A Survey Measuring Student and Faculty Engagement in Engineering Education (Student Version) <br />© 2005 National Academy of Engineering, <br />Center for the Advancement of Scholarship on Engineering Education (CASEE)

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A Survey Measuring Student and Faculty Engagement in Engineering Education (Student Version)
© 2005 National Academy of Engineering,
Center for the Advancement of Scholarship on Engineering Education (CASEE)

About You

1. What is your engineering major?
Aerospace Engineering

Chemical Engineering

Civil Engineering

Computer Engineering

Electrical Engineering

Industrial Engineering

Mechanical Engineering

Other (Please Specify)

2. When is your anticipated graduation date?
Spring '09

Summer '09

Fall '09

Spring '10

Summer '10

Fall '10

Spring '11

Summer '11

Fall '11

Spring '12

Summer '12

Fall '12

Other (Please Specify)

Your Experiences

**3. Thinking about in your in-class and out-of-class experiences, please rate your ability to do the following:**
Graduating seniors' ability to:	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
a-1. Use basic scientific principles to analyze the performance of processes and systems	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
a-2. Use basic engineering principles to analyze the performance of processes and systems	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
a-3. Formulate and evaluate mathematical models describing the behavior and performance of systems and processes	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
b-1. Design an experiment	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
b-2. Analyze evidence or data from an experiment	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
b-3. Interpret results of an experiment	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
b-4. Use evidence to draw conclusions or make recommendations	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
c-1. Identify essential aspects of the engineering design process	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
c-2. Apply systematic design procedures to open-ended problems	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
c-3. Design solutions to meet desired needs	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
Graduating seniors' ability to:	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
d-1. Work in teams where knowledge and ideas from many disciplines (business, public policy, engineering, etc.) must be applied	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
d-2. Work in teams where knowledge from many engineering disciplines must be applied	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
d-3. Collaborate with others when working on multidisciplinary teams	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
d-4. Communicate effectively with others when working on multidisciplinary teams	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
d-5. Effectively manage conflicts that arise when working on multidisciplinary teams	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
d-6. Do their fair share of the work when working on multidisciplinary teams	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
e-1. Identify problems for which there are engineering solutions	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
e-2. Formulate a range of solutions to an engineering problem	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
e-3. Test potential solutions to an engineering problem	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
e-4. Use feedback from an experiment to improve solutions to an engineering problem	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
Graduating seniors' ability to:	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
f-1. Identify potential ethical dilemmas in engineering practice	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
f-2. Estimate the potential for ethical dilemmas due to budget or time constraints	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
f-3. Address ethical issues when working on engineering problems	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
f-4. Apply an engineering code of ethics	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
f-5. Apply technical codes and standards	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
g-1. Convey technical ideas in writing	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
g-2. Convey ideas verbally	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
g-3. Convey ideas in formal presentations	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
g-4. Convey ideas in graphs, figures, etc.	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
Graduating seniors' ability to:	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
h-1. Estimate the impact of engineering solutions in a societal context (in a particular culture, community, state, nation, etc.)	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
h-2. Estimate the impact of engineering solutions in a global context	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
i-1. Apply engineering techniques (e.g., processes, methods) in engineering practice	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
i-2. Apply engineering skills (e.g., experimentation, machining, programming) in engineering practice	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
i-3. Apply engineering tools (e.g., software, lathes, oscilloscopes) in engineering practice	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
i-4. Integrate engineering techniques, skills, and tools to solve real-world problems	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
j-1. Manage a team's time to meet deadlines when leading a project	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
j-2. Determine equipment and personnel needed when managing a project	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
j-3. Create and follow a budget when managing a project	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
j-4. Address the business, financial, and market related matters associated with project engineering	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
j-5. Apply interpersonal skills in managing people	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
Graduating seniors' ability to:	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
k-1. Integrate knowledge and skills learned in engineering disciplines other than their specific majors	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
k-2. Recognize the need to consult an expert from a discipline other than their own when working on a project	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
k-3. Recognize the limitations or validity of other professional engineers' opinions	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
l-1. Consider contemporary issues (economic, environmental, political, aesthetic, etc.) at the local, national, and world levels	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
l-2. Consider contemporary technical issues in your discipline at the local, national, and world levels	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
l-3. Estimate how engineering decisions and contemporary issues can impact each other	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability
l-4. Use knowledge of contemporary issues to make engineering decisions	No Ability	Some Ability	Adequate Ability	More Than Adequate Ability	High Ability

Your Extent

4. To what extent do you/are you:	Not at all	Somewhat	Mostly	Always
a. Set and pursue your own learning goals	Not at all	Somewhat	Mostly	Always
b. Take new opportunities for intellectual growth or professional development	Not at all	Somewhat	Mostly	Always
c. Seek the latest information or advances in your field	Not at all	Somewhat	Mostly	Always
d. Engage in critical, reliable, and valid self-assessment	Not at all	Somewhat	Mostly	Always
e. Apply new knowledge gained to the practice of engineering	Not at all	Somewhat	Mostly	Always
f. Recognize the unique skills, abilities, and contributions of all students in your engineering courses	Not at all	Somewhat	Mostly	Always
g. Recognize the need for diverse perspectives in solving engineering problems	Not at all	Somewhat	Mostly	Always
h. Comfortable working with engineering clients and colleagues from diverse racial/ethnic backgrounds	Not at all	Somewhat	Mostly	Always
i. Comfortable working with engineering clients and colleagues of the opposite gender	Not at all	Somewhat	Mostly	Always
j. Know what you want to do after graduation (get a job, go to graduate school, etc.)	Not at all	Somewhat	Mostly	Always
k. Know what you need to do to attain the goals you have for after graduation	Not at all	Somewhat	Mostly	Always
l. Making progress towards achieving your post-graduation goals	Not at all	Somewhat	Mostly	Always

Course Reflection

For questions 5 through 10, think about the current school year.
5. In your engineering courses, how often:	Almost never	Occasionally	Often	Almost always
a. Do you fail to do your best work?	Almost never	Occasionally	Often	Almost always
b. Do you turn in completed assignments on time?	Almost never	Occasionally	Often	Almost always
c. Do you seek ways to improve a design or project, even after it's been turned in?	Almost never	Occasionally	Often	Almost always
d. Do you take initiative in your learning process?	Almost never	Occasionally	Often	Almost always
e. Do you complete your share of tasks on time, when working in teams?	Almost never	Occasionally	Often	Almost always
f. Are you dependable?	Almost never	Occasionally	Often	Almost always
6. How often did the following occur in your engineering major	Almost never	Occasionally	Often	Almost always
a. My engineering courses emphasized acceptance of, and respect for, differences (of opinion, background, etc).	Almost never	Occasionally	Often	Almost always
b. My engineering instructors and I discussed diversity issues.	Almost never	Occasionally	Often	Almost always
c. My engineering instructors emphasized the importance of diversity in the engineering workplace.	Almost never	Occasionally	Often	Almost always
d. I observed the use of offensive words, behaviors, or gestures directed at students because of their backgrounds or identities.	Almost never	Occasionally	Often	Almost always
e. I observed other engineering students being ignored or excluded (from projects, discussions, lab work, etc.) because of their backgrounds or identities.	Almost never	Occasionally	Often	Almost always
f. I was harassed or discriminated against by others in my major because of my background or identity.	Almost never	Occasionally	Often	Almost always
g. My engineering courses' content reflects contributions of all engineers, including women and people of color, etc.	Almost never	Occasionally	Often	Almost always
i. Students of all backgrounds/identities participate in class (in discussion, in-class assignments, team projects, etc.).	Almost never	Occasionally	Often	Almost always
7. How often did the following occur in the courses you took in your engineering major?	Almost never	Occasionally	Often	Almost always
a-1. I interacted with instructors as part of my courses.	Almost never	Occasionally	Often	Almost always
a-2. I interacted with instructors outside of class (office hours, advising, committees, etc.).	Almost never	Occasionally	Often	Almost always
a-3. Instructors were enthusiastic about engineering research or practice.	Almost never	Occasionally	Often	Almost always
a-4. Instructors were enthusiastic about teaching engineering.	Almost never	Occasionally	Often	Almost always
a-5. Instructors knew my name.	Almost never	Occasionally	Often	Almost always
a-6. I used email to communicate with instructors.	Almost never	Occasionally	Often	Almost always
a-7. I discussed grades or assignments with my instructors.	Almost never	Occasionally	Often	Almost always
How often did the following occur in the courses you took in your engineering major?	Almost never	Occasionally	Often	Almost always
b-1. I worked cooperatively with other students on course assignments.	Almost never	Occasionally	Often	Almost always
b-2. Students taught and learned from each other.	Almost never	Occasionally	Often	Almost always
b-3. Classmates and I worked in groups.	Almost never	Occasionally	Often	Almost always
b-4. I discussed ideas with my classmates (individuals or groups).	Almost never	Occasionally	Often	Almost always
b-5. I got feedback on my work or ideas from my classmates.	Almost never	Occasionally	Often	Almost always
b-6. I interacted with classmates outside of class.	Almost never	Occasionally	Often	Almost always
c-1. Assignments and activities were clearly explained.	Almost never	Occasionally	Often	Almost always
c-2. Instructors made clear what was expected of students in the way of activities and effort.	Almost never	Occasionally	Often	Almost always
c-3. Instructors expected a lot of work from me.	Almost never	Occasionally	Often	Almost always
c-4. Instructors expected high quality work from me.	Almost never	Occasionally	Often	Almost always
How often did the following occur in the courses you took in your engineering major?	Almost never	Occasionally	Often	Almost always
d-1. Instructors gave me frequent feedback on my work.	Almost never	Occasionally	Often	Almost always
d-2. Instructors gave me detailed feedback on my work.	Almost never	Occasionally	Often	Almost always
d-3. Instructors gave me prompt feedback on my work.	Almost never	Occasionally	Often	Almost always
e-1. Instructors guided students' learning activities rather than lecturing or demonstrating the course material.	Almost never	Occasionally	Often	Almost always
e-2. Students were required to be active participants in the teaching and learning process.	Almost never	Occasionally	Often	Almost always
e-3. I asked questions in class.	Almost never	Occasionally	Often	Almost always
e-4. I contributed to class discussions.	Almost never	Occasionally	Often	Almost always
f-1. Instructors recognized that some students learn in different ways than others.	Almost never	Occasionally	Often	Almost always
f-2. Instructors conveyed material in more than one way (in writing, using diagrams, verbally, using real-life examples, etc.).	Almost never	Occasionally	Often	Almost always
How often did the following occur in the courses you took in your engineering major?	Almost never	Occasionally	Often	Almost always
g-1. Instructors explained new concepts by making explicit links between what students already know and the new material.	Almost never	Occasionally	Often	Almost always
g-2. I have learned to apply fundamentals to problems I haven't seen before.	Almost never	Occasionally	Often	Almost always
g-3. Engineering instructors gave pretests at the beginning of the semester or when introducing a new topic.	Almost never	Occasionally	Often	Almost always
g-4. I have had misconceptions about specific areas of some course material.	Almost never	Occasionally	Often	Almost always
h-1. Instructors used simple, common sense examples or metaphors to introduce new concepts.	Almost never	Occasionally	Often	Almost always
h-2. Instructors introduced new concepts by requiring students to engage in hands-on activities, class discussions, etc.	Almost never	Occasionally	Often	Almost always
How often did the following occur in the courses you took in your engineering major?	Almost never	Occasionally	Often	Almost always
i-1. I received positive feedback from instructors that I can do well in engineering courses.	Almost never	Occasionally	Often	Almost always
i-2. Engineering assignments, projects, or examinations have been too difficult for me to be successful.	Almost never	Occasionally	Often	Almost always
i-3. I found meaning, value, and interest in my engineering course material.	Almost never	Occasionally	Often	Almost always
i-4. My engineering courses had an open and positive atmosphere.	Almost never	Occasionally	Often	Almost always
i-5. I felt like a valued member of the engineering community at my university.	Almost never	Occasionally	Often	Almost always
i-6. I felt intimidated by some of my engineering instructors.	Almost never	Occasionally	Often	Almost always

**8. In a typical week, how many homework assignments of problem sets do you complete in your engineering major?**
	Number of Homework Assignments
	1-2	3-4	5-6	More than 6
a. Number of weekly homework assignments that take less than 2 hours to complete	1-2	3-4	5-6	More than 6
b. Number of weekly homework assignments that take between 2 and 5 hours to complete	1-2	3-4	5-6	More than 6
c. Number of weekly homework assignments that take more than 5 hours to complete	1-2	3-4	5-6	More than 6

**9. Time you spend preparing for an average junior or senior level engineering course**
	Hours per Week
	2 or less	3-4	5-6	7-8	9-10	11-12	More than 12
a. In a typical 7-day week, about how many hours should you spend preparing for one average engineering class (studying, reading, writing, doing homework or lab work, analyzing data, and other activities related to your course)?	2 or less	3-4	5-6	7-8	9-10	11-12	More than 12
b. In a typical 7-day week, about how many hours do you actually spend preparing for one average engineering class (studying, reading, writing, doing homework or lab work, analyzing data, and other activities related to your course)?	2 or less	3-4	5-6	7-8	9-10	11-12	More than 12

**10. In your engineering courses, on average, what percent of class time is spent on the following (total should equal 100%)**

	1-9	10-19	20-29	30-39	40-49	50-74	75 or More
a. Lecture	1-9	10-19	20-29	30-39	40-49	50-74	50-74
b. Teacher-led discussion	1-9	10-19	20-29	30-39	40-49	50-74	50-74
c. Teacher-student shared responsibility (seminar, discussion, etc.)	1-9	10-19	20-29	30-39	40-49	50-74	50-74
d. Student computer use	1-9	10-19	20-29	30-39	40-49	50-74	50-74
e. Small group activities	1-9	10-19	20-29	30-39	40-49	50-74	50-74
f. Student presentations	1-9	10-19	20-29	30-39	40-49	50-74	50-74
g. In-class writing	1-9	10-19	20-29	30-39	40-49	50-74	50-74
h. In-class problem sets	1-9	10-19	20-29	30-39	40-49	50-74	50-74
i. Testing and evaluation	1-9	10-19	20-29	30-39	40-49	50-74	50-74
j. Experiential (labs, field work, hands-on activities, etc.)	1-9	10-19	20-29	30-39	40-49	50-74	50-74

More About You

**11. What are your plans for next year?**
22. What is the highest level of education that your parents completed? Mark one box per column.	Mother	Father
Continue undergraduate education: Full-time
Part-time
Employment: In an engineering-related occupation full-time
In an engineering-related occupation part-time
Outside engineering full-time
Outside engineering part-time
Graduate school: In an engineering-related discipline full-time
In an engineering-related discipline part-time
Outside engineering full-time
Outside engineering part-time
Other (Please Specify)
12. By the end of this academic year, will you have taken the Fundamentals of Engineering (FE) Exam? Yes
No
a. If you have taken the FE, did you pass? Yes
No
13. What is your gender? Female
Male
14. What is your ethnic background? African American/Black
American Indian/Alaskan Native
Asian
European American/White
Hawaiian or Pacific Islander
Hispanic/Latino
Other (Please Specify)
15. Did you begin college at your current institution or elsewhere? Started here
Started elsewhere
16. Since high school, which of the following types of schools have you attended other than the one you are attending now? Vocational or technical school
Community or junior college
4-year college other than this one
None
Other (Please Specify)
17. Thinking about this current academic term, how would you characterize your enrollment? Full-time
Less than full-time
18. Are you a member of a sorority or fraternity? Yes
No
19. Are you a student-athlete on a team sponsored by your institution's athletics department? Yes
No
20. What have most of your grades been up to now at this institution? A
A-
B+
B
B-
C+
C
C- or lower
21. Which of the following best describes where you are living now, while attending college? Residence hall or other campus housing (not fraternity/sorority house)
House, apartment, etc. within walking distance of the institution
House, apartment, etc. within driving distance of the institution
Fraternity or sorority house
Did not finish high school	Mother	Father
Graduated from high school	Mother	Father
Attended college but did not finish degree	Mother	Father
Completed an associate's degree	Mother	Father
Completed a bachelor's degree	Mother	Father
Completed a master's degree	Mother	Father
Completed a doctoral degree (Ph.D., M.D., J.D., etc.)	Mother	Father

Survey Group

Please select your survey group from the list below.

A Survey Measuring Student and Faculty Engagement in Engineering Education (Student Version) © 2005 National Academy of Engineering, Center for the Advancement of Scholarship on Engineering Education (CASEE)

A Survey Measuring Student and Faculty Engagement in Engineering Education (Student Version)
© 2005 National Academy of Engineering,
Center for the Advancement of Scholarship on Engineering Education (CASEE)