| 2018 Variable Name | 2018 Variable Label | 2018 Response Options | 2019 Variable Name | 2019 Variable Label | 2019 Response Options | 2018–2019 Comparisons | ||
| fre_ series | What is your racial or ethnic identifidcation? | fre_ series | How would you describe yourself? | Text edit | ||||
| fre_latino | Hispanic or Latino | 0 = Not selected 1 = Selected | fre_latino | Hispanic or Latina/o | 0 = Not selected 1 = Selected | Minor text edit | ||
| fre_mena | Middle Eastern or North African | 0 = Not selected 1 = Selected | New item | |||||
| fre_other | Other | 0 = Not selected 1 = Selected | fre_another | Another race or ethnicity | 0 = Not selected 1 = Selected | Text edit | ||
| fICD02d | Ensuring that you are not stigmatized because of your identity (racial/ethnic identification, gender identity, sexual orientation, religious affiliation, etc.) | fICD02d | Ensuring that you are not stigmatized because of your identity (racial/ethnic, gender, religious, sexual orientation, etc.) | Minor text edit | ||||
| fICD03a | Racial/ethnic identification | fICD03a | Racial/ethnic identity | Minor text edit | ||||
| fICD04a19 | I feel comfortable being myself at this institution | 1 = Strongly disagree 2 = Disagree 3 = Agree 4 = Strongly Agree | New item | |||||
| fICD04b19 | I feel valued by this institution | New item | ||||||
| fICD04c19 | I feel like part of the community at this institution. | New item | ||||||
| Note that all variable names in the CIV Topical Module were changed given the overall changes within the module | ||||||||
| fCIV01c | Leading a group where people from different backgrounds feel welcomed and included | fCIV01c19 | Leading a group in which people from different backgrounds feel welcomed and included | Minor text edit | ||||
| fCIV01d19 | Participating in a constructive dialogue with someone who disagree with them | 1 = Very little 2 = Some 3 = Quite a bit 4 = Very much | New item | |||||
| fCIV02a19 | Discussing important social, economic, or political issues with other | 1 = Very little 2 = Some 3 = Quite a bit 4 = Very much | New item | |||||
| fCIV02b19 | Organizing activities focused on important social economic, or political issues | New item | ||||||
| fCIV02c19 | Being an informed and active citizen | New item | ||||||
| fCIV02d19 | Being involved in an organization or group focused on important social, economic, or political issues | New item | ||||||
| fCIV02e19 | Voting in campus, lcoal, state, or national elections | New item | ||||||
| fCIV02f19 | Encouraging free speech and expression | New item | ||||||
| fCIV02a | Inform themselves about local or campus issues | fCIV03a19 | Inform themselves about campus or local issues | Minor text edit | ||||
| fCIV02c | Discuss local or campus issues with others | fCIV03c19 | Discuss campus or local issues with others | Minor text edit | ||||
| fCIV02e | Raise awareness about local or campus issues | fCIV03e19 | Raise awareness about campus or local issues | Minor text edit | ||||
| fCIV02g | Ask others to address lcoal or campus issues | fCIV03g19 | Ask others to address campus or local issues | Minor text edit | ||||
| fCIV02i | Organize others to work on local or campus issues | fCIV03i19 | Organize others to work on campus or local issues | Minor text edit |
| 2017 Variable Name | 2017 Variable Label | 2017 Response Options | 2018 Variable Name | 2018 Variable Label | 2018 Response Options | 2017–2018 Comparisons | ||
| admin admin_txt | Do you hold an administrative position? | 0 = No 1 = Yes, please specify: [TEXT] | New item | |||||
| terminal | Do you hold a terminal degree (the highest degree awarded)? | 1 = Yes, in the field that I teach 2 = Yes, in a different field 3 = No | New item | |||||
| degreeprog degreeprog_txt | Are you currently working towards a degree? | 0 = No 1 = Yes, please specify: | New item | |||||
| fdegree fdegree_txt | What is the highest degree you have earned? | 1 = Doctoral degree (Ph.D., Ed.D., etc.) 2 = Professional degree (J.D., M.D., D.D.S., D.V.N., etc.) 3 = Master's degree (M.A., M.S., M.F.A., M.B.A., M.S.W., etc. 4 = Bachelor's degree 5 = Associate's degree 6 = Other, please specify: [TEXT] | degree18 degree18_txt | What is the highest degree you have earned? | 1 = Doctoral degree 2 = Master's degree 3 = Other, please specify: [TEXT] | Major edits in response options | ||
| rank rank_txt | Which of the following best describes your academic rank, title, or current position? | 1 = Professor 2 = Associate Professor 3 = Assistant Professor 4 = Instructor 5 = Lecturer 6 = Graduate Teaching Assistant 7 = Other, please specify: [TEXT] | rank18 rank18_txt | Which of the following best describes your academic rank or title? | 1 = Professor 2 = Associate Professor 3 = Assistant Professor 4 = Instructor 5 = Senior or Master Lecturer 6 = Lecturer 7 = Clinical Professor 8 = Clinical Associate Professor 9 = Clinical Assistant Professor 10 = Clinical Instructor 11 = Clinical Lecturer 12 = Senior Research Professor or Scientist 13 = Associate Research Professor or Scientist 14 = Assistant Research Professor or Scientist 15 = Research Instructor 16 = Professor of Pratice, Professional Practice or Artist in Residence 17 = Emeritus faculty 18 = Visitng faculty 19 = Graduate Teaching Assistant 20 = Other, please specify: [TEXT] | Major edits in response options |
| 2016 Variable Name | 2016 Variable Label | 2016 Response Options | 2017 Variable Name | 2017 Variable Label | 2017 Response Options | 2016–2017 Comparisons | ||
| fchallenge | In your selected course section, to what extent do you think the typical student does his or her best work? | fchallenge | In your selected course section, to what extent do you think the typical student does their best work? | Minor text edit | ||||
| fQRconclude | Reach concolusions based on his or her own analysis of numerical information (numbers, graphs, statistics, etc.) | fQRconclude | Reach conclusions based on their own analysis of numerical information (numbers, graphs, statistics, etc.) | Minor text edit | ||||
| fRIsocietal | Connect his or her learning to societal problems or issues | fRIsocietal | Connect their learning to societal problems or issues | Minor text edit | ||||
| fRIownview | Examine the strengths and weaknesses of his or her own views on a topic or issue | fRIownview | Examine the strengths and weaknesses of their own views on a topic or issue | Minor text edit | ||||
| fRIperspect | Try to better understand someone else's views by imagining how an issue looks from his or her perspective | fRIperspect | Try to better understand someone else's views by imagining how an issue looks from their perspective | Minor text edit | ||||
| fRInewview | Learn something that changes the way he or she understands an issue or concept | fRInewview | Learn something that changes the way they understand an issue or concept | Minor text edit | ||||
| fRIconnect | Connect ideas from your course to his or her prior experiences and knowledge | fRIconnect | Connect ideas from your course to their prior experiences and knowledge | Minor text edit | ||||
| fsexorient14 fsexorient14_txt | Which of the following best describes your sexual orientation? | 1 = Heterosexual 2 = Gay 3 = Lesbian 4 = Bisexual 5 = Another sexual orientation, please specify [TEXT] 6 = Questioning or unsure 9 = I prefer not to respond | fsexorient17 fsexorient17_txt | Which of the following best describes your sexual orientation? | 1 = Straight (heterosexual) 2 = Bisexual 3 = Gay 4 = Lesbian 5 = Queer 6 = Questioning or unsure 7 = Another sexual orientation, please specify [TEXT] 9 = I prefer not to respond | Text edit and added the response option "Queer" | ||
| fADV03 | During the current school year, about how many times has your typical advisee discussed with you his or her academic interests, course selections, or academic performance? | fADV03 | During the current school year, about how many times has your typical advisee discussed with you their academic interests, course selections, or academic performance? | Minor text edit | ||||
| The Inclusiveness and Engagement with Cultural Diversity Topical Module debuted in 2017. | New Topical Module | |||||||
| fWRI01c | Give feedback to a classmate about a draft or outline he or she had written | fWRI01c | Give feedback to a classmate about a draft or outline | Minor text edit | ||||
| 2015 Variable Name | 2015 Variable Label | 2015 Response Options | 2016 Variable Name | 2016 Variable Label | 2016 Response Options | 2015–2016 Comparisons | ||
| fADV05_15 | How often have you reached out to your advisees about their academic progress or performance? | fADV05_15 | During the current school year, how often have you reached out to your advisees about their academic progress or performance? | Text edit | ||||
| fTEC02 | During the current school year, to what extend do you believe your teaching has improved the understanding and use of technology of students you teach? | fTEC02 | During the current school year, to what extent do you believe your teaching has improved your students' understanding and use of technology? | Text edit | ||||
| fTEC03 | During the current school year, about how often do students use the following technologies in your courses? | fTEC03 | During the current school year, about how often have students used the following technologies in your courses? | Minor text edit | ||||
| The Teaching Professional Development Topical Module debuted in 2016 | New Topical Module | |||||||
| 2014 Variable Name | 2014 Variable Label | 2014 Response Options | 2015 Variable Name | 2015 Variable Label | 2015 Response Options | 2014–2015 Comparisons | ||
| ftmadmin | Course administration (emailing students, maintaining course Web site, etc.) | ftmadmin | Course administration (emailing students, maintaining course website, etc.) | Minor text edit | ||||
| ftmprep | Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities) | 1 = 0 2 = 1-5 3 = 6-10 4 = 11-15 5 = 16-20 6 = 21-25 7 = 26-30 8 = More than 30 hours | New item | |||||
| fADV06_14 fADV06_14txt | What is the class level of most of your advisees? | 1 = Lower division (mostly first-year students or sophomores) 2 = Upper division (mostly juniors or seniors) 3 = Other, please describe [TEXT] | New item | |||||
| fADV02 | During the current school year, which of the following has been your primary source of information regarding students' academic options? | 1 = Faculty colleagues 2 = Other advising staff 3 = Web site, catalog, or other published sources 4 = An advising center or advising training 5 = Other, please specify [TEXT] | fADV02 fADV02_txt | During the current school year, which of the following has been your primary source of information regarding students' academic options? | 1 = Faculty colleagues 2 = Other advising staff 3 = Website, catalog, or other published sources 4 = An advising center or advising training 5 = Other, please specify [TEXT] | Minor text edit | ||
| fADV03 | During the current school year, about how many times does your typical advisee discuss with you his or her academic interests, course selections, or academic performance? | fADV03 | During the current school year, about how many times has your typical advisee discussed with you his or her academic interests, course selections, or academic performance? | Minor text edit | ||||
| fADV04g | Help advisees when they had academic difficulties | fADV04g | Help advisees when they have academic difficulties | Minor text edit | ||||
| fADV05_15 | How often have you reached out to your advisees about their academic progress or performance? | 1 = Never 2 = Sometimes 3 = Often 4 = Very often | New item | |||||
| Opening WRI text | For the purpose of these questions, a writing assignment is one that you collect from students to give a grade or feedback. It is defined broadly to include not only written papers, but also lab reports, multimedia projects, web pages, posters, PowerPoint presentations, and so on. | Opening WRI text | For the purpose of these questions, a writing assignment is one that you collect from students to give a grade or feedback. It is defined broadly to include not only written papers, but also lab reports, multimedia projects, blogs, online discussions, posters, PowerPoint presentations, and so on. | Minor text edit | ||||
| fWRI01d | Summarize material they read, such as articles, books, or online publications | fWRI01d | Summarize material they had read, such as articles, books, or online publications | Minor text edit | ||||
| Opening TEC text | Web sites (for courses, library resources, etc.) | Opening TEC text | Websites (for courses, library resources, etc.) | Minor text edit |
| 2013 Variable Name | 2013 Variable Label | 2013 Response Options | 2014 Variable Name | 2014 Variable Label | 2014 Response Options | 2013–2014 Comparisons | ||
| fETvariety | Use a variety of teaching techniques to accommodate diversity in student learning styles | 4 = Very much 3 = Quite a bit 2 = Some 1 = Very little | New item | |||||
| fETreview | Review and summarize material for students | New item | ||||||
| fETstandards | Provide standards for satisfactory completion of assignments (rubrics, detailed outlines, etc.) | New item | ||||||
| fetdraftfb | Provide feedback to students on a draft or work in progress | fETdraftfb | Provide feedback to students on drafts or works in progress | Minor text edit | ||||
| format | In what format do you teach your selected course section? | 1 = Classroom instruction on-campus 2 = Classroom instruction at an auxiliary location (satellite campus, rented facility, etc.) 3 = Distance education (Internet, live or pre-recorded video or audio, correspondence, etc.) 4 = Combination of classroom instruction and distance education | format | In what format do you teach your selected course section? | 1 = Classroom instruction on-campus 2 = Classroom instruction at an auxiliary location (satellite campus, rented facility, etc.) 3 = Distance education (online, live or pre-recorded video or audio, correspondence, etc.) 4 = Combination of classroom instruction and distance education | Minor text edit | ||
| ftmread | In an average 7-day week, of the time students spend preparing for your selected course section, about how many hours do you expect students to spend on assigned reading? | ftmread | In an average 7-day week, of the time students spend preparing for your selected course section, about how many hours do you expect the typical student to spend on assigned reading? | Minor text edit | ||||
| fchallenge | In your selected course section, how much do students put forth their best work? | fchallenge | In your selected course section, to what extent do you think the typical student does his or her best work? | Text edit | ||||
| fgender | What is your gender? | 0 = Male 1 = Female | fgenderid fgenderid_txt | What is your gender identity? | 1 = Man 2 = Woman 3 = Another gender identity, please specify: [TEXT] 9 = I prefer not to respond | Major edits | ||
| fsexorient | Which of the following best describes your sexual orientation? | 1 = Heterosexual 2 = Gay 3 = Lesbian 4 = Bisexual 5 = Questioning or unsure 9 = I prefer not to respond | fsexorient14 fsexorient14_txt | Which of the following best describes your sexual orientation? | 1 = Heterosexual 2 = Gay 3 = Lesbian 4 = Bisexual 5 = Another sexual orientation, please specify [TEXT] 6 = Questioning or unsure 9 = I prefer not to respond | Added the "Another sexual orientation…" response option | ||
| The Scholarship of Teaching and Learning Topical Module debuted in 2014 | New Topical Module | |||||||