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A Summary of Faculty Results High‐Impact Practices Learning Community Service‐Learning Research with Faculty Internship or Field Experience Study Abroad Culminating Senior Experience Research with Facultya Internship or Field Experiencea Service‐Learningb Time Spent Preparing for Class Reading and Writing 54% Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high-impact." The first figure at right compares the percentage of your faculty who believed it was "Very important" or "Important" for undergraduates at your institution to participate in High-Impact Practices before they graduate. The second figure summarizes faculty participation in three selected High- Impact Practices in a typical week. 96% 46% 64% 36% 81% 86% 82% FSSE 2018 Snapshot University of the Virgin Islands Student engagement represents two critical features of collegiate quality. The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how institutional resources, courses, and other learning opportunities facilitate student participation in activities that matter to student learning. FSSE surveys faculty who teach at least one undergraduate course in the current academic year. This Snapshot is a concise collection of key findings from your institution’s FSSE 2018 administration. We hope this information stimulates discussions about the undergraduate experience. Additional details about these and other results appear in the Frequencies and FSSE-NSSE Combined reports. 50% Faculty Importance for High‐Impact Practice Participation Note: The number of pages of assigned writing is an  estimate calculated from three separate survey  questions. a. Percentage of faculty responding "Yes" to participation b. Percentage of faculty responding that at least "Some" of their courses include a      service‐learning component Faculty Participation in High‐Impact Practices Note: Percentage of faculty responding "Very important" or "Important" These figures summarize the number of hours your faculty expected students to spend reading, and the average number of pages of assigned writing, for the faculty's selected course sections. These figures report the average weekly class preparation time your faculty expected students to spend, and the average amount of time they perceived students actually spent, in the faculty's selected course sections. 4.0 3.0 0 2 4 6 8 10 Upper Division Lower Division Expected Average Hours per Week  on Course Reading 7.0 5.4 0 2 4 6 8 10 Upper Division Lower Division Expected Average Hours per Week  Preparing for Class 38.2 25.9 0 10 20 30 40 50 Average Pages of Assigned  Writing 3.6 2.3 0 2 4 6 8 10 Perceived Average Hours per  Week Preparing for Class FSSE 2018 SNAPSHOT • 1 Time Allocation Student‐Faculty Interaction Supportive Environment Faculty reported how important it was to them that your institution increase its emphasis on each of the following: Administration Details Class Level Additional Questions What is FSSE? IPEDS: 243665 See your Administration Summary and Respondent Profile reports for more information. Only faculty who reported teaching lower- or upper-division courses were included in this report. Refer to your FSSE 2018 Topical Module report(s) for results. FSSE, a complementary survey to the National Survey of Student Engagement, collects information annually at hundreds of four-year colleges and universities from faculty who teach at least one undergraduate course in the current academic year. The results provide information about faculty expectations for student engagement in educational practices that are empirically linked with student learning and development. Institutions use their data to identify aspects of the undergraduate experience that can be improved through changes in policy and practice. For more information, visit our website: fsse.indiana.edu. Percentage Academic Advising 44% 44% 0% 13% Development of Transferable Skills 14 14 0 4 Count Providing support to help students succeed academically Upper  Division Other Missing Your institution administered the following additional question set(s): Lower  Division Students using learning support services (tutoring services, writing center, etc.) Helping students manage their non‐academic responsibilities (work, family, etc.) Students attending events that address important social, economic, or political issues Students attending campus activities and events (performing arts, athletic events, etc.) Providing opportunities for students to be involved socially 82% 75% Worked on activities other than  coursework Discussed course topics, ideas, or concepts  outside of class Discussed students' academic performance Students spending significant amounts of time studying and on academic work Faculty Values (Sorted highest to lowest) 79% 81% 86% FSSE 2018 Snapshot University of the Virgin Islands 93% 86% Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.) Providing support for students' overall well‐being (recreation, health care, counseling, etc.) 86% This figure summarizes the number of hours that faculty spend in a typical seven-day week on teaching activities (preparing, teaching class sessions, grading, meeting with students outside of class, etc.); advising; research, creative, or scholarly activities; and service activities (committee work, administrative duties, etc.) Percentage of Faculty Responding "Very  Important" or "Important" 100% Faculty reported how often they have done each of the following with the undergraduate students they teach or advise: Talked about students' career plans 7.5 7.4 5.6 22.0 0 10 20 30 Service activities Research Advising students Teaching Hours Per Week 64% 25% 46% 50% 14% 21% 25% 36% 21% 43% 29% 14% 11% 0% 25% 50% 75% 100% Very often Often Sometimes Never 2 • FSSE 2018 SNAPSHOT