you feel that the communities you belong to are appropriately represented in your school's...Student body
Do you feel that the communities you belong to are appropriately represented in your school's...Student organizations
Do you have health insurance for your children? (Yes, No, I do not have children)
Do you have health insurance for your spouse? (Yes, No, I do not have a spouse)
Do you have Student Health Center health insurance for yourself?
Do you identify as transgender?
Do you intend to return to this institution next year?
Do you reside within the institution’s local community?
Do you understand how to use your Student Health Center benefits?
Do you use predictive enrollment data from the course management system (e.g. DegreeWorks) to plan future course offerings.
Does you department publicize its tutoring service on its web site?
Does your department have a functional advisory board?
Does your department provide tutoring support directly to students (not through the tutoring center)?
During my stay at this institution I have participated in or attended Academic department programs.
During my stay at this institution I have participated in or attended Football, basketball or other athletic events.
During my stay at this institution I have participated in or attended Greek Life (Social fraternity/sorority).
During my stay at this institution I have participated in or attended International center workshops.
During my stay at this institution I have participated in or attended Nationality based student organizations.
During my stay at this institution I have participated in or attended Performing Arts Center events.
During my stay at this institution I have participated in or attended Registered Student Organizations.
During my stay at this institution I have participated in or attended Resident Hall programs.
During my stay at this institution I have participated in or attended Volunteer activities.
During the current school year have you done the following with the undergraduate students you teach or advise - Discussed course topics, ideas, or concepts outside of class?
During the current school year have you done the following with the undergraduate students you teach or advise - Discussed their academic performance?
During the current school year have you done the following with the undergraduate students you teach or advise - Talked about their career plans?
During the current school year have you done the following with the undergraduate students you teach or advise - Worked on activities other than coursework (committees, student groups, etc.)?
During the current school year, have you participated in - Mentoring or teaching undergraduates completing a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolios, etc.)?
During the current school year, have you participated in - Supervising undergraduate internships or other field experiences?
During the current school year, have you participated in - Supervising, mentoring, or teaching undergraduates in a learning community or some other formal program where groups of students take two or more classes?
During the current school year, have you participated in - Working with undergraduates on research?
During the last school year, have you participated in - Supervising undergraduates in a short-term study abroad program?
Empl:Hgrm.Agre “Adequate financial aid is available for most students”
Empl:Hgrm.Agre “Financial aid awards are announced to students in time to be helpful in college planning”
Empl:Hgrm.Agre “Financial aid counselors are helpful”
Empl:Hgrm.Agre “Financial aid is a factor in student’s decision to enroll”
Empl:Hgrm.Agre “Personalized attention prior to enrollment is a factor in student’s decision to enroll”
Empl:Hgrm.Agre “Recommendations from family/friends is a factor in student’s decision to enroll”
Empl:Hgrm.Impt “Adequate financial aid is available for most students”
Empl:Hgrm.Impt “Financial aid awards are announced to students in time to be helpful in college planning”
Empl:Hgrm.Impt “Financial aid counselors are helpful”
Empl:Hgrm.Impt/Agre “Admissions counselors accurately portray the campus in their recruiting practices”
Empl:Hist on how they believe students at this institution would respond to “All in all, if you had to do it over again, would you enroll here”
Empl:Hist on how they believe students at this institution would respond to “Rate your overall satisfaction with your experience here thus far”
Empl:Hist on how they believe students at this institution would respond to “So far, how has your college experience met your expectations”
Empl:Hist with the .Agre that “Academic reputation is a factor in student’s decision to enroll”
Empl:Hist with the .Agre that “Campus appearance is a factor in student’s decision to enroll”
Empl:Hist with the .Agre that “Cost is a factor in student’s decision to enroll”
Empl:Hist with the .Agre that “Geographic setting is a factor in student’s decision to enroll”
Empl:Hist with the .Agre that “Opportunity to play sports is a factor in student’s decision to enroll”
Empl:Hist with the .Agre that “Size of institution is a factor in student’s decision to enroll”
Empl:Hist with the .Agre that institution is meeting its “commitment to commuters”
Empl:Hist with the .Agre that institution is meeting its “commitment to evening students”
Empl:Hist with the .Agre that institution is meeting its “commitment to older, returning learners”
Empl:Hist with the .Agre that institution is meeting its “commitment to part-time students”
Empl:Hist with the .Agre that institution is meeting its “commitment to students with disabilities”
Empl:Hist with the .Agre that institution is meeting its “commitment to under-represented populations”
Empl:Hist with the .Impt/Agre that “Academic advisors are approachable”
Empl:Hist with the .Impt/Agre that “Academic advisors are concerned about students' success as individuals”
Empl:Hist with the .Impt/Agre that “Academic advisors are knowledgeable about requirements for majors within their area”
Empl:Hist with the .Impt/Agre that “Academic advisors help students set goals to work toward”
Empl:Hist with the .Impt/Agre that “Academic support services adequately meet the needs of students”
Empl:Hist with the .Impt/Agre that “Adjunct faculty are competent as classroom instructors”
Empl:Hist with the .Impt/Agre that “Administrators are approachable to students”
Empl:Hist with the .Impt/Agre that “Admissions staff are knowledgeable”
Empl:Hist with the .Impt/Agre that “Billing policies are reasonable”
Empl:Hist with the .Impt/Agre that “Channels for expressing student complaints are readily available”
Empl:Hist with the .Impt/Agre that “Class change (drop/add) policies are reasonable”
Empl:Hist with the .Impt/Agre that “Computer labs are adequate and accessible”
Empl:Hist with the .Impt/Agre that “Faculty are fair and unbiased in their treatment of individual students”
Empl:Hist with the .Impt/Agre that “Faculty are usually available after class and during office hours”
Empl:Hist with the .Impt/Agre that “Faculty care about students as individuals”
Empl:Hist with the .Impt/Agre that “Faculty provide timely feedback about student progress in their courses”
Empl:Hist with the .Impt/Agre that “Faculty take into consideration student differences as they teach their courses”
Empl:Hist with the .Impt/Agre that “Library resources and services are adequate”
Empl:Hist with the .Impt/Agre that “Living conditions in the residence halls are comfortable”
Empl:Hist with the .Impt/Agre that “Major requirements are clear and reasonable”
Empl:Hist with the .Impt/Agre that “Nearly all of the faculty are knowledgeable in their field”
Empl:Hist with the .Impt/Agre that “On the whole, the campus is well-maintained”
Empl:Hist with the .Impt/Agre that “Parking lots are well-lighted and secure”
Empl:Hist with the .Impt/Agre that “Security staff respond quickly in emergencies”
Empl:Hist with the .Impt/Agre that “Student activities fees are put to good use”
Empl:Hist with the .Impt/Agre that “Student disciplinary procedures are fair”
Empl:Hist with the .Impt/Agre that “Students are able to experience intellectual growth here”
Empl:Hist with the .Impt/Agre that “Students are able to register for classes they need with few conflicts”
Empl:Hist with the .Impt/Agre that “Students are made to feel welcome on this campus”
Empl:Hist with the .Impt/Agre that “Students seldom get the "run-around" when seeking information on this campus”
Empl:Hist with the .Impt/Agre that “The amount of student parking space on campus is adequate”
Empl:Hist with the .Impt/Agre that “The campus is safe and secure for all students”
Empl:Hist with the .Impt/Agre that “The campus staff are caring and helpful”
Empl:Hist with the .Impt/Agre that “The content of the courses within each major is valuable”
Empl:Hist with the .Impt/Agre that “The instruction in major fields is excellent”
Empl:Hist with the .Impt/Agre that “The personnel involved in registration are helpful”
Empl:Hist with the .Impt/Agre that “The quality of instruction students receive in most of their classes is excellent”
Empl:Hist with the .Impt/Agre that “There are adequate services to help students decide upon a career”
Empl:Hist with the .Impt/Agre that “There is a commitment to academic excellence on this campus”
Empl:Hist with the .Impt/Agre that “There is a good variety of courses provided on this campus”
Empl:Hist with the .Impt/Agre that “There is a strong commitment to racial harmony on this campus”
Empl:Hist with the .Impt/Agre that “There is an adequate selection of food available in the cafeteria”
Empl:Hist with the .Impt/Agre that “This institution has a good reputation within the community”
Empl:Hist with the .Impt/Agre that “This institution shows concern for students as individuals”
Empl:Hist with the .Impt/Agre that “Tuition paid is a worthwhile investment”
Employer overall satisfaction with our graduates knowledge, skills, and professional attitudes
Employment rates for full-time MBA program graduates
Employment rates for law graduates at graduation and 10 months after
Employment rates within the field, percent going on for further education, etc., for graduates within 6 months of graduation
Every Regent be appointed to every committee.
Executive sessions are candid and constructive, and conducted in a manner that encourages civil disagreement.
Fac:Agre.“The assessment and course placement procedures are reasonable”:Hgrm
Fac:Hgrm.Agre "I have enough time in my schedule to support my scholarship aims."
Fac:Hgrm.Agre "The institution provides a supportive environment for - Economic background"
Faculty and staff Hist: “The faculty are committed to student success”
Faculty and student rating of farm as an effective classroom
Faculty and student satisfaction with the usefulness and ease of use of the end of course surveys.
Faculty average score on survey question "Fair and impartial faculty promotion and tenure processes are in place and make expectations clear".
Faculty Hist: “In general students I have taught or advised in the last year acknowledged source materials that are not their own.”
Faculty Hist: “In general students I have taught or advised in the last year behaved ethically.”
Faculty Hist: “In general students I have taught or advised in the last year were academically honest.”
Faculty Hist: agreement on - I have enough time in my schedule to support my professional service responsibilities.
Faculty response distribution on - How satisfied are you with the test scanning operation?
Faculty response distribution on - On average what percent of your exam points are made up by essay and short essay questions?
Faculty response distribution on agreement with "My department chair took my other professional demands into account when scheduling my courses"
Faculty response distribution on agreement with “The mission of this institution resonates with my personal convictions and aims in life”.
Faculty satisfaction with effectiveness of online learning tools
Faculty, staff, and student average scores on survey question "The institution is honest and truthful in public relations announcements, advertisements, recruiting and admissions materials and practices, as well as in internal communications"
Feedback from employers and grad schools on "presentation quality" of our student graduates
Feedback received on my course work helped me perform better on assignments.
Full time faculty Hist: “Adjunct faculty are engaged with the full time faculty”
Full time faculty Hist: “Adjunct faculty are engaged with their students”
Grad students only - I am concerned about having adequate financial support from my department.
Grad students only - Intl:Hgrm."I am concerned about having adequate financial support from my department.
Grad students only - Intl:Hgrm."Please rate the quality of services provided by the Graduate School
Grad students only - Intl:Hgrm."Please rate the quality of services provided by the teaching resource center
Grad students only - Intl:Hgrm."Staff within the Graduate School understands my needs as an international student.
Grad students only - Intl:Hgrm."Staff within the teaching resource center understands my needs as an international student.
Grad students only - Please rate the quality of services provided by the Graduate School
Grad students only - Please rate the quality of services provided by the teaching resource center
Grad students only - Staff within the Graduate School understands my needs as an international student.
Grad students only - Staff within the teaching resource center understands my needs as an international student.
Graded assignments were returned in a timely manner (e.g. within 7 business days).
Graduating students Hist: “Overall my learning experience was positive”
Has anyone done (Yes, in a class, lab, or work setting at my school; Yes, in a social setting at my school; Yes, in other settings at my school; Have not experienced this at my school) following to you since the beginning of the school year? (select all that apply) E‐mailed, texted, or used social media to send offensive sexual jokes, stories, or pictures to you
Has anyone done (Yes, in a class, lab, or work setting at my school; Yes, in a social setting at my school; Yes, in other settings at my school; Have not experienced this at my school) following to you since the beginning of the school year? (select all that apply) Made inappropriate comments about your or someone else’s body or appearance in your presence
Has anyone done (Yes, in a class, lab, or work setting at my school; Yes, in a social setting at my school; Yes, in other settings at my school; Have not experienced this at my school) following to you since the beginning of the school year? (select all that apply) Made sexist remarks or jokes in your presence
Has anyone done (Yes, in a class, lab, or work setting at my school; Yes, in a social setting at my school; Yes, in other settings at my school; Have not experienced this at my school) following to you since the beginning of the school year? (select all that apply) Said crude sexual things to you, or tried to get you to talk about sexual matters when you didn't want to
Has anyone done (Yes, in a class, lab, or work setting at my school; Yes, in a social setting at my school; Yes, in other settings at my school; Have not experienced this at my school) following to you since the beginning of the school year? (select all that apply) Seemed to be bribing you with some sort of reward if you agreed to engage in a romantic or sexual relationship with that person
Has anyone had or attempted to have unwanted sexual contact with you prior to you going to college?
Have you attended a workshop on grant writing, or participated in a grant writing community in the last year?
Have you attended a workshop on pedagogical skills or student learning assessment in last year?
Have you attended a workshop on research skills in the last year?
Have you chaired or co-chaired a committee at this institution within the last five years?
Have you consulted with a staff member in Faculty Development on a course related matter in the past year
Have you experienced disrespectful or disruptive behavior from students in the classroom in at least one course in the past year?
Have you included undergraduates in research in at least one course in the past year?
Have you incorporated service learning in at least one course in the past year?
Have you Issued a Digital Badge to Reward Exceptional Student Performance in at least one of your courses in the last two years?
Have you or do you plan to do the following before you graduate - Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)
Have you or do you plan to do the following before you graduate - Hold a formal leadership role in a student organization or group
Have you or do you plan to do the following before you graduate - Participate in a learning community or some other formal program where groups of students take two or more classes together
Have you or do you plan to do the following before you graduate - Participate in a study abroad program
Have you or do you plan to do the following before you graduate - Participate in an internship, co-op, field experience, student teaching, or clinical placement
Have you or do you plan to do the following before you graduate - Work with a faculty member on a research project
Have you required an open educational resource (OER) instead of a commercial textbook in at least one course in the past year?
Have you required multiple drafts of student written work for progressive feedback in at least one course in the past year?
Have you required student presentations in at least one course in the past year
Have you served on an accreditation team site visit within the last five years?
Have you spent a good amount of class time addressing student questions in at least one course in the past year?
Have you taught an undergraduate course during the current school year?
Have you team taught in at least one course in the past year?
Have you used a Peer Mediated Focus Group for Formative Feedback in at Least One Course?
Have you used a Rubric to Evaluate an Assignment in at Least One Course in the last two years?
Have you used a rubric to score a course assignment within the last year?
Have you used formative assessment (e.g. student response systems, muddiest point feedback) to test and strengthen learning in at least one course in the past year?
Have you used game based learning in at least one course in the past year?
Have you used group work to test and strengthen learning in at least one course in the past year?
Have you used in-class or online discussions to test and strengthen learning in at least one course in the past year?
Have you used student assigned projects to test and strengthen learning in at least one course in the past year?
Have you used student ePortfolios to test and strengthen learning in at least one course in the past year?
Have you, within the last 10 years, served or currently serve in an academic leadership role (Dept chair or above)?
Have you, within the last five years, volunteered as an officer of an academic professional organization?
Hist: - About how often do you attend school programs, activities, or events that promote diversity and inclusion?
Hist: - About how often do you hear about programs, activities, or events that promote diversity and inclusion happening on campus?
Hist: - Are you the first person in your family to go to college (i.e. neither of your parents/guardians have attended college).
Hist: - Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person affected by mental health issues (e.g. depression, anxiety, bipolar disorder)
Hist: - Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person from a socioeconomic background other than your own
Hist: - Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person whose race or ethnicity is different from your own
Hist: - Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person with a physical disability
Hist: - Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person with political views that differ from your own
Hist: - Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? A person with religious beliefs other than your own
Hist: - Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? An openly gay or bisexual man
Hist: - Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? An openly lesbian or bisexual woman
Hist: - Based on the behavior of your peers, how comfortable would students at your school be being close friends with the following individuals? An openly transgender man, transgender woman, or non-binary individual
Hist: - Based on the behavior of your peers, how likely are students at your school to: Ask for verbal consent when intimate with someone.
Hist: - Based on the behavior of your peers, how likely are students at your school to: Ask someone who looks very upset at a party if they are ok or need help.
Hist: - Based on the behavior of your peers, how likely are students at your school to: Confront a friend who says that they had sex with someone who was passed out or didn't give consent.
Hist: - Based on the behavior of your peers, how likely are students at your school to: Decide not to have sex with someone if they are drunk.
Hist: - Based on the behavior of your peers, how likely are students at your school to: Express discomfort if someone makes a sexual joke about a person's body.
Hist: - Based on the behavior of your peers, how likely are students at your school to: Express discomfort if someone says that sexual assault victims are to blame for being assaulted.
Hist: - Based on the behavior of your peers, how likely are students at your school to: Help a friend report an incident of sexual violence or abuse.
Hist: - Based on the behavior of your peers, how likely are students at your school to: Report a friend who committed sexual violence.
Hist: - Based on the behavior of your peers, how likely are students at your school to: Talk to a friend who may be in a sexually abusive relationship.
Hist: - Based on the behavior of your peers, how likely are students at your school to: Tell a campus authority about information that might help in a sexual violence case even if pressured to stay silent.
Hist: - Did the person(s) who did one or more of the behaviors do them by...Catching you off guard, or ignoring non‐verbal cues or looks?
Hist: - Did the person(s) who did one or more of the behaviors do them by...Showing displeasure, criticizing your sexuality or attractiveness, or getting angry?
Hist: - Did the person(s) who did one or more of the behaviors do them by...Taking advantage of you when you were incapacitated (e.g., too drunk, high, asleep, or out of it)?
Hist: - Did the person(s) who did one or more of the behaviors do them by...Telling lies, threatening to end a relationship or to spread rumors about you, or verbally pressuring you?
Hist: - Did the person(s) who did one or more of the behaviors do them by...Threatening to physically harm you or someone close to you?
Hist: - Did the person(s) who did one or more of the behaviors do them by...Threatening you with being outed?
Hist: - Did the person(s) who did one or more of the behaviors do them by...Using force or having a weapon?
Hist: - Did the school’s formal procedures help you resolve the issue?
Hist: - Did the school’s formal procedures help you resolve the issue?: Completely resolved the issue;
Hist: - Did you formally report the incident to the school?
Hist: - Did you receive sexual violence information or training as part of:
Hist: - Did you seek medical attention?
Hist: - Did you seek services or contact a hotline after the incident?
Hist: - Did you use the school's formal procedures to report the incident(s)?
Hist: - Did you use the school's formal procedures to report this incident(s)?
Hist: - Do you feel that issues of diversity and inclusion are adequately addressed...By faculty
Hist: - Do you feel that issues of diversity and inclusion are adequately addressed...By school leadership
Hist: - Do you feel that issues of diversity and inclusion are adequately addressed...In class
Hist: - Do you feel that issues of diversity and inclusion are adequately addressed...In school communication
Hist: - Do you feel that issues of diversity and inclusion are adequately addressed...In student organizations
Hist: - Do you feel that issues of diversity and inclusion are adequately addressed...In the curriculum (e.g., textbooks)
Hist: - Do you feel that issues of diversity and inclusion are adequately addressed...In the school mission
Hist: - Do you feel that the communities you belong to are appropriately represented in your school's...Communications
Hist: - Do you feel that the communities you belong to are appropriately represented in your school's...Curriculum (e.g., textbooks)
Hist: - Do you feel that the communities you belong to are appropriately represented in your school's...Events
Hist: - Do you feel that the communities you belong to are appropriately represented in your school's...Faculty
Hist: - Do you feel that the communities you belong to are appropriately represented in your school's...I feel that the communities I belong to are missing completely from my school environment.
Hist: - Do you feel that the communities you belong to are appropriately represented in your school's...Recruiting
Hist: - Do you feel that the communities you belong to are appropriately represented in your school's...Staff
Hist: - Do you feel that the communities you belong to are appropriately represented in your school's...Student body
Hist: - Do you feel that the communities you belong to are appropriately represented in your school's...Student organizations
Hist: - Do you identify as transgender
Hist: - Feedback received on my course work helped me perform better on assignments.
Hist: - Graded assignments were returned in a timely manner (e.g. within 7 business days).
Hist: - Has anyone done the following to you since the beginning of the school year? (select all that apply) E‐mailed, texted, or used social media to send offensive sexual jokes, stories, or pictures to you
Hist: - Has anyone done the following to you since the beginning of the school year? (select all that apply) Made sexist remarks or jokes in your presence
Hist: - Has anyone done the following to you since the beginning of the school year? (select all that apply) Said crude sexual things to you, or tried to get you to talk about sexual matters when you didn't want to
Hist: - Has anyone done the following to you since the beginning of the school year? (select all that apply) Seemed to be bribing you with some sort of reward if you agreed to engage in a romantic or sexual relationship with that person
Hist: - Has anyone had or attempted to have unwanted sexual contact with you prior to you going to college?
Hist: - Has anyone Made inappropriate comments about your or someone else’s body or appearance in your presence
Hist: - How aware are you of the following services on campus addressing the needs of Gay, lesbian, and bisexual students
Hist: - How aware are you of the following services on campus addressing the needs of International students at US location(s)
Hist: - How aware are you of the following services on campus addressing the needs of Religious students
Hist: - How aware are you of the following services on campus addressing the needs of Students of diverse races and cultures
Hist: - How aware are you of the following services on campus addressing the needs of Students with disabilities
Hist: - How aware are you of the following services on campus addressing the needs of Women students
Hist: - How comfortable would you be being close friends with the following individuals? A person affected by mental health issues (e.g., depression, anxiety, bipolar disorder)
Hist: - How comfortable would you be being close friends with the following individuals? A person from a socioeconomic background other than your own
Hist: - How comfortable would you be being close friends with the following individuals? A person whose race or ethnicity is different from your own
Hist: - How comfortable would you be being close friends with the following individuals? A person with a physical disability
Hist: - How comfortable would you be being close friends with the following individuals? A person with political views that differ from your own
Hist: - How comfortable would you be being close friends with the following individuals? A person with religious beliefs other than your own
Hist: - How comfortable would you be being close friends with the following individuals? An openly gay or bisexual man
Hist: - How comfortable would you be being close friends with the following individuals? An openly lesbian or bisexual woman
Hist: - How comfortable would you be being close friends with the following individuals? An openly transgender man, transgender woman, or non-binary individual
Hist: - How concerned were you about your safety?
Hist: - How have you primarily learned about or become more aware of diversity? Talking with friends; In class; From my family; Living with diverse roommates; Campus events; On-campus job or volunteer experience; Other
Hist: - How likely are you to engage in the following behaviors? Ask for verbal consent when I am intimate with someone.
Hist: - How likely are you to engage in the following behaviors? Ask someone who looks very upset at a party if they are ok or need help.
Hist: - How likely are you to engage in the following behaviors? Confront a friend who tells me that they had sex with someone who was passed out or didn't give consent.
Hist: - How likely are you to engage in the following behaviors? Decide not to have sex with someone if they are drunk.
Hist: - How likely are you to engage in the following behaviors? Express my discomfort if someone makes a sexual joke about a person's body.
Hist: - How likely are you to engage in the following behaviors? Express my discomfort if someone says that sexual assault victims are to blame for being assaulted.
Hist: - How likely are you to engage in the following behaviors? Help a friend report an incident of sexual violence or abuse.
Hist: - How likely are you to engage in the following behaviors? Report a friend who committed sexual violence.
Hist: - How likely are you to engage in the following behaviors? Talk to a friend who I suspect is in a sexually abusive relationship.
Hist: - How likely are you to engage in the following behaviors? Tell a campus authority about information I have that might help in a sexual violence case even if pressured by my peers to stay silent.
Hist: - How often did you cut the size of your meals or skip meals because there wasn't enough money for food
Hist: - How often did you not eat for a whole day
Hist: - How useful was the training in increasing your knowledge about Bystander intervention skills
Hist: - How useful was the training in increasing your knowledge about Reporting an incident of sexual violence
Hist: - How useful was the training in increasing your knowledge about Sexual violence prevention strategies (e.g., asking for consent, responsible alcohol use)
Hist: - How useful was the training in increasing your knowledge about Sexual violence resources
Hist: - How useful was the training in increasing your knowledge about The definition of sexual violence
Hist: - How useful was the training in increasing your knowledge about The school's procedures for investigating an incident of sexual violence
Hist: - How well did the school resolve the issue?
Hist: - How would you rate the climate on campus for people who are..Affected by learning disabilities (e.g., ADHD, dyslexia)
Hist: - How would you rate the climate on campus for people who are..Affected by mental health conditions (e.g., anxiety, bipolar disorder, depression)
Hist: - How would you rate the climate on campus for people who are..Affected by physical disabilities
Hist: - How would you rate the climate on campus for people who are..From Christian religions
Hist: - How would you rate the climate on campus for people who are..From non-Christian religions
Hist: - How would you rate the climate on campus for people who are..Gay, lesbian, bisexual, asexual, pansexual, questioning
Hist: - How would you rate the climate on campus for people who are..International students at US location(s)
Hist: - How would you rate the climate on campus for people who are..Politically conservative
Hist: - How would you rate the climate on campus for people who are..Politically liberal
Hist: - How would you rate the climate on campus for people who are..Socioeconomically disadvantaged
Hist: - How would you rate the climate on campus for people who are..Transgender
Hist: - I believe that the strategic plan will be the primary mechanism for driving the institution forward and that I will be kept well informed of progress.
Hist: - I clearly understood how my work in the course would be assessed.
Hist: - I clearly understood what I needed to do to complete my assignments.
Hist: - I comprehend how the Strategic Plan will affect my work at this institution.
Hist: - I could clearly hear the instructor, remote participants, and any audio materials used.
Hist: - I could clearly see the instructor and materials presented.
Hist: - I felt the strategic planning process was very transparent
Hist: - I learned to apply the material covered in this course to improve my thinking, problem-solving, and/or decision-making.
Hist: - I often set a goal but later choose to pursue a different one
Hist: - I understand the Mission and Vision statements that were developed for the institution as part of the strategic plan.
Hist: - I was able to provide input to my supervisor on the areas of the proposed strategic plan that would affect my job responsibilities from a practicality and feasibility perspective.
Hist: - I was given adequate opportunity to contribute during the development of the goals and objectives for the plan.
Hist: - I was given adequate opportunity to contribute during the development of the institution’s Mission Statement.
Hist: - I was given adequate opportunity to contribute during the development of the institution’s Vision Statement.
Hist: - I was given adequate opportunity to contribute during the development of the Peer and Aspirant Institutions list.
Hist: - I would recommend this course to other students.
Hist: - If you seriously considered leaving this school- Why?
Hist: - In response to this situation
Hist: - In response to this situation:
Hist: - In your opinion, how much of a problem is sexual violence at your school?
Hist: - It is common to have mixed feelings when deciding whether or not to share your experience with someone else. Did any of the following thoughts or concerns cross your mind when you were deciding whether or not to share or report your experience?
Hist: - It is common to have mixed feelings when deciding whether or not to share your experience with someone else. Did any of the following thoughts or concerns cross your mind when you were deciding whether or not to share or report your experience?
Hist: - Just prior to the incident(s), had the person(s): (select all that apply) ..Been drinking alcohol, but wasn't drunk
Hist: - Just prior to the incident(s), had the person(s): (select all that apply)..Been drinking alcohol and was drunk
Hist: - Just prior to the incident(s), had the person(s): (select all that apply)..Been taking or using drugs other than alcohol and marijuana
Hist: - Just prior to the incident(s), had the person(s): (select all that apply)..Been taking or using marijuana
Hist: - Just prior to the incident(s), had the person(s): (select all that apply)..Given you a drug without your knowledge or consent
Hist: - Just prior to the incident(s), had the person(s): (select all that apply)..Tried to get you drunk
Hist: - My ideas, criticisms, and concerns got a fair and receptive hearing during the strategic planning process.
Hist: - Please indicate your .Agre with All students feel welcome and supported at this school, regardless of background or identity.
Hist: - Please indicate your .Agre with Diversity is fully embraced within the campus culture.
Hist: - Please indicate your .Agre with Diversity is reflected in administrators.
Hist: - Please indicate your .Agre with Diversity is reflected in the faculty.
Hist: - Please indicate your .Agre with Diversity is reflected in the student body.
Hist: - Please indicate your .Agre with I am confident my school would administer the formal procedures to fairly add
Hist: - Please indicate your .Agre with I feel close to people at this school.
Hist: - Please indicate your .Agre with I feel like I need to hide some aspects of my identity to fit in.
Hist: - Please indicate your .Agre with I feel safe at this school.
Hist: - Please indicate your .Agre with I know how to report an incident of harassment or discrimination to the school.
Hist: - Please indicate your .Agre with I know where I can access my school's harassment and discrimination policy.
Hist: - Please indicate your .Agre with I think administrators are genuinely concerned about my welfare.
Hist: - Please indicate your .Agre with I think faculty are genuinely concerned about my welfare.
Hist: - Please indicate your .Agre with I think faculty pre-judge my abilities based on my identity or background.
Hist: - Please indicate your .Agre with I understand my school's formal procedures to address complaints of harassment or discrimination
Hist: - Please indicate your .Agre with If a friend or I experienced harassment or discrimination, I would know where to go to get help.
Hist: - Please indicate your .Agre with It is easy to find people on campus who understand me.
Hist: - Please indicate your .Agre with On campus, there are enough opportunities to gain knowledge about my own cultural community
Hist: - Please indicate your .Agre with School leaders are visibly committed to fostering respect for diversity on campus.
Hist: - Please indicate your .Agre with the following statement.. A lot of times, women who say they were raped agreed to have sex and then regretted it afterward.
Hist: - Please indicate your .Agre with the following statement.. A person who is sexually assaulted or raped while she or he is drunk is at least somewhat responsible for putting themselves in that position.
Hist: - Please indicate your .Agre with the following statement.. An incident can only be sexual assault or rape if the person says "no."
Hist: - Please indicate your .Agre with the following statement.. If a woman hooks up with a lot of men, eventually she is going to get into trouble.
Hist: - Please indicate your .Agre with the following statement.. It is not necessary to get consent before sexual activity if you are in a relationship with that person.
Hist: - Please indicate your .Agre with the following statement.. It shouldn’t be considered rape if a man is drunk and didn’t realize what he was doing.
Hist: - Please indicate your .Agre with the following statement.. Rape and sexual violence can happen unintentionally, especially if alcohol is involved.
Hist: - Please indicate your .Agre with the following statement.. Sexual violence and rape happen because men can get carried away in sexual situations once they've started.
Hist: - Please indicate your .Agre with the following statement.. Sexual violence and rape happen because people put themselves in bad situations.
Hist: - Please indicate your .Agre with the following statement.. When someone is raped or sexually assaulted, it’s often because the way they said "no" was unclear or there was some miscommunication.
Hist: - Please rate your .Agre with the following statements. I am confident my school would administer the formal procedures to fairly address reports of sexual violence.
Hist: - Please rate your .Agre with the following statements. I know what confidential resources (e.g., victim advocacy, counseling) are available to me to report an incident of sexual violence.
Hist: - Please rate your .Agre with the following statements. I understand my school's formal procedures to address complaints of sexual violence.
Hist: - Please rate your .Agre with the following statements. If a friend or I experienced sexual violence, I would know where to go to get help.
Hist: - Please rate your .Agre with the following statements. If someone reported an incident of sexual violence to a campus authority: The accused or their friends would retaliate against the person making the report.
Hist: - Please rate your .Agre with the following statements. If someone reported an incident of sexual violence to a campus authority: The educational achievement/career of the person making the report would suffer.
Hist: - Please rate your .Agre with the following statements. If someone reported an incident of sexual violence to a campus authority: The school would take steps to protect the person making the report from retaliation.
Hist: - Please rate your .Agre with the following statements. If someone reported an incident of sexual violence to a campus authority: The school would take the report seriously.
Hist: - Please rate your .Agre with the following statements..I feel comfortable sharing my own perspectives and experiences in class.
Hist: - Please rate your .Agre with the following statements..I feel I have to work harder than other students to be perceived as a good student.
Hist: - Please rate your .Agre with the following statements..I feel like faculty and staff at this school are too politically correct or sensitive.
Hist: - Please rate your .Agre with the following statements..I feel like my peers at this school are too politically correct or sensitive.
Hist: - Please rate your .Agre with the following statements..I feel like my school provides enough programs that promote meaningful interactions between students from different cultures.
Hist: - Please rate your .Agre with the following statements..I have access to at least one faculty or staff member who I trust and who can connect me with information or support I may need, regardless of the issue I face.
Hist: - Please rate your .Agre with the following statements..I have been singled out in class because of my identity (e.g., race, ethnicity, gender, sexual orientation, disability status, religious affiliation, etc.).
Hist: - Please rate your .Agre with the following statements..In class, I have heard faculty express stereotypes based on identity (e.g., race, ethnicity, gender, sexual orientation, disability status, religious affiliation, etc.).
Hist: - Please rate your .Agre with the following statements..Most students at this school have values and attitudes different from my own.
Hist: - Please rate your experience with these statements since the beginning of the current school year...I couldn’t afford to eat balanced meals.
Hist: - Please rate your experience with these statements since the beginning of the current school year...I worried whether my food would run out before I got money to buy more.
Hist: - Please rate your experience with these statements since the beginning of the current school year...The food that I bought just didn't last, and I didn't have money to get more.
Hist: - Prior institutional, divisional, and department plans were analyzed and appropriately incorporated into the new plan to preserve continuity of worthwhile goals and objectives.
Hist: - Room lights and window shades were used to set appropriate lighting levels in the room.
Hist: - Since the beginning of the current (Fall 2019) school year, which of these situations did you experience:
Hist: - Since the beginning of the current school year (Fall 2019) has a casual, steady, or serious dating or intimate partner (including a spouse) done any of the following to you?:
Hist: - Since the beginning of the current school year (Fall 2019), did you ever cut the size of your meals or skip meals because there wasn't enough money for food?
Hist: - Since the beginning of the current school year (Fall 2019), did you ever eat less than you felt you should because there wasn't enough money for food?
Hist: - Since the beginning of the current school year (Fall 2019), did you ever not eat for a whole day because there wasn't enough money for food?
Hist: - Since the beginning of the current school year (Fall 2019), did you lose weight because there wasn't enough money for food?
Hist: - Since the beginning of the current school year (Fall 2019), have you had ANY of the following experiences:
Hist: - Since the beginning of the current school year (Fall 2019), have you seriously considered leaving this school?
Hist: - Since the beginning of the current school year (Fall 2019), were you ever hungry but didn't eat because there wasn't enough money for food?
Hist: - Since the beginning of the current school year has a casual, steady, or serious dating or intimate partner (including a spouse) done any of the following to you?
Hist: - Since the beginning of the current school year, did you ever experience one or more of the following situations:
Hist: - Since the beginning of the current school year, have you actively taken part in activities or volunteered your time on projects focused on stopping sexual violence on campus?
Hist: - Since the beginning of the current school year, have you had a casual, steady, or serious dating or intimate partner (including a spouse)?
Hist: - Since the beginning of the current school year, have you had a friend or acquaintance tell you that they were the victim of an unwanted sexual experience?
Hist: - Since the beginning of the current school year, have you had a friend or acquaintance tell you that they were the victim of harassment or discrimination?
Hist: - Since the beginning of the current school year, have you observed a situation that you believed was, or could have led to, a sexual assault?
Hist: - Since the beginning of the current school year, have you received information or training at your school in any of the following areas: Understanding the definition of sexual violence; Reporting an incident of sexual violence; Your school's procedures for investigating an incident of sexual violence; Accessing sexual violence resources; Sexual violence prevention strategies (e.g., asking for consent, responsible alcohol use); Bystander intervention skills.
Hist: - Since the beginning of the school year (Fall 2019) has anyone shunned, ignored, or intimidated you, or acted directly or indirectly toward you in an offensive or hostile manner that interfered with your ability to learn and work?
Hist: - Since the beginning of the school year has anyone frightened, concerned, angered, or annoyed you by...
Hist: - Since the beginning of the school year have you observed someone on campus being shunned, ignored, or intimidated, or treated in an offensive, or hostile manner?
Hist: - Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Nationality (citizen of another country)
Hist: - Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Political beliefs
Hist: - Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Race or ethnicity
Hist: - Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Religious beliefs
Hist: - Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Sexual orientation
Hist: - Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Socioeconomic background
Hist: - Since the beginning of the school year, how often have you socialized with students who differ from you in..Nationality (citizen of another country)
Hist: - Since the beginning of the school year, how often have you socialized with students who differ from you in..Political beliefs
Hist: - Since the beginning of the school year, how often have you socialized with students who differ from you in..Race or ethnicity
Hist: - Since the beginning of the school year, how often have you socialized with students who differ from you in..Religious beliefs
Hist: - Since the beginning of the school year, how often have you socialized with students who differ from you in..Sexual orientation
Hist: - Since the beginning of the school year, how often have you socialized with students who differ from you in..Socioeconomic background
Hist: - The amount of work was appropriate in this course, as compared to other courses at the same level and number of credit hours that I have taken.
Hist: - The assignments and course activities helped me achieve the learning outcomes of this course.
Hist: - The classes started and ended at the officially scheduled time.
Hist: - The classroom was consistently clean.
Hist: - The classroom was maintained at a comfortable temperature.
Hist: - The content of tests/exams aligned with what I was told to expect.
Hist: - The course changed my perspective about the course content.
Hist: - The course was intellectually challenging.
Hist: - The furniture in the classroom supported and did not hinder learning.
Hist: - The instructor created a classroom environment of mutual respect in which students were encouraged and felt safe in expressing their views.
Hist: - The instructor set high standards for the course.
Hist: - The instructor used a variety of instructional strategies (lecturing, demonstrations, discussion, group work, projects, homework, quizzes, student response systems, games. etc.) to adapt to student needs, interests, and learning challenges.
Hist: - The instructor used relevant contemporary data from the field and related disciplines in their teaching.
Hist: - The instructor was accessible outside of class (e.g., publishes and maintains office hours, answers emails, phone calls, etc.).
Hist: - The instructor was prepared for class throughout the term.
Hist: - The instructor(s) cared about my intellectual growth in the course.
Hist: - The instructor(s) grading of tests and my work was fair.
Hist: - The learning experience stimulated me to think in new ways about the course content.
Hist: - The learning experience was well designed (Expectations were clear, homework reinforced class content, learning activities were appropriate etc.).
Hist: - The learning resources (text books, journal articles etc.) that were recommended/required by the instructor were helpful to my learning.
Hist: - The objectives defined in the strategic plan are achievable given the current and planned resources available to those responsible for executing them.
Hist: - The online tutoring service was useful and accessible.
Hist: - The outputs of the most recent institutional and discipline specific accreditation self-studies were appropriately incorporated into the strategic plan.
Hist: - The pace of the course was?
Hist: - The percent of class time in which the instructor delivered course content by lecturing
Hist: - The room decor and ambience was pleasant.
Hist: - The strategic plan addresses many of the current issues where improvement is needed within the institution.
Hist: - The strategic plan addresses many of the issues where current operations/practices need to be reduced or eliminated within the institution.
Hist: - The strategic plan contains a fair balance of administrator initiated and grassroots (faculty, staff, students) initiated objectives.
Hist: - The strategic plan contains a good balance of objectives that are tried and tested good practices and innovative ideas that are worth the risk.
Hist: - The strategic plan defines a clear path to achieve the institution’s vision and to where the institution needs to be in X years.
Hist: - The strategic plan forms a good foundation for the development of divisional and departmental strategic plan that will support it.
Hist: - The strategic plan is supported by adequate institutional investment to be transformative.
Hist: - The syllabus/course outline provided accurate and sufficient information about the design and content of the course.
Hist: - There were opportunities for active learning (e.g., group work, discussions, and hands-on experiences).
Hist: - Thinking about this course, on average how effectively do you feel that class time was used to help you learn the course content?
Hist: - To be successful, it is necessary to actively participate in this course.
Hist: - Was the person(s) affiliated with...?
Hist: - Was this person affiliated with;
Hist: - Was this person affiliated with...:
Hist: - Were you physically injured in the incident?
Hist: - What actions do you think would improve the campus climate?
Hist: - What are the reasons you might hesitate to engage with other students who are different from you?
Hist: - What diversity topics have you learned most about or become aware of since the beginning of the school year?
Hist: - What do you believe this conduct was based upon?
Hist: - What is or was your relationship with the person(s) who conducted this unwanted behavior?
Hist: - What is your citizenship or residence status
Hist: - What is/was your relationship with the person who conducted this unwanted behavior?
Hist: - What kind of responses did you receive from those you told or reported to?
Hist: - What kind of responses did you receive from those you told or reported to?
Hist: - What student group(s) do you participate in
Hist: - What term best describes your gender identity
Hist: - What term best describes your sexual orientation
Hist: - What was the discrimination or harassment that you experienced?
Hist: - What was the non-consensual or unwanted sexual contact you experienced? .Someone fondled, kissed, or rubbed up against the private areas of my body or removed some of my clothes even though I didn’t want to
Hist: - What was the non-consensual or unwanted sexual contact you experienced?..Someone performed oral sex on me or made me give them oral sex even though I didn't want to
Hist: - What was the non-consensual or unwanted sexual contact you experienced?..Someone sexually penetrated me (i.e. someone put a penis or inserted fingers or objects into my vagina or anus) even though I didn’t want to
Hist: - What was the non-consensual or unwanted sexual contact you experienced?..Someone TRIED to perform oral sex on me or make me give them oral sex even though I didn't want to
Hist: - What was the non-consensual or unwanted sexual contact you experienced?..Someone TRIED to sexually penetrate me (i.e. someone tried to put a penis or insert fingers or objects into my vagina or anus) even though I didn’t want to
Hist: - What was the sex of the individual(s)?
Hist: - What was the source of the discrimination or harassment?
Hist: - Where did the incident occur?
Hist: - Where did the incident(s) occur?
Hist: - Where do you live during the current school year
Hist: - Where do you primarily interact with students whose backgrounds and identities differ from your own?
Hist: - Who did you tell about the incident?
Hist: - Who did you tell about the incident?
Hist: - Who did you tell about the incident?
Hist: “All things considered, this is a great place to work”
Hist: “At this institution, people are supportive of their colleagues regardless of their heritage or background”
Hist: “At this institution, we discuss and debate issues respectfully to get better results”
Hist: “Changes that affect me are discussed prior to being implemented”
Hist: “Faculty are appropriately involved in decisions related to the education program (e.g., curriculum development, evaluation)”
Hist: “Faculty, administration and staff are meaningfully involved in institutional planning”
Hist: “Faculty, administration and staff work together to ensure the success of institution programs and initiatives”
Hist: “I am given the opportunity to develop my skills at this institution”
Hist: “I am given the responsibility and freedom to do my job”
Hist: “I am paid fairly for my work”
Hist: “I am proud to be part of this institution”
Hist: “I am provided the resources I need to be effective in my job”
Hist: “I am regularly recognized for my contributions”
Hist: “I believe what I am told by my supervisor/department chair”
Hist: “I believe what I am told by senior leadership”
Hist: “I can count on people to cooperate across departments”
Hist: “I can speak up or challenge a traditional way of doing something without fear of harming my career”
Hist: “I have a good relationship with my supervisor/department chair”
Hist: “I receive feedback from my supervisor/department chair that helps me”
Hist: “I understand how my job contributes to this institution's mission”
Hist: “In my department, we communicate openly about issues that impact each other's work”
Hist: “Issues of low performance are addressed in my department”
Hist: “My department has adequate faculty/staff to achieve our goals”
Hist: “My job makes good use of my skills and abilities”
Hist: “My supervisor/department chair actively solicits my suggestions and ideas”
Hist: “My supervisor/department chair is consistent and fair”
Hist: “My supervisor/department chair makes his/her expectations clear”
Hist: “My supervisor/department chair regularly models this institution's values”
Hist: “My supervisor/department chair supports my efforts to balance my work and personal life”
Hist: “Our orientation program prepares new faculty, administration and staff to be effective”
Hist: “Our recognition and awards programs are meaningful to me”
Hist: “Our review process accurately measures my job performance”
Hist: “Our senior leadership has the knowledge, skills and experience necessary for institutional success”
Hist: “Overall, my department is a good place to work”
Hist: “People in my department work well together”
Hist: “Promotions in my department are based on a person's ability”
Hist: “Senior leadership communicates openly about important matters”
Hist: “Senior leadership provides a clear direction for this institution's future”
Hist: “Senior leadership regularly models this institution's values”
Hist: “Senior leadership shows a genuine interest in the well-being of faculty, administration and staff”
Hist: “Teaching is appropriately recognized in the evaluation and promotion process”
Hist: “The facilities (e.g., classrooms, offices, laboratories) adequately meet my needs”
Hist: “The institution takes reasonable steps to provide a safe and secure environment for the campus”
Hist: “The role of faculty in shared governance is clearly stated and publicized”
Hist: “There is a good balance of teaching, service and research at this institution”
Hist: “There is appropriate recognition of innovative and high quality teaching”
Hist: “There is regular and open communication among faculty, administration and staff”
Hist: “There's a sense that we're all on the same team at this institution”
Hist: “This institution actively contributes to the community”
Hist: “This institution has clear and effective procedures for dealing with discrimination”
Hist: “This institution is well run”
Hist: “This institution places sufficient emphasis on having diverse faculty, administration and staff”
Hist: “This institution's benefits meet my needs”
Hist: “This institution's culture is special - something you don't find just anywhere”
Hist: “This institution's policies and practices ensure fair treatment for faculty, administration and staff”
Hist: “This institution's policies and practices give me the flexibility to manage my work and personal life”
Hist: “We celebrate significant milestones and important accomplishments at this institution”
Hist: “When I offer a new idea, I believe it will be fully considered”
Hist: during the current school year, that students - Summarized what you learned in class or from course materials
Hist: during the current school year, that students had discussions with - People from an economic background other than your own
Hist: during the current school year, that students had discussions with - People of a race or ethnicity other than your own
Hist: during the current school year, that students had discussions with - People with political views other than your own
Hist: during the current school year, that students had discussions with - People with religious beliefs other than your own
Hist: faculty and staff on .Agre with - The institution’s nepotism policy is appropriate and equally enforced for all supervisors.
Hist: Faculty assessment of the percent of the assigned reading in their selected course section that they think the typical student completes
Hist: Faculty estimate of the Percent of undergraduates at your institution who do the following before they graduate- Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)
Hist: Faculty estimate of the Percent of undergraduates at your institution who do the following before they graduate- Hold a formal leadership role in a student organization or group
Hist: Faculty estimate of the Percent of undergraduates at your institution who do the following before they graduate- Participate in a study abroad program
Hist: Faculty estimate of the Percent of undergraduates at your institution who do the following before they graduate- Participate in an internship, co-op, field experience, student teaching, or clinical placement
Hist: Faculty estimate of the Percent of undergraduates at your institution who do the following before they graduate- Work with a faculty member on a research project
Hist: Faculty perception of the quality of student interactions with - Academic advisors
Hist: Faculty perception of the quality of student interactions with - Faculty
Hist: Faculty perception of the quality of student interactions with - Other administrative staff and offices (registrar, financial aid, etc.)?
Hist: Faculty perception of the quality of student interactions with - Other students
Hist: Faculty perception of the quality of student interactions with - Student services staff (career services, student activities, housing, etc.)
Hist: faculty to have you taught an undergraduate course during the current school year
Hist: faculty to, during the current school year have you done the following with the undergraduate students you teach or advise - Discussed course topics, ideas, or concepts outside of class
Hist: faculty to, during the current school year have you done the following with the undergraduate students you teach or advise - Discussed their academic performance
Hist: faculty to, during the current school year have you done the following with the undergraduate students you teach or advise - Talked about their career plans
Hist: faculty to, during the current school year have you done the following with the undergraduate students you teach or advise - Worked on activities other than coursework (committees, student groups, etc.)
Hist: faculty to, during the current school year, have you participated in - Mentoring or teaching undergraduates completing a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolios, etc.)
Hist: faculty to, during the current school year, have you participated in - Supervising undergraduate internships or other field experiences
Hist: faculty to, during the current school year, have you participated in - Supervising, mentoring, or teaching undergraduates in a learning community or some other formal program where groups of students take two or more classes
Hist: faculty to, during the current school year, have you participated in - Working with undergraduates on research
Hist: faculty to, during the last school year, have you participated in - Supervising undergraduates in a short-term study abroad program
Hist: Frequency that faculty report within undergraduate courses of engaging in - Clearly explain course goals and requirements
Hist: Frequency that faculty report within undergraduate courses of engaging in - Provide feedback to students on drafts or works in progress Frequency that faculty report within undergraduate courses of engaging in - Provide prompt and detailed feedback on tests or completed assignments
Hist: Frequency that faculty report within undergraduate courses of engaging in - Provide standards for satisfactory completion of assignments (rubrics, detailed outlines, etc.)
Hist: Frequency that faculty report within undergraduate courses of engaging in - Review and summarize material for students
Hist: Frequency that faculty report within undergraduate courses of engaging in - Teach course sessions in an organized way
Hist: Frequency that faculty report within undergraduate courses of engaging in - Use a variety of teaching techniques to accommodate diversity in student approaches to learning
Hist: Frequency that faculty report within undergraduate courses of engaging in - Use examples or illustrations to explain difficult points
Hist: FuT Faculty on .Agre with - Faculty handbook includes a negotiated and fairly enforced policy on discipline and separation of faculty
Hist: Importance rating by faculty that the institution increases its emphasis on - Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)
Hist: Importance rating by faculty that the institution increases its emphasis on - Helping students manage their non-academic responsibilities (work, family, etc.)
Hist: Importance rating by faculty that the institution increases its emphasis on - Providing opportunities for students to be involved socially
Hist: Importance rating by faculty that the institution increases its emphasis on - Providing support for students’ overall well-being (recreation, health care, counseling, etc.)
Hist: Importance rating by faculty that the institution increases its emphasis on - Providing support to help students succeed academically
Hist: Importance rating by faculty that the institution increases its emphasis on - Students attending campus activities and events (performing arts, athletic events, etc.)
Hist: Importance rating by faculty that the institution increases its emphasis on - Students attending events that address important social, economic, or political issues
Hist: Importance rating by faculty that the institution increases its emphasis on - Students spending significant amounts of time studying and on academic work
Hist: Importance rating by faculty that the institution increases its emphasis on - Students using learning support services (tutoring services, writing center, etc.)
Hist: New Faculty satisfaction with housing availability in the area.
Hist: online students to “If you had to do it over, would you enroll in this online program again”
Hist: online students to “Rate your overall satisfaction with your online experience thus far”
Hist: online students to “So far, how has your online experience met your expectations”
Hist: quality of student interactions with - Academic advisors
Hist: Student evaluation of the following - If you could start over again, would you go to the same institution you are now attending
Hist: student evaluations of their entire educational experience at the institution
Hist: students to “All in all, if you had to do it over again, would you enroll here”
Hist: students to “How likely is it that you would recommend our institution to a friend or colleague”
Hist: students to “Rate your overall satisfaction with your experience here thus far”
Hist: students to “So far, how has your college experience met your expectations”
Hist: students to importance "Geographic setting as factor in decision to enroll”
Hist: students to importance/satisfaction with “A variety of intramural activities are offered”
Hist: students to importance/satisfaction with “Academic support services adequately meet the needs of students”
Hist: students to importance/satisfaction with “Adequate financial aid is available for most students”
Hist: students to importance/satisfaction with “Adjunct faculty are competent as classroom instructors”
Hist: students to importance/satisfaction with “Administrators are approachable to students”
Hist: students to importance/satisfaction with “Admissions counselors accurately portray the campus in their recruiting practices”
Hist: students to importance/satisfaction with “Admissions counselors respond to prospective students' unique needs and requests”
Hist: students to importance/satisfaction with “Admissions staff are knowledgeable”
Hist: students to importance/satisfaction with “Billing policies are reasonable”
Hist: students to importance/satisfaction with “Bookstore staff are helpful”
Hist: students to importance/satisfaction with “Class change (drop/add) policies are reasonable”
Hist: students to importance/satisfaction with “Computer labs are adequate and accessible”
Hist: students to importance/satisfaction with “Counseling staff care about students as individuals”
Hist: students to importance/satisfaction with “Faculty are fair and unbiased in their treatment of individual students”
Hist: students to importance/satisfaction with “Faculty are usually available after class and during office hours”
Hist: students to importance/satisfaction with “Faculty care about me as an individual”
Hist: students to importance/satisfaction with “Faculty provide timely feedback about student progress in a course”
Hist: students to importance/satisfaction with “Faculty take into consideration student differences as they teach a course”
Hist: students to importance/satisfaction with “Freedom of expression is protected on campus”
Hist: students to importance/satisfaction with “Graduate teaching assistants are competent as classroom instructors”
Hist: students to importance/satisfaction with “here are a sufficient number of weekend activities for students”
Hist: students to importance/satisfaction with “I am able to experience intellectual growth here”
Hist: students to importance/satisfaction with “I am able to register for classes I need with few conflicts”
Hist: students to importance/satisfaction with “I can easily get involved in campus organizations”
Hist: students to importance/satisfaction with “I feel a sense of pride about my campus”
Hist: students to importance/satisfaction with “I generally know what's happening on campus”
Hist: students to importance/satisfaction with “I seldom get the "run-around" when seeking information on this campus”
Hist: students to importance/satisfaction with “It is an enjoyable experience to be a student on this campus”
Hist: students to importance/satisfaction with “Library resources and services are adequate”
Hist: students to importance/satisfaction with “Library staff are helpful and approachable”
Hist: students to importance/satisfaction with “Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.)”
Hist: students to importance/satisfaction with “Major requirements are clear and reasonable”
Hist: students to importance/satisfaction with “Males and females have equal opportunities to participate in intercollegiate athletics”
Hist: students to importance/satisfaction with “Most students feel a sense of belonging here”
Hist: students to importance/satisfaction with “My academic advisor helps me set goals to work toward”
Hist: students to importance/satisfaction with “My academic advisor is approachable”
Hist: students to importance/satisfaction with “My academic advisor is concerned about my success as an individual”
Hist: students to importance/satisfaction with “My academic advisor is knowledgeable about requirements in my major”
Hist: students to importance/satisfaction with “Nearly all of the faculty are knowledgeable in their field”
Hist: students to importance/satisfaction with “New student orientation services help students adjust to college”
Hist: students to importance/satisfaction with “Parking lots are well-lighted and secure”
Hist: students to importance/satisfaction with “Residence hall regulations are reasonable”
Hist: students to importance/satisfaction with “Residence hall staff are concerned about me as an individual”
Hist: students to importance/satisfaction with “Security staff respond quickly in emergencies”
Hist: students to importance/satisfaction with “Student disciplinary procedures are fair”
Hist: students to importance/satisfaction with “Students are made to feel welcome on this campus”
Hist: students to importance/satisfaction with “The amount of student parking space on campus is adequate”
Hist: students to importance/satisfaction with “The assessment and course placement procedures are reasonable”
Hist: students to importance/satisfaction with “The business office is open during hours which are convenient for most students”
Hist: students to importance/satisfaction with “The campus is safe and secure for all students”
Hist: students to importance/satisfaction with “The campus staff are caring and helpful”
Hist: students to importance/satisfaction with “The content of the courses within my major is valuable”
Hist: students to importance/satisfaction with “The instruction in my major field is excellent”
Hist: students to importance/satisfaction with “The intercollegiate athletic programs contribute to a strong sense of school spirit”
Hist: students to importance/satisfaction with “The personnel involved in registration are helpful”
Hist: students to importance/satisfaction with “The quality of instruction I receive in most of my classes is excellent”
Hist: students to importance/satisfaction with “The staff in the health services area are competent”
Hist: students to importance/satisfaction with “The student center is a comfortable place for students to spend their leisure time”
Hist: students to importance/satisfaction with “The student handbook provides helpful information about campus life”
Hist: students to importance/satisfaction with “There are adequate services to help me decide upon a career”
Hist: students to importance/satisfaction with “There is a commitment to academic excellence on this campus”
Hist: students to importance/satisfaction with “There is a good variety of courses provided on this campus”
Hist: students to importance/satisfaction with “There is a strong commitment to racial harmony on this campus”
Hist: students to importance/satisfaction with “There is an adequate selection of food available in the cafeteria”
Hist: students to importance/satisfaction with “This institution has a good reputation within the community”
Hist: students to importance/satisfaction with “This institution shows concern for students as individuals”
Hist: students to importance/satisfaction with “Tuition paid is a worthwhile investment”
Hist: students to importance/satisfaction with “Tutoring services are readily available”
Hist: students to satisfaction "Channels for expressing student complaints are readily available”
Hist: students to satisfaction "Institution's commitment to commuters”
Hist: students to satisfaction "Institution's commitment to evening students”
Hist: students to satisfaction "Institution's commitment to older, returning learners”
Hist: students to satisfaction "Institution's commitment to part-time students”
Hist: students to satisfaction "Institution's commitment to students with disabilities”
Hist: students to satisfaction "Institution's commitment to under-represented populations”
Hist: students to satisfaction "On the whole, the campus is well-maintained”
Hist: students to satisfaction "Student activities fees are put to good use”
Hist: students who report that they have done or plan to do before they graduate - Hold a formal leadership role in a student organization or group
Hist: the agreement reported by faculty on the following statements with respect to grading student papers - Grading is important because the judgements affect my relationships with students.
Hist: the agreement reported by faculty on the following statements with respect to grading student papers - Grading is important because the results tell me how to adjust my teaching.
Hist: the agreement reported by faculty on the following statements with respect to grading student papers - Grading papers is a thankless task.
Hist: the agreement reported by faculty on the following statements with respect to grading student papers - I can accurately judge the quality of each paper.
Hist: the agreement reported by faculty on the following statements with respect to grading student papers - I can ensure that my grades are fair.
Hist: the agreement reported by faculty on the following statements with respect to grading student papers - I decide the paper content and format (type of questions, length, etc.)
Hist: the agreement reported by faculty on the following statements with respect to grading student papers - I have good knowledge of the content area.
Hist: the agreement reported by faculty on the following statements with respect to grading student papers - It is important to me that my grades are unbiased.
Hist: the average extent, during the current school year, to which courses challenged students to do their best work
Hist: the degree of emphasis placed by faculty, in their selected course sections, on - Analyzing an idea, experience, or line of reasoning in depth by examining its parts
Hist: the degree of emphasis placed by faculty, in their selected course sections, on - Applying facts, theories, or methods to practical problems or new situations
Hist: the degree of emphasis placed by faculty, in their selected course sections, on - Evaluating a point of view, decision, or information source
Hist: the degree of emphasis placed by faculty, in their selected course sections, on - Forming a new idea or understanding from various pieces of information
Hist: the degree of emphasis placed by faculty, in their selected course sections, on - Memorizing course material
Hist: the degree that faculty, in their selected course sections, encourage students to - Evaluate multiple approaches to a problem
Hist: the degree that faculty, in their selected course sections, encourage students to - Invent new methods to arrive at unconventional solutions
Hist: the degree that faculty, in their selected course sections, encourage students to - Take risks in their coursework without fear of penalty
Hist: the degree that faculty, in their selected course sections, encourage students to - The average of the degree that faculty, in their selected course sections, encourage students to - Generate new ideas or brainstorm
Hist: the degree to which faculty, in their selected course sections, encourage students to - Ask other students for help understanding course material
Hist: the degree to which faculty, in their selected course sections, encourage students to - Explain course material to other students
Hist: the degree to which faculty, in their selected course sections, encourage students to - Identify key information from reading assignments
Hist: the degree to which faculty, in their selected course sections, encourage students to - Prepare for exams by discussing or working through course material with other students
Hist: the degree to which faculty, in their selected course sections, encourage students to - Review notes after class
Hist: the degree to which faculty, in their selected course sections, encourage students to - Summarize what has been learned from class or from course materials
Hist: the degree to which faculty, in their selected course sections, encourage students to - Work with other students on course projects or assignments
Hist: the extent to which faculty agree or disagree with - I feel comfortable being myself at this institution.
Hist: the extent to which faculty agree or disagree with - I feel like part of the community at this institution.
Hist: the extent to which faculty agree or disagree with - I feel valued by this institution.
Hist: the extent to which faculty agree or disagree with - I have the resources I need to do my best teaching (office space, technology, materials, etc.).
Hist: the extent to which faculty agree or disagree with - I have the time I need to prepare for class.
Hist: the extent to which faculty agree or disagree with - I know where to go for help with teaching at my institution.
Hist: the extent to which faculty agree or disagree with - The environments (classroom, online, etc.) I teach in are conducive to quality teaching.
Hist: the extent to which faculty emphasize in their selected course sections - Developing the skills necessary to work effectively with people from various backgrounds
Hist: the extent to which faculty emphasize in their selected course sections - Discussing issues of equity or privilege
Hist: the extent to which faculty emphasize in their selected course sections - Exploring students’ backgrounds through projects, assignments, or programs
Hist: the extent to which faculty emphasize in their selected course sections - Learning about other cultures
Hist: the extent to which faculty emphasize in their selected course sections - Recognizing students’ cultural norms and biases
Hist: the extent to which faculty emphasize in their selected course sections - Respecting the expression of diverse ideas
Hist: the extent to which faculty emphasize in their selected course sections - Students sharing their perspectives and experiences
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Acquiring job- or work-related knowledge and skills
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Analyzing numerical and statistical information
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Being an informed and active citizen
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Developing or clarifying a personal code of values and ethics
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Solving complex real-world problems
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Speaking clearly and effectively
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Thinking critically and analytically
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Working effectively with others
Hist: the extent to which faculty structure their selected course sections so that students learn and develop - Writing clearly and effectively
Hist: the faculty sense of the degree to which the institution emphasizes - Creating an overall sense of community among faculty
Hist: the faculty sense of the degree to which the institution emphasizes - Demonstrating a commitment to diversity
Hist: the faculty sense of the degree to which the institution emphasizes - Ensuring that you are not stigmatized because of your identity (racial/ethnic, gender, religious, sexual orientation, etc.)
Hist: the faculty sense of the degree to which the institution emphasizes - Helping faculty develop the skills to confront discrimination and harassment
Hist: the faculty sense of the degree to which the institution emphasizes - Providing faculty with the resources needed for success in a multicultural world
Hist: the faculty sense of the degree to which the institution emphasizes - Providing information about anti-discrimination and harassment policies
Hist: the faculty sense of the degree to which the institution emphasizes - Taking allegations of discrimination or harassment seriously
Hist: the faculty sense of the degree to which the institution provides a supportive environment for - Disability status
Hist: the faculty sense of the degree to which the institution provides a supportive environment for - Gender identity
Hist: the faculty sense of the degree to which the institution provides a supportive environment for - Political affiliation
Hist: the faculty sense of the degree to which the institution provides a supportive environment for - Racial/ethnic identity
Hist: the faculty sense of the degree to which the institution provides a supportive environment for - Religious affiliation
Hist: the faculty sense of the degree to which the institution provides a supportive environment for - Sexual orientation
Hist: the hours that faculty think, in an average 7-day week, that the typical student in their selected course sections spends - Commuting to campus (driving, walking, etc.)
Hist: the hours that faculty think, in an average 7-day week, that the typical student in their selected course sections spends - Doing community service or volunteer work
Hist: the hours that faculty think, in an average 7-day week, that the typical student in their selected course sections spends - Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)
Hist: the hours that faculty think, in an average 7-day week, that the typical student in their selected course sections spends - Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)
Hist: the hours that faculty think, in an average 7-day week, that the typical student in their selected course sections spends - Providing care for dependents (children, parents, etc.)
Hist: the hours that faculty think, in an average 7-day week, that the typical student in their selected course sections spends - Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)
Hist: the hours that faculty think, in an average 7-day week, that the typical student in their selected course sections spends - Working for pay off campus
Hist: the hours that faculty think, in an average 7-day week, that the typical student in their selected course sections spends - Working for pay on campus
Hist: the importance assigned by faculty in their selected course sections, that the typical student - Combine ideas from different courses when completing assignments
Hist: the importance assigned by faculty in their selected course sections, that the typical student - Connect ideas from your course to their prior experiences and knowledge
Hist: the importance assigned by faculty in their selected course sections, that the typical student - Examine the strengths and weaknesses of their own views on a topic or issue
Hist: the importance assigned by faculty in their selected course sections, that the typical student - Include diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
Hist: the importance assigned by faculty in their selected course sections, that the typical student - Learn something that changes the way they understand an issue or concept
Hist: the importance assigned by faculty in their selected course sections, that the typical student - Try to better understand someone else’s views by imagining how an issue looks from their perspective
Hist: the importance assigned by faculty in their selected course sections, that the typical student -Connect their learning to societal problems or issues
Hist: the number and lengths of papers, reports, or other writing tasks that faculty assign in their courses
Hist: the number of hours in a typical 7-day week spent by faculty on - Course administration (emailing students, maintaining course website, etc.)
Hist: the number of hours in a typical 7-day week spent by faculty on - Grading assignments and exams
Hist: the number of hours in a typical 7-day week spent by faculty on - Meeting with students outside of class
Hist: the number of hours in a typical 7-day week spent by faculty on - Preparing class sessions
Hist: the number of hours in a typical 7-day week spent by faculty on - Teaching class sessions
Hist: the number of hours in a typical 7-day week spent by faculty on - Working to improve your teaching (self-reflection, meeting with teaching consultants, attending teaching workshops, conducting research on your own courses, etc.)
Hist: the number of hours in an average 7-day week that faculty expect the typical student to spend preparing for their selected course section (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)
Hist: the number of hours in an average 7-day week that faculty think the typical student actually spends preparing within their selected course section (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)?
Hist: the number of hours that faculty expect the typical student to spend on assigned reading in an average 7-day week, within their selected course section
Hist: the opportunity, in their selected course sections, that faculty give opportunities to students to engage in discussions with - People from an economic background other than their own
Hist: the opportunity, in their selected course sections, that faculty give opportunities to students to engage in discussions with - People of a race or ethnicity other than their own
Hist: the opportunity, in their selected course sections, that faculty give opportunities to students to engage in discussions with - People with a sexual orientation other than their own
Hist: the opportunity, in their selected course sections, that faculty give opportunities to students to engage in discussions with - People with political views other than their own
Hist: the opportunity, in their selected course sections, that faculty give opportunities to students to engage in discussions with - People with religious beliefs other than their own
Hist: the percent of class time that faculty, in their selected course sections, spent on - Assessing student learning (tests, evaluations, surveys, polls, etc.)
Hist: the percent of class time that faculty, in their selected course sections, spent on - Discussion
Hist: the percent of class time that faculty, in their selected course sections, spent on - Experiential activities (labs, field work, clinical or field placements, etc.)
Hist: the percent of class time that faculty, in their selected course sections, spent on - Independent student work (writing, painting, designing, etc.)
Hist: the percent of class time that faculty, in their selected course sections, spent on - Lecture
Hist: the percent of class time that faculty, in their selected course sections, spent on - Movies, videos, music, or other performances not involving or produced by students
Hist: the percent of class time that faculty, in their selected course sections, spent on - Small-group activities
Hist: the percent of class time that faculty, in their selected course sections, spent on - Student presentations or performances
Hist: the quality of student interactions with - Faculty
Hist: the quality of student interactions with - Other administrative staff and offices (registrar, financial aid, etc.)
Hist: the quality of student interactions with - Student services staff (career services, student activities, housing, etc.)
Hist: the quality of student interactions with - Students
Hist: the rating by faculty in their selected course sections, of the importance that the typical student - Ask questions or contribute to course discussions in other ways
Hist: the rating by faculty in their selected course sections, of the importance that the typical student - Come to class having completed readings or assignments
Hist: the rating by faculty in their selected course sections, of the importance that the typical student - Evaluate what others have concluded from numerical information
Hist: the rating by faculty in their selected course sections, of the importance that the typical student - Reach conclusions based on their own analysis of numerical information (numbers, graphs, statistics, etc.)
Hist: the rating by faculty in their selected course sections, of the importance that the typical student - Use numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)
Hist: the time (8 hr working days) reported by faculty that they spend grading student papers in a typical semester
Hist: undergraduate students on level of satisfaction with their chosen study program
How aware are you of the following services on campus addressing the needs of Gay, lesbian, and bisexual students
How aware are you of the following services on campus addressing the needs of International students
How aware are you of the following services on campus addressing the needs of Religious students
How aware are you of the following services on campus addressing the needs of Students of diverse races and cultures
How aware are you of the following services on campus addressing the needs of Students with disabilities
How aware are you of the following services on campus addressing the needs of Women students
How comfortable would you be being close friends with the following individuals? A person affected by mental health issues (e.g., depression, anxiety, bipolar disorder)
How comfortable would you be being close friends with the following individuals? A person from a socioeconomic background other than your own
How comfortable would you be being close friends with the following individuals? A person whose race or ethnicity is different from your own
How comfortable would you be being close friends with the following individuals? A person with a physical disability
How comfortable would you be being close friends with the following individuals? A person with political views that differ from your own
How comfortable would you be being close friends with the following individuals? A person with religious beliefs other than your own
How comfortable would you be being close friends with the following individuals? An openly gay or bisexual man
How comfortable would you be being close friends with the following individuals? An openly lesbian or bisexual woman
How comfortable would you be being close friends with the following individuals? An openly transgender man, transgender woman, or non-binary individual
How concerned were you about your safety?
How effective has the faculty mentoring program been for you?
How effective is the HEI Farm as a learning space?
How effectively is shared governance working at this institution?
How engaged are you with the arts in your community?
How have you primarily learned about or become more aware of diversity? Talking with friends; In class; From my family; Living with diverse roommates; Campus events; On-campus job or volunteer experience; Other
How important is it that the institution increases its emphasis on - Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)
How important is it that the institution increases its emphasis on - Helping students manage their non-academic responsibilities (work, family, etc.)
How important is it that the institution increases its emphasis on - Providing opportunities for students to be involved socially
How important is it that the institution increases its emphasis on - Providing support for students’ overall well-being (recreation, health care, counseling, etc.)
How important is it that the institution increases its emphasis on - Providing support to help students succeed academically?
How important is it that the institution increases its emphasis on - Students attending campus activities and events (performing arts, athletic events, etc.)
How important is it that the institution increases its emphasis on - Students spending significant amounts of time studying and on academic work
How important is it that the institution increases its emphasis on - Students using learning support services (tutoring services, writing center, etc.)
How important is itthat the institution increases its emphasis on - Students attending events that address important social, economic, or political issues?
How likely are you to engage in the following behaviors? Ask for verbal consent when I am intimate with someone.
How likely are you to engage in the following behaviors? Ask someone who looks very upset at a party if they are ok or need help.
How likely are you to engage in the following behaviors? Confront a friend who tells me that they had sex with someone who was passed out or didn't give consent.
How likely are you to engage in the following behaviors? Decide not to have sex with someone if they are drunk.
How likely are you to engage in the following behaviors? Express my discomfort if someone makes a sexual joke about a person's body.
How likely are you to engage in the following behaviors? Express my discomfort if someone says that sexual assault victims are to blame for being assaulted.
How likely are you to engage in the following behaviors? Help a friend report an incident of sexual violence or abuse.
How likely are you to engage in the following behaviors? Report a friend who committed sexual violence.
How likely are you to engage in the following behaviors? Talk to a friend who I suspect is in a sexually abusive relationship.
How likely are you to engage in the following behaviors? Tell a campus authority about information I have that might help in a sexual violence case even if pressured by my peers to stay silent.
How likely is it that you would recommend our institution to a friend or colleague
How likely is it that you would recommend our institution to a friend or colleague
How many hours do you spend in a typical 7-day week - Commuting to campus (driving, walking, etc.)
How many hours do you spend in a typical 7-day week - Doing community service or volunteer work
How many hours do you spend in a typical 7-day week - Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)
How many hours do you spend in a typical 7-day week - Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)
How many hours do you spend in a typical 7-day week - Providing care for dependents (children, parents, etc.)
How many hours do you spend in a typical 7-day week - Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)
How many hours in a typical 7-day week do you spend on - Course administration (emailing students, maintaining course website, etc.)
How many hours in a typical 7-day week do you spend on - Grading assignments and exams
How many hours in a typical 7-day week do you spend on - Meeting with students outside of class
How many hours in a typical 7-day week do you spend on - Preparing class sessions
How many hours in a typical 7-day week do you spend on - Teaching class sessions
How many hours in a typical 7-day week do you spend on - Working to improve your teaching (self-reflection, meeting with teaching consultants, attending teaching workshops, conducting research on your own courses, etc.)
How many hours in an average 7-day week do you expect the typical student actually spends preparing within their selected course section (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)?
How many hours in an average 7-day week do you expect the typical student to spend on assigned reading in an average 7-day week, within their selected course section
How many hours in an average 7-day week do you expect the typical student to spend preparing for their selected course section (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)
How many hours they spend in a typical 7-day week - Working for pay off campus
How many hours, in an average 7-day week, do you think that the typical student in your selected course sections spends - Commuting to campus (driving, walking, etc.)
How many hours, in an average 7-day week, do you think that the typical student in your selected course sections spends - Doing community service or volunteer work
How many hours, in an average 7-day week, do you think that the typical student in your selected course sections spends - Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)
How many hours, in an average 7-day week, do you think that the typical student in your selected course sections spends - Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)
How many hours, in an average 7-day week, do you think that the typical student in your selected course sections spends - Providing care for dependents (children, parents, etc.)
How many hours, in an average 7-day week, do you think that the typical student in your selected course sections spends - Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)
How many hours, in an average 7-day week, do you think that the typical student in your selected course sections spends - Working for pay off campus
How many hours, in an average 7-day week, do you think that the typical student in your selected course sections spends - Working for pay on campus
How many of your FuT faculty have exchanged an advising workload unit for another type of workload unit in the past academic year?
How many of your online course sections within the last year required at least one collaborative project or assignment
How many of your undergraduate courses have included a community-based project (service-learning)
How many terms in advance do you plan and publish (course prospectus) draft course offerings?
How many times in the last three years has your department held an all faculty retreat in which significant time was spent considering program learning outcome achievement rates and planning changes to the curriculum to improve those scores.
How much of the time do you spend preparing for class in a typical 7-day week is on assigned reading
How much time (8 hr working days) do you spend grading student papers in a typical semester?
How much, during the current school year, that your coursework emphasized - Analyzing an idea, experience, or line of reasoning in depth by examining its parts
How much, during the current school year, that your coursework emphasized - Applying facts, theories, or methods to practical problems or new situations
How much, during the current school year, that your coursework emphasized - Evaluating a point of view, decision, or information source
How much, during the current school year, that your coursework emphasized - Forming a new idea or understanding from various pieces of information
How much, during the current school year, that your coursework emphasized - Memorizing course material
How often did you cut the size of your meals or skip meals because there wasn't enough money for food
How often did you not eat for a whole day
How often do you typically experience the following emotion when conducting research, creative, or scholarly activities - Anger
How often do you typically experience the following emotion when conducting research, creative, or scholarly activities - Anxiety
How often do you typically experience the following emotion when conducting research, creative, or scholarly activities - Boredom
How often do you typically experience the following emotion when conducting research, creative, or scholarly activities - Enjoyment
How often do you typically experience the following emotion when conducting research, creative, or scholarly activities - Frustration
How often do you typically experience the following emotion when conducting research, creative, or scholarly activities - Pride
How often do you typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Anger
How often do you typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Anxiety
How often do you typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Boredom
How often do you typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Enjoyment
How often do you typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Frustration
How often do you typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Pride
How often do you typically experience the following emotion when teaching - Anger
How often do you typically experience the following emotion when teaching - Anxiety
How often do you typically experience the following emotion when teaching - Boredom
How often do you typically experience the following emotion when teaching - Enjoyment
How often do you typically experience the following emotion when teaching - Frustration
How often do you typically experience the following emotion when teaching - Pride
How often during the current school year, did you have discussions with - People from an economic background other than your own
How often during the school year did you have discussions with - People of a race or ethnicity other than your own
How often during the school year did you have discussions with - People with political views other than your own
How often during the school year did you have discussions with - People with religious beliefs other than your own
How often have you used the Student Health Center? (Never, 1-3 times, 4-7 times, 8+ times)
How often, during the current school year, that they you - Given a course presentation
How often, during the current school year, that you - Evaluated what others have concluded from numerical information
How often, during the current school year, that you - Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
How often, during the current school year, that you - Reviewed your notes after class
How often, during the current school year, that you - Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)
How often, during the current school year, that you have - Asked another student to help you understand course material
How often, during the current school year, that you have - Asked questions or contributed to course discussions in other ways
How often, during the current school year, that you have - Attended an art exhibit, play, or other arts performance (dance, music, etc.)
How often, during the current school year, that you have - Come to class without completing readings or assignments
How often, during the current school year, that you have - Explained course material to one or more students
How often, during the current school year, that you have - Prepared for exams by discussing or working through course material with other students
How often, during the current school year, that you have - Worked with other students on course projects or assignments
How often, during the current school year, that you have -Combined ideas from different courses when completing assignments
How often, during the current school year, that you have -Connected ideas from your courses to your prior experiences and knowledge
How often, during the current school year, that you have -Connected your learning to societal problems or issues
How often, during the current school year, that you have -Discussed course topics, ideas, or concepts with a faculty member outside of class
How often, during the current school year, that you have -Discussed your academic performance with a faculty member
How often, during the current school year, that you have -Examined the strengths and weaknesses of your own views on a topic or issue
How often, during the current school year, that you have -Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
How often, during the current school year, that you have -Learned something that changed the way you understand an issue or concept
How often, during the current school year, that you have -Talked about career plans with a faculty member
How often, during the current school year, that you have -Tried to better understand someone else's views by imagining how an issue looks from their perspective
How often, during the current school year, that you have -Worked with a faculty member on activities other than coursework (committees, student groups, etc.)
How often, during the current school year, that you Identified key information from reading assignments
How often, during the current school year, were you asked to - Summarize what you learned in class or from course materials
How satisfied are you with the test scanning operation?
How satisfied are you with your current employment?
How useful was the training in increasing your knowledge about Bystander intervention skills
How useful was the training in increasing your knowledge about Reporting an incident of sexual violence
How useful was the training in increasing your knowledge about Sexual violence prevention strategies (e.g., asking for consent, responsible alcohol use)
How useful was the training in increasing your knowledge about Sexual violence resources
How useful was the training in increasing your knowledge about The definition of sexual violence
How useful was the training in increasing your knowledge about The school's procedures for investigating an incident of sexual violence
How well did the school resolve the issue? Completely resolved the issue; Helped me a lot; Helped, but could have helped more; Helped me a little; Didn't help me at all; I'm currently going through the resolution process
How would you rate the climate on campus for people who are..Affected by learning disabilities (e.g., ADHD, dyslexia)
How would you rate the climate on campus for people who are..Affected by mental health conditions (e.g., anxiety, bipolar disorder, depression)
How would you rate the climate on campus for people who are..Affected by physical disabilities
How would you rate the climate on campus for people who are..From Christian religions
How would you rate the climate on campus for people who are..From non-Christian religions
How would you rate the climate on campus for people who are..Gay, lesbian, bisexual, asexual, pansexual, questioning
How would you rate the climate on campus for people who are..International students
How would you rate the climate on campus for people who are..Politically conservative
How would you rate the climate on campus for people who are..Politically liberal
How would you rate the climate on campus for people who are..Socioeconomically disadvantaged
How would you rate the climate on campus for people who are..Transgender
How would you rate your entire educational experience at this institution?
I am a hard worker
I am concerned about being discriminated against by Americans.
I am concerned about communicating so that I am understood.
I am concerned about coping with homesickness.
I am concerned about finding a community of faith in the U.S.
I am concerned about finding a good balance between school work and free time.
I am concerned about finding affordable child care.
I am concerned about finding affordable medical care for my family.
I am concerned about finding on-campus employment opportunities.
I am concerned about finding quality child care.
I am concerned about finding quality medical care for my family.
I am concerned about finding satisfactory housing.
I am concerned about finding time to spend with my spouse/children.
I am concerned about getting a credit card.
I am concerned about having adequate financial support for my family.
I am concerned about having adequate financial support.
I am concerned about having enough friends from my home country.
I am concerned about keeping up with news or current events from home.
I am concerned about learning how to understand and respond to American behavior.
I am concerned about learning how to understand and respond to Americans of the opposite sex.
I am concerned about maintaining contact with my family at home.
I am concerned about making friends with Americans.
I am concerned about managing my personal finances.
I am concerned about my children becoming too Americanized.
I am concerned about my spouse becoming too Americanized.
I am concerned about my spouse being too isolated.
I am concerned about obtaining a drivers license.
I am concerned about securing a job in the US after graduation.
I am concerned about the conflict between my personal goals and my family’s goals for me.
I am concerned about understanding American values (independence, privacy, etc.).
I am concerned about understanding my U.S. tax obligation.
I am concerned about understanding spoken American English.
I am concerned about understanding U.S. medical insurance and services.
I am diligent
I am satisfied with the leadership and composition of the standing and advisory committees.
I am satisfied with the level of University representation on the Board.
I clearly understood how my work in the course would be assessed.
I clearly understood what I needed to do to complete my assignments.
I could clearly hear the instructor, remote participants, and any audio materials used.
I could clearly see the instructor and materials presented.
I feel safe in my home.
I feel safe in my neighborhood.
I feel safe leaving my belongings unattended on campus.
I feel safe walking on campus at night.
I find it challenging to access academic support services (proof-reading, editing).
I find it challenging to access one-on-one academic advising services that meet my needs in my College.
I find it challenging to access one-on-one academic advising services that meet my needs in my Department.
I find it challenging to deal with faculty who are insensitive to my needs as an international student.
I find it challenging to deal with staff who are insensitive to my needs as an international student.
I find it challenging to engage in group work with my classmates.
I find it challenging to keep up with my reading assignments.
I find it challenging to keep up with my writing assignments.
I find it challenging to participate in academic discussions.
I find it challenging to participate in study groups.
I find it challenging to relate to American students in my classes.
I find it challenging to relate to my professors.
I find it challenging to relate to other international students in my classes.
I find it challenging to seek help from my professors.
I find it challenging to seek the information I need across the HEI.
I find it challenging to understand academic rules and regulations.
I find it challenging to understand classroom lectures.
I find it challenging to understand degree requirements.
I finish whatever I begin
I have a good knowledge and understanding of this institution’s goals.
I have a good knowledge and understanding of this institution’s mission
I have been obsessed with a certain idea or project for a short time but later lost interest
I have difficulty maintaining my focus on projects that take more than a few months to complete
I know how to contact emergency services for help.
I learned to apply the material covered in this course to improve my thinking, problem-solving, and/or decision-making.
I often set a goal but later choose to pursue a different one
I use safety resource services.
I walk alone at night in my town.
I would recommend this course to other students.
If you are currently enrolled in a post-graduate program are you enrolled in - A program at our institution, A program at another institution that is not available at our institution, A program at another institution that is very similar to one at our institution, Not applicable.
If you are in a management position have you and your supervisor identified and have you initiated the mentoring process with a qualified potential successor for your position?
If you are managing tasks from a strategic plan assigned to your department, how many times a year do you review task progress with each of your supervisees?
If you completed a pre-professional program (e.g. pre-med) at our institution did you subsequently get admitted to a post-graduate professional school?
If you could start over again, would you go to the same institution you are now attending
If you graduated between 3 and 5 years ago please indicate your .Agre with - My degree has served me well.
If you had to do it over, would you enroll in this online program again
If you seriously considered leaving this school- Why?..I didn't feel close to anyone at this school
If you seriously considered leaving this school- Why?..I didn't feel safe at this school
If you seriously considered leaving this school- Why?..I didn't feel welcomed or supported at this school
If you seriously considered leaving this school- Why?..I experienced financial struggles (e.g., I couldn't afford tuition and fees, I needed to work)
If you seriously considered leaving this school- Why?..I had family concerns
If you seriously considered leaving this school- Why?..I had poor academic performance (e.g., bad grades, classes were too hard)
If you seriously considered leaving this school- Why?..I struggled with mental health challenges (e.g., stress, anxiety, depression)
If you seriously considered leaving this school- Why?..I struggled with physical health challenges
If you seriously considered leaving this school- Why?..I wanted to transfer to another college or university
If you seriously considered leaving this school- Why?..Other
If you were hired within the last two years please rate your satisfaction with the availability of affordable housing within a reasonable commute of the campus.
Importance of “Financial aid/scholarship opportunities as factor in decision to enroll”
Importance of “Future employment opportunities as factor in decision to enroll”
Importance of “Personalized attention prior to enrollment as factor in decision to enroll”
Importance of “Recommendations from family/friends/employer as factor in decision to enroll”
Importance of Cost as factor in decision to enroll
Importance/satisfaction with “Academic support services adequately meet the needs of adult students”
Importance/satisfaction with “Adequate financial aid is available for most adult students”
Importance/satisfaction with “Admissions representatives are knowledgeable”
Importance/satisfaction with “Admissions representatives respond to adult students' unique needs”
Importance/satisfaction with “Billing policies are reasonable for adult students”
Importance/satisfaction with “Bookstore hours are convenient for adult students”
Importance/satisfaction with “Business office hours are convenient for adult students”
Importance/satisfaction with “Career services are adequate and accessible for adult students”
Importance/satisfaction with “Channels are readily available for adult students to express complaints”
Importance/satisfaction with “Classes are scheduled at times that are convenient for me”
Importance/satisfaction with “Classroom locations are safe and secure for all students”
Importance/satisfaction with “Computer labs are adequate and accessible for adult students”
Importance/satisfaction with “Faculty are fair and unbiased in their treatment of individual students”
Importance/satisfaction with “Faculty are usually available for adult students outside the classroom (in person, by phone, or by e-mail)”
Importance/satisfaction with “Faculty care about me as an individual”
Importance/satisfaction with “Faculty provide timely feedback about my progress in courses”
Importance/satisfaction with “Financial aid counselors are helpful to adult students”
Importance/satisfaction with “I am able to complete most of my enrollment tasks in one location”
Importance/satisfaction with “I am able to register for classes by personal computer, fax, or telephone”
Importance/satisfaction with “I am able to register for classes I need with few conflicts”
Importance/satisfaction with “I am aware of whom to contact for questions about programs and services”
Importance/satisfaction with “I receive complete information on the availability of financial aid”
Importance/satisfaction with “I seldom get the "run-around" when seeking information at this institution”
Importance/satisfaction with “Library resources and services are adequate for adults”
Importance/satisfaction with “Major requirements are clear and reasonable”
Importance/satisfaction with “My academic advisor is accessible by telephone and electronic mail”
Importance/satisfaction with “My academic advisor is available at times that are convenient for me”
Importance/satisfaction with “My academic advisor is concerned about my success as an individual’
Importance/satisfaction with “My academic advisor is knowledgeable about requirements in my major”
Importance/satisfaction with “My advisor helps me apply my academic major to specific career goals”
Importance/satisfaction with “My classes provide opportunities to improve my technology skills”
Importance/satisfaction with “Nearly all faculty are knowledgeable in their field”
Importance/satisfaction with “Parking lots are well-lighted and secure”
Importance/satisfaction with “Part-time faculty are competent as classroom instructors”
Importance/satisfaction with “Post-traditional students are made to feel welcome at this institution”
Importance/satisfaction with “Registration processes are reasonable and convenient for adults”
Importance/satisfaction with “Security staff respond quickly in emergencies”
Importance/satisfaction with “The amount of student parking is adequate”
Importance/satisfaction with “The content of the courses within my major is valuable”
Importance/satisfaction with “The quality of instruction I receive in most of my classes is excellent”
Importance/satisfaction with “The staff at this institution are caring and helpful”
Importance/satisfaction with “There are sufficient options within my program of study”
Importance/satisfaction with “There is a commitment to academic excellence at this institution”
Importance/satisfaction with “This institution has a good reputation within the community”
Importance/satisfaction with “This institution offers a variety of payment plans for adult students”
Importance/satisfaction with “This institution provides timely responses to student complaints”
Importance/satisfaction with “This institution responds quickly to my requests for information”
Importance/satisfaction with “Tuition paid is a worthwhile investment”
Importance/satisfaction with “Vending or snack bar food options are readily available”
Importance/satisfaction with “When students enroll at this institution, they develop a plan to complete their degree”
In response to this situation: (select all that apply); I told someone in a position of authority about the situation; I asked the person who appeared to be the target of the behavior if they needed help; I confronted the person who appeared to be causing the situation; I asked others to defuse the situation; I decided not to take action; Other
In response to this situation: (select all that apply): I created a distraction to cause one or more of the people to disengage from the situation; I told someone in a position of authority about the situation; I asked the person who appeared to be at risk if they needed help; I stepped in and separated the people involved in the situation; I confronted the person who appeared to be causing the situation; I asked others to step in as a group and diffuse the situation; I considered intervening in the situation, but I could not safely take any action; I decided not to take action.
In the last year what percent of your assigned sections included at least one field trip?
In their selected course section, the Hist: what faculty think the typical student does their best work
In what areas could the Board improve its skills?
In your opinion, how much of a problem is sexual violence at your school?
In your selected course sections how important is it that the typical student - Combine ideas from different courses when completing assignments
In your selected course sections how important is it that the typical student - Connect ideas from your course to their prior experiences and knowledge
In your selected course sections how important is it that the typical student - Connect their learning to societal problems or issues
In your selected course sections how important is it that the typical student - Examine the strengths and weaknesses of their own views on a topic or issue
In your selected course sections how important is it that the typical student - Include diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
In your selected course sections how important is it that the typical student - Learn something that changes the way they understand an issue or concept
In your selected course sections how important is it that the typical student - Try to better understand someone else’s views by imagining how an issue looks from their perspective
In your selected course sections how much do you emphasize - Developing the skills necessary to work effectively with people from various backgrounds
In your selected course sections how much do you emphasize - Discussing issues of equity or privilege
In your selected course sections how much do you emphasize - Exploring students’ backgrounds through projects, assignments, or programs
In your selected course sections how much do you emphasize - Recognizing students’ cultural norms and biases
In your selected course sections how much do you emphasize - Respecting the expression of diverse ideas
In your selected course sections how much do you emphasize - Students sharing their perspectives and experiences
In your selected course sections how much emphasis do you place on - Analyzing an idea, experience, or line of reasoning in depth by examining its parts
In your selected course sections how much emphasis do you place on - Applying facts, theories, or methods to practical problems or new situations
In your selected course sections how much emphasis do you place on - Evaluating a point of view, decision, or information source
In your selected course sections how much emphasis do you place on - Forming a new idea or understanding from various pieces of information
In your selected course sections how much emphasis do you place on - Memorizing course material
In your selected course sections to what degree encourage students to - Ask other students for help understanding course material
In your selected course sections to what degree encourage students to - Evaluate multiple approaches to a problem
In your selected course sections to what degree encourage students to - Explain course material to other students
In your selected course sections to what degree encourage students to - Identify key information from reading assignments
In your selected course sections to what degree encourage students to - Invent new methods to arrive at unconventional solutions
In your selected course sections to what degree encourage students to - Prepare for exams by discussing or working through course material with other students
In your selected course sections to what degree encourage students to - Review notes after class
In your selected course sections to what degree encourage students to - Summarize what has been learned from class or from course materials
In your selected course sections to what degree encourage students to - Take risks in their coursework without fear of penalty
In your selected course sections to what degree encourage students to - The average of the degree that faculty, in their selected course sections, encourage students to - Generate new ideas or brainstorm
In your selected course sections to what degree encourage students to - Work with other students on course projects or assignments
Indicate to what degree you agree with - The faculty are committed to student success
Indicate your .Agre with "Specialized learning facilities were available on an as needed short term basis to support my approach to teaching"?
Indicate your .Agre with "The learning facilities assigned to my courses adequately supported my preferred approach to teaching" (strongly disagree, disagree, neither agree nor disagree, agree, strongly agree)?
Indicate your .Agre with “Overall my learning experience was positive”
Intl:Hgrm."Do you have health insurance for your children? (Yes, No, I do not have children)
Intl:Hgrm."Do you have health insurance for your spouse? (Yes, No, I do not have a spouse)
Intl:Hgrm."Do you have Student Health Center health insurance for yourself?
Intl:Hgrm."Do you understand how to use your Student Health Center benefits?
Intl:Hgrm."During my stay at this institution I have participated in or attended Academic department programs.
Intl:Hgrm."During my stay at this institution I have participated in or attended Football, basketball or other athletic events.
Intl:Hgrm."During my stay at this institution I have participated in or attended Greek Life (Social fraternity/sorority).
Intl:Hgrm."During my stay at this institution I have participated in or attended International center workshops.
Intl:Hgrm."During my stay at this institution I have participated in or attended Nationality based student organizations.
Intl:Hgrm."During my stay at this institution I have participated in or attended Performing Arts Center events.
Intl:Hgrm."During my stay at this institution I have participated in or attended Registered Student Organizations.
Intl:Hgrm."During my stay at this institution I have participated in or attended Resident Hall programs.
Intl:Hgrm."During my stay at this institution I have participated in or attended Volunteer activities.
Intl:Hgrm."How often have you used the Student Health Center? (Never, 1-3 times, 4-7 times, 8+ times)
Intl:Hgrm."I am concerned about being discriminated against by Americans.
Intl:Hgrm."I am concerned about communicating so that I am understood.
Intl:Hgrm."I am concerned about coping with homesickness.
Intl:Hgrm."I am concerned about finding a community of faith in the U.S.
Intl:Hgrm."I am concerned about finding a good balance between school work and free time.
Intl:Hgrm."I am concerned about finding affordable child care.
Intl:Hgrm."I am concerned about finding affordable medical care for my family.
Intl:Hgrm."I am concerned about finding quality child care.
Intl:Hgrm."I am concerned about finding quality medical care for my family.
Intl:Hgrm."I am concerned about finding satisfactory housing.
Intl:Hgrm."I am concerned about finding time to spend with my spouse/children.
Intl:Hgrm."I am concerned about getting a credit card.
Intl:Hgrm."I am concerned about having enough friends from my home country.
Intl:Hgrm."I am concerned about keeping up with news or current events from home.
Intl:Hgrm."I am concerned about learning how to understand and respond to American behavior.
Intl:Hgrm."I am concerned about learning how to understand and respond to Americans of the opposite sex.
Intl:Hgrm."I am concerned about maintaining contact with my family at home.
Intl:Hgrm."I am concerned about making friends with Americans.
Intl:Hgrm."I am concerned about managing my personal finances.
Intl:Hgrm."I am concerned about my children becoming too Americanized.
Intl:Hgrm."I am concerned about my spouse becoming too Americanized.
Intl:Hgrm."I am concerned about my spouse being too isolated.
Intl:Hgrm."I am concerned about obtaining a drivers license.
Intl:Hgrm."I am concerned about securing a job in the US after graduation.
Intl:Hgrm."I am concerned about the conflict between my personal goals and my family’s goals for me.
Intl:Hgrm."I am concerned about understanding American values (independence, privacy, etc.).
Intl:Hgrm."I am concerned about understanding my U.S. tax obligation.
Intl:Hgrm."I am concerned about understanding spoken American English.
Intl:Hgrm."I am concerned about understanding U.S. medical insurance and services.
Intl:Hgrm."I feel safe in my home.
Intl:Hgrm."I feel safe in my neighborhood.
Intl:Hgrm."I feel safe leaving my belongings unattended on campus.
Intl:Hgrm."I feel safe walking on campus at night.
Intl:Hgrm."I find it challenging to access academic support services (proof-reading, editing).
Intl:Hgrm."I find it challenging to access one-on-one academic advising services that meet my needs in my College.
Intl:Hgrm."I find it challenging to access one-on-one academic advising services that meet my needs in my Department.
Intl:Hgrm."I find it challenging to deal with faculty who are insensitive to my needs as an international student.
Intl:Hgrm."I find it challenging to deal with staff who are insensitive to my needs as an international student.
Intl:Hgrm."I find it challenging to engage in group work with my classmates.
Intl:Hgrm."I find it challenging to keep up with my reading assignments.
Intl:Hgrm."I find it challenging to keep up with my writing assignments.
Intl:Hgrm."I find it challenging to participate in academic discussions.
Intl:Hgrm."I find it challenging to participate in study groups.
Intl:Hgrm."I find it challenging to relate to American students in my classes.
Intl:Hgrm."I find it challenging to relate to my professors.
Intl:Hgrm."I find it challenging to relate to other international students in my classes.
Intl:Hgrm."I find it challenging to seek help from my professors.
Intl:Hgrm."I find it challenging to seek the information I need across the HEI.
Intl:Hgrm."I find it challenging to understand academic rules and regulations.
Intl:Hgrm."I find it challenging to understand classroom lectures.
Intl:Hgrm."I find it challenging to understand degree requirements.
Intl:Hgrm."I know how to contact emergency services for help.
Intl:Hgrm."I use safety resource services.
Intl:Hgrm."I walk alone at night in my town.
Intl:Hgrm."Please indicate why you do not have insurance for your children (check all that apply: Health insurance is too expensive, My children would get health care even without insurance, I am not satisfied with the coverage, Health insurance is a waste of money, I have my own health insurance with better coverage)
Intl:Hgrm."Please indicate why you do not have insurance for your spouse (check all that apply: Health insurance is too expensive, My spouse would get health care even without insurance, I am not satisfied with the coverage, Health insurance is a waste of money, I have my own health insurance with better coverage)
Intl:Hgrm."Please indicate why you do not have insurance for yourself. (Check all that apply: Health insurance is too expensive, I would get health care even without insurance, I have my own health insurance with better coverage, I am not satisfied with the coverage offered, Health insurance is a waste of money)
Intl:Hgrm."Please rate the quality of services provided by Career Center
Intl:Hgrm."Please rate the quality of services provided by Counseling & Psychological Services
Intl:Hgrm."Please rate the quality of services provided by HEI Health Services
Intl:Hgrm."Please rate the quality of services provided by New Student Services
Intl:Hgrm."Please rate the quality of services provided by Office of the Registrar
Intl:Hgrm."Please rate the quality of services provided by Payroll
Intl:Hgrm."Please rate the quality of services provided by Student Learning Center
Intl:Hgrm."Please rate the quality of services provided by University Housing (Residential Services)
Intl:Hgrm."Staff within Career Center understands my needs as an international student.
Intl:Hgrm."Staff within Counseling & Psychological Services understands my needs as an international student.
Intl:Hgrm."Staff within HEI Health Services understands my needs as an international student.
Intl:Hgrm."Staff within New Student Services understands my needs as an international student.
Intl:Hgrm."Staff within Office of the Registrar understands my needs as an international student.
Intl:Hgrm."Staff within Payroll understands my needs as an international student.
Intl:Hgrm."Staff within Student Learning Center understands my needs as an international student.
Intl:Hgrm."Staff within University Housing (Residential Services) understands my needs as an international student.
Intl:Hgrm."Would you like to learn more about how to use your Student Health Center benefits?
Intl.New:Hgrm.Agre "I am concerned about finding on-campus employment opportunities."
Intl.New:Hgrm.Agre "I am concerned about having adequate financial support for my family."
Intl.New:Hgrm.Agre "I am concerned about having adequate financial support."
Intl.New:Hgrm.Agre "Staff within Office of Financial Aid understands my needs as an international student."
Intl.New:Hgrm.Rtng "Please rate the quality of services provided by Office of Financial Aid"
Is your selected course section in the same academic discipline as your appointment?
It is common to have mixed feelings when deciding whether or not to share your experience with someone else. Did any of the following thoughts or concerns cross your mind when you were deciding whether or not to share or report your experience? (select all that apply); Didn't think it was serious enough to report; Did not need assistance; Wasn't clear that the person intended harm; Wanted to forget it happened; Felt ashamed or embarrassed, didn't want anyone to know what happened; Lack of proof that the incident happened; Didn't know who I should tell; Feared that I would not be believed or taken seriously; Didn't want to get the person in trouble (e.g. disciplinary action, legal charge, arrest); Feared others would harass me or react negatively toward me; Didn't want anyone to know the other things I was doing at the time (e.g. drinking underage, using drugs); Other
It is common to have mixed feelings when deciding whether or not to share your experience with someone else. Did any of the following thoughts or concerns cross your mind when you were deciding whether or not to share or report your experience? (select all that apply): Didn't think it was serious enough to report; Did not need assistance; Wasn't clear that the person intended harm; Wanted to forget it happened; Felt ashamed or embarrassed, didn't want anyone to know what happened; Lack of proof that the incident happened; Didn't know who I should tell; Feared that I would not be believed or taken seriously; Didn't want to get the person in trouble (e.g., disciplinary action, legal charge, arrest); Feared others would harass me or react negatively toward me; Didn't want anyone to know the other things I was doing at the time (e.g., drinking underage, using drugs); Other
Just prior to the incident(s), had the person(s): (select all that apply) ..Been drinking alcohol, but wasn't drunk
Just prior to the incident(s), had the person(s): (select all that apply)..Been drinking alcohol and was drunk
Just prior to the incident(s), had the person(s): (select all that apply)..Been taking or using drugs other than alcohol and marijuana
Just prior to the incident(s), had the person(s): (select all that apply)..Been taking or using marijuana
Just prior to the incident(s), had the person(s): (select all that apply)..Given you a drug without your knowledge or consent
Just prior to the incident(s), had the person(s): (select all that apply)..Tried to get you drunk
Learning Communities reputational rank
Mean score of rating by top college administrators and academics of online bachelor's degree programs
Mean starting salary and bonus
National Science Foundation (NSF) Survey of Research and Development Expenditures at Universities and Colleges/Higher Education Research and Development Survey (HERD), data for the most recently available three-year average
Need to add survey questions on each best practice!
New ideas and projects sometimes distract me from previous ones
NSF-NIH Survey of Graduate Students & Postdoctorates in S&E, conducted by the NSF NCSES, data for the most recently available three-year average
Number of departments offering and publicizing tutoring services to their students
Number of employees who have served on accreditation teams within the last five years.
Number of undergraduate courses reported by faculty at this institution that have included a community-based project (service-learning)
On average what percent of your exam points are made up by essay and short essay questions?
Onl:Hgrm.Impt "Factor to enroll: Ability to transfer credits”
Onl:Hgrm.Impt "Factor to enroll: Convenience”
Onl:Hgrm.Impt "Factor to enroll: Cost”
Onl:Hgrm.Impt "Factor to enroll: Distance from campus”
Onl:Hgrm.Impt "Factor to enroll: Flexible pacing for completing a program”
Onl:Hgrm.Impt "Factor to enroll: Future employment opportunities”
Onl:Hgrm.Impt "Factor to enroll: Program requirements”
Onl:Hgrm.Impt "Factor to enroll: Recommendations from employer”
Onl:Hgrm.Impt "Factor to enroll: Reputation of institution”
Onl:Hgrm.Impt "Factor to enroll: Work schedule”
Onl:Hgrm.Impt "Source of information: Advertisements”
Onl:Hgrm.Impt "Source of information: Catalog and brochures (printed)”
Onl:Hgrm.Impt "Source of information: College representatives”
Onl:Hgrm.Impt "Source of information: Contact with current students and / or recent graduates of the program”
Onl:Hgrm.Impt "Source of information: Recommendation from instructor or program advisor”
Onl:Hgrm.Impt "Source of information: Web site”
Onl:Hgrm.Impt “Source of information: Catalog (online)”
Onl:Hgrm.Impt /satisfaction with “Adequate online library resources are provided”
Onl:Hgrm.Impt /satisfaction with “Appropriate technical assistance is readily available”
Onl:Hgrm.Impt /satisfaction with “Billing and payment procedures are convenient for me”
Onl:Hgrm.Impt /satisfaction with “Channels are available for providing timely responses to student complaints”
Onl:Hgrm.Impt /satisfaction with “Faculty are responsive to student needs”
Onl:Hgrm.Impt /satisfaction with “Faculty provide timely feedback about student progress”
Onl:Hgrm.Impt /satisfaction with “I am aware of whom to contact for questions about programs and services”
Onl:Hgrm.Impt /satisfaction with “Instructional materials are appropriate for program content”
Onl:Hgrm.Impt /satisfaction with “My program advisor helps me work toward career goals”
Onl:Hgrm.Impt /satisfaction with “My program advisor is accessible by telephone and e-mail”
Onl:Hgrm.Impt /satisfaction with “Online career services are available”
Onl:Hgrm.Impt /satisfaction with “Program requirements are clear and reasonable”
Onl:Hgrm.Impt /satisfaction with “Registration for online courses is convenient”
Onl:Hgrm.Impt /satisfaction with “Student assignments are clearly defined in the syllabus”
Onl:Hgrm.Impt /satisfaction with “Student-to-student collaborations are valuable to me”
Onl:Hgrm.Impt /satisfaction with “The bookstore provides timely service to students”
Onl:Hgrm.Impt /satisfaction with “The frequency of student and instructor interactions is adequate”
Onl:Hgrm.Impt /satisfaction with “The quality of online instruction is excellent”
Onl:Hgrm.Impt /satisfaction with “There are sufficient offerings within my program of study”
Onl:Hgrm.Impt /satisfaction with “This institution has a good reputation”
Onl:Hgrm.Impt /satisfaction with “This institution responds quickly when I request information”
Onl:Hgrm.Impt /satisfaction with “Tuition paid is a worthwhile investment”
Onl:Hgrm.Impt /satisfaction with “Tutoring services are readily available for online courses”
Onl.New:Hgrm.Impt "Adequate financial aid is available”
Onl.New:Hgrm.Impt "Factor to enroll: Financial assistance available”
Onl.New:Hgrm.Impt “I receive timely information on the availability of financial aid”
Onl.New:Hgrm.Sats "Adequate financial aid is available”
Onl.New:Hgrm.Sats “I receive timely information on the availability of financial aid”
Other Comments or Concerns?
Perceived prestige of institution in teaching through reputation survey
Percent graduates employed within service area
Percent of academic departments that have a functional advisory board
Percent of academic departments that have at least one annual all-faculty retreat to consider and act on program learning outcome achievement rates.
Percent of Board members who reside in the institution’s local community
Percent of chairs who use predictive enrollment data from the course management system (e.g. DegreeWorks) to plan future course offerings.
Percent of faculty and staff who agree or strongly agree that they know and understand the institution's goals
Percent of faculty and staff who agree or strongly agree that they know and understand the institution's mission statement
Percent of faculty and staff who agree/strongly agree that institutional goals that are realistic, appropriate to higher education, and consistent with mission
Percent of Faculty Using a Rubric to Evaluate an Assignment in at Least One Course
Percent of faculty using ePortfolios to gather artifacts of student learning in at least one of their courses
Percent of faculty who believe shared governance is effective
Percent of faculty who have attended a workshop on or participated in a grant writing community in the last year.
Percent of faculty who have attended a workshop on pedagogical skills or student learning assessment in last year
Percent of faculty who have attended a workshop on research skills in the last year.
Percent of faculty who have chaired or co-chaired a committee at this institution within the last five years.
Percent of faculty who have consulted with a staff member in Faculty Development on a course related matter in the past two years.
Percent of Faculty Who Have Used a Peer Mediated Focus Group for Formative Feedback in at Least One Course
Percent of faculty who report that their selected course section is in the same academic discipline as their appointment
Percent of faculty who, within the last 10 years, have served or currently serve in an academic leadership role (Dept chair or above).
Percent of faculty with active ePortfolios
Percent of Faculty/Staff Who Have Issued a Digital Badge to Reward Exceptional Student Performance
Percent of graduates who indicated that lack of course availability significantly delayed their graduation
Percent of In-state alumni (excluding those pursuing further education) working in State 6 months after graduation
Percent of instructors who assist students with forming study groups for their class.
Percent of instructors who within the last two years have used a flipped classroom approach within at least one of their courses
Percent of instructors who within the last two years have used digital stories within at least one of their courses
Percent of instructors who within the last two years have used experiential learning within at least one of their courses
Percent of instructors who within the last two years have used game based learning within at least one of their courses
Percent of instructors who within the last two years have used peer learning activities within at least one of their courses
Percent of instructors who within the last two years have used student learning communities within at least one of their courses
Percent of instructors who within the last two years have used undergraduate research within at least one of their courses
Percent of instructors who within the last two years have used writing across the curriculum (WAC) within at least one of their courses
Percent of instructors who within the last two years have used writing within the disciplines (WID) within at least one of their courses
Percent of management positions with at least one identified and actively engaged successor
Percent of online instructors who always deliver high stakes quizzes and exams with a randomized order to the questions.
Percent of online instructors who require multifactor authentication to take an online high-stakes quizz or exam.
Percent of our Baccalaureate Students Who enroll in an intra-institution Post-Graduate program (if offered) compared to Percent who enroll in a competitor program
Percent of programs that have participated in a Tuning process to develop program outcomes
Percent of sections that incorporate at least one field trip
Percent of self-assessing instructors who have consulted with a staff member in the Faculty Development on a course related matter in the past year
Percent of self-assessing instructors who have experienced disrespectful or disruptive behavior from students in the classroom in at least one course in the past year
Percent of self-assessing instructors who have incorporated service learning in at least one course in the past year
Percent of self-assessing instructors who have required an open educational resource (OER) instead of a commercial textbook in at least one course in the past year
Percent of self-assessing instructors who have used a rubric to score a course assignment within the last year
Percent of self-assessing instructors who have used formative assessment (e.g. student response systems, muddiest point feedback) to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used game based learning in at least one course in the past year
Percent of self-assessing instructors who have used group work to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used in-class or online discussions to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used student assigned projects to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used student ePortfolios to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who included undergraduates in research in at least one course in the past year
Percent of self-assessing instructors who required multiple drafts of student written work for progressive feedback in at least one course in the past year
Percent of self-assessing instructors who required student presentations in at least one course in the past year
Percent of self-assessing instructors who spent a good amount of class time addressing student questions in at least one course in the past year
Percent of self-assessing instructors who team taught in at least one course in the past year
Percent of students in pre-professional programs who get admitted to professional school
Percent of tenured / tenure track faculty who are moderately or highly research active
Please indicate how effective the array of online tools provided are at supporting your pedagogical goals.
Please indicate how often, during the current school year, that you have - Worked on a team based project in your courses
Please indicate how you believe students at this institution would respond to “All in all, if you had to do it over again, would you enroll here”
Please indicate how you believe students at this institution would respond to “Rate your overall satisfaction with your experience here thus far”
Please indicate how you believe students at this institution would respond to “So far, how has your college experience met your expectations”
Please indicate the importance of “Factor to enroll: Ability to transfer credits”
Please indicate the importance of “Factor to enroll: Convenience”
Please indicate the importance of “Factor to enroll: Cost”
Please indicate the importance of “Factor to enroll: Distance from campus”
Please indicate the importance of “Factor to enroll: Financial assistance available”
Please indicate the importance of “Factor to enroll: Flexible pacing for completing a program”
Please indicate the importance of “Factor to enroll: Future employment opportunities”
Please indicate the importance of “Factor to enroll: Program requirements”
Please indicate the importance of “Factor to enroll: Recommendations from employer”
Please indicate the importance of “Factor to enroll: Reputation of institution”
Please indicate the importance of “Factor to enroll: Work schedule”
Please indicate the importance of “Source of information: Advertisements”
Please indicate the importance of “Source of information: Catalog (online)”
Please indicate the importance of “Source of information: Catalog and brochures (printed)”
Please indicate the importance of “Source of information: College representatives”
Please indicate the importance of “Source of information: Contact with current students and / or recent graduates of the program”
Please indicate the importance of “Source of information: Recommendation from instructor or program advisor”
Please indicate the importance of “Source of information: Web site”
Please indicate the importance/satisfaction with “Adequate financial aid is available”
Please indicate the importance/satisfaction with “Adequate online library resources are provided”
Please indicate the importance/satisfaction with “Appropriate technical assistance is readily available”
Please indicate the importance/satisfaction with “Billing and payment procedures are convenient for me”
Please indicate the importance/satisfaction with “Channels are available for providing timely responses to student complaints”
Please indicate the importance/satisfaction with “Faculty are responsive to student needs”
Please indicate the importance/satisfaction with “Faculty provide timely feedback about student progress”
Please indicate the importance/satisfaction with “I am aware of whom to contact for questions about programs and services”
Please indicate the importance/satisfaction with “I receive timely information on the availability of financial aid”
Please indicate the importance/satisfaction with “Instructional materials are appropriate for program content”
Please indicate the importance/satisfaction with “My program advisor helps me work toward career goals”
Please indicate the importance/satisfaction with “My program advisor is accessible by telephone and e-mail”
Please indicate the importance/satisfaction with “Online career services are available”
Please indicate the importance/satisfaction with “Program requirements are clear and reasonable”
Please indicate the importance/satisfaction with “Registration for online courses is convenient”
Please indicate the importance/satisfaction with “Student assignments are clearly defined in the syllabus”
Please indicate the importance/satisfaction with “Student-to-student collaborations are valuable to me”
Please indicate the importance/satisfaction with “The bookstore provides timely service to students”
Please indicate the importance/satisfaction with “The frequency of student and instructor interactions is adequate”
Please indicate the importance/satisfaction with “The quality of online instruction is excellent”
Please indicate the importance/satisfaction with “There are sufficient offerings within my program of study”
Please indicate the importance/satisfaction with “This institution has a good reputation”
Please indicate the importance/satisfaction with “This institution responds quickly when I request information”
Please indicate the importance/satisfaction with “Tuition paid is a worthwhile investment”
Please indicate the importance/satisfaction with “Tutoring services are readily available for online courses”
Please indicate why you do not have insurance for your children (check all that apply: Health insurance is too expensive, My children would get health care even without insurance, I am not satisfied with the coverage, Health insurance is a waste of money, I have my own health insurance with better coverage)
Please indicate why you do not have insurance for your spouse (check all that apply: Health insurance is too expensive, My spouse would get health care even without insurance, I am not satisfied with the coverage, Health insurance is a waste of money, I have my own health insurance with better coverage)
Please indicate why you do not have insurance for yourself. (Check all that apply: Health insurance is too expensive, I would get health care even without insurance, I have my own health insurance with better coverage, I am not satisfied with the coverage offered, Health insurance is a waste of money)
Please indicate you .Agre with - I have enough time in my schedule to support my scholarship aims.
Please indicate you .Agre with - The strategic plan forms a good foundation for the development of divisional and departmental strategic plan that will support it.
Please indicate you .Agre with “I have good time management skils”
Please indicate you .Agre with “The mission of this institution resonates with my personal convictions and aims in life”.
Please indicate your .Agre with - Adjunct faculty are engaged with the full time faculty”
Please indicate your .Agre with - Adjunct faculty are engaged with their students”
Please indicate your .Agre with - During the interview process the candidate dressed and acted professionally
Please indicate your .Agre with - Faculty handbook includes a negotiated and fairly enforced policy on discipline and separation of faculty
Please indicate your .Agre with - Fair and impartial faculty promotion and tenure processes are in place and make expectations clear.
Please indicate your .Agre with - I believe that the strategic plan will be the primary mechanism for driving the institution forward and that I will be kept well informed of progress.
Please indicate your .Agre with - I comprehend how the Strategic Plan will affect my work at this institution.
Please indicate your .Agre with - I felt the strategic planning process was very transparent
Please indicate your .Agre with - I have enough time in my schedule to support my professional service responsibilities.
Please indicate your .Agre with - I understand the Mission and Vision statements that were developed for the institution as part of the strategic plan.
Please indicate your .Agre with - I was able to provide input to my supervisor on the areas of the proposed strategic plan that would affect my job responsibilities from a practicality and feasibility perspective.
Please indicate your .Agre with - I was given adequate opportunity to contribute during the development of the goals and objectives for the plan.
Please indicate your .Agre with - I was given adequate opportunity to contribute during the development of the Mission Statement.
Please indicate your .Agre with - I was given adequate opportunity to contribute during the development of the Peer and Aspirant Institutions list.
Please indicate your .Agre with - I was given adequate opportunity to contribute during the development of the Vision Statement.
Please indicate your .Agre with - My ideas, criticisms, and concerns got a fair and receptive hearing during the strategic planning process.
Please indicate your .Agre with - Prior institutional, divisional, and department plans were analyzed and appropriately incorporated into the new plan to preserve continuity of worthwhile goals and objectives.
Please indicate your .Agre with - The candidate seemed well prepared for the position.
Please indicate your .Agre with - The institution is honest and truthful in admission materials and practices.
Please indicate your .Agre with - The institution is honest and truthful in internal communications.
Please indicate your .Agre with - The institution is honest and truthful in public relations announcements, advertisements, and recruiting materials.
Please indicate your .Agre with - The institution’s nepotism policy is appropriate and equally enforced for all supervisors.
Please indicate your .Agre with - The institution’s policies and procedures are fair and impartial, and assure that grievances are addressed promptly, appropriately, and equitably.
Please indicate your .Agre with - The institution’s policies and procedures are fair and impartial, and assure that grievances are addressed promptly, appropriately, and equitably.
Please indicate your .Agre with - The number of board members who are alumni of the institution is appropriate.
Please indicate your .Agre with - The objectives defined in the strategic plan are achievable given the current and planned resources available to those responsible for executing them.
Please indicate your .Agre with - The online tutoring service was useful and accessible.
Please indicate your .Agre with - The outputs of the most recent institutional and discipline specific accreditation self-studies were appropriately incorporated into the strategic plan.
Please indicate your .Agre with - The strategic plan addresses many of the current issues where improvement is needed within the institution.
Please indicate your .Agre with - The strategic plan addresses many of the issues where current operations/practices need to be reduced or eliminated within the institution.
Please indicate your .Agre with - The strategic plan contains a fair balance of administrator initiated and grassroots (faculty, staff, students) initiated objectives.
Please indicate your .Agre with - The strategic plan contains a good balance of objectives that are tried and tested good practices and innovative ideas that are worth the risk.
Please indicate your .Agre with - The strategic plan is supported by adequate institutional investment to be transformative.
Please indicate your .Agre with - The strategic plan provides a clear path to achieve the institution’s vision and to where the institution needs to be in X years.
Please indicate your .Agre with “Academic reputation is a factor in student’s decision to enroll”
Please indicate your .Agre with “Campus appearance is a factor in student’s decision to enroll”
Please indicate your .Agre with “Cost is a factor in student’s decision to enroll”
Please indicate your .Agre with “Geographic setting is a factor in student’s decision to enroll”
Please indicate your .Agre with “I believe I have the skills to be an effective learner (study skills, note-taking, self-reflection, etc.) ”
Please indicate your .Agre with “I enjoy studying”.
Please indicate your .Agre with “I prefer to work alone on assignments”
Please indicate your .Agre with “My Institution Name learning experience transformed my life”
Please indicate your .Agre with “Opportunity to play sports is a factor in student’s decision to enroll”
Please indicate your .Agre with “Personalized attention prior to enrollment is a factor in student’s decision to enroll”
Please indicate your .Agre with “Recommendations from family/friends is a factor in student’s decision to enroll”
Please indicate your .Agre with “Size of institution is a factor in student’s decision to enroll”
Please indicate your .Agre with All students feel welcome and supported at this school, regardless of background or identity.
Please indicate your .Agre with Diversity is fully embraced within the campus culture.
Please indicate your .Agre with Diversity is reflected in administrators.
Please indicate your .Agre with Diversity is reflected in the faculty.
Please indicate your .Agre with Diversity is reflected in the student body.
Please indicate your .Agre with I am confident my school would administer the formal procedures to fairly add
Please indicate your .Agre with I feel close to people at this school.
Please indicate your .Agre with I feel like I need to hide some aspects of my identity to fit in.
Please indicate your .Agre with I feel safe at this school.
Please indicate your .Agre with I know how to report an incident of harassment or discrimination to the school.
Please indicate your .Agre with I know where I can access my school's harassment and discrimination policy.
Please indicate your .Agre with I think administrators are genuinely concerned about my welfare.
Please indicate your .Agre with I think faculty are genuinely concerned about my welfare.
Please indicate your .Agre with I think faculty pre-judge my abilities based on my identity or background.
Please indicate your .Agre with I understand my school's formal procedures to address complaints of harassment or discrimination
Please indicate your .Agre with If a friend or I experienced harassment or discrimination, I would know where to go to get help.
Please indicate your .Agre with It is easy to find people on campus who understand me.
Please indicate your .Agre with On campus, there are enough opportunities to gain knowledge about my own cultural community
Please indicate your .Agre with School leaders are visibly committed to fostering respect for diversity on campus.
Please indicate your .Agre with the following statement.. A lot of times, women who say they were raped agreed to have sex and then regretted it afterward.
Please indicate your .Agre with the following statement.. A person who is sexually assaulted or raped while she or he is drunk is at least somewhat responsible for putting themselves in that position.
Please indicate your .Agre with the following statement.. An incident can only be sexual assault or rape if the person says "no."
Please indicate your .Agre with the following statement.. If a woman hooks up with a lot of men, eventually she is going to get into trouble.
Please indicate your .Agre with the following statement.. It is not necessary to get consent before sexual activity if you are in a relationship with that person.
Please indicate your .Agre with the following statement.. It shouldn’t be considered rape if a man is drunk and didn’t realize what he was doing.
Please indicate your .Agre with the following statement.. Rape and sexual violence can happen unintentionally, especially if alcohol is involved.
Please indicate your .Agre with the following statement.. Sexual violence and rape happen because men can get carried away in sexual situations once they've started.
Please indicate your .Agre with the following statement.. Sexual violence and rape happen because people put themselves in bad situations.
Please indicate your .Agre with the following statement.. When someone is raped or sexually assaulted, it’s often because the way they said "no" was unclear or there was some miscommunication.
Please indicate your .Agre with The institution is meeting its “commitment to commuters”
Please indicate your .Agre with The institution is meeting its “commitment to evening students”
Please indicate your .Agre with The institution is meeting its “commitment to older, returning learners”
Please indicate your .Agre with The institution is meeting its “commitment to part-time students”
Please indicate your .Agre with The institution is meeting its “commitment to students with disabilities”
Please indicate your .Agre with The institution is meeting its “commitment to under-represented populations”
Please indicate your .Impt/Agre with “Academic advisors are approachable”
Please indicate your .Impt/Agre with “Academic advisors are concerned about students' success as individuals”
Please indicate your .Impt/Agre with “Academic advisors are knowledgeable about requirements for majors within their area”
Please indicate your .Impt/Agre with “Academic advisors help students set goals to work toward”
Please indicate your .Impt/Agre with “Academic support services adequately meet the needs of students”
Please indicate your .Impt/Agre with “Adequate financial aid is available for most students”
Please indicate your .Impt/Agre with “Adjunct faculty are competent as classroom instructors”
Please indicate your .Impt/Agre with “Administrators are approachable to students”
Please indicate your .Impt/Agre with “Admissions counselors accurately portray the campus in their recruiting practices”
Please indicate your .Impt/Agre with “Admissions staff are knowledgeable”
Please indicate your .Impt/Agre with “Billing policies are reasonable”
Please indicate your .Impt/Agre with “Channels for expressing student complaints are readily available”
Please indicate your .Impt/Agre with “Class change (drop/add) policies are reasonable”
Please indicate your .Impt/Agre with “Computer labs are adequate and accessible”
Please indicate your .Impt/Agre with “Faculty are fair and unbiased in their treatment of individual students”
Please indicate your .Impt/Agre with “Faculty are usually available after class and during office hours”
Please indicate your .Impt/Agre with “Faculty care about students as individuals”
Please indicate your .Impt/Agre with “Faculty provide timely feedback about student progress in their courses”
Please indicate your .Impt/Agre with “Faculty take into consideration student differences as they teach their courses”
Please indicate your .Impt/Agre with “Financial aid awards are announced to students in time to be helpful in college planning”
Please indicate your .Impt/Agre with “Financial aid counselors are helpful”
Please indicate your .Impt/Agre with “Library resources and services are adequate”
Please indicate your .Impt/Agre with “Living conditions in the residence halls are comfortable”
Please indicate your .Impt/Agre with “Major requirements are clear and reasonable”
Please indicate your .Impt/Agre with “Nearly all of the faculty are knowledgeable in their field”
Please indicate your .Impt/Agre with “On the whole, the campus is well-maintained”
Please indicate your .Impt/Agre with “Parking lots are well-lighted and secure”
Please indicate your .Impt/Agre with “Security staff respond quickly in emergencies”
Please indicate your .Impt/Agre with “Student activities fees are put to good use”
Please indicate your .Impt/Agre with “Student disciplinary procedures are fair”
Please indicate your .Impt/Agre with “Students are able to experience intellectual growth here”
Please indicate your .Impt/Agre with “Students are able to register for classes they need with few conflicts”
Please indicate your .Impt/Agre with “Students are made to feel welcome on this campus”
Please indicate your .Impt/Agre with “Students seldom get the "run-around" when seeking information on this campus”
Please indicate your .Impt/Agre with “The amount of student parking space on campus is adequate”
Please indicate your .Impt/Agre with “The assessment and course placement procedures are reasonable”
Please indicate your .Impt/Agre with “The campus is safe and secure for all students”
Please indicate your .Impt/Agre with “The campus staff are caring and helpful”
Please indicate your .Impt/Agre with “The content of the courses within each major is valuable”
Please indicate your .Impt/Agre with “The instruction in major fields is excellent”
Please indicate your .Impt/Agre with “The personnel involved in registration are helpful”
Please indicate your .Impt/Agre with “The quality of instruction students receive in most of their classes is excellent”
Please indicate your .Impt/Agre with “There are adequate services to help students decide upon a career”
Please indicate your .Impt/Agre with “There is a commitment to academic excellence on this campus”
Please indicate your .Impt/Agre with “There is a good variety of courses provided on this campus”
Please indicate your .Impt/Agre with “There is a strong commitment to racial harmony on this campus”
Please indicate your .Impt/Agre with “There is an adequate selection of food available in the cafeteria”
Please indicate your .Impt/Agre with “This institution has a good reputation within the community”
Please indicate your .Impt/Agre with “This institution shows concern for students as individuals”
Please indicate your .Impt/Agre with “Tuition paid is a worthwhile investment”
Please indicate your current employment status. Not currently employed, employed in a field related to my degree, employed in a field not related to my degree.
Please indicate your level of satisfaction with the student study spaces on campus.
Please indicate your overall level of satisfaction with our graduate's knowledge, skills, and professional attitudes
Please rate how effective the end of course survey data are in helping you improve the course learning experience.
Please rate the distribution/collection process and ease of use of the end of course survey.
Please rate the quality of services provided by Career Center
Please rate the quality of services provided by Counseling & Psychological Services
Please rate the quality of services provided by HEI Health Services
Please rate the quality of services provided by New Student Services
Please rate the quality of services provided by Office of Financial Aid
Please rate the quality of services provided by Office of the Registrar
Please rate the quality of services provided by Payroll
Please rate the quality of services provided by Student Learning Center
Please rate the quality of services provided by University Housing (Residential Services)
Please rate your .Agre with “In general students I have taught in the last year acknowledged source materials that are not their own.”
Please rate your .Agre with “In general students I have taught or advised in the last year behaved ethically.”
Please rate your .Agre with “In general students I have taught or advised in the last year were academically honest.”
Please rate your .Agre with the following statements. I am confident my school would administer the formal procedures to fairly address reports of sexual violence.
Please rate your .Agre with the following statements. I know what confidential resources (e.g., victim advocacy, counseling) are available to me to report an incident of sexual violence.
Please rate your .Agre with the following statements. I understand my school's formal procedures to address complaints of sexual violence.
Please rate your .Agre with the following statements. If a friend or I experienced sexual violence, I would know where to go to get help.
Please rate your .Agre with the following statements. If someone reported an incident of sexual violence to a campus authority: The accused or their friends would retaliate against the person making the report.
Please rate your .Agre with the following statements. If someone reported an incident of sexual violence to a campus authority: The educational achievement/career of the person making the report would suffer.
Please rate your .Agre with the following statements. If someone reported an incident of sexual violence to a campus authority: The school would take steps to protect the person making the report from retaliation.
Please rate your .Agre with the following statements. If someone reported an incident of sexual violence to a campus authority: The school would take the report seriously.
Please rate your .Agre with the following statements..I feel comfortable sharing my own perspectives and experiences in class.
Please rate your .Agre with the following statements..I feel I have to work harder than other students to be perceived as a good student.
Please rate your .Agre with the following statements..I feel like faculty and staff at this school are too politically correct or sensitive.
Please rate your .Agre with the following statements..I feel like my peers at this school are too politically correct or sensitive.
Please rate your .Agre with the following statements..I feel like my school provides enough programs that promote meaningful interactions between students from different cultures.
Please rate your .Agre with the following statements..I have access to at least one faculty or staff member who I trust and who can connect me with information or support I may need, regardless of the issue I face.
Please rate your .Agre with the following statements..I have been singled out in class because of my identity (e.g., race, ethnicity, gender, sexual orientation, disability status, religious affiliation, etc.).
Please rate your .Agre with the following statements..In class, I have heard faculty express stereotypes based on identity (e.g., race, ethnicity, gender, sexual orientation, disability status, religious affiliation, etc.).
Please rate your .Agre with the following statements..Most students at this school have values and attitudes different from my own.
Please rate your experience with these statements since the beginning of the current school year...I couldn’t afford to eat balanced meals.
Please rate your experience with these statements since the beginning of the current school year...I worried whether my food would run out before I got money to buy more.
Please rate your experience with these statements since the beginning of the current school year...The food that I bought just didn't last, and I didn't have money to get more.
Political and community activism of alumni from 5 yr post graduation survey
Post-traditional student’s Hist: “All in all, if you had to do it over again, would you enroll here”
Post-traditional student’s Hist: “How likely is it that you would recommend our institution to a friend or colleague”
Post-traditional student’s Hist: “Rate your overall satisfaction with your experience here thus far”
Post-traditional student’s Hist: “So far, how has your college experience met your expectations”
Ptrd:Hgrm.Impt "Availability of evening/weekend courses as factor in decision to enroll”
Ptrd:Hgrm.Impt "Cost as factor in decision to enroll”
Ptrd:Hgrm.Impt "Future employment opportunities as factor in decision to enroll”
Ptrd:Hgrm.Impt "Personalized attention prior to enrollment as factor in decision to enroll”
Ptrd:Hgrm.Impt "Recommendations from family/friends/employer as factor in decision to enroll”
Ptrd:Hgrm.Impt "Size of institution as factor in decision to enroll”
PTrd:Hgrm.Impt “Academic reputation as factor in decision to enroll”
Ptrd:Hgrm.Impt “Campus location (close to home/work) as factor in decision to enroll”
Ptrd:Hgrm.Impt/satisfaction with “Academic support services adequately meet the needs of adult students”
Ptrd:Hgrm.Impt/satisfaction with “Admissions representatives are knowledgeable”
Ptrd:Hgrm.Impt/satisfaction with “Admissions representatives respond to adult students' unique needs”
Ptrd:Hgrm.Impt/satisfaction with “Billing policies are reasonable for adult students”
Ptrd:Hgrm.Impt/satisfaction with “Bookstore hours are convenient for adult students”
Ptrd:Hgrm.Impt/satisfaction with “Business office hours are convenient for adult students”
Ptrd:Hgrm.Impt/satisfaction with “Career services are adequate and accessible for adult students”
Ptrd:Hgrm.Impt/satisfaction with “Channels are readily available for adult students to express complaints”
Ptrd:Hgrm.Impt/satisfaction with “Classes are scheduled at times that are convenient for me”
Ptrd:Hgrm.Impt/satisfaction with “Classroom locations are safe and secure for all students”
Ptrd:Hgrm.Impt/satisfaction with “Computer labs are adequate and accessible for adult students”
Ptrd:Hgrm.Impt/satisfaction with “Faculty are fair and unbiased in their treatment of individual students”
Ptrd:Hgrm.Impt/satisfaction with “Faculty are usually available for adult students outside the classroom (in person, by phone, or by e-mail)”
Ptrd:Hgrm.Impt/satisfaction with “Faculty care about me as an individual”
Ptrd:Hgrm.Impt/satisfaction with “Faculty provide timely feedback about my progress in courses”
Ptrd:Hgrm.Impt/satisfaction with “I am able to complete most of my enrollment tasks in one location”
Ptrd:Hgrm.Impt/satisfaction with “I am able to register for classes by personal computer, fax, or telephone”
Ptrd:Hgrm.Impt/satisfaction with “I am able to register for classes I need with few conflicts”
Ptrd:Hgrm.Impt/satisfaction with “I am aware of whom to contact for questions about programs and services”
Ptrd:Hgrm.Impt/satisfaction with “I seldom get the "run-around" when seeking information at this institution”
Ptrd:Hgrm.Impt/satisfaction with “Library resources and services are adequate for adults”
Ptrd:Hgrm.Impt/satisfaction with “Major requirements are clear and reasonable”
Ptrd:Hgrm.Impt/satisfaction with “My academic advisor is accessible by telephone and electronic mail”
Ptrd:Hgrm.Impt/satisfaction with “My academic advisor is available at times that are convenient for me”
Ptrd:Hgrm.Impt/satisfaction with “My academic advisor is concerned about my success as an individual’
Ptrd:Hgrm.Impt/satisfaction with “My academic advisor is knowledgeable about requirements in my major”
Ptrd:Hgrm.Impt/satisfaction with “My advisor helps me apply my academic major to specific career goals”
Ptrd:Hgrm.Impt/satisfaction with “My classes provide opportunities to improve my technology skills”
Ptrd:Hgrm.Impt/satisfaction with “Nearly all faculty are knowledgeable in their field”
Ptrd:Hgrm.Impt/satisfaction with “Parking lots are well-lighted and secure”
Ptrd:Hgrm.Impt/satisfaction with “Part-time faculty are competent as classroom instructors”
Ptrd:Hgrm.Impt/satisfaction with “Post-traditional students are made to feel welcome at this institution”
Ptrd:Hgrm.Impt/satisfaction with “Registration processes are reasonable and convenient for adults”
Ptrd:Hgrm.Impt/satisfaction with “Security staff respond quickly in emergencies”
Ptrd:Hgrm.Impt/satisfaction with “The amount of student parking is adequate”
Ptrd:Hgrm.Impt/satisfaction with “The content of the courses within my major is valuable”
Ptrd:Hgrm.Impt/satisfaction with “The quality of instruction I receive in most of my classes is excellent”
Ptrd:Hgrm.Impt/satisfaction with “The staff at this institution are caring and helpful”
Ptrd:Hgrm.Impt/satisfaction with “There are sufficient options within my program of study”
Ptrd:Hgrm.Impt/satisfaction with “There is a commitment to academic excellence at this institution”
Ptrd:Hgrm.Impt/satisfaction with “This institution has a good reputation within the community”
Ptrd:Hgrm.Impt/satisfaction with “This institution offers a variety of payment plans for adult students”
Ptrd:Hgrm.Impt/satisfaction with “This institution provides timely responses to student complaints”
Ptrd:Hgrm.Impt/satisfaction with “This institution responds quickly to my requests for information”
Ptrd:Hgrm.Impt/satisfaction with “Tuition paid is a worthwhile investment”
Ptrd:Hgrm.Impt/satisfaction with “Vending or snack bar food options are readily available”
Ptrd:Hgrm.Impt/satisfaction with “When students enroll at this institution, they develop a plan to complete their degree”
Ptrd.New:Hgrm.Impt "Financial aid/scholarship opportunities as factor in decision to enroll”
Ptrd.New:Hgrm.Impt “Adequate financial aid is available for most adult students”
Ptrd.New:Hgrm.Impt “Financial aid counselors are helpful to adult students”
Ptrd.New:Hgrm.Impt “I receive complete information on the availability of financial aid”
Ptrd.New:Hgrm.Sats “Adequate financial aid is available for most adult students”
Ptrd.New:Hgrm.Sats “Financial aid counselors are helpful to adult students”
Ptrd.New:Hgrm.Sats “I receive complete information on the availability of financial aid”
Quality and diversity of learning strategies used by students
Quality of student’s social relationships
Rate the importance of “Academic reputation as factor in decision to enroll”
Rate the importance of “Campus appearance as factor in decision to enroll”
Rate the importance of “Campus location (close to home/work) as factor in decision to enroll”
Rate the importance of “Cost as factor in decision to enroll”
Rate the importance of “Financial aid as factor in decision to enroll”
Rate the importance of “Geographic setting as factor in decision to enroll”
Rate the importance of “Opportunity to play sports as factor in decision to enroll”
Rate the importance of “Personalized attention prior to enrollment as factor in decision to enroll”
Rate the importance of “Recommendations from family/friends as factor in decision to enroll”
Rate the importance of “Size of institution as factor in decision to enroll”
Rate the importance of “Size of institution as factor in decision to enroll”
Rate the importance/satisfaction with “A variety of intramural activities are offered”
Rate the importance/satisfaction with “Academic support services adequately meet the needs of students”
Rate the importance/satisfaction with “Adequate financial aid is available for most students”
Rate the importance/satisfaction with “Adjunct faculty are competent as classroom instructors”
Rate the importance/satisfaction with “Administrators are approachable to students”
Rate the importance/satisfaction with “Admissions counselors accurately portray the campus in their recruiting practices”
Rate the importance/satisfaction with “Admissions counselors respond to prospective students' unique needs and requests”
Rate the importance/satisfaction with “Admissions staff are knowledgeable”
Rate the importance/satisfaction with “Billing policies are reasonable”
Rate the importance/satisfaction with “Bookstore staff are helpful”
Rate the importance/satisfaction with “Class change (drop/add) policies are reasonable”
Rate the importance/satisfaction with “Computer labs are adequate and accessible”
Rate the importance/satisfaction with “Counseling staff care about students as individuals”
Rate the importance/satisfaction with “Faculty are fair and unbiased in their treatment of individual students”
Rate the importance/satisfaction with “Faculty are usually available after class and during office hours”
Rate the importance/satisfaction with “Faculty care about me as an individual”
Rate the importance/satisfaction with “Faculty provide timely feedback about student progress in a course”
Rate the importance/satisfaction with “Faculty take into consideration student differences as they teach a course”
Rate the importance/satisfaction with “Financial aid awards are announced to students in time to be helpful in college planning”
Rate the importance/satisfaction with “Financial aid counselors are helpful”
Rate the importance/satisfaction with “Freedom of expression is protected on campus”
Rate the importance/satisfaction with “Graduate teaching assistants are competent as classroom instructors”
Rate the importance/satisfaction with “here are a sufficient number of weekend activities for students”
Rate the importance/satisfaction with “I am able to experience intellectual growth here”
Rate the importance/satisfaction with “I am able to register for classes I need with few conflicts”
Rate the importance/satisfaction with “I can easily get involved in campus organizations”
Rate the importance/satisfaction with “I feel a sense of pride about my campus”
Rate the importance/satisfaction with “I generally know what's happening on campus”
Rate the importance/satisfaction with “I seldom get the "run-around" when seeking information on this campus”
Rate the importance/satisfaction with “It is an enjoyable experience to be a student on this campus”
Rate the importance/satisfaction with “Library resources and services are adequate”
Rate the importance/satisfaction with “Library staff are helpful and approachable”
Rate the importance/satisfaction with “Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.)”
Rate the importance/satisfaction with “Major requirements are clear and reasonable”
Rate the importance/satisfaction with “Males and females have equal opportunities to participate in intercollegiate athletics”
Rate the importance/satisfaction with “Most students feel a sense of belonging here”
Rate the importance/satisfaction with “My academic advisor helps me set goals to work toward”
Rate the importance/satisfaction with “My academic advisor is approachable”
Rate the importance/satisfaction with “My academic advisor is concerned about my success as an individual”
Rate the importance/satisfaction with “My academic advisor is knowledgeable about requirements in my major”
Rate the importance/satisfaction with “Nearly all of the faculty are knowledgeable in their field”
Rate the importance/satisfaction with “New student orientation services help students adjust to college”
Rate the importance/satisfaction with “Parking lots are well-lighted and secure”
Rate the importance/satisfaction with “Residence hall regulations are reasonable”
Rate the importance/satisfaction with “Residence hall staff are concerned about me as an individual”
Rate the importance/satisfaction with “Security staff respond quickly in emergencies”
Rate the importance/satisfaction with “Student disciplinary procedures are fair”
Rate the importance/satisfaction with “Students are made to feel welcome on this campus”
Rate the importance/satisfaction with “The amount of student parking space on campus is adequate”
Rate the importance/satisfaction with “The assessment and course placement procedures are reasonable”
Rate the importance/satisfaction with “The business office is open during hours which are convenient for most students”
Rate the importance/satisfaction with “The campus is safe and secure for all students”
Rate the importance/satisfaction with “The campus staff are caring and helpful”
Rate the importance/satisfaction with “The content of the courses within my major is valuable”
Rate the importance/satisfaction with “The instruction in my major field is excellent”
Rate the importance/satisfaction with “The intercollegiate athletic programs contribute to a strong sense of school spirit”
Rate the importance/satisfaction with “The personnel involved in registration are helpful”
Rate the importance/satisfaction with “The quality of instruction I receive in most of my classes is excellent”
Rate the importance/satisfaction with “The student center is a comfortable place for students to spend their leisure time”
Rate the importance/satisfaction with “The student handbook provides helpful information about campus life”
Rate the importance/satisfaction with “There are adequate services to help me decide upon a career”
Rate the importance/satisfaction with “There is a commitment to academic excellence on this campus”
Rate the importance/satisfaction with “There is a good variety of courses provided on this campus”
Rate the importance/satisfaction with “There is a strong commitment to racial harmony on this campus”
Rate the importance/satisfaction with “There is an adequate selection of food available in the cafeteria”
Rate the importance/satisfaction with “This institution shows concern for students as individuals”
Rate the importance/satisfaction with “Tuition paid is a worthwhile investment”
Rate the importance/satisfaction with “Tutoring services are readily available”
Rate the importance/satisfaction with The staff in the health services area are competent”
Rate the importance/satisfaction with This institution has a good reputation within the community”
Rate the quality of your interactions with - Academic advisors
Rate your overall satisfaction with your experience here thus far
Rate your overall satisfaction with your experience here thus far
Rate your overall satisfaction with your online experience thus far
Rate your satisfaction with “Channels for expressing student complaints are readily available”
Rate your satisfaction with “Institution's commitment to commuters”
Rate your satisfaction with “Institution's commitment to evening students”
Rate your satisfaction with “Institution's commitment to older, returning learners”
Rate your satisfaction with “Institution's commitment to part-time students”
Rate your satisfaction with “Institution's commitment to students with disabilities”
Rate your satisfaction with “Institution's commitment to under-represented populations”
Rate your satisfaction with “On the whole, the campus is well-maintained”
Rate your satisfaction with “Student activities fees are put to good use”
Response distribution from faculty on "Classroom technology adequately meets my needs"
Response distribution from faculty on "The online technology supporting instruction delivery (CMS, Videoconferencing, etc.) supports my pedagogical needs."
Response distribution of, during the current school year, that students - Identified key information from reading assignments
Response distribution of, during the current school year, that students - Reviewed your notes after class
Response distribution on level of education of students’ parents
Response distribution reported by faculty that they typically experience the following emotion when conducting research, creative, or scholarly activities - Anger
Response distribution reported by faculty that they typically experience the following emotion when conducting research, creative, or scholarly activities - Anxiety
Response distribution reported by faculty that they typically experience the following emotion when conducting research, creative, or scholarly activities - Boredom
Response distribution reported by faculty that they typically experience the following emotion when conducting research, creative, or scholarly activities - Enjoyment
Response distribution reported by faculty that they typically experience the following emotion when conducting research, creative, or scholarly activities - Frustration
Response distribution reported by faculty that they typically experience the following emotion when conducting research, creative, or scholarly activities - Pride
Response distribution reported by faculty that they typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Anger
Response distribution reported by faculty that they typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Anxiety
Response distribution reported by faculty that they typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Boredom
Response distribution reported by faculty that they typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Enjoyment
Response distribution reported by faculty that they typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Frustration
Response distribution reported by faculty that they typically experience the following emotion when grading (assessing the quality of students’ work) student papers - Pride
Response distribution reported by faculty that they typically experience the following emotion when teaching - Anger
Response distribution reported by faculty that they typically experience the following emotion when teaching - Anxiety
Response distribution reported by faculty that they typically experience the following emotion when teaching - Boredom
Response distribution reported by faculty that they typically experience the following emotion when teaching - Enjoyment
Response distribution reported by faculty that they typically experience the following emotion when teaching - Frustration
Response distribution reported by faculty that they typically experience the following emotion when teaching - Pride
Response distribution reported by students of how often, during the current school year, that they - Evaluated what others have concluded from numerical information
Response distribution reported by students of how often, during the current school year, that they - Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
Response distribution reported by students of how often, during the current school year, that they - Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)
Response distribution reported by students of how often, during the current school year, that they have - Asked another student to help you understand course material
Response distribution reported by students of how often, during the current school year, that they have - Asked questions or contributed to course discussions in other ways
Response distribution reported by students of how often, during the current school year, that they have - Attended an art exhibit, play, or other arts performance (dance, music, etc.)
Response distribution reported by students of how often, during the current school year, that they have - Come to class without completing readings or assignments
Response distribution reported by students of how often, during the current school year, that they have - Explained course material to one or more students
Response distribution reported by students of how often, during the current school year, that they have - Given a course presentation
Response distribution reported by students of how often, during the current school year, that they have - Prepared for exams by discussing or working through course material with other students
Response distribution reported by students of how often, during the current school year, that they have - Worked with other students on course projects or assignments
Response distribution reported by students of how often, during the current school year, that they have -Combined ideas from different courses when completing assignments
Response distribution reported by students of how often, during the current school year, that they have -Connected ideas from your courses to your prior experiences and knowledge
Response distribution reported by students of how often, during the current school year, that they have -Connected your learning to societal problems or issues
Response distribution reported by students of how often, during the current school year, that they have -Discussed course topics, ideas, or concepts with a faculty member outside of class
Response distribution reported by students of how often, during the current school year, that they have -Discussed your academic performance with a faculty member
Response distribution reported by students of how often, during the current school year, that they have -Examined the strengths and weaknesses of your own views on a topic or issue
Response distribution reported by students of how often, during the current school year, that they have -Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
Response distribution reported by students of how often, during the current school year, that they have -Learned something that changed the way you understand an issue or concept
Response distribution reported by students of how often, during the current school year, that they have -Talked about career plans with a faculty member
Response distribution reported by students of how often, during the current school year, that they have -Tried to better understand someone else's views by imagining how an issue looks from their perspective
Response distribution reported by students of how often, during the current school year, that they have -Worked with a faculty member on activities other than coursework (committees, student groups, etc.)
Response distribution to number of courses at this institution that, according to students, have included a community-based project (service-learning)
Response distribution, according to students to which the institution emphasizes - Attending campus activities and events (performing arts, athletic events, etc.)
Response distribution, according to students to which the institution emphasizes - Attending events that address important social, economic, or political issues
Response distribution, according to students to which the institution emphasizes - Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.) e. Providing opportunities to be involved socially
Response distribution, according to students to which the institution emphasizes - Helping you manage your non-academic responsibilities (work, family, etc.)
Response distribution, according to students to which the institution emphasizes - Providing support for your overall well-being (recreation, health care, counseling, etc.)
Response distribution, according to students to which the institution emphasizes - Providing support to help students succeed academically
Response distribution, according to students to which the institution emphasizes - Spending significant amounts of time studying and on academic work
Response distribution, according to students to which the institution emphasizes - Using learning support services (tutoring services, writing center, etc.)
Response distribution, of student agreement on - I feel comfortable being myself at this institution.
Response distribution, of student agreement on - I feel like part of the community at this institution.
Response distribution, of student agreement on - I feel valued by this institution.
Response distribution, reported by students of how much, during the current school year, that their coursework emphasized - Analyzing an idea, experience, or line of reasoning in depth by examining its parts
Response distribution, reported by students of how much, during the current school year, that their coursework emphasized - Applying facts, theories, or methods to practical problems or new situations
Response distribution, reported by students of how much, during the current school year, that their coursework emphasized - Evaluating a point of view, decision, or information source
Response distribution, reported by students of how much, during the current school year, that their coursework emphasized - Forming a new idea or understanding from various pieces of information
Response distribution, reported by students of how much, during the current school year, that their coursework emphasized - Memorizing course material
Response distribution, reported by students, during the current school year, that their instructors have - Clearly explained course goals and requirements
Response distribution, reported by students, during the current school year, that their instructors have - Provided feedback on a draft or work in progress
Response distribution, reported by students, during the current school year, that their instructors have - Provided prompt and detailed feedback on tests or completed assignments
Response distribution, reported by students, during the current school year, that their instructors have - Taught course sessions in an organized way
Response distribution, reported by students, during the current school year, that their instructors have - Used examples or illustrations to explain difficult points
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Acquiring job- or work-related knowledge and skills
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Analyzing numerical and statistical information
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Being an informed and active citizen
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Developing or clarifying a personal code of values and ethics
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Solving complex real-world problems
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Speaking clearly and effectively
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Thinking critically and analytically
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Working effectively with others
Response distribution, to which students report their experience at this institution contributed to their knowledge, skills, and personal development in - Writing clearly and effectively
Response rate of students who report that they have done or plan to do before they graduate - Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)
Response rate of students who report that they have done or plan to do before they graduate - Participate in a learning community or some other formal program where groups of students take two or more classes together
Response rate of students who report that they have done or plan to do before they graduate - Participate in a study abroad program
Response rate of students who report that they have done or plan to do before they graduate - Participate in an internship, co-op, field experience, student teaching, or clinical placement
Response rate of students who report that they have done or plan to do before they graduate - Work with a faculty member on a research project
Room lights and window shades were used to set appropriate lighting levels in the room.
Satisfaction scores with commencement from recent graduates
Score in the Collaboration dimension of the Great Colleges to Work For survey.
Score in the Communication dimension of the Great Colleges to Work For survey
Score in the Faculty, Administration & Staff Relations dimension of the Great Colleges to Work For survey
Score in the Fairness dimension of the Great Colleges to Work For survey.
Score in the Job Satisfaction/Support dimension of the Great Colleges to Work For survey
Score in the Respect & Appreciation dimension of the Great Colleges to Work For survey.
Score in the Senior Leadership dimension of the Great Colleges to Work For survey.
Score in the Shared Governance dimension of the Great Colleges to Work For survey.
Score of the Comp, benefits and work life balance questions
Score on the Policies, Resources & Efficiency dimension of the Great Colleges to Work For survey
Scores on sections and individual questions on campus climate survey
Senior Capstone reputational rank
Senior students’ response rate to the following - Do you intend to return to this institution next year?
Service Learning reputational rank
Setbacks don’t discourage me
Since the beginning of the current (Fall 2019) school year, which of these situations did you experience: (select all that apply): Not pay or underpay your rent or mortgage; Experience a rent or mortgage increase that made it difficult to pay; Get evicted from your home; Move in with other people, even for a little while, because of financial problems; Live with others beyond the expected capacity of the house or apartment; Stay temporarily at a hotel or motel without a permanent home to return to (not on vacation or business travel); Stay at a shelter; Stay in an abandoned building, an automobile, an outdoor location, or any other place not meant for regular housing, even for one night; Not know where you were going to sleep at night, even for one night; Other.
Since the beginning of the current school year (Fall 2019) has a casual, steady, or serious dating or intimate partner (including a spouse) done any of the following to you?: slapped you?; pushed or shoved you?; hit you with a fist or something hard?; kicked you?; hurt you by pulling your hair?; slammed you against something?; tried to hurt you by choking or suffocating you?; beaten you?; burned you on purpose?; used a knife, gun, or other weapon on you? (Yes; No)
Since the beginning of the current school year (Fall 2019), did you ever cut the size of your meals or skip meals because there wasn't enough money for food?
Since the beginning of the current school year (Fall 2019), did you ever eat less than you felt you should because there wasn't enough money for food?
Since the beginning of the current school year (Fall 2019), did you ever not eat for a whole day because there wasn't enough money for food?
Since the beginning of the current school year (Fall 2019), did you lose weight because there wasn't enough money for food?
Since the beginning of the current school year (Fall 2019), have you had ANY of the following experiences: Someone fondled, kissed, or rubbed up against the private areas of my body or removed some of my clothes even though I didn’t want to; Someone TRIED to sexually penetrate me (i.e. someone tried to put a penis or insert fingers or objects into my vagina or anus) even though I didn’t want to; Someone sexually penetrated me (i.e. someone put a penis or inserted fingers or objects into my vagina or anus) even though I didn’t want to; Someone TRIED to perform oral sex on me or make me give them oral sex even though I didn't want to; Someone performed oral sex on me or made me give them oral sex even though I didn't want to
Since the beginning of the current school year (Fall 2019), have you seriously considered leaving this school?
Since the beginning of the current school year (Fall 2019), were you ever hungry but didn't eat because there wasn't enough money for food?
Since the beginning of the current school year has a casual, steady, or serious dating or intimate partner (including a spouse) done any of the following to you? (select all that apply): Accused you of paying too much attention to someone or something else; Called you a name and/or criticized you; Put down your family and friends; Said things to scare you (e.g., told you something “bad” would happen, threatened to commit suicide); Pressured or forced you to sext or take naked photos; Checked up on you (e.g., listened to your phone calls, checked the mileage on your car, called you repeatedly during class); Kept you or tried to keep you from doing something you wanted to do (e.g., going out with friends, going to meetings);Stopped you or tried to stop you from going to work or school; Made you do something humiliating or degrading (e.g., begging for forgiveness, having to ask permission to do something you want to do); No, none of the above has happened to me since the beginning of the school year
Since the beginning of the current school year, did you ever experience one or more of the following situations: Not pay or underpay your rent or mortgage; Experience a rent or mortgage increase that made it difficult to pay; Get evicted from your home; Move in with other people, even for a little while, because of financial problems; Live with others beyond the expected capacity of the house or apartment; Stay temporarily at a hotel or motel without a permanent home to return to (not on vacation or business travel); Stay at a shelter; Stay in an abandoned building, an automobile, an outdoor location, or any other place not meant for regular housing, even for one night; Not know where you were going to sleep at night, even for one night.
Since the beginning of the current school year, have you actively taken part in activities or volunteered your time on projects focused on stopping sexual violence on campus?
Since the beginning of the current school year, have you had a casual, steady, or serious dating or intimate partner (including a spouse)?
Since the beginning of the current school year, have you had a friend or acquaintance tell you that they were the victim of an unwanted sexual experience?
Since the beginning of the current school year, have you had a friend or acquaintance tell you that they were the victim of harassment or discrimination?
Since the beginning of the current school year, have you observed a situation that you believed was, or could have led to, a sexual assault?
Since the beginning of the current school year, have you received information or training at your school in any of the following areas: Understanding the definition of sexual violence; Reporting an incident of sexual violence; Your school's procedures for investigating an incident of sexual violence; Accessing sexual violence resources; Sexual violence prevention strategies (e.g., asking for consent, responsible alcohol use); Bystander intervention skills.
Since the beginning of the school year (Fall 2019) has anyone shunned, ignored, or intimidated you, or acted directly or indirectly toward you in an offensive or hostile manner that interfered with your ability to learn and work? Yes, once; Yes, more than once; No
Since the beginning of the school year has anyone frightened, concerned, angered, or annoyed you by...(select all that apply): Making unwanted phone calls to you or leaving messages; Sending unwanted e-mails or other forms of written correspondence or communication; Posting offensive or abusive comments on your social media profile(s), blog, or other online space; Showing up at places where you were even though he or she had no business being there; Exposing personal information or spreading rumors about you on the Internet, in a public place, or by word of mouth; Repeatedly asking you on dates, to go to dinner, or get a drink even after you've said no; Sharing personal photos of you without your permission; No, none of the above has happened to me since the beginning of the school year;Threatening in an online environment to physically harm you.
Since the beginning of the school year have you observed someone on campus being shunned, ignored, or intimidated, or treated in an offensive, or hostile manner?
Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Nationality (citizen of another country)
Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Political beliefs
Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Race or ethnicity
Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Religious beliefs
Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Sexual orientation
Since the beginning of the school year, how often have you had serious conversations with students who differ from you in..Socioeconomic background
Since the beginning of the school year, how often have you socialized with students who differ from you in..Nationality (citizen of another country)
Since the beginning of the school year, how often have you socialized with students who differ from you in..Political beliefs
Since the beginning of the school year, how often have you socialized with students who differ from you in..Race or ethnicity
Since the beginning of the school year, how often have you socialized with students who differ from you in..Religious beliefs
Since the beginning of the school year, how often have you socialized with students who differ from you in..Sexual orientation
Since the beginning of the school year, how often have you socialized with students who differ from you in..Socioeconomic background
So far, how has your college experience met your expectations
So far, how has your college experience met your expectations
So far, how has your online experience met your expectations
Staff in Financial Aid understands my needs as an international student.
Staff within Career Center understands my needs as an international student.
Staff within Counseling & Psychological Services understands my needs as an international student.
Staff within HEI Health Services understands my needs as an international student.
Staff within New Student Services understands my needs as an international student.
Staff within Office of the Registrar understands my needs as an international student.
Staff within Payroll understands my needs as an international student.
Staff within Student Learning Center understands my needs as an international student.
Staff within University Housing (Residential Services) understands my needs as an international student.
Stu:RPro([RlgA.Each],All):HC
Stu.New:Hgrm.Impt "Financial aid as factor in decision to enroll”
Stu.New:Hgrm.Impt “Academic reputation as factor in decision to enroll”
Stu.New:Hgrm.Impt “Campus appearance as factor in decision to enroll”
Stu.New:Hgrm.Impt “Cost as factor in decision to enroll”
Stu.New:Hgrm.Impt “Financial aid awards are announced to students in time to be helpful in college planning”
Stu.New:Hgrm.Impt “Financial aid counselors are helpful”
Stu.New:Hgrm.Impt “Opportunity to play sports as factor in decision to enroll”
Stu.New:Hgrm.Impt “Personalized attention prior to enrollment as factor in decision to enroll”
Stu.New:Hgrm.Impt “Recommendations from family/friends as factor in decision to enroll”
Stu.New:Hgrm.Impt “Size of institution as factor in decision to enroll”
Stu.New:Hgrm.Sats “Financial aid awards are announced to students in time to be helpful in college planning”
Stu.New:Hgrm.Sats “Financial aid counselors are helpful”
Student average response on satisfaction with study spaces on campus
Student Hist: “The faculty and staff are committed to student success”
Student response distrib --students with better quality relationships with parents, faculty members, fellow students, and high school best friends had higher GPAs in the first year - are these in the first year survey?????
Student response distribution on .Agre with “I have good time management skils”
Student response distribution on .Agre with “I prefer to work alone on assignments”
Student self-assessment response distribution about " I finish whatever I begin "
Student self-assessment response distribution about " I have difficulty maintaining my focus on projects that take more than a few months to complete "
Student self-assessment response distribution about " New ideas and projects sometimes distract me from previous ones"
Student self-assessment response distribution about "I am a hard worker "
Student self-assessment response distribution about "I am diligent "
Student self-assessment response distribution about "Setbacks don’t discourage me "
Student self-assessment response distribution about “I have been obsessed with a certain idea or project for a short time but later lost interest."
Study Abroad reputational rank
The amount of work was appropriate in this course, as compared to other courses at the same level and number of credit hours that I have taken.
The assignments and course activities helped me achieve the learning outcomes of this course.
The average number (None, 1-2, 3-5, 6-10, 11-15, 16-20, More than 20 papers) and lengths (Up to 5 pages, Between 6 and 10 pages, 11 pages or more), during the current school year, of papers, reports, or other writing tasks that students have been assigned
The average number, during the current school year, of papers, reports, or other writing tasks that you have been assigned. Number (None, 1-2, 3-5, 6-10, 11-15, 16-20, More than 20 papers) and lengths (Up to 5 pages, Between 6 and 10 pages, 11 pages or more)
The average over all courses taught in the last year as assessed by the instructor of the percent of class time in which course content was delivered by lecturing
The Board effectively evaluates the President in a constructive manner.
The Board engages with constituents sufficiently to understand their concerns.
The Board has a clear set of goals or priorities for the year and beyond. These common goals, expectations, and concerns are openly communicated to the President and senior administrators.
The Board has the appropriate set of skills to perform its functions.
The Board holds the appropriate number of meetings annually.
The Board is in regular, adequate communication with the President and senior administrators.
The Board reviews strategic, operational, and capital plans and evaluates performance on these throughout the year.
The Board understands major risks to the institution and exercises effective oversight of the Administration's plans for prevention and remediation at the Board or committee level.
The Board understands the institution's values, mission, goals and strategic business plan.
The classes started and ended at the officially scheduled time.
The classroom was consistently clean.
The classroom was maintained at a comfortable temperature.
The content of tests/exams aligned with what I was told to expect.
The course changed my perspective about the course content.
The course was intellectually challenging.
The degree during the current school year, that your instructors have - Taught course sessions in an organized way
The degree that your instructors have - Provided feedback on a draft or work in progress
The degree to which the institution emphasizes - Attending campus activities and events (performing arts, athletic events, etc.)
The degree to which the institution emphasizes - Attending events that address important social, economic, or political issues
The degree to which the institution emphasizes - Creating an overall sense of community among faculty
The degree to which the institution emphasizes - Demonstrating a commitment to diversity
The degree to which the institution emphasizes - Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.) e. Providing opportunities to be involved socially
The degree to which the institution emphasizes - Ensuring that you are not stigmatized because of your identity (racial/ethnic, gender, religious, sexual orientation, etc.)
The degree to which the institution emphasizes - Helping faculty develop the skills to confront discrimination and harassment
The degree to which the institution emphasizes - Helping you manage your non-academic responsibilities (work, family, etc.)
The degree to which the institution emphasizes - Providing faculty with the resources needed for success in a multicultural world
The degree to which the institution emphasizes - Providing information about anti-discrimination and harassment policies
The degree to which the institution emphasizes - Providing support for your overall well-being (recreation, health care, counseling, etc.)
The degree to which the institution emphasizes - Providing support to help students succeed academically
The degree to which the institution emphasizes - Spending significant amounts of time studying and on academic work
The degree to which the institution emphasizes - Taking allegations of discrimination or harassment seriously
The degree to which the institution emphasizes - Using learning support services (tutoring services, writing center, etc.)
The degree to which the institution provides a supportive environment for - Disability status
The degree to which the institution provides a supportive environment for - Economic background
The degree to which the institution provides a supportive environment for - Gender identity
The degree to which the institution provides a supportive environment for - Political affiliation
The degree to which the institution provides a supportive environment for - Racial/ethnic identity
The degree to which the institution provides a supportive environment for - Religious affiliation
The degree to which the institution provides a supportive environment for - Sexual orientation
The degree to which you agree - Classroom technology adequately meets my needs
The degree to which you agree or disagree with - I feel comfortable being myself at this institution.
The degree to which you agree or disagree with - I feel like part of the community at this institution.
The degree to which you agree or disagree with - I feel valued by this institution.
The degree to which you agree or disagree with - I have the resources I need to do my best teaching (office space, technology, materials, etc.).
The degree to which you agree or disagree with - I have the time I need to prepare for class.
The degree to which you agree or disagree with - I know where to go for help with teaching at my institution.
The degree to which you agree or disagree with - The environments (classroom, online, etc.) I teach in are conducive to quality teaching.
The degree to which you agree that “The faculty and staff are committed to student success”
The degree to which you agree with - Administrative processes and procedures are well designed and efficient.
The degree to which you agree with - I am given the opportunity to develop my skills at this institution
The degree to which you agree with "My department chair took my other professional demands into account when scheduling my courses"
The degree to which you agree with "The online technology supporting instruction delivery (CMS, Videoconferencing, etc.) supports my pedagogical needs."
The degree to which, in your selected course sections, that you give opportunities to students to engage in discussions with - People from an economic background other than their own
The degree to which, in your selected course sections, that you give opportunities to students to engage in discussions with - People of a race or ethnicity other than their own
The degree to which, in your selected course sections, that you give opportunities to students to engage in discussions with - People with a sexual orientation other than their own
The degree to which, in your selected course sections, that you give opportunities to students to engage in discussions with - People with political views other than their own
The degree to which, in your selected course sections, that you give opportunities to students to engage in discussions with - People with religious beliefs other than their own
The degree to which, in your selected course sections, you emphasize - Learning about other cultures
The degree, during the current school year, that your instructors have - Clearly explained course goals and requirements
The degree, during the current school year, that your instructors have - Provided prompt and detailed feedback on tests or completed assignments
The degree, during the current school year, that your instructors have - Used examples or illustrations to explain difficult points
The extent to which you agree with - "The amount of administrative paperwork (forms, reports, etc.) required in my job is justified and not over burdensome."
The extent to which you structure your selected course sections so that students learn and develop - Acquiring job- or work-related knowledge and skills
The extent to which you structure your selected course sections so that students learn and develop - Analyzing numerical and statistical information
The extent to which you structure your selected course sections so that students learn and develop - Being an informed and active citizen
The extent to which you structure your selected course sections so that students learn and develop - Developing or clarifying a personal code of values and ethics
The extent to which you structure your selected course sections so that students learn and develop - Solving complex real-world problems
The extent to which you structure your selected course sections so that students learn and develop - Speaking clearly and effectively
The extent to which you structure your selected course sections so that students learn and develop - Thinking critically and analytically
The extent to which you structure your selected course sections so that students learn and develop - Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
The extent to which you structure your selected course sections so that students learn and develop - Working effectively with others
The extent to which you structure your selected course sections so that students learn and develop - Writing clearly and effectively
The extent, during the current school year, to which courses challenged you to do your best work
The frequency reported by students of how often, during the current school year, that they have - Worked on a team based project in their courses
The furniture in the classroom supported and did not hinder learning.
The Governance Committee should meet more often. Board meeting time is appropriately allocated between Board discussion and staff presentations.
The information received is sufficient for Board members to make the decisions required of them. Board members receive timely information on emerging issues between meetings.
The information that Board members receive prior to Board meetings is clear, concise, and delivered in a timely manner.
The institution's values, mission, goals and strategic business plan are clear.
The instructor created a classroom environment of mutual respect in which students were encouraged and felt safe in expressing their views.
The instructor set high standards for the course.
The instructor used a variety of instructional strategies (lecturing, demonstrations, discussion, group work, projects, homework, quizzes, student response systems, games. etc.) to adapt to student needs, interests, and learning challenges.
The instructor used relevant contemporary data from the field and related disciplines in their teaching.
The instructor was accessible outside of class (e.g., publishes and maintains office hours, answers emails, phone calls, etc.).
The instructor was prepared for class throughout the term.
The instructor(s) cared about my intellectual growth in the course.
The instructor(s) grading of tests and my work was fair.
The lack of course availability significantly delayed my graduation.
The learning experience stimulated me to think in new ways about the course content.
The learning experience was well designed (Expectations were clear, homework reinforced class content, learning activities were appropriate etc.).
The learning resources (text books, journal articles etc.) that were recommended/required by the instructor were helpful to my learning.
The number and lengths of papers, reports, or other writing tasks that you assign in your courses
The number of courses at this institution that have included a community-based project (service-learning)
The number of majors students you plan to complete
The orientation program for new Regents clearly communicate the Board's responsibilities and facilitates effective participation.
The pace of the course was?
The percent of class time in which the instructor delivered course content by lecturing
The quality of your interactions with - Faculty
The quality of your interactions with - Other administrative staff and offices (registrar, financial aid, etc.)
The quality of your interactions with - Student services staff (career services, student activities, housing, etc.)
The quality of your interactions with - Students
The relationship among Regents is constructive. I am satisfied with the relationship between the Board and the Administration.
The responsibilities of each standing and advisory committee are clear.
The room decor and ambience was pleasant.
The size of the Board is optimal.
The standing and advisory committee structure is appropriate for dealing with the Board’s responsibilities.
The substance and volume of work expected of Regents is appropriate.
The syllabus/course outline provided accurate and sufficient information about the design and content of the course.
The time allotted to the Board's most important responsibilities is appropriate. The right staff members are in attendance at meetings to answer questions.
There were opportunities for active learning (e.g., group work, discussions, and hands-on experiences).
Thinking about this course, on average how effectively do you feel that class time was used to help you learn the course content?
This institution’s goals are realistic, appropriate to higher education, and consistent with its mission.
To be successful, it is necessary to actively participate in this course.
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in - Acquiring job- or work-related knowledge and skills
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in - Analyzing numerical and statistical information
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in - Being an informed and active citizen
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in - Solving complex real-world problems
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in - Speaking clearly and effectively
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in - Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in - Working effectively with others
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in -Developing or clarifying a personal code of values and ethics
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in -Thinking critically and analytically
To what degree did your experience at this institution contribute to your knowledge, skills, and personal development in -Writing clearly and effectively
To what degree would you say that you are involved in community activism?
To what degree would you say that you are involved in political activism?
To what extent do you agree with the following statements with respect to grading student papers - Grading is important because the judgements affect my relationships with students?
To what extent do you agree with the following statements with respect to grading student papers - Grading is important because the results tell me how to adjust my teaching?
To what extent do you agree with the following statements with respect to grading student papers - Grading papers is a thankless task?
To what extent do you agree with the following statements with respect to grading student papers - I can accurately judge the quality of each paper?
To what extent do you agree with the following statements with respect to grading student papers - I can ensure that my grades are fair?
To what extent do you agree with the following statements with respect to grading student papers - I decide the paper content and format (type of questions, length, etc.)?
To what extent do you agree with the following statements with respect to grading student papers - I have good knowledge of the content area?
To what extent do you agree with the following statements with respect to grading student papers - It is important to me that my grades are unbiased?
To what extent do you think that the typical student does their best work?
Ugrd.New:Agre.“The assessment and course placement procedures are reasonable”:Hgrm
Undergrads only - "I find it challenging to seek help from my graduate student instructors (GSI).
Undergrads only - I find it challenging to relate to my graduate student instructors (GSI).
Undergrads only - Intl:Hgrm."I find it challenging to relate to my graduate student instructors (GSI).
Undergrads only - Intl:Hgrm."I find it challenging to seek help from my graduate student instructors (GSI).
Undergraduate Research/Creative Projects reputational rank
Undergraduate student response distribution on .Agre with “I believe I have the skills to be an effective learner (study skills, note-taking, self-reflection, etc.) ”
Undergraduate student response distribution on .Agre with “I enjoy studying”.
Was the person(s) affiliated with...? (select all that apply): Your college or university; Another college or university; No college or university; Unsure
Was this person affiliated with; Your college or university; Another college or university; No college or university; Unsure
Was this person affiliated with...:Your college or university; Another college or university; No college or university; Unsure
Were you physically injured in the incident?
What actions do you think would improve the campus climate? (select all that apply) Have more multicultural events; Strengthen consequences for acting disrespectfully; Recruit more individuals from underrepresented or minority groups for leadership, faculty and staff positions; Provide opportunities for more inter-group discussion and interaction; Provide diversity education workshops for faculty and staff; Provide diversity education workshops for students; Incorporate issues of diversity and cross-cultural competence more effectively into the curriculum; Other
What are the reasons you might hesitate to engage with other students who are different from you? (select all that apply); I don't know what to talk about; I feel like I can't relate to them or we don't have anything in common; I'm afraid that I may say something that could be perceived to be offensive of uninformed; I'm afraid they'll say something offensive or uninformed to me; Our viewpoints or identities are so different that we could have a negative interaction like getting into an argument; I feel like I will be judged by the other person; I don't feel any discomfort interacting with peers who are different from me; Other:
What diversity topics have you learned most about or become aware of since the beginning of the school year? (select all that apply) Race and ethnicity; Sexual orientation; Socioeconomic status and class; Political views; Religion and spirituality; Gender identity; Disability; Age
What do you believe this conduct was based upon? (select all that apply); My appearance or physical characteristicsl My gender or gender identityl My ethnicity (your cultural background and/or nationality)l My racel My agel My country of origin (the country where you were born)l My sexual orientation (e.g. gay, lesbian, heterosexual, straight)l My political viewsl My religious or spiritual viewsl My socioeconomic statusl My immigrant statusl Other
What do you think of the quality of student interactions with - Academic advisors?
What do you think of the quality of student interactions with - Faculty?
What do you think of the quality of student interactions with - Other administrative staff and offices (registrar, financial aid, etc.)?
What do you think of the quality of student interactions with - Other students?
What do you think of the quality of student interactions with - Student services staff (career services, student activities, housing, etc.)?
What is or was your relationship with the person(s) who conducted this unwanted behavior? (select all that apply): Acquaintance or peer; Friend; Current romantic partner or spouse; Ex-romantic partner or spouse; Faculty or staff member; No prior relationship; Other.
What is the total number of course sections you were assigned to teach within the last year?
What is your citizenship or residence status? (U.S. citizen, Permanent U.S. resident not a citizen, Foreign national or on a student visa, Not a citizen and not a legal resident, Prefer not to say Other)
What is/was your relationship with the person who conducted this unwanted behavior? (select all that apply): Acquaintance or peer; Friend; Current romantic partner or spouse; Ex-romantic partner or spouse; Faculty or staff member; No prior relationship; Other
What kind of responses did you receive from those you told or reported to? (select all that apply): Responded in a way that made you feel supported; Doubted you, asked questions to determine if it really happened, or refused to believe you; Blamed you for the assault, or said you could have done something to prevent it, or asked why you didn’t do something to prevent it; Helped you gather information or find resources or services; Made excuses for the person who did this to you; Listened sympathetically without criticizing or blaming you; Told you to not talk about it, to move on, or to focus on other things; Validated and believed your experience
What kind of responses did you receive from those you told or reported to? (select all that apply): Responded in a way that made you feel supported; Doubted you, asked questions to determine if it really happened, or refused to believe you; Blamed you for the assault, or said you could have done something to prevent it, or asked why you didn’t do something to prevent it; Helped you gather information or find resources or services; Made excuses for the person who did this to you; Listened sympathetically without criticizing or blaming you; Told you to not talk about it, to move on, or to focus on other things; Validated and believed your experience
What percent of class time do you, in your selected course sections, spend on - Independent student work (writing, painting, designing, etc.)
What percent of class time do you, in your selected course sections, spent on - Assessing student learning (tests, evaluations, surveys, polls, etc.)
What percent of class time do you, in your selected course sections, spent on - Discussion
What percent of class time do you, in your selected course sections, spent on - Experiential activities (labs, field work, clinical or field placements, etc.)
What percent of class time do you, in your selected course sections, spent on - Lecture
What percent of class time do you, in your selected course sections, spent on - Movies, videos, music, or other performances not involving or produced by students
What percent of class time do you, in your selected course sections, spent on - Small-group activities
What percent of class time do you, in your selected course sections, spent on - Student presentations or performances
What percent of the assigned reading in your selected course section do you think the typical student completes?
What Percent of undergraduates at your institution do the following before they graduate- Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)?
What Percent of undergraduates at your institution do the following before they graduate- Hold a formal leadership role in a student organization or group?
What Percent of undergraduates at your institution do the following before they graduate- Participate in a study abroad program?
What Percent of undergraduates at your institution do the following before they graduate- Participate in an internship, co-op, field experience, student teaching, or clinical placement?
What Percent of undergraduates at your institution do the following before they graduate- Work with a faculty member on a research project?
What percent of your department's tenured/tenure track faculty would you categorize as moderately or highly research active?
What percent of your sections sections were taught interactively (students in both countries interacting simultaneously) with a class that is located abroad (COIL).
What student group(s) do you participate in? (Intercollegiate sports team, Club sports team, Intramural sports team, Fraternity or sorority, Cultural, religious, or spiritual group, Student government, Performing arts group, Other, I do not participate in a student group)
What term best describes your current religious affiliation? Roman Catholic, Protestant (e.g. Lutheran, Methodist, Episcopalian, Baptist, Presbyterian), Orthodox Christian, Other Christian (e.g. Mormon, Jehovah's Witness), Buddhist, Hindu, Jewish, Muslim, No religious affiliation (including atheist or agnostic), Other)
What term best describes your gender identity?( Woman, Man, Genderqueer/gender non-conforming/non-binary, Other)
What term best describes your sexual orientation? (Gay, Lesbian, Heterosexual/Straight, Bisexual, Asexual, Pansexual, Questioning, Other)
What was the discrimination or harassment that you experienced? (select all that apply); I was deliberately ignored or excluded; I was the target of offensive humor; I received hostile or threatening comments or gestures; I was the target of racial or ethnic profiling; An instructor made verbal comments that were hostile or offensive to me; I received inappropriate or offensive written comments from a faculty member; I was the target of obscene or threatening language on an online platform (e.g. social media, message boards, communities, gaming, etc); I received offensive personal email, text messages, or instant messages that targeted me personally; Other
What was the non-consensual or unwanted sexual contact you experienced? .Someone fondled, kissed, or rubbed up against the private areas of my body or removed some of my clothes even though I didn’t want to
What was the non-consensual or unwanted sexual contact you experienced?..Someone performed oral sex on me or made me give them oral sex even though I didn't want to
What was the non-consensual or unwanted sexual contact you experienced?..Someone sexually penetrated me (i.e. someone put a penis or inserted fingers or objects into my vagina or anus) even though I didn’t want to
What was the non-consensual or unwanted sexual contact you experienced?..Someone TRIED to perform oral sex on me or make me give them oral sex even though I didn't want to
What was the non-consensual or unwanted sexual contact you experienced?..Someone TRIED to sexually penetrate me (i.e. someone tried to put a penis or insert fingers or objects into my vagina or anus) even though I didn’t want to
What was the sex of the individual(s)? (select all that apply): Male; Female; Unsure
What was the source of the discrimination or harassment? (select all that apply); Friend; Another student; Administrator or staff member; Faculty member; Campus security or police; I'm not sure; Other
When delivering high stakes quizzes and exams online are the questions always presented in a randomized order?
Where did the incident occur? (select all that apply); In class; While walking on campus; In a campus office; At a campus event; At a student organization meeting or event; In on-campus housing; In off-campus housing; Online; Other
Where did the incident(s) occur? (select all that apply): On-campus residence (e.g., residence hall, apartment, or house); Off-campus residence; Fraternity; Sorority; Bar, night club, or dance club; Outdoors; Other on-campus location; Other off-campus location:
Where do you live during the current school year? (Residence hall, On-campus apartment or house, Off-campus apartment or house, At home with family, Fraternity and sorority life housing, Other)
Where do you primarily interact with students whose backgrounds and identities differ from your own?In class; At informal gatherings; At student residences (on and off campus); At campus programs or events; In a study group; During student organization meetings or events; While participating in athletic or recreation activities; At a campus job or volunteer assignment; Other
Who did you tell about the incident? (select all that apply); Roommate, friend, or classmate; Romantic partner; Family member; Campus counselor; Campus security or police; Faculty or staff member; No one; Other
Who did you tell about the incident? (select all that apply): Roommate, friend, or classmate; Romantic partner; Family member; Campus sexual assault advocate or counselor; Campus security or police; Faculty or staff member; Residence hall staff; No one; Other
Who did you tell about the incident? (select all that apply): Roommate, friend, or classmate; Romantic partner; Family member; Campus sexual violence advocate/counselor; Campus security or police; Faculty or staff member; Residence hall staff; No one; Other.
Within the last two years have you consulted with a staff member in Faculty Development on a course related matter?
Within the last two years have you used a flipped classroom approach within at least one of your courses?
Within the last two years have you used digital stories within at least one of your courses?
Within the last two years have you used experiential learning within at least one of your courses?
Within the last two years have you used game based learning within at least one of your courses?
Within the last two years have you used peer learning activities within at least one of your courses?
Within the last two years have you used student learning communities within at least one of your courses?
Within the last two years have you used undergraduate research within at least one of your courses?
Within the last two years have you used writing across the curriculum (WAC) within at least one of your courses?
Within the last two years have you used writing within the disciplines (WID) within at least one of your courses?
Within your selected course sections how important is it that the typical student - Ask questions or contribute to course discussions in other ways
Within your selected course sections how important is it that the typical student - Come to class having completed readings or assignments
Within your selected course sections how important is it that the typical student - Evaluate what others have concluded from numerical information
Within your selected course sections how important is it that the typical student - Reach conclusions based on their own analysis of numerical information (numbers, graphs, statistics, etc.)
Within your selected course sections how important is it that the typical student - Use numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)
Within your undergraduate courses how often do you engage in - Clearly explain course goals and requirements?
Within your undergraduate courses how often do you engage in - Provide feedback to students on drafts or works in progress?
Within your undergraduate courses how often do you engage in - Provide standards for satisfactory completion of assignments (rubrics, detailed outlines, etc.)?
Within your undergraduate courses how often do you engage in - Review and summarize material for students?
Within your undergraduate courses how often do you engage in - Teach course sessions in an organized way?
Within your undergraduate courses how often do you engage in - Use a variety of teaching techniques to accommodate diversity in student approaches to learning?
Within your undergraduate courses how often do you engage in - Use examples or illustrations to explain difficult points?
Would you like to learn more about how to use your Student Health Center benefits?
Writing in the Disciplines reputational rank
Your .Agre with the statement - "this institution is committed to academic freedom, intellectual freedom, and freedom of expression".
Your agreement on - I feel comfortable being myself at this institution.
Your agreement on - I feel like part of the community at this institution.
Your agreement on - I feel valued by this institution.

Jumps

Type: Metric type: Qualitative - Selected from options

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