step 5 geprc survey results - uwsp.edu b/b08 gep results of ste…mathematical sciences 10 military...

STEP 5 GEPRC SURVEY RESULTS

Faculty & TAS n

Art and Design 4

Anthropology 2

Biology 11

Business and Economics 6

Chemistry 7

Communication 8

Communicative Disorders 2

Computing and New Media Technologies 2

Education 8

English 18

Foreign Languages 4

Forestry 2

Geography and Geology 8

Health, Exercise Science, and Athletics 2

Health Promotion and Human Development 2

Health Science Professions 0

History 7

Human Dimensions of Natural Resource Management 3

Interior Architecture 3

Mathematical Sciences 10

Military Science 0

Music 5

Paper Science and Engineering 2

Philosophy 3

Physics and Astronomy 3

Political Science 4

Psychology 8

Religious Studies 2

Sociology 1

Soil and Waste Resources 0

Theater and Dance 3

Water Resources 1

Wildlife 1

Women's Studies 0

Other-Human Dimensions of Nat Resources 1

Other, please specify-Library 1

Total Faculty & TAS 144

Academic Staff (A & C) 28

Total Respondents by Department 172

Respondents by Department

approximate response rate 30%

Policy Analysis and Planning

Office of the Chancellor

March 2010


CATEGORY n

First Year Seminar 89

Written Communication 52

Experiential Learning 41

Interdisciplinary Studies 37

Humanities 33

Natural Sciences 29

Global Awareness 27

Environmental Responsibility 27

Social Sciences 26

Quantitative Literacy 25

Oral Communication 20

U.S. Diversity 20

Historical Perspectives 18

Arts 15

Wellness 3

Respondents Willing to Teach



March 2010


A & C Staff 17

English 11

Biology 6

Psychology 6

Education 5

Communication 4


History 4

Music 4

Chemistry 3


Philosophy 3



Foreign Language 2


Religious Studies 2

Anthropology 1

Communicative Disorders 1

CNMT 1

HPHD 1


Political Science 1

Wildllife 1

Library 1

89

FirstYearSeminar

17

11

6 6

5

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1 1 1 1 1

0

2

4

6

8

10

12

14

16

18A

& C

Sta

ff

En

glis

h

Bio

logy

Psycholo

gy

Education

Com

munic

ation

Geogra

phy a

nd G

eolo

gy

His

tory

Music

Chem

istr

y

Math

em

atical S

cie

nces

Ph

iloso

ph

y

Physic

s a

nd A

str

onom

y

Busin

ess a

nd E

conom

ics

Fore

ign L

anguage

Paper

Scie

nce a

nd E

ngin

eering

Relig

ious S

tudie

s

Anth

ropolo

gy

Co

mm

unic

ative

Dis

ord

ers

CN

MT

HP

HD

Inte

rior

Arc

hitectu

re

Polit

ical S

cie

nce

Wild

llife

Lib

rary

First Year Seminar

Total Responses: 89



March 2010


English 17

Biology 5

Chemistry 4

Communication 4

Psychology 4

History 3


Anthropology 1

Art and Design 1

CNMT 1

Education 1


HESA 1

Human Dimensions of Natural Resources 1



Political Science 1

Religious Studies 1

Sociology 1

Wildllife 1

52

WrittenCommunication

17

5

4 4 4

3

2

1 1 1 1 1 1 1 1 1 1 1 1 1

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18E

nglis

h

Bio

logy

Chem

istr

y

Com

munic

ation

Psycholo

gy

His

tory

Busin

ess a

nd E

conom

ics

Anth

ropolo

gy

Art

and D

esig

n

CN

MT

Education

Geogra

phy a

nd G

eolo

gy

HE

SA

Hum

an D

imensio

ns o

f N

atu

ral

Resourc

es

Math

em

atical S

cie

nces

Paper

Scie

nce a

nd E

ngin

eering

Polit

ical S

cie

nce

Relig

ious S

tudie

s

Socio

logy

Wild

llife

Written Communication

Total Responses: 52



March 2010


Communication 5

Biology 4

Chemistry 4

Education 2

English 1


Music 1


Wildllife 1

OralCommunication

5

4 4

2

1 1 1 1 1

0

1

2

3

4

5

6

Com

munic

ation

Bio

logy

Ch

em

istr

y

Education

Englis

h

Hum

an D

imensio

ns o

f N

atu

ral R

esourc

es

Music

Paper

Scie

nce a

nd E

ngin

eering

Wild

llife

Oral Communication

Total Responses: 20



March 2010



Chemistry 5

Biology 3

Psychology 2

Communication 1

CNMT 1


HPHD 1


Political Science 1

Water Resources 1

QuantitativeLiteracy

8

5

3

2

1 1 1 1 1 1 1

0

1

2

3

4

5

6

7

8

9

Math

em

atical S

cie

nces

Chem

istr

y

Bio

logy

Psycholo

gy

Com

munic

ation

CN

MT

Ge

og

rap

hy a

nd G

eolo

gy

HP

HD

Physic

s a

nd A

str

onom

y

Po

litic

al S

cie

nce

Wa

ter

Re

so

urc

es

Quantitative Literacy

Total Responses: 25



March 2010


Wellness

HPHD 2

Philosophy 1

2

1

0

1

2

3

HP

HD

Philo

sophy

Wellness

Total Responses: 3



March 2010


Music 5

English 4

ArtandDesign 3

Communication 1

History 1

InteriorArchitecture 1

Arts

5

4

3

1 1 1

0

1

2

3

4

5

6

Music

Englis

h

Art

andD

esig

n

Co

mm

unic

atio

n

His

tory

Inte

riorA

rchitectu

re

Arts

Total Responses: 15



March 2010


English 17

History 4

Philosophy 3

Communication 2

Foreign Language 2

Religious Studies 2

Art and Design 1


Political Science 1

Humanities

17

4

3

2 2 2

1 1 1

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

Englis

h

His

tory

Philo

sophy

Co

mm

unic

atio

n

Fore

ign L

anguage

Relig

ious S

tudie

s

Art

and D

esig

n

Inte

rior

Arc

hitectu

re

Polit

ical S

cie

nce

Humanities

Total Responses: 33



March 2010


History 7

Communication 3

English 2

Art and Design 1

Foreign Languages 1


Philosophy 1

Political Science 1

Religious Studies 1

Historical Perspectives

7

3

2

1 1 1 1 1 1

0

1

2

3

4

5

6

7

8

His

tory

Com

munic

ation

Englis

h

Art

and

De

sig

n

Fo

reig

n L

an

gu

ag

es

Inte

rio

r A

rch

ite

ctu

re

Philo

sophy

Polit

ical S

cie

nce

Relig

ious S

tudie

s

Historical Perspectives

Total Responses: 18



March 2010


Psychology 6

Political Science 4


Anthropology 2

Communication 2

Education 2


History 2

HPHD 1


Sociology 1

Social Sciences

6

4

3

2 2 2 2 2

1 1 1

0

1

2

3

4

5

6

7

Psycholo

gy

Polit

ical S

cie

nce

Busin

ess a

nd E

conom

ics

Anth

ropolo

gy

Com

munic

ation

Education

Ge

ogra

phy a

nd G

eolo

gy

His

tory

HP

HD

Hum

an D

imensio

ns o

f N

atu

ral R

esourc

es

Socio

logy

Social Sciences

Total Responses: 26



March 2010


Biology 9

Chemistry 6



Anthropology 1

CNMT 1

Education 1



Natural Sciences

9

6 6

3

1 1 1 1 1

0

1

2

3

4

5

6

7

8

9

10

Bio

logy

Chem

istr

y

Ge

og

rap

hy a

nd G

eolo

gy

Physic

s a

nd A

str

onom

y

Anth

ropolo

gy

CN

MT

Education

Hum

an D

imensio

ns o

f N

atu

ral R

esourc

es

Math

em

atical S

cie

nces

Natural Sciences

Total Responses: 29



March 2010


English 6

Communication 5

Foreign Language 3


Education 2


History 2


Philosophy 2

Psychology 2

Anthropology 1

Art and Design 1

Biology 1


CNMT 1

HESA 1

Music 1

Religious Studies 1

Interdisciplinary Studies

6

5

3 3

2 2 2 2 2 2

1 1 1 1 1 1 1 1

0

1

2

3

4

5

6

7E

nglis

h

Com

munic

ation

Fore

ign L

anguage

Math

em

atical S

cie

nces

Education

Ge

ogra

phy a

nd G

eolo

gy

His

tory

Inte

rior

Arc

hitectu

re

Philo

sophy

Psycholo

gy

Anth

ropolo

gy

Art

and D

esig

n

Bio

logy

Busin

ess a

nd E

conom

ics

CN

MT

HE

SA

Mu

sic

Re

ligio

us S

tud

ies

Interdisciplinary Studies

Total Responses: 37



March 2010


A & C Staff 15

English 3


Communication 2

Education 2


Anthropology 1

Biology 1


Chemistry 1

CNMT 1

Foreign Language 1

HESA 1

HPHD 1



Philosophy 1

Political Science 1

Psychology 1

Wildllife 1

Experiential Learning

15

3 3

2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

A &

C S

taff

Englis

h

Geogra

phy a

nd G

eolo

gy

Com

munic

ation

Education

Math

em

atical S

cie

nces

Anth

ropolo

gy

Bio

logy

Busin

ess a

nd E

conom

ics

Chem

istr

y

CN

MT

Fore

ign L

anguage

HE

SA

HP

HD

Hu

ma

n D

ime

nsio

ns o

f N

atu

ral R

eso

urc

es

Pa

pe

r S

cie

nce

and

En

gin

ee

ring

Ph

iloso

ph

y

Polit

ical S

cie

nce

Psycholo

gy

Wild

llife

Experiential Learning

Total Responses: 41



March 2010


English 4

History 4


Communication 2

Foreign Language 2


Anthropology 1

Art and Design 1

Biology 1

Chemistry 1

Education 1

Forestry 1

HPHD 1


Political Science 1

Religious Studies 1

Sociology 1

Global Awareness

4 4

2 2 2 2

1 1 1 1 1 1 1 1 1 1 1

0

1

2

3

4

5

Englis

h

His

tory

Busin

ess a

nd E

conom

ics

Com

munic

ation

Fore

ign L

anguage

Geogra

phy a

nd G

eolo

gy

Anth

ropolo

gy

Art

and D

esig

n

Bio

logy

Chem

istr

y

Ed

uca

tio

n

Fore

str

y

HP

HD

Inte

rior

Arc

hitectu

re

Po

litic

al S

cie

nce

Relig

ious S

tudie

s

So

cio

logy

Global Awareness

Total Respondents: 27



March 2010


English 4

History 3

Political Science 3


Religious Studies 2




Philosophy 1

Psychology 1

Sociology 1

U.S. Diversity

4

3 3

2 2

1 1 1 1 1 1

0

1

2

3

4

5

Englis

h

His

tory

Polit

ical S

cie

nce

Inte

rior

Arc

hitectu

re

Relig

ious S

tudie

s

Busin

ess a

nd E

conom

ics

Hum

an D

imensio

ns o

f N

atu

ral R

esourc

es

Math

em

atical S

cie

nces

Philo

sophy

Psycholo

gy

Socio

logy

U.S. Diversity




March 2010


Chemistry 4


Biology 3



Anthropology 1


Communication 1

Education 1

English 1

Forestry 1

History 1


Philosophy 1


Political Science 1

Water Resources 1

Environmental Responsibility

4 4

3

2 2

1 1 1 1 1 1 1 1 1 1 1 1

0

1

2

3

4

5C

hem

istr

y

Ge

ogra

phy a

nd G

eolo

gy

Bio

logy

Hum

an D

imensio

ns o

f N

atu

ral R

esourc

es

Inte

rior

Arc

hitectu

re

An

thro

polo

gy

Bu

sin

ess a

nd E

co

no

mic

s

Com

munic

ation

Education

Englis

h

Fo

restr

y

His

tory

Paper

Scie

nce a

nd E

ngin

eering

Philo

sophy

Ph

ysic

s a

nd

Astr

on

om

y

Polit

ical S

cie

nce

Wate

r R

esourc

es

Environmental Responsibility




March 2010


DEPARTMENT QUESTION 5 QUESTION 6

Anthropology All courses should be defined by thier relationship to the

stated learning outcomes for the GDR designation. Rather

than just a form that recapitulates the course, syllabi should

be required for courses when they are considered for new

GDR designation. Substantial changes to syllabi should

require resubmission.WHY CAN I ONLY SELECT 5 FOR

#4? I had to make choices about things I already teach...

FYE, experiential learning

Demonstrable topical focus for a substantial percentage of

the course; Historical and Writing should involve lots of

writing, but much more flexibly defined than the current WE

GDR; Any course that clearly qualifies for a given topical

GDR should have that designation, including golden bullet

courses.

Given departmental demands, the only Gen Ed

courses I'll be offering will be topics already in our

curriculum that qualify topically or organizationally

(Writing).

Inter-relationship to the specific outcome(s)Structure of the

course(s)Qualification/passion of instructor(s)In many ways,

the second item nay be most important, as courses might

be best served by being built backwards (or retrofitted) from

the learning outcomes.

First Year Seminar - This won't be effective without

effective and intensive training. I believe this would

work best as small group training, to allow faculty to

feed off of one another.I wanted to add comments to

box 7, but the form won't allow me to do so, so here

goes: I have some interest, but hesitate to throw my

hat fully into the ring until I see how these seminars

take shape.With the exception of the First Year Seminar, or the

explicitly interdisciplinary categories, instructors should be

qualified in a discipline falling within any one category.

Art and Design



March 2010



Pre-requisites How to convince UWSP administration that to teach

an effective GEP course that includes written, oral,

quantitative, and experiential learning I will need to

teach an overall load less than 24 contact hours.

Items like those listed as equmples are clearly important,

but the most important aspect will be in identifying what

learning objectives the course meets. I would need to know

the learning objectives first.

Being new to the university, I need more information

about how this will impact our ability to offer upper

division majors courses without an increase in

academic faculty/staff.

Instructor ability to meet students where they are (connect)

and help them move to where they need to be, enrollment

caps are vital (small groups vital for 1st year seminar)

---

I would recommend enrollment caps for written

communication courses--preferably no more than 20

students. It might also be good to require Freshman

English as a pre-requisite. Also, first-year experience

courses should ideally be small--is this

possible?Questions:How much writing in a written

communication course? Would it be possible for existing

courses to fit into one of those categories (if the criteria

were met)?

I would want some additional training prior to teaching

a First Year Experience course. Also, I would not

want to teach such a course if I were still expected to

teach my full teaching load in addition. I will put my

email on the list--but I hope this does not commit me

to teaching the course. I would like to know more

before I commit.

Biology



March 2010



class size

Enrollment caps. Less is always better! Web based instruction.

The first year seminar will need some definition

depending on how it is structured. Will this be team

taught for example. Are you looking for instructors

from a variety of programs or will these be covered by

a small number of programs in the COLS? How will

faculty and departments be compensated for their

involvement in first year seminar?

Biology



March 2010



Definitely first year studies. I think that most faculty

would need training to meet the outcomes as listed.

Individuals who have obtained Ph.D. level typically

were not the ones who struggled with study skills.

The level of knowlege of UWSP services would need

to be clarified and most likely trained as well in my

opinion. Given these comments I would also like to

say that I have very little interest in teaching a first

year seminar course and hope that I will never have

to do so.Whether the can achieve the learning objectives/outcomes. None.

First year seminar - I would be very comfortable

leading this class and have some great ideas for the

academic contact. However, I don't really have the

training to teach study skills, time management, co-

curricular activities, support services, career planning,

etc.

Instructor qualifications which place an equal value on

practical experience as placed on research based

experience. Ability of instructor to communicate to the

students what the relevancy of the course is now and in

the future.

Integrating technology through D2L -- which I am

working on.

Business and

Economics



March 2010



The instructors must show the the General Education

learning outcomes will be addressed, evalauted and

accessed in the approved course.

The first year seminar will require training and money

and time. It should not be offerd if the University is

unwilling to put resources into this program.

balance of topics within course Not sure at this time.

I feel the most important factors would be pre-reqs. None.

Instructor qualifications, instructor desire None

Chemistry



March 2010



Each course needs to explicitly address the learning

outcomes for the GDR category. Instructors (or

departments) must provide clear evidence per that this will

occur. After initial approval, GDR courses need to be

reviewed periodically by someone(or some committee) to

insure that the learning outcomes continue to be addressed.

My concern with the current GDR program is that certain

courses are not addressing the GDR area that they are

supposed to be addressing. I am also concerned about the

academic rigor of some GDR courses. I am concerned that

three chemistry instructors may decide to teach a freshman

seminar in a given semester. How will the department

replace those instructors? It is very difficult to find chemistry

adjuncts in Central Wisconsin. I have many questions

about the logistics associated with the new GDR program. I

am also curious about what additional requirements will

arise for a B.A. and B.S. degree. I assume additional

requirements will be built onto the GDR requirements for

these degrees.

I would need to spend some time developing a

natural science course that satisfies the

environmental responsibility GDR. I believe our

current chemistry GDR courses could easily be

adapted to address the learning outcomes for the

natural science and quantitative literacy areas of the

new GDR program.

It seems course learning outcomes should

parallel/enhance/include general education outcomes - and

that there ought to be embedded assessment in the course

to show students are meeting those outcomes. There

should be periodic review of the course to insure that it

continues to meet the established (or evolving) gen ed

outcomes - and the course ought to adapt and evolve

according to the results of the assessment. Seems like a lot

of work.

I think effective embedded assessment of gen ed and

course outcomes is one (of many) tricky issues.

Chemistry



March 2010



Appropriate learning outcomes and assessment of those

are the most important factors. Instructor qualifications and

enrollment caps could also be used, but they are

secondary.

Perhaps some training in historical method.It's a little

difficult to tell if I would qualify to offer courses in GEP

without knowing what the criteria are. What, for

instance, is happening to WE? How difficult is it going

to be to meet GEP requirements in committee

(assuming that there will be an equivalent to the

current GDR subcommittee)? Right now, I'm not

seeing enough information on where things

might/could go.

Do course outcomes tie into the Gen Ed outcomes

Definitely instructor qualifications. Yes, a person might be

able on paper to meet learning outcomes as defined by the

gen ed committee, but a person must also be able to

demonstrate they have the qualifications to teach in the

area they are proposing. Otherwise, a person in history

who also speaks Spanish could propose a language course.

Equally, a person in the sciences might propose a history of

science class, but are they qualified and experienced in

how to conduct historical research and/or teach history?

I believe the entire campus needs further instruction

on the nature and importance of learning outcomes

as well as how to conduct assessment of learning.

The amount and type of oral presentation, along with visual

literacy. A limited enrollment (approximately 20), so as to

allow for 5-6 presentations. The use of video recording for

self-assessment, as well as student and instrutor feedback.

Instructional background in oral communication skills.

The outcomes for oral communication do not actually

require students to speak (?) They are supposed to be able

to describe a good speech, compose a good speech, and

critique speeches. Outcome two should be change to read,

Compose AND DELIVER an articulate, ...

I need additional TIME!

Communication



March 2010



Communication university writing exam; enrollment caps for writing courses

Communicative

Disorders

Instructor qualification and if the student has declared

COMD as a major,

First year seminar- basically what the content would

be for this course.

Intended Learning Outcomes and their connection to

broader mission of the department. Instructor qualifications

and enrollment caps may be of varying concern depending

upon the general education course. For example, I would

expect written communication to have similar issues with

WE, were enrollment cap is an extremely important

concern.

Largely, would need to understand what other

departments were considering, and how to coordinate

efforts so that this is a system that is relatively easy

for students to navigate.

Instructor qualificationEnrollment capsCourse

contentsCourse objectives

CNMT



March 2010



Instructor enthusiasm and qualifications for teaching general

education coursesMatch between the course and Gen. Ed.

learning outcomes.Integration of multiple Gen Ed areas into

the course

Needs of freshmen/incoming students--all my

teaching has been at the Senior level.

Instructor demonstrates current knowledge AND teaching

skill (including content knowledge, engaging instruction

practice, and assessment knowledge) and PASSION.

Students will demonstrate successful strategies that will

facilitate successful acquisition of knowledge, completion of

courses, and investment in the UWSP community.

Ethical and professional responsiblities and standards

relative to acceptable behavior at UWSP.

Instructor qualifications, relevant/meaningful curriculum. Any instructor teaching a new Gen. Ed. course should

have knowledge about learning styles.

out of classroom application of knowledge opportunities,

small and large group class design

Connection to and complement to University mission and

goals. Ability of the course to encourage critital thinking and

global perspective. Instructor qualifications and

references.....Freshman seminar should be taught by our

best professors.

I would need a better understanding of the current

millenial student: their world view, their modes of

learning, their worries, their hopes, the jobs they are

preparing for etc.

Education



March 2010



Instructor qualifications should be number one, I believe. More help with D2L.

instructor qualifications, course objectives, assignments

(kinds and amounts)

These are the things which should be considered in

approving courses: course syllabi, instructor

appropriateness, instructor's statement of planned learning

outcomes for the class

All classes which focus on improving written communication

should have enrollment caps. Instructors should not teach

more than four sections of writing intensive classes.

Departmental/College approval, as appropriate (e.g. written

communication courses approved by English department;

oral communication by Communications; etc.).Criteria

should be based upon experience with learning outcomes

and past course offerings and/or professional training.

English



March 2010



Instructor qualifications and enrollment caps are important

for ensuring quality and expertise for the GE program

1. Instructor qualifications.2. Subject matter, readings,

assignments and grading/feedback processes are

appropriate to the relevant learning outcomes.

To teach the First Year Seminar, I would need more

(condensed, organized, easily accessible) information

about some of the programs, resources and services

at UWSP, especially as they relate to helping

students plan their education.

Although I have no desire to teach the first year experience,

I think that instructors of the seminar should have at least a

masters degree in just about anything, and some

experience teaching at the post-secondary level.

Instructor qualifications are important. Departments have

done a good job offering GE courses in terms of quality and

variety. Flexibility, however, is warranted, and departments

can work with an GE Committee concerning issues about

qualifications. Enrollment caps will important for some GE

courses--e.g., first year seminar, freshman English,

communication in the major--since high enrollments will

undermine the learning outcomes of these courses.

Instructor discipline/qualifications, course content No--I identified those which would be specific to my

discipline

English



March 2010



Teachers of written communication should have at least a

masters degree in a writing-related field such as English,

rhetoric, or language study of some sort.Teachers of

humanities courses should have at least a masters degree

in the subject of instruction.

Whoever teaches the first year seminar should also

have a masters degree as a minimal requirement, but

it seems as if the degree could be in just about

anything. Training should be a requirement of

anyone who teaches it and close oversight to make

sure that the content of the course matches the

goals. Since much of the content has to do with

study skills and understanding academe, maybe the

course would need to be team taught with someone

who knows about study skills, for example.

clarity of syllabus team learning

English



March 2010



English Instructor and course criteria: I think this depends to some

extent on which categories of courses we're talking about.

The purpose of the 'Investigations' level is in part to give

students some basic awareness of the different disciplines

and how they investigate and construct knowledge. That's

clear in the overall learning outcomes and explicit in some

of the specific ones (e.g. for history, social science, and

natural science). The outcomes for arts and humanities still

have room for improvement in this respect, in my opinion,

but the intent is clear: these requirements are to teach

students the disciplines in question. Therefore, it's

important for those courses to be taught in those disciplines,

by people with appropriate expertise. There are rumors

afoot that we are considering the possibility of letting

anyone who wants to offer courses in these areas, but I

think that would be a mistake. I (as a humanist with a good

general education) can probably teach students some

things about science, maybe even enough to achieve the

learning goals. But that would not be as good a course (or

as smart a use of our resources!) as one taught by a

scientist. It would be appropriate to allow a mechanism to

FYS, Interdisciplinary Studies



March 2010



instructor qualifications Earning an appropriate graduate degree should

provide the preparation necessary for teaching

general education classes. Many would question

whether short-term workshops or summer classes

could provide adequate depth.

Please see comments submitted by the English

Department.

See comments submitted by the English

Department.I would also like to know who will fund

the First Year Seminar. Yes the Provost/Interim

Chancellor has assured funds, but for how long? Will

the obligation to support these seminars be gradually

returned to departments or colleges?

English



March 2010



Instructor qualification together with syllabus approval (if this

is possible)

I think all faculty would need additional training to

teach a First Year Seminar. I think there will be many

faculty who cannot teach them due to demands within

their own departments and that this may result in

many taught by staff and adjuncts which is not ideal

first year experience: enrollment caps for first year

experience, instructor must be trained in student-centered

learning instead of traditional lecture styleglobal awareness:

instructor qualification for the global awareness must

include proper academic training. instructors in this area

should have at least some graduate level coursework if not

areas of their research in a field relevant to understanding

global awareness. Having been on vacation in Cancun

should not be enough!

first year experience

Foreign Languages



March 2010



instructor qualifications, content, enrollment caps

I will comment only a little on the first year seminar since I

do not believe I have much knowledge on that topic (see #6

below). The most important goal of a first year seminar is to

orient the student toward performing well academically and

completing a degree program in a timely manner. A course

that helps students learn about academic standards, proper

research techniques and information resources should work

as a seminar.The Humanities: students need to get a sense

of the relevance of the humanities (that is, visual arts,

literature and the rest) for the contemporary world and in the

past. Students should be able to interpret not only a lone

work of art, but be able to talk about it in its historical

context.Historical perspectives: That's why I believe

humanities and historical perspectives courses are closely

related. Understanding history requires certain interprative

abilities and these need to be fostered in both

courses.Interdisciplinary studies: So long as a course is

interdisciplinary in the most basic sense (it combines more

than one field - preferably fields typically thought to be only

distantly related if at all related) it should be accredited. This

could work well in foreign language courses since working

I would not know how to run a first year seminar,

though I am interested in doing so. I would need

training here.

Foreign Languages



March 2010



pre-requisites for upper division courses

Keep turf out of the formula. It may be more important to

define the qualifications of an instructor to design and teach

a course. Our past system allowed approval of courses by

faculty who had no training or experience in the areas in

which they were trying to ofer a course. Other faculty a

courses were precluded because they were not in the right

department or College. This must stop.

Depends on which areas I consider teaching in.

Forestry



March 2010



There is always a trade-off between course enrollment and

the strategies that are available for assessing student

learning. I don't see how the new GEP will be an

improvement over the exising GDR in that respect. We will

still need to have large introductory courses, although I

personally believe that one course with 25 students is more

valuable than two courses with 120 students.

instructor qualifications, content

see #3 above (Since natural sciences have been relegated

to three measly credits, I'm not sure I really see the point)

match with institutional mission and vision; precedents in

practice for comparison and consideration

First Year Seminar

Criteria for approval will obviously be based on the

committee's ability to judge the competency of the instructor

and content of the course in meeting the outcomes. Hence

it is necessary to have sufficient representation of the areas

above on the committee to adequately judge competency

and content. The committee needs to provide a clear set of

guidelines/rubric for faculty to follow when applying for

approval.

Instructor scholarship and contribution toward current

relevant disciplinary pedagogical trends. Instructor

excellence in education aligned toward identified priorities

established by the discipline. Emphasis on development of

critical thinking, writing skills, and student projects.

Means to integrate e-learning with traditional

classroom practices

NOT constructing criteria that limit outcomes to a specific

dept or program.

Geography and

Geology



March 2010



if the GERC group wants to infuse wellness into all

aspects across the gen eds as stated, you will need

to train the faculty into what wellness actually is.

You will be surprised at the lack of knowledge in the

academy.

Communication in the major courses should continue to be

capped at 18. I also believe that this should be true for

experiential learning. I do think that experiential learning

could be part of the major requirements - for example we do

a lot of outside community work in our program and this

would fit great with this requirement. I am hoping it is does

not have to be a GDR requirement outside of the major

courses. I am not quite sure by the descriptions I read how

the interdisciplinary studies courses are going to work so I

don't know if I can offer any feedback for this area.

For written communication - I would like to do this

within the major and I have had the training to do so.

HESA



March 2010



This is not clear to me. How would an enrollment cap help

identify whether a course meets the learning outcomes?

Maybe it's because I'm not an administrator so I don't know

everything that must be assessed in this process. However

from an instructional standpoint the proof is in the

assessment methods employed in the courses

(assignments, rubrics, exams, etc.) to evaluate student

acquisition of the knowledge, understanding of the concept,

and/or mastery of the skill. Regarding another one of the

examples listed in parentheses, 'instructor qualifications'

cannot be assessed easily by some outside review

committee. For example, excellent algebra skills do NOT

require a degree in mathematics, so how would you assess

an instructor's 'qualifications' to teach applied math? Based

on what I've seen my students do in the classroom, they still

cannot perform basic mathematics for real life even though

they've been through some college math courses.

First year experience

enrollment caps

HPHD



March 2010



Health Science

Professions NO REPONSES

Instructor qualifications is critical. Enrollment in freshman

experience extremely important for managing teaching load.

None.

Instructor qualifications & clarity of course proposal in its

relationship to the learning outcomes.

Continued professional development in global issues.

Instructor qualifications Additional training is used too often as a quick fix. It

can and will interfere with the quality of the offerings.

The most important factor in defining the criteria for teaching

historical perspectives is instructor qualifications.

I think there should be a set of expectations for the

Freshman Seminar that allow for the diversity of

disciplines being taught while creating a common

experience in terms of workload and learning

outcomes.

Instructor qualifications; requirement that ALL faculty

members of a department teach these courses; size of

enrollment.

All of them

instructor qualifications educational technologies

Courses that are categorized under historical perspectives

should be held to the intended learning outcomes listed in

step 4-c. Ideally, instructors should be trained as historians.

Workshops on teaching first year seminars would be

very helpful.

real-life relevance, focus on major

instructor qualifications

History

Human Dimensions of

Natural Resource



March 2010



enrollment caps to allow for adequate student/instructor

interaction

Incorporating student groups or teams as integral part

of teaching/learning environment

Enrollment caps need to be compliant with the type of

course content. Instructor qualifications must meet the

minimum standards set for the discipline through which the

course is offered; for an example, typically a professional

Master's degree (M.F.A or M. Arch) or Ph.D. for an interior

architecture-related Gen Ed course.

Interdisciplinary Studies, Environmental

Responsibility, and First Year Seminar

Instructor qualificationsAccess to relevant resources

First Year Seminar -- accessibility of the materialOther

criteria -- talk with various departments...

A one-day workshop sort of thing would be helpful for

those who will teach the First Year Seminar.

Otherwise, I'm good.

The word 'Quantitative' requires mathematical content and

prerequisites. The language of Quantitative Literacy is

algebra. No course should count for Quantitative Literacy

which does not have an algebra prerequisite.

Instructor qualifications and enrollment caps seem

important, but I don't know what else.

Some sort of advising training to advise students

about how to complete the new Gen Ed

requirements. (For example, test-out options: Will

Math majors be taking the same quantitative literacy

foundation courses that students in all majors take?

Will all English majors take the same foundation-level

writing courses that students in all majors take?)If I

ever teach a first year seminar, I would need training

in that. I would not choose to do that right away, but

possibly I would consider it someday.

Instructor qualifications, and keeping low enrollment Get a training how to teach other disciplines , for

example ,physics , biology, besides mathematics

which is my expertise area.

instructor qualifications, check comparable courses offered

at other UW campuses

Interior Architecture

Mathematical

Sciences



March 2010



Military Science NO REPONSES

Broad based curriculum including more arts and humanities.

instructor qualifications

First-year seminar-enrollment caps, liberal arts perspective First-year seminar in order to have consistency at

some level across campus.

1) Making connections between the discipline being taught

and a more general application of those concepts to a

diverse group of students.2) Applying these skills to

facilitate creativity of thought and problem solving in

universally encountered scenarios. 3) To allow our students

to fully understand the following credo: Our purpose is to

awaken ourselves and others from the illusion of

separateness - Thich Nhat Hahn

instructors must demonstrate how they will assess the

learning outcomes before their course(s) can be approved

none

I think we need to put our best instructors in the First Year

Seminar to help establish a strong bond with our students to

increase retention. However, we will need a lot of sections

so we need to make the First Year Seminar open to a broad

range of faculty/staff

I will need training to offer a First Year Seminar

especially for the study skills, critical thinking

methodology, and campus programs.

Music

Paper Science and

Engineering



March 2010



That the course learning outcomes ALIGN with the GEP

Learning Outcomes.That the course is DESIGNED FOR

GENERAL EDUCATION (not simply a course for the major

that, as an afterthought, is offered as a gened course).That

the course focuses on STUDENT LEARNING (not

delivery/input provided by instructor).

First year seminar.

instructor qualifications (including method of training and

fields of research), enrollment caps for the first year seminar

First Year Seminar

Primary, for me, is an indication that the courses will meet

the learning outcomes for that general education area

coupled with an assessment plan to determine the extent to

which the learning outcomes are met. All of this will

probably be apparent from the syllabus of the course or

other ancillary documentation.The FYS should probably

have relatively low enrollment cap and there should be

some in house training for instructors who want to teach an

FYS - something along the lines of what we currently

provide for WE instructors.

The FYS should have additional training provided to

instructors. I would certainly like some guidance

about how to teach students study skills and so on.

Philosophy



March 2010



I think the instructor must be qualified, but also willing to

teach toward the learning outcomes. This means that any

instructor who wants to teach the GenEd course must be

willing to provide data at the end of the semester that shows

the students are successfully gaining the skills and

knowledge stipulated in the learning outcomes.

None.

First Year Experience - study skills and other

introductory campus skills to make the course

complete.

Quantitative Literacy: Use of math and mathematical

relationships to analyze problems. Natural Science: The

current requirements for Natural Science designation would

still be appropriate in the new system.Environmental

Responsibility: This seems to fit into the same niche as the

current Environmental Literacy category. Any course

should be able to identify different factors that affect the

environment, evaluate the importance of various factors,

and relate these factors to society.

I would want a clearer idea of the structure of the First

Year Seminar.

Physics and

Astronomy



March 2010



There are two areas that I see as critical to success:

instructor-student interaction and small class sizes. These

are related. If we are trying to get our students to learn how

to learn, which is a basic idea of liberal education, then we

need to set high expectations and help students understand

the learning process by engaging with professional learners

(instructors).

I need assistance with non-lecture based teaching.

SRS technology has helped, but it can only get the

students' attention. There's still the matter of getting

the students to do the necessary work to enter into a

productive discussion (see previous note on setting

high expectations).

Academic discipline of course and training of instruction.

For example, a social science course should only be taught

by root social science discipline faculty. Courses offered

for general education should be broader courses that are

closer to a survey course than a narrow treatment.

None in the areas named.

Connection between course subject matter and learning

outcomes in a particular area of the new general education

scheme.

Political Science



March 2010



Instructor qualifications, with focused study in the area prior

to teaching

First year seminar -I don't even know what is included in this

type of a seminarWritten communication -I think we need to

take a lesson from our WE problem. Criteria should include

some detail on writing expectations but should be flexible

enough so as to not place a significantly higher workload on

faculty. A 20 student limit on class size is good, but what

we condsider written communication should be more flexible

than it is now. The common issue with WE now is that the

commitee that reviews these applications expect a large

amount of writing which discourages faculty from offering

these classes.

What is included in a first year seminar?

Instructor qualifications, instructor interest, whether there

are funded resources on campus to help assist in the

creation and delivery of such a course (e.g., experiential

learning through CASE)

First-year seminar

Courses must clearly specific which learning outcomes they

directly target. Instructors must demonstrate how they would

assess these outcomes. These criteria need to be primary

in selecting courses.

Faculty have to be given course credit for interdisciplinary

courses. This has been a real stumbling block in the past.

I'd like to see real coordination for any first year

seminar.

Ability to offer the course (Do we have enough faculty to

teach it?)

I feel I would need more education about the goals of

the Gen Ed program.

I'm inclined to believe that the first-year seminar should be

small to be taught most effectively.

I think some kind of training would be helpful for the

first-year seminar. Is there data on best practices for

this type of course? A workshop program would be

helpful.

Psychology



March 2010



Religious Studies Instructors should be vetted by departments, not by a

faculty committee.Enrollment caps should be as low as

possible to further our goal of personalized liberal arts

education. Avoid double sections.There should be no

prerequisits for investigation level courses. It may be OK to

have one course as a prerequisite for some of the

integration level coruses.

I am ready to teach in any of these areas, except that

I will need to learn more about the requirements for

1st year seminars

Sociology Pre-requisite courses First year seminar instruction--would like information

on the underlying philosophy, data on what teaching

methods, and types of learning activities have an

impact on students gaining something from it.

Soil and Waste

Resources NO REPONSES

Theater and Dance NO REPONSES

Water Resources instructor qualificationcourses have some minimum rigor

associated with them minimum workload requirements

(readings, assignments, etc)

assessment to demonstrate learner outcomes are

met



March 2010



Wildlife Recognizing potential careers in the fieldDemonstrating

effective oral and writen communication Collaborating as

part of a team

How to communicate the first year experience

Women's Studies NO REPONSES

(Other) Human

Dimensions of Natural

Resources -

Environmental

Education

Environmental Responsibility - instructor qualifications and

knowledge of environmental responsibility and sustainability

concepts

(Other) Library Are all applicable learning outcomes in the new Gen Ed

program sufficiently addressed in the course

proposals?Note pertaining to the previous question: Please

ignore the check mark for question 4. Our (the Library

faculty's) intention was to leave all boxes unchecked, but

the system would not accept our survey input unless at least

one of the boxes is checked.

None.



March 2010

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