ࡱ> { Y_bjbjzz 4RYWZZZZZnnnn|Tn.f>(ffffUUU]._._._._._._.$D026.ZUUUUU.ZZff. UZfZf]. U]. f\!7 I..0. ,3 ,3 P ,3Z.4UU UUUUU.. UUU.UUUU,3UUUUUUUUU : 1. Please self-identify your faculty statusAnsweredQuestion69SkippedQuestion0ResponsePercentResponseCountAdjunct7.2%5Full time92.8%64 2. Overall, the 鶹ӰԺ General Education Curriculum needs:AnsweredQuestion54SkippedQuestion15ResponsePercentResponseCountNo changes18.5%10Minor changes63.0%34Large-scale changes18.5%10Comments HYPERLINK "http://www.surveymonkey.com/MySurvey_Responses.aspx?sm=BRzNr1Df8kbWQDJSl7HiU%2bHmAEr0v224mSi9Ptyawdg%3d" 14Need ways to strengthen English and math skills. Consistency in the courser offerings and a reduction in total options due to current budget restrictions Scrap it because it is the most useless junk I have ever seen Would like to match up the descriptions, etc to match the other universities to make it easier to articulate classes. I only say that because I believe everything can be changed now and then but I honestly do not know. I feel that nursing students come to our program without adequate information regarding APA and also need to be more prepared in problem solving. Most know MLA, but not APA. Otherwise, I think the requirements are within standards. I think the basic structure is fine, but as with all courses of study things should be "refreshed" from time to time to ensure relevancy and currency. We have a good structure in place, but we're not using it to our, and our students', advantage. Include new courses that have been developed. Need to be more clear to the average student A programmed approach to insure students are getting the information in a timely manner, rather than key classes being taken at the end of academic careers. It needs to be simplified with fewer subcategories or none at all We need to compete with the online courses offered at other colleges. I'm not sure students are truly leaving 鶹ӰԺ with all that the Gen Ed curriculum intends 3. Should General Education (GE) Program requirements be addressed in each GE course (current infusion model) or over a whole program content?AnsweredQuestion54SkippedQuestion15ResponsePercentResponseCountAddressed in each course (current infusion model)46.3%25Addressed through breadth of GE courses53.7%29Comments 6 Infusion, although a good "idea", appears to be quite difficult to achieve. It woudl be more practical using the breadth of courses method Scrap it because it is the most useless junk I have ever seen I like our current model but am willing to consider the alternatives. Other top universities don't expect their comp instructors to address quantitative literacy (as an example). Addressed through the infusion model however the goal being reach 3/4, or 4/5. Depending on how many new objectives there are. Go for an 85% if possible. I am a proponent of both models - it may be a big leap to change to the "breadth" model. However, the current infusion model needs more faculty development and resources for "infusing" than we currently have to offer faculty 4. Should there be one set of standard GE courses for the AA and AS? Then each program/degree can add relevant program-specific requirements.AnsweredQuestion54SkippedQuestion15ResponsePercentResponseCountYes68.5%37No20.4%11No opinion11.1%6Comments10 Simplify for ease of understanding Scrap it because it is the most useless junk I have ever seen Isn't this the model that we currently have? I like to give students their choice of classes so they will enjoy them more. And if they are going to be transferring to another institution, it would be better if students were able to choose classes that would fulfill there requirements at their destination college. The AA and AS serve different purposes. The general education science courses should not be the same between the two degrees. You should never make an engineering student go back and take basic physics, when the student needs physics at 2 levels above that. This idea would greatly reduce the quality of science education for associate of science students and could cause an increase in the number of social science or humanities classes that a science student takes. it should be easy!!!! I think having some variety among the classes that meet specific criteria as program and personal student needs can differ and should have those options. However, I also understand that too many choices can dilute enrollments and cause confusion for new students. We need to strike the right balance. Yes, if they continue to be the broad objectives we have now. Hmmm seems to me they should be the same, but not sure AS and AA degrees are too different from each other. The requirements need to be different 5. Should the INT seminars be kept for the bachelor's programs as GE requirements?AnsweredQuestion54SkippedQuestion15ResponsePercentResponseCountYes44.4%24No35.2%19No opinion20.4%11Comments 12I have heard from students and faculty that the INT seminars are of questionable GE value and as they are not transferable, a "waste" of time for those who are going on to further education. They are really not an upper level course. In addition, with the amount of cheating that goes on, most students pass them easily. students sometime need specialized courses. Considering the restriction of BA/BS programs to 120 units and the technical needs of some programs there is no room for any INTs. They need to go! These courses are valuable and students come away with better abilities in their field of study. I think the INT classes are very helpful but I think that requiring two or possibly even three of the four in the BAS program is sufficient with consent of each student's program adviser. At this point, I don't know enough about how the INT seminars fit in to comment. Not always pertinent to program. I think people at this institution are all too willing to undo years of work effort, but that is another issue. Why pay attention to money and expense? The real issue is educating faculty and students alike about how the seminars meet the goal and why it is needed. The classes, although well intentioned, are not carried through due (I believe) to the lack of leadership in sustaining these programs. INT courses are non transferable to other NSHE institutions and employment agencies to not recognize INT courses as having any relevant, educational benefit. I'm not sure - I don't teach them and am not sure how they are truly supposed to work for the bachelor programs 6. If the INT seminars were removed, should they be replaced by upper division content courses?AnsweredQuestion54SkippedQuestion15ResponsePercentResponseCountYes74.1%40No9.3%5No opinion16.7%9Comments 10That seems to be a more reasonable approach General Education wise but I expect push back from those in the BAS program Let's get some real upper level courses instead of this junk. Do not remove the general education INT seminars for the BAS degree options. If removed, students that get an AAS would have to remediate their lack of general education then back at the 100-level to be getting a bachelor's degree. If the INT classes are removed then I would strongly urge that they be replaced with upper division content courses. I would need to know more. The majority of the INT courses have NO correlation to anything to do with the degree program the student is enrolled in. The INT seminars should be replaced only at the discretion of the programs. What does content course mean???? A class in ENG has content. A class is HIST has content. A class in BUS has content. A class in AMS has content. Bad question that uses unclear jargon. Even INT courses have content. What are you asking??? If they must be removed then we need to replace them with upper division, writing intensive courses, philosophy courses, history courses, diversity courses ala UNR ----and our students will need to take MANY of them in addition to more math (for BAS students). It seems the INT seminars are there for a purpose and that content could be lacking if they were to be removed. I don't teach them, so I am not sure of their true purpose. It is not enough to simply TAKE a bunch of seemingly unrelated courses. An important purpose of General Education is for students to be able to see how the different disciplines impact and interact with one another 7. The current list of General Education Learning Outcomes need:AnsweredQuestion52SkippedQuestion17ResponsePercentResponseCountNo change40.4%21Minor changes50.0%26Large-scale changes9.6%5Comments 12Technological understanding is a given with incoming students, the majority of whom have been raised with the internet and computers. Personal Wellness should be included in Personal/Cultural Awareness. To be scrapped. If you look at a college catalog from the between the 1870's and 1980's do they have this crap in it? Rewording, some way of making it less unwieldy. I thought we decided a few years ago that each course only needed to incorporate some (five??) of these, and that instructors or departments would choose. If each course needs all of these, then we should revise the policy. See previous comments. I would love to see a civic engagement component. I think some new faculty just need to be taught about the objectives in a more constructive manner. When I was hired, I just basically guess as to what they were and their purpose. Language has changed. More Humanities should be available to the average student Technology is not needed in this group because the students have been bombarded with technology in the past ten years. Technological understanding seems almost superfluous. The outcomes are quite hefty - I don't know if we are accomplishing this 8. Are there any outcomes you would like to see added to the current list?AnsweredQuestion52SkippedQuestion17ResponsePercentResponseCountYes19.2%10No80.8%42Comments 14No, it seems to be in line with NSHE expectations but a bit more cumbersome and "heavy" To be scrapped. If you look at a college catalog from the between the 1870's and 1980's do they have this crap in it? Ethics Perhaps an outcome encompassing research skills. Students seem to be lacking in this area. Outcome could address digital literacy, researching online, primary vs. secondary sources etc. More time to study the National Electric Code. Especially motors. Course time is not even close what the student needs to know on this subject I think a class in public speaking would be a good addition to the requirements. Something like Com 101. enough is enough! We address the same outcomes as major universities nation wide. We just have different wording. They are all important to student success. Especially technology. Instructors don't want to be teaching their students basic technology skills; they want to focus on content. Technology is also a hug part of our society and its impact should be addressed in most areas. Broader knowledge of the Humanities in general. Civic and community engagement. Critical and quantitative reasoning can be combined and required in all courses. There need to be required HIST and PSC classes that are international (eg. Modern World History) - our students need to have a requirement for exposure to something outside the USA!!!!!!!!!!!!!!!!!!!!!!!! Diversity needs to be more explicit or the Board of Regents will stuff us! Civic responsibility (this might fit well with personal/cultural awareness, however there is not much that I've seen at 鶹ӰԺ regarding how the individual is a citizen of his or her "own" community - wherever he or she may live - and how that then speaks to the "global" community). I'm not sure if "Sense of Individual in Society" quite captures civic responsibility (or the choice not to engage, and the results of that choice). Just a thought. Teach students in the first semester a class or seminar that covers how to study and do college level work 9. Are there any outcomes you would like to see deleted from the current list?AnsweredQuestion52SkippedQuestion17ResponsePercentResponseCountYes28.8%15No71.2%37Comments 16Personal Wellness and Technological Understanding for reasons stated above. To be scrapped. If you look at a college catalog from the between the 1870's and 1980's do they have this crap in it? Personal Wellness--could it fall under personal and cultural awareness somehow? Personal wellness. Also, every course does not need a math component. In general, there are just too many. Any class can say that they meet about any of these in very general ways. I am not sure the "meat" of what we are trying to accomplish with this list is being accomplished. The fine arts I think it would help students if they were required to take a personal finance class, everyone needs this kind of education. Not so much deleted as potentially re-worded. Technology Sense of the Individual in Society Appreciation of Fine Arts PERSONAL WELLNESS Develop knowledge, skills, and behaviors which promote personal well being. Technological understanding Personal wellness They need a major rework. The HIST 101/102 series is too long. The BoR mandated outcome for US constitution needs to be condensed to 1 semester for all students. I would like to see more discussion/help with integrating some tougher elements such as quantitative/math and scientific method for courses that are not math or science. Likewise, I would like to see more help with integrating communication/writing for the math/science heavy courses. It is difficult when it is not your content area. Personal Wellness Personal Wellnes 10. On a scale of 1 to 5 (with 1 being "most important" and 5 being "least important"), how important to you are the following learning outcomes?AnsweredQuestion52SkippedQuestion1712345RatingCountCommunication Skills76.9% (40)3.8% (2)1.9% (1)3.8% (2)13.5% (7)52Personal Wellness15.4% (8)23.1% (12)30.8% (16)7.7% (4)23.1% (12)52Critical Thinking67.3% (35)13.5% (7)1.9% (1)1.9% (1)15.4% (8)52Personal/Cultural Awareness17.3% (9)36.5% (19)25.0% (13)11.5% (6)9.6% (5)52Technological Understanding41.2% (21)21.6% (11)11.8% (6)11.8% (6)13.7% (7)51Comments 3They are all important to student success. Especially technology. Instructors don't want to be teaching their students basic technology skills; they want to focus on content. Technology is also a hug part of our society and its impact should be addressed in most areas. They are all very important. Some understanding will only occur in the field, no matter how intensive the course. There is is no replacement for experience. 11. Do you agree that the current 鶹ӰԺ general education course requirements are sufficient to produce the outcomes described above?AnsweredQuestion52SkippedQuestion17ResponsePercentResponseCountYes61.5%32No19.2%10Undecided19.2%10Comments 8Needs refinement and editing. Not in my courses There really is no way of knowing--they have not been assessed. The requirements are sufficient. Whether or not we're all doing this in our classes is another matter. Close I do not feel that we have been able to access the result. But we need to change some outcomes -- then-- who knows? I'm not sure - I am not clear on what the criteria is that the courses are selected for inclusion in GE. Personally, I wonder why all of our courses don't have at least some aspect of each of the GE requirements. 12. To what extent do you agree/disagree with the following statement? "Most 鶹ӰԺ graduates have grown in their understanding of cultural awareness."AnsweredQuestion52SkippedQuestion17ResponsePercentResponseCountStrongly Agree3.8%2Agree42.3%22Neutral38.5%20Disagree11.5%6Strongly Disagree3.8%2Comments 9Yes, but there is a global awareness that is not commonly acquired. Neat, but how does that help one get a job? no measure This is an area that is hit hard in the nursing program, but most do not understand it before the nursing program and struggle separating from ethical issues. We work hard on this every semester, so I know nursing students get this information as do NA students. I think in general they do grow in their understanding of cultural awareness but this shows more in some students than others. I don't know enough about our graduates to comment. How do we know this? I don't feel that there are enough opportunities for those graduating with certificates to experience a lot of growth and understanding in their cultural awareness because everything is so employment driven. A good understanding of cultural awareness is important in the workplace. I just don't know - I'm hopeful they have and I assume they have. But how is it truly assessed? 13. To what extent do you agree/disagree with the following statement? "Most 鶹ӰԺ graduates have adequately achieved the general education student learning outcomes."AnsweredQuestion52SkippedQuestion17ResponsePercentResponseCountStrongly Agree3.8%2Agree59.6%31Neutral26.9%14Disagree7.7%4Strongly Disagree1.9%1Comments 3no measure outside of 2.0 GPA requirements How have we identified this? I just don't know - I'm hopeful they have and I assume they have. But how is it truly assessed? 14. To what extent do you agree/disagree with the following definition of GE? "General Education at 鶹ӰԺ provides student enrichment by promoting critical thinking through a broad education with a variety of disciplines."AnsweredQuestion52SkippedQuestion17ResponsePercentResponseCountStrongly Agree5.8%3Agree75.0%39Neutral11.5%6Disagree3.8%2Strongly Disagree3.8%2Comments 7This is a yes and no. The college attempts to promote critical thinking but the economic realities today require more of a focus on jobs! Critical thinking? You were able to get a Bachelor's Degree here without taking algebra. I wish this were done more strongly in the context a full syllogistic logic class but I know there has long been resistance to going this far with "critical thinking." However, I firmly believe that 鶹ӰԺ students would find this of great benefit. I believe we are sincerely attempting to do this. Again, whether or not critical thinking is addressed in all our courses to the point where students can carry the skill from one discipline to another is a different matter. It is the goal but have we met it? But we need international courses in HIST, for example. I agree, but don't truly know. 15. General Comments:AnsweredQuestion11SkippedQuestion58ResponseCount HYPERLINK "http://www.surveymonkey.com/MySurvey_Responses.aspx?sm=BRzNr1Df8kbWQDJSl7HiU%2bHmAEr0v224mSi9Ptyawdg%3d" Show Responses11 Thank you for undertaking this, it must be a thankless job! Maybe we have to do this Gen Ed for accreditation. If that is true perhaps it helps having the Gen Ed requirements for our programs of study. But how does it really help our students in the long run? If we can show conclusively, maybe by before and after testing, that our students gain in COMMUNICATION SKILLS PERSONAL WELLNESS CRITICAL THINKING PERSONAL/CULTURAL AWARENESS TECHNOLOGICAL UNDERSTANDING I would be of a different opinion. I think most students look at the GE requirements as a way for the college to make more money. not just at 鶹ӰԺ but at all colleges throughout the country. I don't believe until the overall cost of getting a degree goes down that you will change that thinking. It looks like CSN, UNR and UNLV have PSC 101 but theirs is 4 credits. Maybe we could align our PSC 101 to align with theirs to ease transferring. Students in my discipline need technical skills they are not getting. While GE is very important it is not a substitute for course work in math, science, etc. I know a lot of thought went into asking these questions. Thank you for doing this and attempting to improve our curriculum and GE studies at 鶹ӰԺ. Good survey questions! One of the difficulties of general education is that it is not taught the same across the board. Adjunct faculty to not know what it is and are not trained for it. Therefore they do not know how or why to include it in their classes. And they are 40% of our teaching instruction. General Education is not consistently taught at this college even with full time faculy. Many full time faculty also do not understand the correlations of the subject because they were not employed when it was instigated and also do not know how to integrate it. In fact I have had to instruct full time faculty as to what humanities is when they ask about teaching a 339 class. Some instructors think that because they use a video in a class that it is automatically a humanities class.(Thinking that it is a film class.) They are unable to separate medium from the content of the course. Also as dept chairs we were supposed to have a syllabi submitted early to us for approval in the schedule and also at our dept. meetings for comment. The syllabi is required to reflect the gen ed objectives. This has never been done for Hum. 339 that I am aware of. We do not enforce these policies and I have had to look for participation at a late date and accept almost any class. All in all I would say the idea is good but we do not have the leadership or the systems in place to make this work effectively. The biggest hole is the lack of international courses (world HIST). The AS and AA must be kept separate and the AS strengthened to be better for University transfer. If you toss out the INT you must replace them, especially for AAS students getting and bachelor degree. The general education is EXTREMELY weak in the AAS and needs to be included in the bachelor degrees to make up for it. INTs are an economical way to achieve what we need to do. I think the Gen Ed outcomes are important, but they expect so much that they are difficult to assess. I "think" we are achieving the outcomes, but don't know for sure. That makes it difficult to determine where the needs are (what is working, what is not working) and then decide how or what to do to improve or sustain the achievement. 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