PSRI -- Student

Personal & Social Responsibility Inventory Overview

As part of the AAC&U Core Commitments Initiative you are invited to participate in a web survey. This survey is designed to obtain information about your perceptions of your collegiate experience.

There are several major sections to the survey, beginning with questions about your general campus involvement and experience. The sections that follow focus on possible outcomes of a college or university education (e.g. one's work ethic or sense of integrity).

Following this page, you'll find statements that inform you of your rights as a research participant. Communicating this information is a standard procedure in the research process. Once you review the required information, you will need to respond indicating that you have reviewed it in order to advance to the survey.

If you have any general questions about the survey or problems completing it, please send an e-mail to [email protected].

Informed Consent

GENERAL CONSENT FOR SURVEY

Description of the Core Commitments Project: This survey is designed to collect information about the Association of American Colleges & Universities five dimensions of social and personal responsibility: striving for excellence, cultivating personal and academic integrity, contributing to a larger community, taking seriously the perspectives of others, and developing competence in ethical and moral reasoning. The survey will be used to evaluate how ingrained these dimensions exist across your campus. This study has received approval from the University of Michigan Institutional Review Board (HUM00011578).

Participation: Participating in this survey involves no deception and low to minimal risk to participants (i.e. no more risk than one might experience in daily life). Your participation in this survey is completely voluntary. Your decision to participate (or refusal to participate) will have no impact on your status at your college or university. It will take no more than 25 minutes for you to complete the survey. All of your answers will be treated as confidential, and there is no case where responses from individual participants will be identified. Once you have begun the survey, you may choose not to respond to any question, or cease your survey participation at anytime. Although you may not receive direct benefit from your participation, the survey is designed to ultimately benefit your campus. The survey data will be used to stimulate conversations about improving the campus community for all members, especially students.

Contact Information: The survey process is being conducted by Dr. Eric Dey, Associate Professor, and he can be contacted at: The University of Michigan, Center for the Study of Higher and Postsecondary Education, 610 E. University, 2117 School of Education, Ann Arbor, MI 48109, (734)647-1651, email: [email protected]. Should you have questions regarding your rights as a research participant, please contact the Institutional Review Board, 540 E. Liberty Street, Suite 202, Ann Arbor, MI 48104-2210, (734) 936-0933, email: [email protected]. General questions about the project can also be directed to [email protected].

CAMPUS CONSENT FOR SURVEY Enter Information here

1. CONSENT

I acknowledge that I am 18 years of age or older, understand the statements above, and freely consent to participate in the study.

Click on the "I Agree" button to begin the survey.

nmlkj I Agree

Page 1 PSRI -- Student nmlkj I Do Not Agree

Completing the survey

Thank you for agreeing to participate in the survey!

We anticipate that it should take most respondents about 25 minutes to complete the survey. Each major section of the survey addresses a different dimension of personal, social and academic responsibility. There are no right or wrong answers to the questions, which ask you to report on your experiences and perceptions of this campus environment. Please provide the response that best characterizes how you experience your institution, as opposed to some idealized sense of the campus.

Throughout the survey you will be asked to respond to questions regarding your impression of the roles that different groups of people have on this campus. These groups include: students (individuals enrolled in undergraduate level courses); faculty (classroom instructors and researchers); student affairs administrators (noninstructional campus staff that provide support services to students in areas such as residential living, student organization advising, career services, financial aid, etc.); administrators (typically people that hold posts as academic department chairs, librarians, computing staff, etc.); and senior campus administrators which refers specifically to the top campus leaders (such as the president, provost, vice presidents, and deans). If at any time you feel that you are not able to answer a question, you may simply skip it or indicate that you have no basis to provide an answer and then continue through the rest of the survey. If you are interrupted while completing the survey, you may return to the last question you answered simply by accessing the survey through the link provided in the invitational email message.

Thanks again for your participation in this important project!

Page 2 PSRI -- Student

Your Educational Experiences

2. What year did you first enter this college?

Year

Year

3. Are you enrolled as a:

nmlkj Full-time student? nmlkj Part-time student?

4. Which best describes your current academic standing?

nmlkj First year nmlkj Sophomore nmlkj Junior nmlkj Senior

5. What is your major field of study?

Major Second major / Minor

Current Major

Other (please specify)

6. Since entering this college, have you participated in a study-abroad program?

nmlkj Yes nmlkj No

7. Where do you currently reside?

nmlkj On-campus nmlkj Off-campus

8. In a typical week, during the current term, how many hours, on average, do you spend doing the following activities?

None 1-2 3-5 6-10 11-15 16-20 21-30 Over 30

Studying / homework nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Attending classes / labs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Page 3 PSRI -- Student

Talking with faculty during office hours nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Talking with faculty outside of class nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Student government nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Fraternity / Sorority life nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Intercollegiate athletics nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Exercising / Intramural sports nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Volunteering / Community service nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Student clubs / groups nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Socializing with friends nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Partying nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Employment on campus nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Employment off campus nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Commuting nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Using the internet (email, web-surfing) for nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj fun

Watching TV nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Housework / childcare nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Reading for pleasure nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Prayer / meditation nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Page 4 PSRI -- Student

Dimension: Striving for Excellence (Page 2 of 7)

This dimension includes developing a strong work ethic and consciously doing one’s best in all aspects of college. A work ethic is a set of values that guide you in how you go about your personal and academic work that encompass a sense of personal accountability, responsibility, and dependability as well as being self- disciplined, persistent, and resilient. It also includes having purpose, motivation, and the interpersonal skills to work well with others.

9. Please rate your level of agreement with each statement.

Agree Disagree Strongly No basis Strongly agree somewhat somewhat disagree for judgment Helping students develop a strong work ethic is nmlkj nmlkj nmlkj nmlkj nmlkj a major focus of this campus Helping students develop a strong work ethic nmlkj nmlkj nmlkj nmlkj nmlkj should be a major focus of this campus The characteristics of a strong work ethic are nmlkj nmlkj nmlkj nmlkj nmlkj frequently emphasized and discussed in this campus community This campus makes clear connections between nmlkj nmlkj nmlkj nmlkj nmlkj having a strong work ethic and success in college This campus helps students connect having a nmlkj nmlkj nmlkj nmlkj nmlkj strong work ethic with success after college Faculty at this campus help motivate students nmlkj nmlkj nmlkj nmlkj nmlkj to become more self-disciplined, accountable, and responsible in their work Senior campus administrators on this campus nmlkj nmlkj nmlkj nmlkj nmlkj help motivate students to become more self- disciplined, accountable, and responsible in their work Student affairs staff at this campus help nmlkj nmlkj nmlkj nmlkj nmlkj motivate students to become more self- disciplined, accountable, and responsible in their work Students at this campus motivate one another nmlkj nmlkj nmlkj nmlkj nmlkj to become more self-disciplined, accountable, and responsible in their work The campus community has high expectations nmlkj nmlkj nmlkj nmlkj nmlkj for students in terms of their personal work ethic in non-academic areas

10. Please rate your level of agreement with each statement.

Agree Disagree Strongly No basis Strongly agree somewhat somewhat disagree for judgment

I came to college with a strong work ethic nmlkj nmlkj nmlkj nmlkj nmlkj Students have a stronger work ethic at the end nmlkj nmlkj nmlkj nmlkj nmlkj of their studies here My experiences at this campus have helped nmlkj nmlkj nmlkj nmlkj nmlkj me to further develop my work ethic The academic workload is more demanding nmlkj nmlkj nmlkj nmlkj nmlkj than the work load I experienced in high school It is important to develop a strong work ethic nmlkj nmlkj nmlkj nmlkj nmlkj in my academic activities

Page 5 PSRI -- Student It is important to develop a strong work ethic nmlkj nmlkj nmlkj nmlkj nmlkj in my non-academic involvements

11. How often do the following occur?

No basis Frequently Occasionally Never for judgment Syllabi list expectations for students and indicate nmlkj nmlkj nmlkj nmlkj the kind of work that is required for excellence in particular courses I participate in out-of-class programming (e.g., nmlkj nmlkj nmlkj nmlkj campus events, residence life activities, clubs and organizations) Out-of-class programming encourages students to nmlkj nmlkj nmlkj nmlkj become self-disciplined, accountable, and responsible for their own work and personal behavior I explicitly seek out faculty feedback in order to nmlkj nmlkj nmlkj nmlkj improve my own work I am up-to-date with my reading and other nmlkj nmlkj nmlkj nmlkj homework assignments Senior campus administrators communicate high nmlkj nmlkj nmlkj nmlkj expectations for students in terms of their academic work Faculty communicate high expectations for nmlkj nmlkj nmlkj nmlkj students in terms of their academic work Student affairs staff communicate high nmlkj nmlkj nmlkj nmlkj expectations for students in terms of their academic work Students at this institution communicate high nmlkj nmlkj nmlkj nmlkj expectations for themselves in terms of their academic work

12. What experiences at this campus have helped you further develop your work ethic? Please describe 1-2 examples below.

Page 6 PSRI -- Student

Dimension: Cultivating personal and academic integrity (Page 3 of 7)

This dimension involves having a sense of personal and academic integrity. Personal and academic integrity includes such qualities as honesty, fairness, and respect for others. It also includes not allowing yourself or others to cheat, or engaging in improper personal behaviors.

13. Please rate your level of agreement with each statement.

Agree Disagree Strongly No basis Strongly agree somewhat somewhat disagree for judgment Helping students develop a strong sense of nmlkj nmlkj nmlkj nmlkj nmlkj personal and academic integrity is a major focus of this institution Helping students develop a strong sense of nmlkj nmlkj nmlkj nmlkj nmlkj personal and academic integrity should be a major focus of this campus Having personal and academic integrity nmlkj nmlkj nmlkj nmlkj nmlkj (honesty, fairness, respect for others, and having a personal honor code) is emphasized by the campus community The judicial process for conduct violations nmlkj nmlkj nmlkj nmlkj nmlkj helps reinforce campus standards Students on this campus are academically nmlkj nmlkj nmlkj nmlkj nmlkj honest Students on this campus conduct themselves nmlkj nmlkj nmlkj nmlkj nmlkj with respect for others The amount of drinking on this campus nmlkj nmlkj nmlkj nmlkj nmlkj negatively affects the quality of the academic environment Students' improper interpersonal behavior on nmlkj nmlkj nmlkj nmlkj nmlkj this campus negatively affects the quality of the academic environment Students understand academic honesty nmlkj nmlkj nmlkj nmlkj nmlkj policies

Faculty understand academic honesty policies nmlkj nmlkj nmlkj nmlkj nmlkj Students know they are responsible for nmlkj nmlkj nmlkj nmlkj nmlkj personal and academic integrity Faculty support the academic honesty policies nmlkj nmlkj nmlkj nmlkj nmlkj of the campus Academic honesty policies on this campus help nmlkj nmlkj nmlkj nmlkj nmlkj stop cheating

14. Please rate your level of agreement with each statement.

Agree Disagree No basis Strongly agree Strongly Agree somewhat somewhat for judgment I came to college with a well developed sense nmlkj nmlkj nmlkj nmlkj nmlkj of personal and academic integrity I believe that I have gained a better nmlkj nmlkj nmlkj nmlkj nmlkj understanding about academic integrity since I have been in college I believe that I have gained an increased nmlkj nmlkj nmlkj nmlkj nmlkj sense of personal integrity since I have been in college

Page 7 PSRI -- Student

15. How often do the following occur?

No basis Frequently Occasionally Never for judgment Faculty reinforce academic honesty policies of the nmlkj nmlkj nmlkj nmlkj institution Formal course syllabi define academic dishonesty nmlkj nmlkj nmlkj nmlkj (including such issues as plagiarism, improper citation of internet sources, buying papers from others, cheating on assignments or tests) I have thought seriously about issues of academic nmlkj nmlkj nmlkj nmlkj integrity since I have been in college I have thought seriously about issues of personal nmlkj nmlkj nmlkj nmlkj conduct (drinking, vandalism, interpersonal behavior, internet piracy, etc.) since I have been in college I have had meaningful discussions about personal nmlkj nmlkj nmlkj nmlkj and academic integrity with others on this campus

16. What experiences at this campus have helped you strengthen your personal and academic integrity? Please describe 1-2 examples below.

Page 8 PSRI -- Student

Dimension: Contributing to a larger community (Page 4 of 7)

This dimension includes recognizing and acting on your responsibility to your campus community, the local community, and the wider society, both nationally and globally. It also includes contributing to the greater good.

17. Please rate your level of agreement with each statement.

Agree Disagree Strongly No basis Strongly agree somewhat somewhat disagree for judgment The importance of contributing to a larger nmlkj nmlkj nmlkj nmlkj nmlkj community is a major focus of this campus The importance of contributing to a larger nmlkj nmlkj nmlkj nmlkj nmlkj community should be a major focus of this campus Contributing to a larger community is a nmlkj nmlkj nmlkj nmlkj nmlkj responsibility that this campus values and promotes This campus actively promotes awareness of nmlkj nmlkj nmlkj nmlkj nmlkj U.S. social, political, and economic issues This campus actively promotes awareness of nmlkj nmlkj nmlkj nmlkj nmlkj global social, political, and economic issues I came to college aware of the importance of nmlkj nmlkj nmlkj nmlkj nmlkj contributing to the greater good through my community involvement This campus has helped me expand my own nmlkj nmlkj nmlkj nmlkj nmlkj awareness of the importance of being involved in the community and contributing to the greater good This campus provides opportunities to nmlkj nmlkj nmlkj nmlkj nmlkj participate in actions to make society better This campus has helped me learn the skills nmlkj nmlkj nmlkj nmlkj nmlkj necessary to effectively change society for the better My commitment to change society for the nmlkj nmlkj nmlkj nmlkj nmlkj better has grown during my time on campus

18. How often do the following occur on this campus?

No basis Frequently Occasionally Never for judgment Senior campus administrators publicly advocate the nmlkj nmlkj nmlkj nmlkj need for students to become active and involved citizens Faculty publicly advocate the need for students to nmlkj nmlkj nmlkj nmlkj become active and involved citizens Student affairs staff publicly advocate the need for nmlkj nmlkj nmlkj nmlkj students to become active and involved citizens Students here publicly advocate the need for other nmlkj nmlkj nmlkj nmlkj students to become active and involved citizens I participate in community-based projects that are nmlkj nmlkj nmlkj nmlkj officially connected to a course I participate in community-based projects that are nmlkj nmlkj nmlkj nmlkj not connected to a course I have meaningful discussions with other students nmlkj nmlkj nmlkj nmlkj about the need to contribute to the greater good

Page 9 PSRI -- Student

19. What experiences at this campus have helped you strengthen your sense of responsibility toward being involved in the community and contributing to the greater good? Please describe 1-2 examples below.

Dimension: Taking Seriously the Perspectives of Others (Page 5 of 7)

This dimension includes respecting the right of others to have different interpretations of the world. It includes the appreciation of well-founded opinions and perspectives that differ from your own, and understanding that engaging with varied and unique viewpoints is necessary for excellence in learning.

20. Please rate your level of agreement with each statement.

Agree Disagree Strongly No basis Strongly agree somewhat somewhat disagree for judgment Helping students recognize the importance of nmlkj nmlkj nmlkj nmlkj nmlkj taking seriously the perspectives of others is a major focus of this campus Helping students recognize the importance of nmlkj nmlkj nmlkj nmlkj nmlkj taking seriously the perspective of others should be a major focus of this campus This campus helps students understand the nmlkj nmlkj nmlkj nmlkj nmlkj connection between appreciating various opinions and perspectives and being a well- informed citizen It is “safe” to hold unpopular positions on this nmlkj nmlkj nmlkj nmlkj nmlkj campus Faculty teach about the importance of nmlkj nmlkj nmlkj nmlkj nmlkj considering diverse intellectual viewpoints Faculty help students think through new and nmlkj nmlkj nmlkj nmlkj nmlkj challenging ideas or perspectives Students are respectful of one another when nmlkj nmlkj nmlkj nmlkj nmlkj discussing controversial issues or perspectives This campus has high expectations for nmlkj nmlkj nmlkj nmlkj nmlkj students in terms of their ability to take seriously the perspectives of others, especially those with whom they disagree Students try to persuade others of their nmlkj nmlkj nmlkj nmlkj nmlkj opinion quickly when discussing controversial issues or perspectives

21. Please rate your level of agreement with each statement.

Agree Disagree Disagree No basis Strongly agree somewhat somewhat somewhat for judgment

Page 10 PSRI -- Student I respected perspectives different from my own nmlkj nmlkj nmlkj nmlkj nmlkj when I first came to college I have developed an increased ability to learn nmlkj nmlkj nmlkj nmlkj nmlkj from diverse perspectives during the time I have been in college I have developed an increased ability to nmlkj nmlkj nmlkj nmlkj nmlkj gather and thoughtfully use evidence to support my own ideas during the time I have been in college I have developed an increased ability during nmlkj nmlkj nmlkj nmlkj nmlkj college to understand the evidence, analysis, and perspectives of others, even when I disagree with them

22. How often do the following occur?

No basis Frequently Occasionally Never for judgment Out-of-class activities here help students explore nmlkj nmlkj nmlkj nmlkj diverse perspectives, cultures, and world views Senior campus administrators publicly advocate the nmlkj nmlkj nmlkj nmlkj need for students to respect perspectives different from their own Faculty publicly advocate the need for students to nmlkj nmlkj nmlkj nmlkj respect perspectives different from their own Student affairs staff members publicly advocate nmlkj nmlkj nmlkj nmlkj the need for students to respect perspectives different from their own Students here publicly advocate the need for other nmlkj nmlkj nmlkj nmlkj students to respect perspectives different from their own Classes on this campus encourage me to research nmlkj nmlkj nmlkj nmlkj ideas and explore controversial issues with various perspectives using evidence-based claims I reconsider my own perspective after listening to nmlkj nmlkj nmlkj nmlkj the views of others

23. What experiences at this campus have helped you further develop your ability to appreciate (but not necessarily agree with) the perspectives of others? Please describe 1-2 examples below.

Page 11 PSRI -- Student

Dimension: Refining Ethical and Moral Reasoning (Page 6 of 7)

This dimension includes developing one's own personal and social values and being able to express and act upon those values responsibly. It requires that one develop a mature sense of moral sensitivity, reasoning, and personal character, and that one be able to identify and evaluate moral dilemmas and act appropriately.

24. Please rate your level of agreement with each statement.

Agree Disagree Strongly No basis Strongly Agree somewhat somewhat disagree for judgment Helping students develop their own ethical and nmlkj nmlkj nmlkj nmlkj nmlkj moral reasoning is a major focus of this campus Helping students develop their own ethical and nmlkj nmlkj nmlkj nmlkj nmlkj moral reasoning should be a major focus of this campus This campus helps students develop their nmlkj nmlkj nmlkj nmlkj nmlkj ethical and moral reasoning capacities, including the ability to express and act upon personal values responsibly The importance of developing a personal nmlkj nmlkj nmlkj nmlkj nmlkj sense of ethical and moral reasoning is frequently communicated to students Students feel they can go to senior campus nmlkj nmlkj nmlkj nmlkj nmlkj administrators to discuss questions or concerns they have about their own ethical and moral thinking and the challenges they face Students feel they can go to faculty members nmlkj nmlkj nmlkj nmlkj nmlkj to discuss questions or concerns they have about their own ethical and moral thinking and the challenges they face Students feel they can go to student affairs nmlkj nmlkj nmlkj nmlkj nmlkj staff members to discuss questions or concerns they have about their own ethical and moral thinking and the challenges they face Students feel they can go to their peers to nmlkj nmlkj nmlkj nmlkj nmlkj discuss questions or concerns they have about their own ethical and moral thinking and the challenges they face

25. Please rate your level of agreement with each statement.

Agree Disagree Strongly No basis Strongly agree somewhat somewhat disagree for judgment I came to college with a well-developed nmlkj nmlkj nmlkj nmlkj nmlkj capacity for moral and ethical reasoning I have expanded my capacity for ethical and nmlkj nmlkj nmlkj nmlkj nmlkj moral reasoning since I have been in college Students feel "safe" to take stances on nmlkj nmlkj nmlkj nmlkj nmlkj important issues that differ from the official stance of the campus This campus provides opportunities for nmlkj nmlkj nmlkj nmlkj nmlkj students to develop their ethical and moral reasoning with academic work This campus provides opportunities for nmlkj nmlkj nmlkj nmlkj nmlkj students to develop their ethical and moral reasoning in their personal life

Page 12 PSRI -- Student Students are encouraged to take action to nmlkj nmlkj nmlkj nmlkj nmlkj promote a more moral and ethical world

26. How often do the following occur?

No basis Frequently Occasionally Never for judgment My courses provide opportunities for me to further nmlkj nmlkj nmlkj nmlkj develop my ethical and moral reasoning capacity There are opportunities outside the classroom to nmlkj nmlkj nmlkj nmlkj further develop my ethical and moral reasoning capacity Senior campus administrators take public stands nmlkj nmlkj nmlkj nmlkj on ethical and moral issues Faculty take public stands on ethical and moral nmlkj nmlkj nmlkj nmlkj issues Student affairs staff take public stands on ethical nmlkj nmlkj nmlkj nmlkj and moral issues Students take public stands on ethical and moral nmlkj nmlkj nmlkj nmlkj issues

27. What experiences at this campus have helped you further develop your capacity for ethical and moral reasoning? Please describe 1-2 examples below.

Page 13 PSRI -- Student

About you (Page 7 of 7)

To help place your answers to the previous questions in context, we have just a few more questions to ask about you and your background.

28. What is the highest level of education completed by either of your parents/guardians?

Parent/guardian

Level of education completed:

29. Current religious preference:

Current religious preference

Current religious preference

Other (please specify)

30. When thinking about religious faith, which statement best describes you?

nmlkj I am deeply religious / devout in both faith and practice nmlkj I consider my religious and practice regularly nmlkj I have faith, but it plays a modest role in my life nmlkj Religion has no role in my life

31. Please indicate:

nmlkj Male nmlkj Female

32. How old will you be on December 31st of this year?

nmlkj 18-24 nmlkj 25-30 nmlkj 31-40 nmlkj 41-50 nmlkj 51 or older

33. Please indicate your racial / ethnic background (Mark all that apply):

Page 14 PSRI -- Student gfedc White / Caucasian gfedc African American / Black gfedc American Indian / Alaska Native gfedc Asian American / Asian gfedc Native Hawaiian / Pacific Islander gfedc Mexican American / Chicano gfedc Puerto Rican gfedc Other Latino gfedc Other (please specify)

34. Are you a U.S. citizen?

nmlkj Yes nmlkj No

Thank You!

Thank you for taking the time to complete this survey. Your responses will help advance the Core Commitments Initiative on educating students for personal and social responsibility.

Page 15