The Office of Institutional Research and Assessment regularly conducts various surveys to help evaluate our programs and services, and to assess the extent to which Guilford College is meeting its strategic planning goals. We currently administer the Consortium for Writing, CIRP Freshman Survey, the FSSE, the NSSE, and the Senior Survey.
The Consortium for the Study of Writing in College Survey (CSWC)
The Consortium for the Study of Writing in College created a set of 27 questions that were appended to the 2010 NSSE for those colleges who wished to join the Consortium. Guilford College joined the Consortium in 2010. The questions are designed to provide colleges with a snapshot of their undergraduates’ writing activities and of how faculty are assigning writing. The questions are also designed to help institutions as well as higher-education administrators and researchers nationwide understand how writing practices connect to other desired outcomes of college, such as engagement, persistence, and educational gains.
The Cooperative Institutional Research Program Freshman Survey (CIRP)
Each year, approximately 700 two-year colleges, four-year colleges and universities administer the Freshman Survey to over 400,000 entering students during orientation or registration. The survey covers a wide range of student characteristics: parental income and education, ethnicity, and other demographic items; financial aid; secondary school achievement and activities; educational and career plans; and values, attitudes, beliefs, and self-concept. Published annually in “The American Freshman,” the results from these surveys continue to provide a comprehensive portrait of the changing character of entering students and American society at large.
Faculty Survey of Student Engagement (FSSE)
The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), which is administered to undergraduate students. The faculty version focuses on:
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.
How faculty members organize their time, both in and out of the classroom.
The project is coordinated by the Indiana University Center for Postsecondary Research. FSSE is designed to measure faculty expectations for student engagement in educational practices that are empirically linked with high levels of learning and development. Since 2003, over 140,000 faculty members from more than 590 different colleges and universities have responded to the survey. The FSSE-NSSE Combined Report shows responses from both students and faculty at Guilford College who completed NSSE and FSSE. This report only contains responses from faculty who responded to the survey based on their experiences teaching either a lower or upper division course. Data from faculty who responded based on another type of course or who did not report a course level are not included in these reports. All student responses are the same as those included in the correlating year in the NSSE Frequency Distributions.
National Survey of student engagement
More than 1,400 baccalaureate-granting colleges and universities in the United States and Canada have used the National Survey of Student Engagement to document the extent to which students, faculty, and institutions engage in empirically proven educational activities and to inform programs and practices that foster student engagement. The NSSE instrument is short, reliable, and easy for students to complete. It asks undergraduates about their in- and out-of-class activities, the quality of their relations with faculty and students, how they spend their time, how they feel the institution has contributed to their development, and other educationally meaningful activities and perceptions. The results are organized into five benchmarks of effective educational practice:
Level of Academic Challenge
Active and Collaborative Learning
Enriching Educational Experiences
Supportive Campus Environment
Each spring, prior to graduation, the Office of Academic Support Services sends an electronic satisfaction survey to seniors who are scheduled to graduate in May or July. Seniors are asked what they liked or disliked about their Guilford experience, about their future employment and/or education plans, and various questions regarding the College’s impact on their lives. The students’ responses are an important part of Guilford’s assessment process because they inform the College as to what it is doing well and what might possibly be changed for the better.