Students see first-hand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models, mentors, and guides for continuous, life-long learning.
- Discussed grades or assignments with an instructor
- Talked about career plans with a faculty member or advisor
- Discussed ideas from your readings or classes with faculty members outside of class
- Worked with faculty members on activities other than coursework (committees, orientation, studentlife activities, etc.)
- Received prompt written or oral feedback from faculty on your academic performance
- Worked with a faculty member on a research project
Are faculty members accessible and supportive?
38% of FY students say their faculty are available, helpful and sympathetic.
How many students work on research projects with faculty?
By their senior year, 18% of students have done research with a faculty member.
Do students receive prompt feedback on academic performance?
63% of FY students indicate that they frequently get prompt verbal or written feedback from faculty members.
How often do students talk with advisors or faculty members about their career plans?
86% of seniors at least occasionally discuss career plans with faculty. 4 14% never talk with faculty members about career plans.
Do students and faculty members work together on committees and projects outside of course work?
39% of FY students at least occasionally spend time with faculty members on activities other than coursework.
1. "Substantial" emphasis is defined by combining response values of "Very much" and "Quite a bit."
2. "Frequently" is defined by combining response values of "Very often" and "Often."
3. "Strongly challenge" is defined by combining response values of "6" and "7" on a one-to-seven point scale where 1 is “Very little” and 7 is “Very much.”
4. "Occasionally" is defined by combining the responses to values of "Very often," "Often," and "Sometimes."