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California State University, Stanislaus

Aggregate Individual Development and Educational Assessment (IDEA) 2004/05 General Education

General Education on IDEA

In an effort to fully utilize the assessment measures administered on campus, aggregate data extracted from IDEA

student evaluations are used as a means to assess student achievement of general education learning goals as well

as explore patterns in general education courses among faculty and students.

Data Collection/Analyses

For overall assessment of teaching and course quality of general education as described in this document, data

were analyzed in the aggregate and do not include identifiers for courses, students, faculty members,

departments, or colleges. The following analyses were conducted:

Faculty Information on IDEA

A. Faculty Selection of 12 IDEA Learning Objectives B. Faculty Selection of 10 IDEA Approaches to Teaching

C. Faculty Selection of 7 Course Requirements D. Faculty Selection of 9 Circumstances that Impact Learning

Student Information on IDEA

E. Student Ratings of Progress on 12 IDEA Learning Objectives

F. Student Ratings of Instructor

G. Student Ratings of Course

Linked Data: Faculty and Student Information on IDEA

H. Student Ratings of Progress on 12 IDEA Objectives Identified as “Essential” by Faculty

I. Student Ratings of 12 IDEA Learning Objectives Linked to Primary Teaching Approach J. Faculty Selection of Primary Teaching Approaches Linked to Faculty Selection of “Essential” Learning

Objectives

California State University, Stanislaus General Education on IDEA 2004-05

Page 2 of 10

Faculty Information on IDEA

A. Faculty Selection of 12 Learning Objectives

The 12 IDEA learning objectives are aligned with CSU Stanislaus general education learning goals and displayed

in Figure 1 below. For each course, faculty teaching general education courses identified those learning

objectives that they considered essential, important, or minor/not important. Descriptive statistics for faculty

selection of learning objectives for general education courses are included in Appendix A.

Five of the CSU Stanislaus general education learning goals (1,2,3,4 and 7) are currently addressed on the

IDEA short form. See Appendix K for a listing of all general education learning goals.

Figure 1. IDEA Learning Objectives aligned with General Education Learning Goals

Goal 1: Subject Knowledge

1.Gaining factual knowledge

2.Learning fundamental principles

4. Developing specific skills, competencies, and points of view

7. Gaining a broader understanding and appreciation of intellectual/cultural activity

Goal 2: Communication

5. Acquiring skills in working with others

6. Developing creative capacities

8. Developing skill in expressing myself orally or in writing

Goal 3: Inquiry and Critical Thinking

3. Learning to apply course material

11. Learning to analyze and critically evaluate ideas, arguments, and points of view

12. Acquiring interest in learning more by asking my own questions and seeking answers

Goal 4: Information Retrieval

9. Learning how to find and use resources for answering questions or solving problems

Goal 7: Social Responsibility

10. Developing a clearer understanding of, and commitment to, personal values

Findings

1. Overall, three learning objectives for general education were identified as essential/important by 68%

or more of the faculty: gaining factual knowledge (79%), learning fundamental principles (77%), and

applying course materials (68%).

2. Overall, the lowest selected learning objectives for general education were developing creative

capacities and skill in working with others (78% identified as minor importance).

3. Overall, developing skill in oral and written expression was identified as essential/important by

approximately 51% of faculty teaching general education courses.

4. The largest percentage of faculty (63% - 80%) teaching lower and upper division general education

selected as essential/important the same three objectives: gaining factual knowledge, learning

fundamental principles, and applying course material.


Page 3 of 10

5. While the percentage of faculty selecting essential/important was low (12%-27%) for both faculty

teaching lower and upper division general education with regard to skill in working with others and

developing creative capacities, faculty teaching lower division general education courses selected

these two objectives at rates 2-3 times higher than faculty teaching upper division courses, yielding

significant difference in means.

6. Significant differences were found in selection of learning objectives between faculty teaching lower

and upper division general education courses for four of 12 objectives. For three of these four

objectives, faculty teaching upper division general education had higher means than those teaching

lower division: developing specific skills/points of view, understanding of intellectual/cultural

activity, and developing personal values. Faculty teaching lower division general education courses

had higher means than those teaching upper division for the objective related to acquiring skills in

working with others.

7. For CSU Stanislaus general education goal 1, Subject Knowledge, gaining factual knowledge and

learning fundamental principles were selected as essential/important by 77% or more of the faculty.

Developing skills (39%) and gaining understanding of intellectual/cultural activity (40%) were selected

by the faculty as essential/important.

8. For CSU Stanislaus general education goal 2, Communication, developing skills in oral and written

expression (51%), working with others (22%), and developing creative capacities (23%) were selected

by the faculty as an essential/important.

9. For CSU Stanislaus general education goal 3, Inquiry and Critical Thinking, faculty overall selected the

following as essential/important: applying course materials (68%), critical analysis/evaluation (51%),

and acquiring interest in learning by asking own questions/seeking answers (45%).

10. For CSU Stanislaus general education goal 4, Information Retrieval, 35% of faculty overall selected

learning how to find/use resources to solve problems as essential/important.

11. For CSU Stanislaus general education goal 7, Social Responsibility, 30% of the faculty overall selected

as essential/important developing a clearer understanding/commitment to personal values.

12. Significant differences in percentages of faculty responses were found between lower and upper

division general education as related to CSU Stanislaus general education goals and selection of

learning objectives for goal 2, Communication: working with others and creative capacities. Faculty

teaching lower division general education courses selected these two objectives at rates 2-3 times

higher than faculty teaching upper division courses.

13. Significant differences in selection of learning objectives for general education courses in comparison

to non-general education courses were found for 4 objectives. For three of these objectives, general

education courses had lower means: applying course material, developing specific skills, and working

with others. The mean was higher for faculty teaching general education courses than non-general

education courses for gaining understanding/appreciation of intellectual and cultural activity.


Page 4 of 10

B. Faculty Selection of 10 IDEA Approaches to Teaching

From 10 approaches to teaching, faculty teaching general education courses identified those that are primary

or secondary. Figure 2 below identifies the teaching approaches. Descriptive statistics are included in

Appendix B.

Figure 2. Teaching Approaches

a. Lecture

b. Field Experience

c. Discussion/Recitation

d. Studio

e. Seminar

f. Multi-Media

g. Skill/Activity

h. Practicum/Clinic

i. Laboratory

j. Other/Not Indicated

Findings

14. No differences in primary teaching approaches were found for general education courses in

comparison to non-general education courses. Lecture and discussion are the dominant

instructional modes.

15. One significant difference was found for primary teaching approaches in lower and upper division

general education: three times more faculty teaching lower division general education courses

reported using skill/activity teaching approach and a higher number of upper division general

education courses using a discussion teaching approaches.

C. Faculty Selection of 7 Course Requirements

Faculty teaching general education courses selected course requirements indicating much, some, none or

little. Figure 3 below identifies the 7 course requirements. Descriptive statistics are included in Appendix C.

Figure 3. Course Requirements

a. Writing

b. Oral Communication

c. Computer Applications

d. Group Work

e. Mathematical/Quantitative Work

f. Critical Thinking

g. Creative/Artistic/Design Endeavor

Findings

16. Overall, faculty selection of course requirements in the much category was similar for general

education courses overall: critical thinking (48%), writing (34%), and oral communication (22%).


Page 5 of 10

17. Two significant differences in means were found in faculty selection of course requirements for

general education in comparison to non-general education courses: general education courses had

lower means in course requirements for oral communication and group work.

18. A comparison of lower and upper general education course requirements indicated more writing and

less creative/artistic endeavor for upper division courses. The largest difference is the selection of

course requirements for group work: 25% for lower division general education courses versus 4% for

upper division.

D. Faculty Ratings of 9 Circumstances that Impact Learning

Faculty teaching general education courses rated course circumstances that had an effect on learning, citing

one of four categories: a positive impact, neither positive nor negative impact, or negative impact, or can't

judge impact on learning. Figure 4 identifies the 9 questions concerning course circumstances. Descriptive

statistics are included in Appendix D.

Figure 4. Questions concerning course circumstances

a. Physical facilities and/or equipment

b. Substantial changes in teaching approach, course assignments, content

c. Control over course management (objectives, texts, examinations)

d. Student enthusiasm for course

e. Technical/instructional support

f. Previous experience in teaching this course

g. Desire to teach course

h. Adequacy of students' background and preparation for course

i. Student effort to learn

Findings

19. For general education courses, 85% or more of faculty rated three circumstances as having the

greatest positive impact on learning: desire to teach course, previous experience in teaching course,

and control over course management. This finding parallels that for courses overall.

20. For general education courses, 29% of faculty rated four circumstances as having the greatest

negative impact on learning: adequacy of students' background and preparation, student enthusiasm

for the course, student effort to learn, and physical facilities/equipment


Page 6 of 10

Student Information on IDEA

E. Student Ratings of Progress on 12 IDEA Learning Objectives

Students in general education courses rated their progress on 12 learning objectives, using a 5-point scale

ranging from exceptional progress to no apparent progress. Figure 5 below identifies the 12 learning

objectives. Descriptive statistics are included in Appendix E.

Figure 5. 12 Learning Objectives

1. Gaining factual knowledge

2. Learning fundamental principles


4. Developing specific skills, competencies and points of view









Findings

21. Overall, the means for progress on the 12 learning objectives for students in general education

courses ranged from 4.1 to 3.4, equivalent to a rating of making substantial progress. The highest

means were found for gaining factual knowledge (4.1) and learning fundamental principles (4.1), and

the lowest means (range of 3.3 to 3.4) for working with others, creative capacities, and oral and

written communication.

22. For CSU Stanislaus goal 1, Subject Knowledge, overall means for student ratings of progress for

general education courses ranged from 4.1 to 3.6, with the highest mean of for gaining factual

knowledge.

23. For CSU Stanislaus goal 2, Communication, overall means for student ratings of progress for general

education courses ranged from 3.4 to 3.3, with the highest mean for written and oral communication.

24. For CSU Stanislaus goal 3, Inquiry and Critical Thinking, overall means for student ratings of progress

for general education courses ranged from 4.0 to 3.7, with the highest mean for learning to apply

course materials.

25. For CSU Stanislaus goal 4, Information Retrieval, the overall mean for student ratings of progress for

general education courses was 3.6 for finding and using resources for answering questions or solving

problems.

26. For CSU Stanislaus goal 7, Social Responsibility, the overall mean for student ratings of progress for

general education courses was 3.4, for developing understanding and commitment to personal

values.


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27. Comparing mean scores for lower and upper division general education indicated differences for

student ratings of progress for general education courses for two objectives: understanding of

intellectual/cultural activity and analysis/critical evaluation, with both means significantly higher for

upper division.

F. Student Ratings of Instructor

Students enrolled in general education courses rated their instructors by answering the question, “Overall, I

rate this instructor as an excellent teacher.” Students replied using a five-point scale: definitely false, more

false than true, in between more true than false, and definitely true. Descriptive statistics are included in

Appendix F.

Findings

28. Overall, for general education courses, 57% replied definitely true and 82% as definitely true or more

true than false for instructor quality. Eight percent rated instructor quality in the lowest two

categories. The mean rating was 4.3.

G. Student Ratings of the Course

Students rated their general education courses by answering the question, “Overall, I rate this course as an

excellent.” Students replied using five-point scale: definitely false, more false than true, in between more true

than false, and definitely true. Descriptive Statistics are included in Appendix G.

Findings

29. Overall, for the quality of general education courses, 44% of students replied definitely true and 75%

as definitely true or more true than false for course quality. Eight percent rated course quality in the

lowest two categories. The mean rating was 4.1. Compared to courses overall, the percentage of

students rating the course in the highest categories and the overall mean are somewhat lower for

general education courses.


Page 8 of 10

Linked Data: Faculty and Student Information on IDEA

H. Student Ratings of Progress on 12 IDEA Learning Objectives Identified as “Essential” by Faculty

Using a 5-point scale ranging from exceptional progress to no apparent progress, students in general

education courses rated their progress on learning objectives identified by the faculty as essential. Figure 5

below identifies the 12 learning objectives. Descriptive statistics are included in Appendix H.














Findings

30. Student ratings of progress on IDEA objectives identified by faculty as essential for general education

courses parallel those for courses overall. Mean scores ranged from 4.4 to 3.9. Overall, the

percentage of students reported either substantial or exceptional progress for those objectives

identified by faculty as essential ranged from 87% to 66%.

31. Means and percentages of student ratings of progress as either substantial or exceptional progress on

essential objectives for lower and upper division general education differ on two objectives. Lower

division ratings were significantly higher for working with others (4.6 vs. 3.7) and lower for

finding/using resources for problem solving (3.8 vs. 4.2)


Page 9 of 10

I. Student Ratings of 12 Ratings of Progress on 12 IDEA Learning Objectives Linked to Faculty Selection of

Primary Teaching Approach.

Student ratings of learning objectives (using a 5-point scale ranging from exceptional progress to no apparent

progress) were linked to the faculty’s primary teaching approach as a means to discern any possible

relationship between these two elements in general education courses. Figures 2 and 5 below identify the 10

teaching approaches and 12 learning objectives. Descriptive statistics are included in Appendix I.


a. Lecture

b. Field Experience


d. Studio

e. Seminar

f. Multi-Media

g. Skill/Activity

h. Practicum/Clinic

i. Laboratory















Findings

32. Student ratings for progress toward learning objectives based on primary teaching approaches for

general education courses, lower division general education courses, upper division courses, and a

comparison of lower and upper division did not yield significant differences.

33. For lower division courses, the highest overall student ratings linked to primary teaching approach

was found for multimedia courses (mean of 4.2); for upper division, laboratory and skills courses had

the highest student ratings for progress (means of 4.4 and 4.3).

34. No significant differences were found in student ratings of progress on learning objectives for general

education courses in comparison to non-general education courses for any of the 12 objectives.


Page 10 of 10

J. Faculty Selection of Primary Teaching Approaches Linked to Faculty Selection of “Essential” Learning

Objectives

Faculty selection of primary teaching approaches were linked to the faculty’s selection of essential learning

objectives as a means to discern possible relationships between these two elements in general education

courses. Figures 2 and 5 below identify the 10 teaching approaches and 12 learning objectives. Descriptive

statistics are included in Appendix J.


a. Lecture

b. Field Experience


d. Studio

e. Seminar

f. Multi-Media

g. Skill/Activity

h. Practicum/Clinic

i. Laboratory















Findings

35. Overall, there was no significant difference between general education courses and non-general

education courses in faculty selection of primary teaching approaches and faculty selection of

essential learning objectives

California State University, StanislausIDEA Analysis 2004-05

General Education Data

Appendix A

11. to and evaluate 216

Faculty Selection of the 12 IDEA Learning Objectives: All General Education Course Sections ‐‐ Goals 2004/2005

Percentage of Responses

Objectives Total Minor Important Essential

Subtotal Important

and Essential

Goal 1: Subject Knowledge1. Gaining factual knowledge 223 21.5% 29.1% 49.3% 78.5%

2. Learning fundamental principles 222 23.4% 32.9% 43.7% 76.6%4. Developing specific skills, competencies and points of view

221 60.6% 26.2% 13.1% 39.4%


222 60.4% 21.2% 18.5% 39.6%

Goal 2: Communication5. Acquiring skills in working with others 217 78.3% 12.4% 9.2% 21.7%

6. Developing creative capacities 221 77.4% 15.4% 7.2% 22.6%8. Developing skill in expressing myself orally or in writing

223 49.3% 30.5% 20.2% 50.7%

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 227 32.2% 44.1% 23.8% 67.8%11. Learning to analyze and critically evaluate Learning analyze criticallyideas, arguments, and points of view

216 49 5%49.5% 24 5%24.5% 25 9%25.9% 50 5%50.5%


212 54.7% 31.6% 13.7% 45.3%

Goal 4: Information Retrieval9. Learning how to find and use resources for answering questions or solving problems

217 64.1% 27.2% 8.8% 35.9%

Goal 7: Social Responsibility10. Developing a clearer understanding of, and commitment to, personal values

214 69.6% 19.2% 11.2% 30.4%

NOTE: Scale used to indicate level of relevance to the selected class ‐ M‐Minor or no importance, I‐Important, E‐Essential

A1



Appendix A

Faculty Selection of the 12 IDEA Learning Objectives: Lower‐Division General Education Course Sections ‐‐ Goals 2004/2005



Subtotal Important

and Essential

Goal 1: Subject Knowledge1. Gaining factual knowledge 150 21.3% 29.3% 49.3% 78.7%2. Learning fundamental principles 150 20.0% 34.0% 46.0% 80.0%4. Developing specific skills, competencies and points of view

148 60.8% 27.0% 12.2% 39.2%


149 63.8% 19.5% 16.8% 36.2%

Goal 2: Communication5. Acquiring skills in working with others 146 72.6% 16.4% 11.0% 27.4%6. Developing creative capacities 150 72.7% 17.3% 10.0% 27.3%8. Developing skill in expressing myself orally or in writing

151 50.3% 25.2% 24.5% 49.7%

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 154 29.9% 47.4% 22.7% 70.1%

11 L i t l d iti ll l t11. Learning to analyze and critically evaluate 145 51.0% 20.7% 28.3% 49.0%

ideas, arguments, and points of view12. Acquiring interest in learning more by asking

142 59.2% 25.4% 15.5% 40.8%my own questions and seeking answersGoal 4: Information Retrieval9. Learning how to find and use resources for answering questions or solving problems

145 64.1% 26.2% 9.7% 35.9%

Goal 7: Social Responsibility10. Developing a clearer understanding of, and commitment to, personal values 143 73.4% 18.2% 8.4% 26.6%


A2



Appendix A

11 ng ana yze and criti eva ua

Faculty Selection of the 12 IDEA Learning Objectives: Upper‐Division General Education Course Sections ‐‐ Goals 2004/2005



Subtotal Important

and EssentialGoal 1: Subject Knowledge1. Gaining factual knowledge 73 21.9% 28.8% 49.3% 78.1%2. Learning fundamental principles 72 30.6% 30.6% 38.9% 69.4%4. Developing specific skills, competencies and points of view

73 60.3% 24.7% 15.1% 39.7%


73 53.4% 24.7% 21.9% 46.6%

Goal 2: Communication5. Acquiring skills in working with others 71 90.1% 4.2% 5.6% 9.9%6. Developing creative capacities 71 87.3% 11.3% 1.4% 12.7%8. Developing skill in expressing myself orally or in writing

72 47.2% 41.7% 11.1% 52.8%

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 73 37.0% 37.0% 26.0% 63.0%11 Learning to analyze and critically evaluate. Learni to l cally l te ideas, arguments, and points of view12. Acquiring interest in learning more by asking

71 46.5% 32.4% 21.1% 53.5%

my own questions and seeking answersGoal 4: Information Retrieval9. Learning how to find and use resources for

70 45.7% 44.3% 10.0% 54.3%

answering questions or solving problems 72 63.9% 29.2% 6.9% 36.1%

Goal 7: Social Responsibility10. Developing a clearer understanding of, and commitment to, personal values 71 62.0% 21.1% 16.9% 38.0%


A3



Appendix A


Subtotal Important

and Essential

1. Gaining factual knowledge 967 16.2% 33.9% 49.8% 83.8%2. Learning fundamental principles 960 22.8% 35.6% 41.6% 77.2%4. Developing specific skills, competencies and points of view

956 33.1% 37.0% 29.9% 66.9%


931 73.9% 15.4% 10.7% 26.1%

5. Acquiring skills in working with others 939 66.2% 24.3% 9.5% 33.8%6. Developing creative capacities 928 77.2% 14.5% 8.3% 22.8%8. Developing skill in expressing myself orally or in writing

930 49.7% 32.4% 18.0% 50.3%

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 953 26.1% 37.3% 36.6% 73.9%11. Learning to analyze and critically evaluate ideas, arguments, and points of view 928 51.8% 30.2% 18.0% 48.2%

Faculty Selection of the 12 IDEA Learning Objectives: All Non‐General Education Course Sections 2004/2005


Goal 1: Subject Knowledge


12. Acquiring interest in learning more by asking my own questions and seeking answers 923 58.8% 28.3% 12.9% 41.2%


927 58.3% 30.2% 11.5% 41.7%


917 74.9% 17.7% 7.4% 25.1%


A4

California State University, StanislausIDEA Analysis 2004-2005General Education Data

Appendix B

Faculty Selection of the 10 IDEA Approaches to Teaching: All Non‐General Education Course Sections 2004/2005

Teaching Approaches Overall Primary Secondary

Number Percentage Number Percentage Number Percentage

1. Lecture 157 33.1% 118 49.8% 39 16.5%

2. Discussion/Recitation 76 16.0% 25 10.5% 51 21.5%

3. Seminar 8 1.7% 6 2.5% 2 0.8%

4. Skill/Activity 42 8.9% 24 10.1% 18 7.6%

5. Laboratory 26 5.5% 11 4.6% 15 6.3%

6. Field Experience 4 0.8% 0 0.0% 4 1.7%

7. Studio 5 1.1% 4 1.7% 1 0.4%

8. Multi‐Media 17 3.6% 1 0.4% 16 6.8%

9. Practicum/Clinic 0 0.0% 0 0.0% 0 0.0%

10. Other/Not Indicated 139 29.3% 48 20.3% 91 38.4%Total 474 237 237

B1


Appendix B




1. Lecture 103 31.6% 75 46.0% 28 17.2%


3. Seminar 4 1.2% 4 2.5% 0 0.0%

4. Skill/Activity 36 11.0% 22 13.5% 14 8.6%

5. Laboratory 19 5.8% 10 6.1% 9 5.5%


7. Studio 5 1.5% 4 2.5% 1 0.6%

8. Multi‐Media 11 3.4% 1 0.6% 10 6.1%



B2


Appendix B




1. Lecture 54 36.5% 43 58.1% 11 14.9%


3. Seminar 4 2.7% 2 2.7% 2 2.7%

4. Skill/Activity 6 4.1% 2 2.7% 4 5.4%

5. Laboratory 7 4.7% 1 1.4% 6 8.1%


7. Studio 0 0.0% 0 0.0% 0 0.0%

8. Multi‐Media 6 4.1% 0 0.0% 6 8.1%



B3


Appendix B


Teaching Approaches Overall Primary SecondaryNumber Percentage Number Percentage Number Percentage

1. Lecture 550 22.1% 427 34.3% 123 9.9%

2.Discussion/Recitation 334 13.4% 95 7.6% 239 19.2%

3. Seminar 145 5.8% 103 8.3% 42 3.4%

4. Skill/Activity 185 7.4% 83 6.7% 102 8.2%

5. Laboratory 76 3.1% 23 1.8% 53 4.3%


7. Studio 18 0.7% 16 1.3% 2 0.2%

8. Multi‐Media 31 1.2% 6 0.5% 25 2.0%


10. Other/Not Indicated 577 23.2% 219 17.6% 358 28.8%

Total 2016 1008 1008

B4



Appendix C

Faculty Selection of Course Requirements on IDEA: All General Education Course Sections 2004‐2005

Percentage of ResponsesCourse Requirements Total None or Little Some Much

1. Writing 177 11.3% 54.8% 33.9%

2. Oral communication 171 30.4% 48.0% 21.6%

3. Computer applications 174 66.1% 23.0% 10.9%

4. Group work 174 41.4% 40.8% 17.8%

5. Mathematical/quantitative work 175 65.7% 17.7% 16.6%

6. Critical thinking 174 13.8% 38.5% 47.7%

7. Creative/artistic/design endeavor 174 67.8% 21.3% 10.9%

C1



Appendix C

Faculty Selection of Course Requirements on IDEA: Lower‐Division General Education Course Sections 2004/2005

Percentage of ResponsesCourse Requirements Total None or Little Some Much

1. Writing 120 10.8% 60.0% 29.2%



4. Group work 118 34.7% 40.7% 24.6%




C2



Appendix C

Course Requirements Total None or Little Some Much

1. Writing 57 12.3% 43.9% 43.9%



4. Group work 56 55.4% 41.1% 3.6%




Faculty Selection of Course Requirements on IDEA: Upper‐Division General Education Course Sections 2004/2005


C3



Appendix C

Course Requirements Total None or Little Some Much

1. Writing 763 9.6% 51.6% 38.8%2. Oral communication 755 15.8% 47.4% 36.8%3. Computer applications 746 52.4% 35.3% 12.3%4. Group work 756 31.3% 45.2% 23.4%5. Mathematical/quantitative work 747 71.1% 17.4% 11.5%6. Critical thinking 758 9.9% 44.1% 46.0%7. Creative/artistic/design endeavor 754 64.6% 25.1% 10.3%

Faculty Selection of Course Requirements on IDEA: All Non‐General Education Courses


C4


Appendix D

9 Technical/Instructional support 50 4% 40 5%

Faculty Contextual Question Concerning Course Circumstances: All General Education Course Sections 2004/2005


Course CircumstancesHad a negative impact

on learningNeither a positive nor a negative impact

Had a positive impact on learning

1. Physical facilities and/or equipment 15.8% 34.9% 49.3%2. Your previous experience in teaching this course

1.5% 9.2% 89.3%

3. Substantial changes in teaching approach, course assignments, content, etc. 4.5% 60.9% 34.5%

4. Your desire to teach this course 1.4% 12.3% 86.3%

5. Your control over course management decisions (objectives, texts, exams, etc.) 1.4% 13.6% 85.0%

6. Adequacy of students' background and preparation for the course

29.0% 46.4% 24.6%

7. Student enthusiasm for the course 19.3% 36.3% 44.4%

8. Student effort to learn 15.9% 31.2% 52.9%

9 Technical/Instructional support. 9 1%9.1% 50 4%. 40 5%.



Appendix E

Student Ratings of Progress on 12 IDEA Learning Objectives: All General Education Course Sections ‐‐ Goals 2004/2005

Percentage of ResponsesObjectives Total 1 2 3 4 5 MeanGoal 1: Subject Knowledge1. Gaining factual knowledge 6,263 1.3% 4.4% 16.4% 36.1% 41.7% 4.132. Learning fundamental principles 6,255 1.7% 5.4% 18.0% 36.0% 38.9% 4.05


6,183 2.8% 7.7% 22.2% 32.9% 34.4% 3.88


6,180 11.0% 11.4% 20.5% 25.9% 31.1% 3.55

Goal 2: Communication5. Acquiring skills in working with 6,152 14.1% 13.7% 22.4% 22.7% 27.1% 3.35

6. Developing creative capacities 6,202 13.9% 13.2% 23.4% 24.2% 25.4% 3.348. Developing skill in expressing myself orally or in writing

6,208 13.1% 12.5% 23.8% 25.4% 25.3% 3.37

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 6,235 2.5% 7.4% 19.7% 31.6% 38.7% 3.97

11. Learning to analyze and critically evaluate ideas, arguments, and points f iof view

6,214 7.4% 9.5% 21.7% 29.4% 31.9% 3.69


6,221 6.6% 10.4% 22.2% 28.6% 32.2% 3.70


6,210 6.8% 11.1% 25.3% 29.9% 26.9% 3.59


6,170 12.1% 11.3% 24.6% 26.3% 25.8% 3.42

NOTE: 1‐No apparent progress, 2‐Slight progress, 3‐moderate progress, 4‐Substantial progress, 5‐Exceptional progress

E1



Appendix E

evaluate and 5.9% 7.8% 20.9% 29.8% 35.5% 3.81

Student Ratings of Progress on 12 IDEA Learning Objectives: Upper‐Division General Education Course Sections ‐‐Goals 2004/2005

Percentage of ResponsesObjectives Total 1 2 3 4 5 MeanGoal 1: Subject Knowledge1. Gaining factual knowledge 1,866 0.9% 4.4% 15.3% 36.4% 42.9% 4.162. Learning fundamental principles 1,863 1.6% 4.7% 17.6% 36.9% 39.3% 4.084. Developing specific skills, competencies and points of view

1,842 2.9% 6.6% 22.7% 32.5% 35.3% 3.91


1,840 9.0% 10.5% 17.8% 25.7% 37.0% 3.71

Goal 2: Communication5. Acquiring skills in working with others

1,836 16.1% 15.0% 23.5% 22.4% 23.0% 3.21


1,855 10.7% 10.7% 22.5% 27.3% 28.8% 3.53


11. Learning to analyze and critically evaluate ideas, arguments, and points ideas, arguments, pointsof view

1,8601,860 5.9% 7.8% 20.9% 29.8% 35.5% 3.81


1,863 6.7% 9.8% 21.3% 28.9% 33.3% 3.72


1,855 6.6% 10.9% 26.2% 28.9% 27.3% 3.59


1,847 11.7% 10.9% 21.9% 26.4% 29.1% 3.50


E2



Appendix E

evaluate ideas, arguments, and points 4,354 8. % 30.3% 3.64

Student Ratings of Progress on 12 IDEA Learning Objectives: Lower‐Division General Education Course Sections ‐‐Goals 2004/2005


4,341 2.8% 8.2% 21.9% 33.0% 34.1% 3.87


4,340 11.9% 11.8% 21.6% 26.0% 28.7% 3.48


4,316 13.3% 13.1% 22.0% 22.8% 28.8% 3.41


4,341 2.8% 8.2% 21.9% 33.0% 34.1% 3.87



4,354 8.1%% 10.2%0. 22.1%. % 29.3%9.3% 30.3% 3.64


4,358 6.6% 10.6% 22.6% 28.4% 31.8% 3.68


4,355 6.9% 11.2% 25.0% 30.2% 26.7% 3.59


4,323 12.3% 11.4% 25.7% 26.2% 24.4% 3.39


E3



Appendix E

Student Ratings of Progress on 12 IDEA Learning Objectives: All Non‐General Education Course Sections ‐‐Goals 2004/2005


20,086 1.8% 4.2% 14.7% 31.3% 48.1% 4.20


19,948 10.3% 9.6% 19.9% 24.7% 35.5% 3.65


20,100 9.0% 9.3% 20.6% 24.7% 36.4% 3.70


20,077 8.1% 9.2% 20.7% 27.2% 34.8% 3.71



20,105 4.7% 7.0% 18.8% 29.1% 40.3% 3.93


20,115 3.9% 7.2% 18.9% 28.4% 41.5% 3.96


20,093 4.1% 7.9% 20.0% 30.4% 37.7% 3.90


20,031 7.6% 8.6% 21.3% 27.0% 35.5% 3.74


E4


Appendix F

Student Perceptions ‐ Instructor: General Education Course Sections 2004/2005

Percentage of ResponsesStudent Perceptions 1 2 3 4 5 Mean

2. Excellent Instructor ‐ Overall, I rate this instructor an excellent teacher

2.6% 3.9% 11.8% 25.1% 56.5% 4.29

Note: 1 = Definitely False, 5 = Definitely True


Appendix G

Student Perceptions ‐ Course: General Education Course Sections 2004/2005

Percentage of ResponsesStudent Perceptions 1 2 3 4 5 Mean

3. Excellent Course ‐ Overall, I rate this course as excellent

2.9% 5.0% 17.4% 31.0% 43.7% 4.08

Note: 1 = Definitely False, 5 = Definitely True

California State University, Stanislaus Appendix H

IDEA Analysis 2004-05


Student Ratings of Progress on Objectives Identified as "Essential" by Faculty: All General Education Course Sections ‐‐ Goals 2004/2005

Percentage of Responses Objectives Total 1 2 3 4 5 MeanGoal 1: Subject Knowledge1. Gaining factual knowledge 3,230 1.0% 4.2% 15.3% 35.5% 44.0% 4.172. Learning fundamental principles 2,727 0.8% 4.9% 17.6% 36.8% 40.0% 4.104. Developing specific skills, competencies and points of view

682 3.4% 7.0% 21.0% 32.7% 35.9% 3.91


1,150 2.9% 4.9% 14.1% 28.6% 49.6% 4.17


5. Acquiring skills in working with others 552 1.8% 4.0% 6.3% 23.9% 63.9% 4.44

6. Developing creative capacities 341 4.1% 10.0% 19.1% 23.8% 43.1% 3.928. Developing skill in expressing myself orally or in writing

855 2.2% 7.0% 18.7% 34.3% 37.8% 3.98

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 1,289 2.6% 6.0% 16.9% 30.7% 43.8% 4.0711. Learning to analyze and critically evaluate ideas, arguments, and points of view

1,309 2.8% 4.9% 17.2% 33.6% 41.6% 4.06


739 5.0% 7.6% 21.1% 29.6% 36.7% 3.85



403 5.0% 7.7% 17.6% 33.7% 36.0% 3.88


505 5.0% 7.7% 19.8% 27.5% 40.0% 3.90


H1




Student Ratings of Progress on Objectives Identified as "Essential" by Faculty: Lower‐Division General Education Course Sections ‐‐ Goals 2004/2005


458 4.4% 7.2% 19.0% 33.2% 36.2% 3.90


716 2.7% 5.6% 16.5% 30.9% 44.4% 4.09




734 2.2% 7.1% 19.3% 34.3% 37.1% 3.97

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 833 2.8% 5.2% 15.7% 28.1% 48.3% 4.1411. Learning to analyze and critically evaluate ideas, arguments, and points of view

971 3.0% 5.5% 17.7% 35.0% 38.8% 4.01


568 5.8% 8.3% 21.7% 30.1% 34.2% 3.79



318 5.3% 9.4% 18.6% 34.3% 32.4% 3.79


272 7.0% 8.5% 20.2% 26.1% 38.2% 3.80


H2




Student Ratings of Progress on Objectives Identified as "Essential" by Faculty: Upper‐Division General Education Course Sections ‐‐ Goals 2004/2005

Percentage of Responses Objectives Total 1 2 3 4 5 MeanGoal 1: Subject Knowledge1. Gaining factual knowledge 942 1.1% 4.8% 14.2% 36.8% 43.1% 4.162. Learning fundamental principles 634 0.5% 3.9% 17.2% 37.5% 40.9% 4.144. Developing specific skills, competencies and points of view

224 1.3% 6.7% 25.0% 31.7% 35.3% 3.93


434 3.2% 3.7% 10.1% 24.9% 58.1% 4.31




121 2.5% 6.6% 14.9% 33.9% 42.1% 4.07

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 456 2.2% 7.5% 19.1% 35.5% 35.7% 3.9511. Learning to analyze and critically evaluate ideas, arguments, and points of view

338 2.1% 3.3% 15.7% 29.6% 49.4% 4.21


171 2.3% 5.3% 19.3% 28.1% 45.0% 4.08



85 3.5% 1.2% 14.1% 31.8% 49.4% 4.22


233 2.6% 6.9% 19.3% 29.2% 42.1% 4.01


H3




Student Ratings of Progress on Objectives Identified as "Essential" by Faculty: All Non‐General Education Course Sections ‐‐ Goals 2004/2005


5,106 1.5% 3.5% 12.5% 28.9% 53.6% 4.30


1,895 3.5% 5.8% 15.4% 24.8% 50.5% 4.13


5. Acquiring skills in working with others 1,629 N/A N/A N/A N/A N/A N/A

6. Developing creative capacities 1,311 N/A N/A N/A N/A N/A N/A8. Developing skill in expressing myself orally or in writing

3,097 N/A N/A N/A N/A N/A N/A

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 6,357 1.3% 3.8% 12.8% 28.3% 53.9% 4.3011. Learning to analyze and critically evaluate ideas, arguments, and points of view

2,996 2.8% 5.5% 16.0% 28.6% 47.2% 4.12


2,055 3.2% 5.2% 15.4% 25.6% 50.6% 4.15



1,886 2.7% 5.5% 16.9% 29.7% 45.2% 4.09


1,177 N/A N/A N/A N/A N/A 4.12


H4



Appendix I

Student Ratings of Learning Objectives Linked to Faculty Selection of Primary Teaching Approach: All General Education Course Sections ‐‐ Goals 2004/2005

Mean Scores on Objectives linked to teaching approach (primary)Objectives LE DIS SE SK LA FE ST MM PR O

Goal 1: Subject Knowledge1. Gaining factual knowledge 4.15 3.98 4.05 4.22 3.97 N/A 3.99 4.08 N/A 4.222. Learning fundamental principles 4.09 3.99 3.94 4.09 3.86 N/A 4.00 4.08 N/A 4.154. Developing specific skills, competencies and points of view

3.36 3.99 3.90 3.85 2.84 N/A 3.03 4.42 N/A 3.52


3.51 3.79 3.91 3.72 3.18 N/A 4.00 4.83 N/A 3.56


5. Acquiring skills in working with others 3.20 3.87 4.10 4.15 3.66 N/A 3.23 4.25 N/A 3.51

6. Developing creative capacities 3.31 3.90 3.82 3.85 2.80 N/A 4.22 4.67 N/A 3.428. Developing skill in expressing myself orally or in writing

3.36 3.99 3.90 3.85 2.84 N/A 3.03 4.42 N/A 3.52

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 3.99 4.14 4.10 4.27 3.71 N/A 3.94 4.33 N/A 4.0911. Learning to analyze and critically evaluate ideas, arguments, and points of view

3.72 4.08 3.79 3.70 3.24 N/A 3.40 3.58 N/A 3.85


3.71 3.82 3.92 3.82 3.38 N/A 3.65 4.17 N/A 3.83



3.66 3.76 3.63 3.63 3.55 N/A 3.25 3.50 N/A 3.74


3.39 3.76 3.73 3.66 2.82 N/A 3.58 4.00 N/A 3.49


I1



Appendix I

Student Ratings of Learning Objectives Linked to Faculty Selection of Primary Teaching Approach: Lower‐Division General Education Course Sections ‐‐ Goals 2004/2005


Goal 1: Subject Knowledge1. Gaining factual knowledge 4.14 3.82 4.14 4.19 3.91 N/A 3.99 4.08 N/A 4.192. Learning fundamental principles 4.08 3.79 4.06 4.06 3.82 N/A 4.00 4.08 N/A 4.134. Developing specific skills, competencies and points of view

3.92 3.91 4.06 4.13 3.47 N/A 4.12 4.25 N/A 4.00


3.44 3.57 3.93 3.68 3.12 N/A 4.00 4.83 N/A 3.47


5. Acquiring skills in working with others 3.27 3.91 4.01 4.19 3.62 N/A 3.23 4.25 N/A 3.53

6. Developing creative capacities 3.24 3.95 3.97 3.80 2.64 N/A 4.22 4.67 N/A 3.378. Developing skill in expressing myself orally or in writing

3.27 4.00 4.02 3.82 2.71 N/A 3.03 4.42 N/A 3.40

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 3.99 4.07 4.13 4.26 3.61 N/A 3.94 4.33 N/A 4.0811. Learning to analyze and critically evaluate ideas, arguments, and points of , g , pview

3.68 3.96 3.95 3.67 3.13 N/A/ 3.40 3.58 N/A/ 3.76


3.72 3.65 3.97 3.77 3.26 N/A 3.65 4.17 N/A 3.78



3.65 3.69 3.74 3.57 3.43 N/A 3.25 3.50 N/A 3.73


3.38 3.53 3.85 3.63 2.68 N/A 3.58 4.00 N/A 3.44


I2



Appendix I

Student Ratings of Learning Objectives Linked toFaculty Selection of Primary Teaching Approach: Upper‐Division General Education Course Sections ‐‐ Goals 2004/2005


Goal 1: Subject Knowledge1. Gaining factual knowledge 4.18 4.19 3.88 4.49 4.56 N/A N/A N/A N/A 4.302. Learning fundamental principles 4.12 4.24 3.70 4.39 4.25 N/A N/A N/A N/A 4.214. Developing specific skills, competencies and points of view

3.92 4.15 3.87 4.46 4.56 N/A N/A N/A N/A 4.06


3.63 4.06 3.87 4.20 3.84 N/A N/A N/A N/A 3.76


5. Acquiring skills in working with others 3.08 3.81 4.28 3.74 4.06 N/A N/A N/A N/A 3.49

6. Developing creative capacities 3.43 3.83 3.53 4.45 4.44 N/A N/A N/A N/A 3.558. Developing skill in expressing myself orally or in writing

3.52 3.99 3.64 4.22 4.16 N/A N/A N/A N/A 3.80

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 4.00 4.23 4.05 4.48 4.69 N/A N/A N/A N/A 4.1311. Learning to analyze and critically evaluate ideas, arguments, and points of , g , pview

3.78 4.23 3.49 4.04 4.35 N/A N/A N/A N/A 4.04


3.70 4.04 3.83 4.34 4.53 N/A N/A N/A N/A 3.94



3.67 3.85 3.43 4.37 4.81 N/A N/A N/A N/A 3.77


3.41 4.05 3.49 3.96 4.19 N/A N/A N/A N/A 3.59


I3



Appendix I

Student Ratings of Learning Objectives Linked to Faculty Selection of Primary Teaching Approach: All Non‐ General Education Course Sections ‐‐ Goals 2004/2005


Goal 1: Subject Knowledge1. Gaining factual knowledge 4.35 4.26 4.32 4.29 4.20 4.13 4.15 4.02 4.33 4.382. Learning fundamental principles 4.26 4.17 4.28 4.18 4.05 3.94 3.98 3.83 4.22 4.284. Developing specific skills, competencies and points of view

4.17 4.23 4.39 4.28 3.99 4.22 4.12 3.96 4.33 4.28


3.63 3.69 3.73 3.89 3.56 3.71 4.06 3.45 3.73 3.65

Goal 2: Communication5. Acquiring skills in working with others 3.57 4.09 4.02 4.04 4.13 4.11 3.68 3.91 4.24 3.70

6. Developing creative capacities 3.52 3.79 3.88 4.01 3.46 3.76 4.28 3.64 3.79 3.628. Developing skill in expressing myself orally or in writing

3.67 4.00 4.10 3.93 3.37 4.08 3.38 3.39 3.93 3.78

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 4.19 4.25 4.40 4.30 4.03 4.19 4.06 3.93 4.41 4.30


3.92 4.06 4.17 3.86 3.54 3.83 3.71 3.42 4.03 4.00


3.94 4.06 4.15 4.04 3.89 3.94 3.94 3.68 4.20 4.04



3.89 3.94 4.02 4.02 3.95 4.09 3.56 3.85 4.14 3.95


3.94 4.06 4.15 4.04 3.89 3.94 3.94 3.68 4.20 4.04


I4



Appendix J

eva ua id argumen and po 51 8% 19 6% 12 5% 10 7%

Faculty Selection of Primary Teaching Approaches Linked to Selection of “Essential” Learning Objectives: All General Education Courses ---Goals 2004/2005

Percentage of ResponsesObjectives LE DIS SE SK LA FE ST MM PR O

Goal 1: Subject Knowledge1. Gaining factual knowledge 65.5% 4.5% 0.0% 6.4% 7.3% 0.0% 0.9% 0.0% 0.0% 15.5%2. Learning fundamental principles 59.8% 4.1% 3.1% 6.2% 6.2% 0.0% 1.0% 0.0% 0.0% 19.6%4. Developing specific skills, competencies and points of view

31.0% 13.8% 3.4% 41.4% 0.0% 0.0% 0.0% 0.0% 0.0% 10.3%


36.6% 14.6% 7.3% 14.6% 2.4% 0.0% 2.4% 2.4% 0.0% 19.5%


5. Acquiring skills in working with others 15.0% 15.0% 0.0% 45.0% 0.0% 0.0% 0.0% 0.0% 0.0% 25.0%

6. Developing creative capacities 12.5% 6.3% 0.0% 37.5% 0.0% 0.0% 25.0% 0.0% 0.0% 18.8%8. Developing skill in expressing myself orally or in writing

35.6% 15.6% 6.7% 26.7% 0.0% 0.0% 0.0% 0.0% 0.0% 15.6%

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 44.4% 13.0% 5.6% 22.2% 3.7% 0.0% 0.0% 0.0% 0.0% 11.1%11. Learning to analyze and critically evaluate ideas arguments and points ofl te eas, ts, ints of view

51 8%. 19 6%. 5 4%5.4% 12 5%. 0 0%0.0% 0 0%0.0% 0 0%0.0% 0 0%0.0% 0 0%0.0% 10 7%.


24.1% 20.7% 3.4% 37.9% 3.4% 0.0% 0.0% 0.0% 0.0% 10.3%



42.1% 0.0% 10.5% 31.6% 5.3% 0.0% 0.0% 0.0% 0.0% 10.5%


41.7% 29.2% 0.0% 20.8% 4.2% 0.0% 0.0% 0.0% 0.0% 4.2%


J1



Appendix J

evaluate ideas arguments and points of 57 14 28 0% 0% 0% 0% 0% 0% 0%

Faculty Selection of Primary Teaching Approaches Linked to Selection of “Essential” Learning Objectives: Lower‐Division General Education Course Sections ‐‐ Goals 2004/2005



33.3% 16.7% 0.0% 33.3% 0.0% 0.0% 0.0% 0.0% 0.0% 16.7%


50.0% 16.7% 33.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


5. Acquiring skills in working with others 0.0% 100% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


73.3% 6.7% 0.0% 6.7% 0.0% 0.0% 0.0% 0.0% 0.0% 13.3%

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 25.0% 25.0% 25.0% 25.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%11. Learning to analyze and critically evaluate ideas arguments and points of , , view

57.1%.1% 14.3%.3% 28.6%.6% 0.0%0. 0.0%0. 0.0%0. 0.0%0. 0.0%0. 0.0%0. 0.0%0.


50.0% 50.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%



66.7% 33.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


66.7% 33.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


J2



Appendix J

evaluate ideas arguments and points of 66 20 0% 0% 0% 0% 0% 0% 0% 13

Faculty Selection of Primary Teaching Approaches Linked to Selection of “Essential” Learning Objectives: Upper‐Division General Education Course Sections ‐‐ Goals 2004/2005



36.4% 27.3% 9.1% 18.2% 0.0% 0.0% 0.0% 0.0% 0.0% 9.1%


50.0% 25.0% 6.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 18.8%


5. Acquiring skills in working with others 50.0% 25.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 25.0%


87.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 12.5%

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 63.2% 21.1% 5.3% 10.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%11. Learning to analyze and critically evaluate ideas arguments and points of , , view

66.7%.7% 20.0%.0% 0.0%0. 0.0%0. 0.0%0. 0.0%0. 0.0%0. 0.0%0. 0.0%0. 13.3%.3%


42.9% 28.6% 14.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 14.3%



60.0% 0.0% 0.0% 0.0% 20.0% 0.0% 0.0% 0.0% 0.0% 20.0%


33.3% 58.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 8.3%


J3



Appendix J

Faculty Selection of Primary Teaching Approaches Linked to Selection of “Essential” Learning Objectives: All Non‐General Education Course Sections ‐‐ Goals 2004/2005



29.4% 10.5% 16.1% 12.9% 2.1% 2.8% 0.7% 0.7% 4.5% 20.3%


43.0% 15.0% 10.0% 13.0% 2.0% 1.0% 2.0% 0.0% 1.0% 13.0%

Goal 2: Communication5. Acquiring skills in working with others 28.1% 14.6% 16.9% 13.5% 2.2% 2.2% 1.1% 3.4% 9.0% 9.0%6. Developing creative capacities 19.5% 6.5% 13.0% 22.1% 0.0% 1.3% 19.5% 0.0% 2.6% 15.6%8. Developing skill in expressing myself orally or in writing

24.6% 15.0% 20.4% 10.2% 1.8% 5.4% 0.0% 0.6% 3.0% 19.2%

Goal 3: Inquiry and Critical Thinking3. Learning to apply course material 29.5% 14.3% 14.3% 10.3% 2.9% 3.2% 0.9% 0.9% 3.4% 20.3%


29.9% 17.4% 16.8% 6.0% 3.6% 1.8% 1.2% 0.6% 3.0% 19.8%


20.2% 18.5% 19.3% 10.1% 2.5% 2.5% 0.8% 0.0% 5.0% 21.0%



29.0% 9.3% 15.9% 9.3% 3.7% 1.9% 0.0% 2.8% 4.7% 23.4%


26.5% 23.5% 27.9% 4.4% 0.0% 1.5% 0.0% 1.5% 4.4% 10.3%


J4

Appendix K

California State University, Stanislaus

Goals for General Education Courses (Effective Fall 2000)

Each GE course must demonstrate how it will meet Goals 1-5 and either Goal 6, Goal 7, or both Goals 6 and 7.

1. Subject knowledge. To provide an educational experience that will enhance students’ understanding of the discipline’s basic principles, methodologies, and perspectives.

2. Communication. To provide an educational experience that will enhance the ability to communicate.

3. Inquiry and Critical Thinking. To provide and educational experience that will enhance critical thinking skills and will contribute to continuous inquiry and life-long learning.

4. Information Retrieval and Evaluation. To provide an educational experience that will enhance the ability to find, understand, examine critically, and use information from various sources.

5. Interdisciplinary Relationships. To provide an educational experience that will enhance students’ understanding of a discipline’s interrelationships with other disciplines.

6. Global or Multicultural Perspectives. To provide an educational experience that will enhance the ability to look at issues from multiple perspectives and/or that will describe the discipline’s impact on or connection to global issues, AND/OR

7. Social Responsibility. To provide an educational experience that will help students understand the complexity of ethical judgment and social responsibility and/or that will describe the discipline’s impact on or connection to social and ethical issues.

(Approved by the Academic Senate 1/25/00)

Multicultural Courses (Effective Fall 1994)

In addition, courses that meet the requirements for General Education Area G, Multicultural requirement, are those classes of 3 or more units that address multicultural issues, ethnic studies, gender issues, or non-western cultures as follows: Multicultural courses should discuss more than one culture but include the study of one culture in some depth. Multicultural courses should show that there are differences between cultures, show ways to study such differences, and stimulate students to do additional studies.

(Approved by Academic Senate 5/11/98) :je8/4/00

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