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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
STEP 5 GEPRC SURVEY RESULTS
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
A & C Staff 17
English 11
Biology 6
Psychology 6
Education 5
Communication 4
Geography and Geology 4
History 4
Music 4
Chemistry 3
Mathematical Sciences 3
Philosophy 3
Physics and Astronomy 3
Business and Economics 2
Foreign Language 2
Paper Science and Engineering 2
Religious Studies 2
Anthropology 1
Communicative Disorders 1
CNMT 1
HPHD 1
Interior Architecture 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
English 17
Biology 5
Chemistry 4
Communication 4
Psychology 4
History 3
Business and Economics 2
Anthropology 1
Art and Design 1
CNMT 1
Education 1
Geography and Geology 1
HESA 1
Human Dimensions of Natural Resources 1
Mathematical Sciences 1
Paper Science and Engineering 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
Communication 5
Biology 4
Chemistry 4
Education 2
English 1
Human Dimensions of Natural Resources 1
Music 1
Paper Science and Engineering 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
Mathematical Sciences 8
Chemistry 5
Biology 3
Psychology 2
Communication 1
CNMT 1
Geography and Geology 1
HPHD 1
Physics and Astronomy 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
Wellness
HPHD 2
Philosophy 1
2
1
0
1
2
3
HP
HD
Philo
sophy
Wellness
Total Responses: 3
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
English 17
History 4
Philosophy 3
Communication 2
Foreign Language 2
Religious Studies 2
Art and Design 1
Interior Architecture 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
History 7
Communication 3
English 2
Art and Design 1
Foreign Languages 1
Interior Architecture 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
Psychology 6
Political Science 4
Business and Economics 3
Anthropology 2
Communication 2
Education 2
Geography and Geology 2
History 2
HPHD 1
Human Dimensions of Natural Resources 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
Biology 9
Chemistry 6
Geography and Geology 6
Physics and Astronomy 3
Anthropology 1
CNMT 1
Education 1
Human Dimensions of Natural Resources 1
Mathematical Sciences 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
English 6
Communication 5
Foreign Language 3
Mathematical Sciences 3
Education 2
Geography and Geology 2
History 2
Interior Architecture 2
Philosophy 2
Psychology 2
Anthropology 1
Art and Design 1
Biology 1
Business and Economics 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
A & C Staff 15
English 3
Geography and Geology 3
Communication 2
Education 2
Mathematical Sciences 2
Anthropology 1
Biology 1
Business and Economics 1
Chemistry 1
CNMT 1
Foreign Language 1
HESA 1
HPHD 1
Human Dimensions of Natural Resources 1
Paper Science and Engineering 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
English 4
History 4
Business and Economics 2
Communication 2
Foreign Language 2
Geography and Geology 2
Anthropology 1
Art and Design 1
Biology 1
Chemistry 1
Education 1
Forestry 1
HPHD 1
Interior Architecture 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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
English 4
History 3
Political Science 3
Interior Architecture 2
Religious Studies 2
Business and Economics 1
Human Dimensions of Natural Resources 1
Mathematical Sciences 1
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
Total Respondents: 20
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
Chemistry 4
Geography and Geology 4
Biology 3
Human Dimensions of Natural Resources 2
Interior Architecture 2
Anthropology 1
Business and Economics 1
Communication 1
Education 1
English 1
Forestry 1
History 1
Paper Science and Engineering 1
Philosophy 1
Physics and Astronomy 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
Total Respondents: 27
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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
Policy Analysis and Planning
Office of the Chancellor
March 2010
STEP 5 GEPRC SURVEY RESULTS
DEPARTMENT QUESTION 5 QUESTION 6
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.
Policy Analysis and Planning
Office of the Chancellor
March 2010
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