teaching and learning advisory council 2:30 pm 4:30 pm ... · teaching and learning advisory...

TEACHING AND LEARNING ADVISORY COUNCIL

March 10, 2020 2:30 pm – 4:30 pm

Draft Agenda Abbotsford A225

Acting Chair: Anna Wauthy

1. ITEMS FOR ADOPTION a. Agenda – March 10, 2020 b. Approval of Minutes – Feb 11, 2020

2. ROUNDTABLE

3. NSSE / FSSE SURVEY RESULTS (see pages 7 – 28)

4. TLC REPORT – Maureen Wideman

Next meeting April 7, 2020

Committee:

* David Fenske * Chantelle Marlor * Claire Hay * Anna Wauthy * Samarjit Dhillon * Elaine Newman * Diane Cruickshank * Sandra Smith * Renee Prasad * Helen Twentyman * JoAnne Nelmes * Martha Dow

* Heather McAlpine * Celeste-tina Hernandez * Russell Campbell Lorna Andrews Michelle Johnson Mary Saudelli Navneet Sidhu *voting member

TEACHING AND LEARNING ADVISORY COUNCIL Feb 11, 2020

2:30 pm – 4:30 pm Abbotsford, A225

Acting Chair: *Adrianna Bakos

Regrets: Claire Hay, Samarjit Dhillon, Elaine Newman, Chantelle Marlor, Michelle Johnson,

Joanna Sheppard

1. ITEMS FOR ADOPTION

a. Agenda for Feb 11, 2020 – Approved b. Minutes for Nov 5, 2019 – Approved as amended

-Add BB Ultra upgrade – Maureen Wideman -Add R Drive backups – Diane Cruickshank

2. ONLINE COURSE GUIDELINES (Rubric) continued discussion from the Nov 2019 meeting. (see pages 5 – 6) Maureen Wideman responded to following questions: Q: What generated these guidelines? A: The reasons for these guidelines are (1) there is a space crunch at UFV, (2) students are asking

for more online, weekends and evening classes, and (3) some online courses are good, but some are not.

Q: Is there a guiding principle of which courses go online? A: There is no guiding principle as it would be hard to create rules on what should go online. It’s

up to the faculty to decide this. Q: Who will measure online courses against this guideline? A: This guideline is self-administered and not required. It is a resource for faculty to help them in

designing their course. Q: Are all items listed supposed to fit in every course? A: Not all elements in the guideline will fit in every course so it’s up to the discretion of the faculty

designing the course.

Q: Can the Teaching and Learning Centre (TLC) help faculty design their first-year online courses? A: Yes, send an email to [email protected] and we can help you design it.

Comments from the committee

Present: *Anna Wauthy * Diane Cruickshanks * Helen Twentyman *David Fenske * Celeste-tina Hernandez * JoAnne Nelmes Dugg Steary Navneet Sidhu Mary Saudelli *voting member

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mailto:[email protected]

Training for teaching online should be a requirement.

The History Department has a committee that monitors their online courses for consistency.

The Stó:lō video https://video.ufv.ca/media/Territory+Acknowledgement/0_8aygzep5/35433 has been approved by Senate and is considered an act of reconciliation if used in your course. If you have questions about the Stó:lō welcome, email Lorna Andrews [email protected]

Getting a course release to design an online course is hard.

Nursing uses the hybrid course delivery method and is very successful.

A hybrid checklist showing how to incorporate face-to-face would be helpful.

To understand teaching online, faculty should be a student in an online class.

3. TLC REPORT – Maureen Wideman

Claire Hay will be joining the TLC April 14th as the new Specialist, Teaching and Learning. Claire has been at UFV since 2002 and brings 18 years of classroom experience to the role. Trained as a geographer, Claire has taught a suite of undergraduate geography courses here at UFV adding portfolio courses to her teaching practice over the past 3 years. In her new role, Claire hopes to engage faculty in the stories of their own teaching practice and help them become their best teaching selves to support UFV’s vision and mission. She says “my hope is to meet faculty where they are in their teaching craft and work with them to see what’s possible and continue to pursue innovation and excellence in the classroom.”

Dugg Steary has joined the TLC in the position of Learning Designer. Prior to joining UFV, Dugg was a faculty member and program coordinator at institutes in British Columbia and Ontario. See more here https://www.ufv.ca/teaching-and-learning/contact-us/steary-dugg.htm

Workshops in the TLC – Tell Us What You Want! TLC has changed its format for offering workshops. If you need anything, we will create it using your topic. It can be any length of time, date and place, and any format that works for you. Some examples of workshops that can be created are: myClass Full Grade Centre Universal Design for learning myClass ePorfolio Virtual Reality Designing Online Courses Email [email protected] to speak with a Learning Designer.

Blackboard Upgrade – Urgent!

This is an important upgrade and will be happening April 28 – May 1st. The old version of Blackboard will be replaced with a new easier-to-use version and will look very different. Teaching and Learning will be sending representatives to Faculty Council meetings to talk about the upgrade and how it will impact online courses. Please contact [email protected] for more information.

4. Indigenizing Workshops – Lorna Andrews

Educators Journey Towards Reconciliation – Feb 18 – 19, 2020 During our two days together, we will go through a journey to discover challenges and best practices in decolonizing the classroom and, our education practice. Indigenizing the Curriculum – Feb 20 – 21, 2020

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https://video.ufv.ca/media/Territory+Acknowledgement/0_8aygzep5/35433


https://www.ufv.ca/teaching-and-learning/contact-us/steary-dugg.htm

https://www.ufv.ca/teaching-and-learning/contact-us/steary-dugg.htm



Now that you have set the foundation and have completed the Educators Journey to Reconciliation, it is time to apply your knowledge. This workshop will provide you with hands-on experience and resources that will bring together worldviews and Indigenous ways of knowing into the classroom

For more information on these two workshops and to register, please see this link http://events.ufv.ca/tlc/events/educators-journey-towards-reconciliation-3/

4. OER DISCUSSION – Open Education Is More Than Open Content by Jim Whitehurst (see link pages 93-99). A discussion ensued around the following points:

a. Do students understand critical literacy and can they be sufficiently critical of online content? It is important to teach students what is legitimate and what isn’t.

b. Buy-in is challenging as some faculty don’t want to share their curriculum in an open

source context but when using creative commons, you can pick the level of open you want.

c. Does OER devalue traditional teaching and what is the quality of the textbooks?

d. OER is very beneficial to students and helps them cut down on education debt.

e. BC Campus offers grants to develop OER or you can apply to be a textbook reviewer https://bccampus.ca/

Action Item: invite Anna Kuczynska to speak to the TLAC on the open textbook she produced.

5. R DRIVE BACKUPS – Diane Cruickshank Content that is saved in R drive can be restored for students within two months of it being deleted. This is important to know when working with students in ePorfolios. Students can also restore documents from seven years ago if they provide a date and a name of the document. Meeting adjourned at 4:21 pm.

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http://events.ufv.ca/tlc/events/educators-journey-towards-reconciliation-3/

https://bccampus.ca/

UFV Online Course Development /Review G u i d e l i n e s o r C h e c k l i s t DRAFT

Criteria Y/N Notes Course Information includes: Brief course overview Stó:lō Territory acknowledgement / video Explanation of online tools used in the course Syllabus including learning outcomes, assessments Grading scheme clearly outlined Communication expectations – email, discussions, netiquette Daily/weekly expectations/contributions Glossary of terms provided Instructor introduction/welcome Contact information A variety of office hour types – synchronous, in office, phone Link to pertinent policies – academic integrity, student conduct, etc. Link to Help sites – technology, ASC, Student Affairs, Counselling, ISC, etc.

Student diversity respected

Course Design / Materials Course is consistently and logically organized into smaller units Units use visual elements to support concepts – images, videos, learning objects A variety of learning materials are provided – videos, readings, discussion, etc. Each unit has introduction with goals clearly stated (why is this important) Unit objectives clearly stated (by the end of this unit, you will…) Guiding questions enable students to determine important aspects of unit Required elements and optional are clearly distinguished Materials include Indigenous worldviews eg. text, videos, etc. Local and global examples are used as appropriate If synchronous activities used, they are recorded and posted for later viewing

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Materials are current and links are working

Adhering to standards of creative commons Self-assessment / check-ins provided eg. quiz, journal, etc. Course supports UDL principles (see attached TBA)

Assessment Assessment activities support learning outcomes and objectives Instructor marking timelines clearly stated Academic integrity parameters clearly explained eg. how much consultation with others, use of Turnitin.com, etc.

Students provided early and frequent feedback on progress Student learning assessed using a variety of assessment techniques Clear instructions describe how assignments are to be submitted Well-developed rubrics guide students and evaluation Students have choice of types of assessments and deadlines as developed by the instructor Grades are posted in LMS grading system

Student Engagement Learning activities are aligned with learning outcomes Students provided opportunities to engage with content Students provided opportunities to engage with instructor Students provided opportunities to engage with each other Requirements for student interaction clearly stated Students post introduction in first week – eg. text, video, discussion Students are provided with an experiential learning opportunity eg. virtual tour, augmented reality, community project

Students have the opportunity to show their work if they chose to do so Indigenous ways of knowing and being infused into learning practices

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Prepared by the Office of Institutional Research and Integrated Planning

UNIVERSITY OF THE FRASER VALLEY

February, 2020

UFV NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)

AND FACULTY SURVEY OF STUDENT ENGAGEMENT (FSSE)

2019 SURVEY COMPARISON HIGHLIGHTS

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UFV National Survey of Student Engagement (NSSE) and Faculty Survey

of Student Engagement (FSSE) 2019 Survey Comparison Highlights

Prepared by the Office of Institutional Research and Integrated Planning

February, 2020

Table of Contents Executive Summary .................................................................................................................................. 2

About the Surveys .................................................................................................................................... 4

Academic Challenge ................................................................................................................................. 5

Learning with Peers .................................................................................................................................. 8

Experiences with Faculty ........................................................................................................................ 10

Campus Environment ............................................................................................................................. 12

Additional Engagement Items ............................................................................................................... 14

High-Impact Practices............................................................................................................................. 19

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Executive Summary Every three years, the University of the Fraser Valley (UFV) participates in the National Survey of Student Engagement (NSSE) and the complementary Faculty Survey of Student Engagement (FSSE). These surveys provide valuable information around student engagement that can be used to refine curriculum, pedagogy, strategic planning, administrative and service processes, and also can be used as a resource for prospective students. UFV most recently participated in these surveys in 2019. We provide a comparison of the NSSE and FSSE 2019 survey results, highlighting some of the similar and different findings from both of these most recent surveys. We focus our attention on results that identify topics with the greatest potential for improvement. A high percentage of both UFV faculty and student respondents agree that UFV contributes to students’ development of thinking critically and analytically; 91% of lower-division and 93% of upper-division faculty believe that they structure their course sections to develop these skills, while 77% of first-year and 87% of senior students believe that their experience at UFV has done the same. Faculty place a higher importance on student engagement activities than the frequency of the behaviour students reported in actual practice. As an example, 19% of first-year students and 25% of senior students reported that they often went to class without completing readings or assignments, activities that 91% of lower-division and 97% of upper-division faculty valued as important. Some 90% of UFV faculty believe that it is important for UFV to increase its emphasis on providing support to help students succeed academically; 69% of UFV first-year and senior students feel UFV emphasizes this type of support very much, or quite a bit. A higher percentage of UFV faculty believe that they provide prompt and detailed feedback on tests or completed assignments, compared to UFV students — 94% of lower-division faculty believe they do this at least quite a bit (84% for upper-division faculty) compared to 54% of first-year students and 57% of senior students that reported the same. This is a difference of 40 percentage points between lower-division faculty and first-year students’ perception, and 27 percentage points between upper-division faculty and senior students’ perception. The majority of UFV lower and upper-division faculty respondents (66% of lower-division and 61% of upper-division faculty) answered that they have (at least) often talked about academic performance with the undergraduate students that they have taught or advised during the 2018/19 school year. A much smaller proportion of UFV first-year and senior students responded to having these same interactions with faculty at least often (19% of first-year and 23% of senior students). Very few UFV faculty respondents, and in most cases, less than half of UFV student respondents gave a high rating for their perceived quality of interactions of students and other members at UFV. Only 16% of lower-division and 15% of upper-division UFV faculty gave a high rating for their perception of the quality of student interactions with other students, compared to 46% of first-year and 50% of senior UFV students that gave a high rating for the quality of their interactions with other students.

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Faculty are aware of the unique characteristics of UFV students, and how they spend their time in an average week. For example, 42% of UFV lower-division faculty respondents perceived that the typical UFV student worked for pay off campus for 16 or more hours in a week compared to 43% of first-year respondents who reported doing so (52% for upper-division faculty vs 47% of senior respondents). Faculty underestimate the amount of time students spend preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities) in an average week. Both UFV lower-division and upper-division faculty estimate only 5% of students spend 16 hours or more per week preparing for class, compared to 36% of UFV first-year and 38% of senior respondents that reported spending 16 or more hours per week preparing for class. Almost three quarters of UFV faculty (72%) believe that it is important for undergraduates at UFV to participate in a senior culminating experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.) before they graduate, compared to only one quarter (25%) of UFV senior and 2% of UFV first-year respondents that said that they had done so.

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About the Surveys UFV participates in the National Survey of Student Engagement (NSSE) and complementary Faculty Survey of Student Engagement (FSSE) every three years. UFV most recently participated in both surveys in 2019. The NSSE is an international survey that collects information at hundreds of universities about student participation in programs and activities and the results provide an estimate of how undergraduates spend their time and what they gain from attending university. The Faculty Survey of Student Engagement (FSSE) is designed to complement the related NSSE survey, and is conducted at the same time. The FSSE survey measures faculty perceptions of how often students engage in different activities, the importance faculty place on various areas of learning and development, the nature and frequency of faculty-student interactions, and how faculty members organize their time. The NSSE 2019 survey groups included first-year and senior (fourth-year) degree-seeking students (including undergraduate diploma, associate degrees, and degrees) enrolled in both the fall 2018 and winter 2019 terms. The FSSE 2019 survey queries undergraduate faculty; faculty are categorized based on their reported experience teaching a particular course, either lower or upper-division. Results from faculty who responded based on another type of course or who did not report a course level are not included in this report. Both surveys were conducted in the spring of 2019. UFV faculty participated at a higher rate (41%) compared to UFV first-year and senior students (27% and 30%, respectively), with the largest proportion of faculty (FSSE) respondents in the upper-division group (51%).

The NSSE and FSSE survey questions and responses are grouped into the following categories: Academic

Challenge, Learning with Peers, Experiences with Faculty, Campus Environment, Additional Engagement

Items, and High-Impact Practices. Within each of these categories are sub-sections that explore different

aspects of the main category.

There are (often) notable differences in how the questions have been presented to faculty (FSSE) as

opposed to students (NSSE). For example, faculty are asked to answer some of the survey questions

based on one particular undergraduate course section that they are teaching, or have taught during the

2018/19 school year, whereas students are asked to respond to survey questions based on their current

school year, which would include all courses that they were enrolled in.

There are also differences in the phrasing of questions to faculty (and students); they are often asked to

rank the importance (to them) that undergraduate students participate in a particular practice, or how

often they believe that students participate in a particular practice, whereas students are asked how

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frequently they have completed a particular practice (their actual experience). Similarly, in several of the

survey questions, faculty are asked if they believe that there should be more importance or emphasis

placed on a particular practice at UFV, whereas students are asked if they believe that UFV places

emphasis on a particular practice. Nevertheless, we can compare the perceptions and practices of UFV

faculty and students regarding student participation and engagement — gaining insight into the many

similarities and differences that exist.

Finally, the NSSE and FSSE results include data from both partial and fully completed surveys — as a

result, for some questions there are responses with missing values. When this situation arises, the

results for these questions are calculated based on the total number of respondents that provided an

answer (as opposed to the total number of respondents in the survey).

Academic Challenge The Academic Challenge category includes a number of sub-sections that query UFV faculty on classroom and academic practices that they believe to be important, and UFV first-year and senior students on the frequency that they have actually engaged in these practices. Overall, faculty place a higher emphasis on the importance of these practices compared to students’ actual experiences. In many of the sub-sections in this category, there is general agreement from UFV faculty and students; with slightly higher emphasis (percentages) from upper-division faculty and senior students than lower-division faculty and first-year students. We highlight some differences from three of the sub-categories in what follows (Learning Strategies, Quantitative Reasoning, and an Additional Academic Challenge item), along with a table of results for the remaining sub-categories (Higher-Order Learning and Reflective & Integrative Learning). There is strong agreement between UFV faculty and students regarding the encouragement of specific learning strategies in the classroom and actual student practice. When it comes to identifying key information from reading assignments, a slightly higher proportion of students do this often (75% of first-year, 79% of senior students) than faculty that have responded encouraging their students to do so (69% of lower-division, 72% of upper-division do so at least quite a bit). Similarly, for reviewing notes after class, 65% of first-year and 51% of senior UFV students report doing this often compared to 58% of lower-division and 56% of upper-division UFV faculty that encourage this practice quite a bit (Figure 1). Figure 1: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Learning Strategies

Lower-Division 69% First-year 75%

Upper-Division 72% Senior 79%





Identify key information from

reading assignments

Identified key information from

reading assignments

Review notes after class Reviewed your notes after class

Summarize what has been learned

from class or from course materials

Summarized what you learned in

class or from course materials

Faculty Responses to: Student Responses to:

In your selected course section, how much do you encourage

students to do the following?

During the current school year, about how often have you

done the following?

very much + quite a bit % very often + often %

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Some of the biggest differences between faculty importance and actual student experience in this category is regarding quantitative reasoning. Roughly two thirds of faculty responded that it was important to them that students reach conclusions based on their own analysis of numerical information, use numerical information to examine a real-world problem or issue, and evaluate what others have concluded from numerical information, compared to about one third of students that responded that they had often completed such activities (Figure 2). Figure 2: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Quantitative Reasoning

One other interesting finding is the discrepancy between the higher perception of faculty (particularly upper-division) that think students do their best work quite a bit (59% of lower-division, 68% of upper-division faculty) compared to the proportion of students that said their courses challenged them to do their best work (50% of first-year, 45% of senior students).

For the Higher-Order Learning sub-category, there is general agreement between the amount faculty emphasize certain types of practice in their classrooms, and the level of emphasis perceived by UFV







Evaluate what others have

concluded from numerical

information

Evaluated what others have

concluded from numerical

information

very important + important % very often + often %

Reach conclusions based on their

own analysis of numerical

information (numbers, graphs,

statistics, etc.)

Reached conclusions based on your

own analysis of numerical

information (numbers, graphs,

statistics, etc.)

Use numerical information to

examine a real-world problem or

issue (unemployment, climate

change, public health, etc.)

Used numerical information to

examine a real-wolrd problem or

issue (unemployment, climate

change, public health, etc.)


In your selected course section, how important is it to you that

the typical students do the following?


done the following?

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students, but with slightly higher emphasis placed by faculty than is perceived by students. For the Reflective & Integrated Learning sub-category, a higher proportion of faculty have placed importance on this type of practice than students have reported completing at least often. Figure 3 below provides a comparison of responses from UFV upper and lower-division faculty and first-year and senior students regarding Higher-Order Learning, Reflective & Integrated Learning, and one Additional Academic Challenge Item. Figure 3: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Higher-Order Learning, Reflective & Integrated Learning, and one Additional Academic Challenge Item









Forming a new idea or understanding

from various pieces of information

Forming a new idea or understanding

from various pieces of information

Analyzing an idea, experience, or line

of reasoning in depth by examining

its parts

Analyzing an idea, experience, or line

of reasoning in depth by examining

its parts

Evaluating a point of view, decision,

or information source

Evaluating a point of view, decision,

or information source

In your selected course section, how much does the coursework

emphasize the following?

During the current school year, how much has your

coursework emphasized the following?

very much + quite a bit % very much + quite a bit %

Applying facts, theories, or methods

to practical problems or new

situations

Applying facts, theories, or methods

to practical problems or new

situations


Higher-Order Learning



Students spending significant

amounts of time studying and on

academic work

Spending significant amounts of time

studying and on academic work?

How important is it to you that your institution increase its

emphasis on each of the following?

How much does your institution emphasize the following?


very important + important % very much + quite a bit %

Additional Academic Challenge Items

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Learning with Peers UFV faculty, first-year and senior student survey participants provided their perspectives and experiences regarding learning with peers, included in the sub-categories of Collaborative Learning and Discussions with Diverse Others. Faculty responses were based on a (their) selected course section, while students were asked about the frequency of particular actions during the 2018/19 school year. Generally speaking, a smaller percentage of UFV first-year and senior students reported that they had often completed collaborative learning activities, in comparison to the percentage of faculty that said that they had encouraged students to complete the same. One of the biggest differences is observed between faculty and student responses regarding asking another student to help understand course material; while 67% of both lower and upper-division faculty encouraged students to do this quite a bit, only 47% of first year and 40% of senior students responded that they had done this at least often (Figure 4).















Examine the strengths and

weaknesses of their own views on a

topic or issue

Examined the strengths and

weaknesses of your own views on a

topic or issue

Try to better understand someone

else's views by imagining how an

issue looks from their perspective

Tried to better understand someone

else's views by imagining how an

issue looks from their perspective

Learn something that chagnes the

way they understand an issue or

concept

Learned something that changes the

way you understand an issue or

concept

Connect ideas from your course to

their prior experiences and

knowledge

Connected ideas from your courses

to your prior experiences and

knowledge

Connect their learning to societal

problems of issues

Connected your learning to societal

problems or issues

Include diverse perspectives

(political, religious, racial/ethnic,

gender, etc.) in course discussions or

assignments

Included diverse perspectives

(political, religious, racial/ethnic,

gender, etc.) in course discussions or

assignments

Reflective & Integrative Learning


the typical student do the following?


done the following?


Combine ideas from different

courses when completing

assignments

Combined ideas from different

courses when completing

assignments


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Figure 4: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Collaborative Learning

We also see that a higher proportion of UFV first-year and senior student respondents claim that they have had discussions with diverse others, at least often, compared to the proportion of faculty that reported that they have provided opportunities in their selected course sections for this to occur, at least quite a bit (Figure 5). This would likely indicate that students are (also) engaging in discussions with diverse others outside of UFV classrooms. Figure 5: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Discussion with Diverse Others









Work with other students on course

projects or assignments

Worked with other students on

course projects or assignments

Ask other students for help

understanding course material

Asked another student to help you

understand course material

Explain course material to other

students

Explained course material to one or

more students

Prepare for exams by discussing or

working through course material

with other students

Prepared for exams by discussing or

working through course material

with other students


In your selected course section, how much do you encourage

students to do the following?


done the following?










People with religious beliefs other

than their own

People with religious beliefs other

than your own

People with polictical views other

than their own

People with political views other

than your own


People of race or ethnicity other

than their own

People of a race or ethnicity other

than your own

People from an economic

background other than their own

People from an economic

background other than your own


In your selected course section, how much opportunity do

students have to engage in discussions with people from the

following groups?


had discussions with people from the following groups?

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Experiences with Faculty Both UFV faculty and student participants were questioned about the frequency of Student-Faculty Interactions and Effective Teaching Practices. A higher percentage of UFV faculty respondents believed that they had very often or often engaged in various types of discussions with the undergraduate students that they had taught or advised, compared to UFV student respondents’ experiences. We see similar results for effective teaching practices. A higher proportion of UFV faculty believed that they had practiced effective teaching methodologies very much or quite a bit, compared to the perceptions of UFV first-year and senior students. There is some challenge when comparing the survey responses regarding student-faculty interactions and effective teaching practices, given that the ratio of faculty to students is not a one-to-one relation. Nonetheless, we share a brief overview of the findings. The Student-Faculty Interaction sub-section includes questions regarding the frequency of discussions about career plans, course concepts outside of class, academic performance, as well as work on activities other than coursework. The majority of UFV lower and upper-division faculty respondents answered that they have (at least) often talked about career plans, discussed course concepts, as well as academic performance with the undergraduate students that they have taught or advised during the 2018/19 school year. A much smaller proportion of UFV first-year and senior students responded to having these same interactions with faculty (at least often). Figure 6 below provides a summary of the Student-Faculty Interaction survey questions and results. For example, 66% of lower-division and 61% of upper-division faculty responded that they had discussed academic performance with the students that they teach or advise, compared to 19% of first-year and 23% of senior students that reported doing so. Figure 6: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Student-Faculty Interaction

The Effective Teaching practices grouping includes questioning about the extent (very much + quite a bit) that faculty had clearly explained course goals and requirements, taught course sessions in an organized way, used examples or illustrations to explain difficult points, provided feedback to students










Discussed their academic

performance

Discussed your academic

performance with a faculty member

% very often + often% very often + often

During the current school year, about how often you have

done the following?During the current school year, about how often have you

done each of the following with the undergraduate students

you teach or advise?

Talked about their career plansTalked about career plans with a

faculty member

Worked on activities other than

coursework (committees, student

groups, etc.)

Worked with a faculty member on

activities other than coursework

(committees, students groups, etc.)

Discussed course topics, ideas, or

concepts outside of class

Discussed course topics, ideas, or

concepts with a faculty member

outside of class

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on drafts or works in progress, and whether they provided prompt and detailed feedback on tests or completed assignments. Similarly, UFV students provided their perception on the extent that their instructors had enlisted these effective teaching practices in their courses (very much + quite a bit). While both groups report that effective teaching practices are used in their undergraduate courses at least quite a bit the majority of the time, a larger proportion of UFV faculty respondents report the use of effective teaching practices than what is perceived by UFV first-year and senior students. More than 97% of UFV lower and upper-division faculty believe that they clearly explain course goals and requirements, teach course sessions in an organized way, and use examples or illustrations to explain difficult points at least quite a bit in their undergraduate courses. First-year and senior UFV students’ perceptions on the frequency of these practices are some 13% to 28% less, as can be seen in Figure 7. When asked if they provide prompt and detailed feedback on tests or completed assignments, 94% of lower-division faculty believe they do this at least quite a bit (84% for upper-division faculty) compared to 54% of first-year students and 57% of senior students that reported the same (Figure 7). This is a difference of 40% between lower-division faculty and first-year students’ perception, and 27% between upper-division faculty and senior students’ perception. Where students and faculty most closely agree in this section, is regarding the frequency of providing feedback to students on drafts or works in progress; 65% of lower-division faculty believe they do this (at least) quite a bit (59% for upper-division faculty) compared to 55% of first-year and senior respondents responding the same. Figure 7 below provides a summary of the Effective Teaching Practices grouping of survey questions and results. Figure 7: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Effective Teaching Practices












In your undergraduate courses, to what extent do you do the

following?

During the current school year, to what extent have your

instructors done the following?

% very much + quite a bit % very much + quite a bit

Provide feedback to students on

drafts or works in progress

Provided feedback on a draft or

work in progress

Provide prompt and detailed

feedback on tests or completed

assignments

Provided prompt and detailed

feedback on tests or completed

assignments

Clearly explain course goals and

requirements

Clearly explained course goals and

requirements

Teach course sessions in an

organized way

Taught course sessions in an

organized way

Use examples or illustrations to

explain difficult points

Used examples or illustrations to

explain difficult points

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Campus Environment In the FSSE 2019 survey, faculty are asked to indicate their perception of the quality of student interactions, on a scale of 1 (poor) to 7 (excellent), with (other) students, academic advisors, faculty, student services staff, and other administrative staff and offices at UFV. Similarly, in the NSSE 2019 survey, students are asked to indicate the quality of their interactions in the same manner. Very few UFV faculty respondents, and in most cases, less than half of UFV student respondents gave a high rating (6 or 7) for their perceived quality of interactions of students and other members at UFV. The proportion of students that give high ratings (6 or 7) for the quality of interactions with students, academic advisors, faculty, student services staff, and other administrative staff and offices is much higher than the perceptions of UFV faculty members ─ by a surprisingly large margin (a range of 17 to 44 percentage points higher). The largest discrepancy is in UFV faculty’s perception of student interactions with other administrative staff and offices (registrar, financial aid, etc.) and UFV students’ ratings; only 12% of lower-division and 3% of upper-division faculty give a high rating on the perception of these types of interactions, in contrast to high ratings from UFV first-year students (48%) and senior students (47%) experiences (Figure 8). The surveys also find that students rate the quality of their interactions with faculty much higher than faculty perceive; a smaller proportion of UFV faculty perceive the quality of student interactions with themselves as high (lower-division 27%, upper-division 26%) compared to responses of UFV first year (44%) and senior (60%) students (Figure 8). Figure 8: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Quality of Interactions

UFV faculty were asked how important it is (to them) that UFV increase its emphasis on a variety of students support options that contribute to a supportive environment; in comparison UFV first-year and senior students were asked how much UFV emphasized these same attributes. In this case, we see a












Indicate your perception of the quality of student intractions

with the following people at your institution.

Indicate the quality of your interactions with the following

people at your institution.

High ratings % (6 or 7) High ratings % (6 or 7)

Student services staff (career

services, student activities, housing,

etc.)

Student services staff (career

services, student activities, housing

etc.)

Other administrative staff and

offices (registrar, financial aid, etc.)

Other administrative staff and

offices (registrar, financial aid, etc.)

Other students Students

Acadmic advisors Academic advisors

Faculty Faculty

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larger proportion of UFV faculty categorizing the various types of support as important (or very important) compared to how students perceive UFV’s emphasis on student support. For example, 90% of UFV lower-division and 91% of UFV upper-division faculty believe that it is important for UFV to increase its emphasis on providing support to help students succeed academically, whereas 69% of UFV first-year and senior students feel UFV emphasizes this type of support very much, or quite a bit (Figure 9). Figure 9 (below) shows a comparison of UFV faculty (lower and upper-division) and UFV first-year and senior students and the proportion of faculty that have assessed the survey attributes associated with a supportive environment as important or very important, in contrast to the proportion of students that feel that UFV has emphasized the same attributes very much or quite a bit. Figure 9: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Supportive Environment

From Figure 9 we see that a high proportion of UFV faculty feel that it is important for UFV to increase its emphasis on student supports, while a much lower proportion of UFV students have responded that they feel that UFV emphasizes these same student supports at least quite a bit. The majority of UFV student respondents feel that UFV emphasizes providing support to help students succeed academically (69% first-year and senior students) and using learning support services (63% first-year, 53% senior students) at least quite a bit.

















Student Responses to:Faculty Responses to:

% very important + important % very much + quite a bit

How much does your institution emphasize the following?How important is it to you that your institution increase its

emphasis on each of the following?

Providing support to help students

succeed academically

Providing support to help students

succeed academically

Students using learning support

services (tutoring services, writing

center, etc.)

Using learning support services

(tutoring services, writing center,

etc.)

Encouraging contact among students

from different backgrounds (social,

racial/ethnic, religious, etc.)

Encouraging contact among students

from different backgrounds (social,

racial/ethnic, religious, etc.)

Students attending campus activities

and events (performing arts, athletic

events, etc.)

Attending campus activities and

events (performing arts, athletic

events, etc.)

Students attending events that

address important social, economic,

or political issues

Attending events that address

important social, economic, or

political issues

Providing opportunities for students

to be involved socially

Providing opportunities to be

involved socially

Providing support for students'

overall well-being (recreation, health

care, counseling, etc.)

Providing support for your overall

well-being (recreation, health care,

counseling, etc.)

Helping students manage their non-

academic responsibilities (work,

family, etc.)

Helping you manage your non-

academic responsibilities (work,

family, etc.)

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Additional Engagement Items The NSSE and FSSE surveys include an Additional Engagement Items category pertaining to Student Leadership, Memorization, Time Spent by Students, Faculty Course Goals and Student-Perceived Gains, and Course Engagement. For the questions we highlight in this portion of the surveys, faculty were asked to respond based on a particular course section in the current school year that they were teaching (2018/19), whereas students were asked to respond to the same questions through the lens of all activity in their current school year. We highlight instances where faculty perception is in alignment with students’ responses, and also where there are differences. When it comes to the category of Course Engagement, faculty placed a higher importance on student engagement than the frequency of the behaviour students reported in actual practice. For example, only 56% of first-year and 64% of senior students responded that they often asked questions or contribute to course discussions in other ways, compared to 90% of lower-division and 98% of upper-division faculty that believe it is important for students to do so. Similarly, 19% of first-year students and 25% of senior students reported that they often went to class without completing readings or assignments; actions that 91% of lower-division and 97% of upper-division faculty valued as important (Figure 10). Figure 10: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Course Engagement

Regarding student leadership, a larger proportion of UFV faculty (33% of lower-division, 39% for upper-division) feel that it is important for students to hold a formal leadership role in a student organization or group than the proportion of UFV students that intend to hold one before they graduate (compared to 5% of first-year and 30% of senior students).







Asked questions or contribute to

course discussions in other ways

Asked questions or contributed to

course discussions in other ways

Prepare two or more drafts of a

paper or assignment before turning it

in

Prepared two or more drafts of a

paper or assignment before turning it

in

Come to class having completed

readings or assignments

Come to class without completing

reading or assignments



the typical student do the following?

During the current school year, about how often have

you done the following?


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In the Time Spent by Students sub-category, for the majority of questions, we see that faculty have a very good perception of how students spend their time in an average week. There are many areas of faculty perception very similar to students’ responses. For example, 42% of UFV lower-division faculty respondents perceived that the typical UFV student worked for pay off campus for 16 or more hours in a week compared to 43% of first-year respondents (52% for upper-division faculty vs 47% of senior respondents), who reported doing so, shown in Figure 11 below. Figure 11: 16 or more hours per week working for pay off campus

UFV faculty are also very aware of the time UFV students spend providing care for dependents (children, parents, etc.); 9% of first-year students and 16% of senior students reported spending 16 hours or more per week caring for dependents, with lower-division faculty perception at 10% and upper-division faculty perception at 17% (Figure 12). Figure 12: 16 or more hours per week providing care for dependents

Student responses to: About how many hours do you spend in a typical 7-day week working for pay off campus?

Faculty responses to: In an average 7-day week, about how many hours do you think the typical student in your selected course section spends working for pay off campus?

Student responses to: About how many hours do you spend in a typical 7-day week providing care for dependents?

Faculty responses to: In an average 7-day week, about how many hours do you think the typical student in your selected course section spends providing care for dependents?

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One big difference between UFV faculty perception and student responses is regarding the amount of time spent preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities) in an average week. Both UFV lower-division and upper-division faculty estimate only 5% of students spend 16 hours or more per week preparing for class, compared to 36% of UFV first-year and 38% of senior respondents that reported spending 16 or more hours per week preparing for class (Figure 13). Figure 13: 16 or more hours per week preparing for class

Another observed difference is regarding the emphasis on memorizing course materials. UFV first-year respondents reported that 74% of their coursework emphasized memorizing course materials (69% for UFV senior students), whereas 29% of UFV lower-division faculty responded coursework in their selected course section emphasized memorizing course material (69% for UFV senior respondents; 21% for UFV upper-division faculty) (Figure 14). Figure 14: Coursework emphasis on memorizing course material

Student responses to: During the current school year, how much has your coursework emphasized memorizing course material?

Faculty responses to: In your selected course section, how much does the coursework emphasize memorizing course material?

Student responses to: About how many hours do you spend in a typical 7-day week preparing for class?

Faculty responses to: In an average 7-day week, about how many hours do you think the typical student in your selected course section spends preparing for class?

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Figure 15 below provides a comparison of UFV student and faculty results for the Time Spent by

Students grouping of questions.

Figure 15: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Time Spent by Students

UFV faculty and student survey participants were also asked about Faculty Course Goals and Student-

Perceived Gains. Faculty were asked the extent that they had structured their course sections so that

students learned and developed specific skills, whereas students were asked how much their experience

at UFV had contributed to their knowledge, skills, and development in the same areas. UFV faculty and

students generally agree in their responses; where we do see some larger differences is between upper-

division faculty and senior student responses. For example, 76% of upper-division faculty felt that they

structured their course sections so that students learn and develop solving complex real-world problems


















In an average 7-day week, about how many hours do you

think the typical student in your selected course section

spends doing each of the following?

About how many hours do you spend in a typical 7-day

week doing the following?

16 or more hours % 16 or more hours %

Preparing for class (studying, reading,

writing, doing homework or lab work,

analyzing data, rehearsing, and other

academic activities)

Preparing for class (studying, reading,

writing, doing homework or lab work,

analyzing data, rehearsing, and other

academic activities)

Participating in co-curricular

activities (organizations, campus

publications, student government,

fraternity or sorority, intercollegiate

or intramural sports, etc.)

Participating in co-curricular

activities (organizations, campus

publications, student government,

fraternity or sorority, intercollegiate

or intramural sports, etc.)

Working for pay on campus Working for pay on campus

Providing care for depenents

(children, parents, etc.)

Providing care for depenents

(children, parents, etc.)

Commuting to campus (driving,

walking, etc.)

Commuting to campus (driving,

walking, etc.)

Working for pay off campus Working for pay off campus

Doing community service or

vounteer work

Doing community service or

vounteer work

Relaxing and socializing (time with

friends, video games, TV or videos,

keeping up with friends online, etc.)

Relaxing and socializing (time with

friends, video games, TV or videos,

keeping up with friends online, etc.)

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abilities, whereas only 50% of senior students felt their experience at UFV contributed to this area.

Further, 78% of UFV upper-division faculty believed that their course sections were structured so that

students learn and develop towards being an informed and active citizen, compared to only 50% of

senior students that felt their experience at UFV had done the same. On the flip side, we see 58% of

senior UFV students reporting that UFV had contributed to their abilities analyzing numerical and

statistical information, compared to 38% of upper-division faculty that felt that they had structured their

course sections to do so. Figure 16 provides a comparison of all Faculty Course Goals and Student-

Perceived Gains for all NSSE and FSSE participants.

Figure 16: Comparison of UFV faculty (lower and upper-division) and student (first-year and senior) responses to survey questions categorized under Faculty Course Goals and Student-Perceived Gains






















To what extent do you structure your selected course section so

that students learn and develop in the following areas?

How much has your experience at this institution

contributed to your knowledge, skills, and personal

development in the following areas?

very much + quite a bit % very much + quite a bit %

Writing clearly and effectively Writing clearly and effectively

Speaking clearly and effectively Speaking clearly and effectively

Thinking critically and analytically Thinking critically and analytically

Analyzing numerical and statistical

information

Analyzing numerical and statistical

information

Acquiring job- or work-related

knowledge and skills

Acquiring job- or work-related

knowledge and skills

Working effectively with others Working effectively with others

Being an informed and active citizen Being an informed and active citizen

Developing or clarifying a personal

code of values and ethics

Developing or clarifying a personal

code of values and ethics

Understanding people of other

backgrounds (economic, racial/ethnic,

political, religious, nationality, etc.)

Understanding people of other

backgrounds (economic, racial/ethnic,

political, religious, nationality, etc.)

Solving complex real-world problems Solving complex real-world problems

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Finally, from Figure 16 we see that a high percentage of both UFV faculty and student respondents agree

that UFV contributes to students’ development of thinking critically and analytically; 91% of lower-

division and 93% of upper-division faculty believe that they structure their course sections to develop

these skills, while 77% of first-year and 87% of senior students believe that their experience at UFV has

done the same.

High-Impact Practices The NSSE and FSSE surveys measure participation rates of students in the following High-Impact

Practices: Learning Community; Service-Learning; Research with Faculty; Internship or Field Experience;

Study Abroad and Senior Culminating Experience. Students are asked about the High-Impact Practices

they have or are planning to complete before they graduate, with faculty asked how important it is to

them that students complete these same High-Impact Practices. Faculty are also asked about their

participation in three of the High-Impact Practices; Service-Learning, Research with Faculty, and

Internship or Field Experience.

One of the most notable results under this category, is the proportion of UFV faculty that place a high

importance for UFV undergraduates to complete a High-Impact Practice, as compared to actual

participation by UFV first-year and senior respondents. Only 25% of UFV senior students reported that

they had done or are in progress of completing a senior culminating experience, where, 72% of faculty

believe it is important for UFV undergraduates to participate in a senior culminating experience before

graduating (Figure 22).

For Service-Learning, Research with Faculty, and Internship or Field Experience sub-categories, faculty

believe that it is important for UFV undergraduates to participate in each of these practices at a higher

proportion than their (own) current participation rates. For example, 79% of UFV faculty believed it was

important for UFV undergraduates to participate in an internship or field experience before they

graduate, with only 38% of UFV faculty respondents responding yes to supervising undergraduate

internships or other field experiences (Figure 18).

In the discussion (and Figures 17-22) that follow, the FY Participation and SR Participation display the

percentage of UFV first-year and senior students who have participated in the given High-Impact

Practice. The percentages represent the proportion of students responding done or in progress, except

for Service-Learning, which is the percentage who responded that at least some courses included a

community-based project. The Faculty Participation in the figures display the percentage of UFV faculty

who participate in the three selected high-impact practices in a typical week (Service-Learning, Research

with Faculty, and Internship or Field Experience). For Research with Faculty and Internship or Field

Experience, this represents the percentage of faculty responding yes to working with or supervising

undergraduates in these experiences. For Service-Learning, this represents the percentage of faculty

responding that at least some of their courses include a service-learning component. Finally, the Faculty

Importance figures display the percentage of UFV faculty who believed it was very important or

important for undergraduates at UFV to participate in the given High-Impact Practice before they

graduate.

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Service-Learning 38% of first-year and 63% of senior UFV student respondents reported that some of their courses have included a community-based project. Similarly, 57% of UFV faculty responded that at least some of their courses include a service-learning component, and 61% believe that it is important for undergraduate students to participate in service-learning as part of a course before they graduate. Internship or Field Experience A high proportion (79%) of UFV faculty believe that it is important for UFV undergraduate students to complete an internship or field experience before they graduate, with 38% of faculty responding that they supervise undergraduate internships or other field experiences in a typical 7-day week. Only 6% of UFV first-year students have participated in an internship or field experience (responded as done or in progress), compared to 43% of UFV senior respondents. Research with Faculty The majority (52%) of UFV faculty respondents believe that it is important for UFV undergraduate students to work with a faculty member on a research project; 43% indicated that in a typical 7-day week, they are working with undergraduates on research. About one quarter (26%) of UFV senior respondents reported that they have done work with a faculty member on a research project, or are in progress; only 2% of first-year UFV respondents reported the same.

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Learning Community Just under half of UFV faculty participants (47%) believe that it is important for UFV undergraduates to participate in a learning community or some other formal program where groups of students take two or more classes together. The proportion of UFV students that have participated in some form of learning community (done or in progress) is less than half; 21% for senior students, and 6% for first-year UFV students. Study Abroad Of all of the high-impact practices included in the NSSE and FSSE 2019 surveys, study abroad had the lowest percentage (35%) of UFV faculty who believed it was important for UFV undergraduates to participate in before they graduate. Only 7% of senior UFV respondents indicated that they have participated in a study abroad (done or in progress), and 4% for first-year UFV students. Senior Culminating Experience One quarter (25%) of UFV senior and 2% of UFV first-year respondents said that they had participated in a senior culminating experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.). Almost three quarters of UFV faculty (72%) believed it was important for undergraduates at UFV to participate in a senior culminating experience before they graduate.

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