student opinion survey on the general education program at …...out in april and the survey closed...

Student Opinion Survey on the General Education

Program at CMU

May 2005

Results compiled by: Adam M. Peruski Office of Academic Affairs Central Michigan University

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Contents

Summary…………………………..…………………………………..………………………………….2 Section I: Respondent Demographics On/Off-Campus Student……………………………………..……….…………………….…...3 Year/Class Standing……………………………………………………………………………..3 Age………………………………………………………………………………………………...3 Current/Intended Major………………………………………………………………………….3 Current/Intended Minor………………………………………………………………………….4 First Year Experience (FYE) poll……………………………………………………………….4 Section II: Perceptions about CMU’s General Education Program

Level of agreement on statements pertaining to U.P. courses…………….………….……5

Level of agreement on statements pertaining to why enrolled in U.P. courses……………………………………………………………………………...…..…11

Level of Agreement on statements of “being critical” towards U.P. courses ………………………………………………………………………………..…..15

Factors that play a role in registering for U.P courses…….……..………………………...20 Factors that play a role in giving student their “fullest possible effort” in U.P. courses………………………………………………………………………………….24 Level of agreement on required writing components in U.P. courses…………………….27 Level of agreement on comments directed towards competency courses………………31 Method of becoming informed on relevance of University Program………………………36 Additional comments on CMU’s General Education Program…………………………….37

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Summary A survey of students’ experience and opinions relative to CMU’s General Education Program was administered in spring 2005. A random sample of 1000 on- and off-campus students received an email asking them to participate in the survey in March. Two reminders were sent out in April and the survey closed on May 2nd. 197 students completed the survey, yielding a 20% response rate, which is lower than had been hoped for. The survey was developed by the General Education Steering Committee to satisfy its charge to gather input on CMU’s General Education Program. Questions in the survey were answered on ratings scales, with additional space in which students could explain their responses. Data for the General Education Opinion Survey has been captured electronically via an Office of Academic Affairs survey tool. All data for the survey was anonymous; there is no mechanism, nor has there been any attempt, to identify the individual contributor. The following document contains two sections: Section I includes Respondent Demographics data. Section II includes Perceptions about CMU’s General Education Program data. All charts, graphs and interpretations reflect the survey results exactly as they were submitted by participants. Percentages have been rounded for spacing and general understanding reasons. Responses from open-ended questions were edited for vulgar language only. Readers are encouraged to review this report in its entirety to develop their own conclusions.

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Section I: Respondent Demographics 1.) Are you an on-campus or off-campus [CEL] student?

Responses % On-Campus 136 69.04 Off-Campus 61 30.96

2.) What is your current year/class standing?

3.) What is your age?

Age Responses % 18 21 10.66 19 25 12.69 20 39 19.8 21 37 18.78 22 40 20.3 23 10 5.08 24 12 6.09

25+ 12 6.09 Blank 1 0.51

4.) What is your current/intended major? (Leave blank if undecided) -Many specific majors have been categorized into more general groups and only the most populated groups are shown below for a more beneficial view.

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BiologyPsychologyMarketingEnglishBusinessMathematicsEducationSociologyScienceAccountingForeign LanguageSocial WorkJournalismRecreationHealthBlank

Responses % Freshman 34 17.26

Sophomore 31 15.74 Junior 51 25.89 Senior 81 41.11

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5.) What is your current/intended minor? (Leave blank if undecided) -Many specific minors have been categorized into more general groups and only the most populated groups are shown below for a more beneficial view.

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BiologyPsychologyBusinessEducationSociologyScienceHealthFinanceChild DevelopmentForeign LanguageChemistryHistoryBlank

6.) Did you take the First Year Experience [FYE] course?

Responses % Yes 11 5.58 No 184 93.4

Blank 2 1.02

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Section II: Perceptions about CMU’s General Education Program 7.) What is your level of agreement with each of the following common statements about the U.P.? I know the goals of the University Program.

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To the degree that I know the goals, I agree with the goals of the University Program.

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CMU does a good job explaining the goals of the University Program.

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Responses % Strongly Agree 27 13.71 Agree 137 69.54 Disagree 21 10.66 Strongly Disagree 4 2.03 No Opinion 7 3.55 Blank 1 0.51



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CMU does a good job delivering on the goals of the University Program.

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Overall, I am pleased with CMU’s U.P. requirements and courses.

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Overall, I am dissatisfied with CMU’s U.P. requirements and courses.

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Overall, I believe I am (or will be) better off by taking U.P. courses.

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Overall, U.P. courses are just something I have to “take care of” and “get out of the way” – they won’t really benefit me in any way.

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Other statements / corresponding rating • UP Courses are just a way for Central to get more money from the students. -- 1 • I hate that you waste my money with UP courses. -- 1 • Do I agree with the arts up. -- 3 • CMU should have a panel of students submit suggestions to the University

regarding the UP courses -- 1 Explanations for Responses:

• I do understand UP courses, I just don't really agree with it. I have been stressed out for two years because of UP courses when I am doing great in the courses towards my major (the ones that really matter!) I just think it is an added stressor and we should be focusing more toward our majors and future goals.

• I feel that it is a waste of time taking the UP courses. Most of them had nothing to do with my major, minor, or the career I hope to pursue. I am a senior and if you asked me anything I learned in those UP classes that had nothing to do with what I came to CMU to study, I could not answer you. I forgot all of that stuff. For example, if you asked me to speak in Spanish, I would look at you like you lost your mind. I know you want students to be well rounded but let's face it, students do not take UPs seriously. It's important that students know how to write, so yes, keep the English classes. But the rest of those classes seem to have no point. College is already expensive so do not make poor young adults spend money on classes that means nothing to them. Make students take classes in what they came to study and let them graduate.

• I don't believe taking a history of art class is going to help in life. I don't think some of the U.P classes that are offered really help students.

• When I was an incoming freshman, CMU didn't mention that UP courses helped you to determine if you are in the correct field. They just said they had to be met. Perhaps if they would suggest it is helpful to enroll in these classes to benefit us, then i would have had a different attitude towards them.

• I think that U.P. courses are beneficial to making a student "well-rounded" in their education. However, I feel-especially as an EDU major-that the requirements set upon me by the university and my program, and the state of Michigan create one HUGE pile of requirements. I think that it's frusterating to have to complete SO MANY U.P. courses in combination with SO MANY program requirements in combination with SO MANY state requirements. It's allot. A four year degree is turning into a 5/6 year degree for many.

• I feel the UP's are a good program for students who do not know what their intention is upon entering the university. I think the requirements for individuals who sign an major in their first year should be less in the UP department.


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• I have a very large major (many credit hours) and already have to take many basic education classes, many of which cannot be counted as UP classes, it is because the UP classes that I will not be able to graduate on time. I am still getting the basic education from the requirements for the Teacher's Ed. Program, but I have to take almost double the classes due to UP

• UP courses are sometimes useful to broaden your educational background. They can become tedious though, if there is nothing in a category that you are interested in.

• I don't understand why I have to take two science categories, being a business major. According to the UP program, science folks aren't required to take two business courses, it seems that the program is unbalanced.

• I have found that some of my U.P courses were benefital to me, but mainly I would say they were a waste of time and money. I am disappointed with my education here at CMU.

• I think U.P. credits are good for freshman but hold back jr transfers who already know what they are majoring in

• It is difficult because some people are better at art, history and english, and some excell at science, mathmatics and technologies. A student who struggles with a subject has no way out, especially becuase college classes are often large and the student cannot seek individual help with a subject. Also, usually you have no idea what a class is about in a University Program, simply because it is most likely something that you have never studied. Students go into classes ignorent of what is about to happen, and get slammed when they realize they have no idea what is going on.

• U.P. courses are tiresome. Not only are they are money trap, but they obstruct students from efficiently obtaining their degree. Teachers purposefully lower their requirements for non-major students. Also, students who are uninterested in the course material tend to counteract the instructor's ability to facilate critical discussion about said subject matter. Do you actually think a class, about neuroscience, religion, or racism will change someone's ideology? That's quoixtic. Students are here either to defer real life or get a degree. Time and money constraints matter. If I had to do it all over again, I'd take solely my degree requirements along with the fundamental disciplines, (reading, writing, arthimatic) and take off as quickly as possible.

• While it is true that the University Programs help some people find a Major/Minor, most college students just finished 12 years of general education, and the last thing they want to do is spend money and time completing pointless classes they are forced to take so the university gets more money. I agree with electives to a certain point, but the limitations set by the university programs is not fair. Let a student take whatever it is they want to take, provided they get 124 credits.

• I figure some aspects of the "forced" classes so to speak will benefit me, but I definitely see them as something to get out of the way. I want to become a teacher and there are enough classes for that program without having to take University classes on top of them.

• Although I understand the reasons behind taking UP courses, I often feel that the courses were of no use to me. Few if any will be beneficial to my future, and often times classes that I feel should count under a specific requirement are not even an option. For example, I feel that ASL would be more useful than some of the culture classes to me personally, yet it is not an option under the foreign language. It is still a language different than what people are used to, and I feel it would benefit me more than other classes.

• U.P. courses are nice for those students who don't have a well rounded education. For elementary education we have to take stuff from all of those sections so it doesn't make a difference for us. What I don't like is that they are graded harder than other courses. Also, why force people to take classes in every section when we had to do that in high school. In college we should decide and who cares if you know more about science if that's something we are not majoring in.

• The UP courses I have taken are pointless unless they have something to do with my major or minor. There are way too many UP courses. What really should be done is to

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say that a student has to take so many classes under certain subject markers (ex. PSY or BIO) instead of specifying exactly the only classes that can be taken. If that is not considered, there should be less UP classes and group 1A and 4B should be combined in my opinion.

• I understand that the UP courses are supposed to make students well rounded. However, they are totally irrelevant for what I'm going into. I don't understand how chemistry or astronomy relates to anthropology or history. Most of the stuff is just basic that I learned in high school and I hate paying for material I already know. It takes away from the classes I need to take and the time I could be putting towards them.

• Personally I feel that the U.P. classes are just an extra way to get money. They are a waste of my time. I learn something from them, but college is to expensive to have to go through all of that extra stuff.

• I disagree with the diversity section, IV-C. I think it is unnatural to try and force diversity as if you were the University of Michigan.

• I enjoy taking classes that are different just to have a break from the everyday requirements of a major, but because my degree states that my UP courses cannot be used toward the degree, I completely disagree with that. I feel like I have to take even more extra courses to satisfy both requirements.

• I have now finished taking all of my U.P classes and with the exception of only one class the classes were a waste of my time. I didn't learn anything substantial. The problem with these classes, in my oppinion, is the at all the professors but the fact that all students are required to take them. It is hard to learn when a bunch of freshman that don't know what they want to do, and still think college is a joke are taking up space just to fail the class and express an I don't care attitude.

• I feel like a lot of the UP classes are ones that I have taken previously. Another problem I have with some of them is that they seem to be kind of vague. However, I think it is a good idea to be able to try out some other classes than the ones that I normaly would for my major. However, since I know what I want to study, I feel that it would be more bennificial for me to take less of the UP classes.

• UP courses seem redundent to what high school was for. High school has already given us a base of education there is no need to waste more time and money on useless classes.

• I feel some of the classes are very good and some are a waste of time. I also feel that many of the instructors were terrible and some I could not even understand!

• Certain areas of the UP's benefitted me while others did not. I think there should be a way that each category of UP's has some class that will tie in to majority of majors or minors. In other words, double counting.

• dissatisfied with help from CMU. Staff not including the instructors are a joke. • I believe that we spend too much time trying to fill these requirements, but of course, the

university is making money that way...so I understand why it will never change. • I enjoyed some of the UP courses but most of them were a waste of time. In saying that

I did learn some things that I never would have. • There are a few courses, like ENG 328, which should be included on the UP course but

are not. As a transfer student, this is very frustrating, and now I have to spend extra semesters waiting for certain courses to be offered, sice they are not always offered every semester, or even every year.

• The idea of students being "well rounded" is great, but it also forces students into classes they have no interest in and will not use...which takes up their time and money, and often intrudes upon the serious students' learning in that U.P.

• UP courses would be more beneficial if planned individually by the student and an academic advisor so the courses can more beneficially cater to students' interests and career goals. I have taken many UP classes that were a complete waste of my time, and others have been taught by professors with little enthusiasm for the content. These courses are designed to make us more rounded individuals upon graduation, which to an extent the current system does, but it can be improved upon immensely.

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• I think that some of the particular requirements are unneccessary. For my particular field, I have no reason to need to take a language, for example. A "foreign cultures" class would be just as useful for me to understand where foreign people are coming from without the tediousness of actually trying to learn a language and it's intricacies when frankly, I'm just going to forget it later. Honestly, what good is one semester of a language going to do anybody in the long run? It doesn't teach us even close to enough fluency to be even marginally useable in the real world, and most of it will be forgotten well before we even graduate.

• I think credit from prior learning should be allowed to be used to meet requirement because the student obviously explored interests in the subgroup they would have credit for.

• The UP courses are courses that should be covered in High School. That is the point of going through high school, to get a more rounded education, while college is supposed to be focused just on your major or minor.

• UP classes may be beneficial to some majors, but I don't think they are necessary for all, most of them will double count with program requirements anyhow so they aren't a huge deal.

• I believe in gen. ed. requirements for u.p. such as math, and english a general communications course,and a science, however I do not feel that we need so many u.p.'s, for instance the Histories or psychologies.

• i think the U.P.'s really help with students who have an undecided major because it is a way for them to take a variety of classes without feeling like they are useless.

• I transfered to CMU with a Macro Stamp from a community college, I didn't have to take any UP's.

• I think a lot of the classes we have to take do not appl especially of you know what you want to do and the extra classes are just a pain and uninteresting

• I feel that the u.p. classes are a waste of valuable time needed in some majors which is why it is taking students longer to graduate.

• Taking U.P.s is just a way for the college to get more money from us. I find them uneccessary.

• UP's are a waste of time and money. But it's a good way for Central to make more money.

• I am a transfer student, so I am sure it is different for me since I transfered in with them • U.P. courses are a waste of time for those who already know what they want to do. I

think those who know what they want to do don't have to take them or only have to take half

• There were a lot of them. After I figured out my major, they were just a hinderance in taking the classes I really wanted to take.

• I understand why the UP courses are required, and have often enjoyed the subject matter of these courses. It is nice to have a break from your major once in a while. The class size and low level of expectation in these courses, however, make the experience of the class not worthwhile, more often than not. The most frustrating thing about the UP courses is when a class that is required for your major is also a UP course -- so the class fills with people who know very little about your topic, are not interested in your topic, and hinder class progress and discussion about a topic you are actually very eager to learn.

• I enjoyed some of the UP classes that I've taken, but most of them won't really help me out in my future career. It just added money to my already expensive education. What good do classes like "Listening Experience" or "History and Appreciation of Cinema" really do for my education.

• students go to college to study a certain area in order to fulfill their education for their career choice. Someone, like me, who wants to work with the elderly, should not be forced to take math, science, religion, and other courses which will not benefit my knowledge for my career

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8.) Everyone understands that students take U.P. courses, in part, because they are required. Other than that explanation, when you are having an open & honest conversation with a trusted listener, what is what your likely level of agreement with each of the following statements about the U.P. regarding why you enroll in U.P. courses in general.

Because they give me a broad education.

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Because later, they will help me perform better in my major and minor classes.

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Because having them on my record makes me more marketable.

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Because they help me select a major and minor program

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Because they help me become more knowledgeable about and sensitive to multiculturalism and diversity.

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Because they help me become a well-rounded citizen of our democracy.

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Because so much of today’s work world is multidisciplinary.

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Because they require me to see things and solve problems in new ways.

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Because they represent various academic disciplines that are a part of traditional education.

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Other statements / corresponding rating

• I hate that you waste my time with UP courses. – 1 • I can count them toward my major – 1

Explanations for Responses:

• I agree that some U.P classes are traditional but it would be easier to just let the students take their major and minor classes and get on with it.

• You have to take whatever UP classes are available or fit your schedule not so much what your interested in. My Geography U.P. I am currently signed up for has nothing to do with my major or minor.

• I clicked disagree for "more knowledgeable about and sensitive to multiculturalism and diversity" because, for one, there are not many choices and there are a great many segregated cultures in the world, and for another, one of the few choices is about Native Americans. I have Native American Heritage and have always been very interested. I had a passionate high school teacher who went into depth about Native American history. It was so hard for me to go through that becuase of how sad and horrible it was for them, and that was just a high school lecture. I never want to go through that again, I feel I know what happened and thats all I need to know. It is much too hard, emotionally, for me to study.

• Educational tradition? Where's Latin? Why don't we study the classics? Central is a comprehensive school, seemingly better suited for vocational studies. If Central wants to be recognized above other colleges, it needs to raise its standards.

• Too much weight is given to the impact of the university programs. People need to realize that, for the most part, students are here to get their degree and complete whatever they have to. Students are not sitting in class with a dropped jaw, fascinated by the amazing and diverse subject material.



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• I know many of the statements above are reasons why the UP courses are required. However, in my experience the UP courses do not help you with all of those above statements. They can help one choose a major or minor but only to a certain degree. Some subjects are not included in the UP classes.

• I feel that the UP courses are material covered in high school and I don't think we should have to "learn" the information again.

• you really can't give reasons other than that they are required as a justification of why you are taking the courses for more information on this read Korsgaard's book on ethics

• It i still a waste of money that most people wont even remember what they learned. • Some classes become opionated by the teachers views; some promoting other forms of

government. We need to have the feel of nationalizm with in our own country to feel like we belong to something!

• This is rediculous. "We all know students take these classes because they are required." That's it. End of story. You hit the nail on the head right there.

• While some of these things are true, for one; I dont think it should be the school's job to do these things for a student. It should be up to them to find out and take the classes they want/need/should take.

• There is primarily one UP class that taught me everything I agreed with and that was HEV 110 the rest of my UP classes didn't really help much.

• I have found the U.P. courses to be overcrowded and thus I am unable to say they have made me more well rounded, or sensitive to multicultural issues. I felt part of a large machine churning out papers and meeting university requirements rather than learning new and diverse subjects.

• I feel that I learned many of these goals, including democratic ideals and awareness of diversity and multiculturalism, more through active participation on and around campus. I have definately gained more through direct participatory experiences than through various UP classes.

• Many of the U.P. classes are so basic that they don't really make me, an already very well rounded person, any more well rounded or marketable. Realistically, when applying for a job in the Chemical field, nobody is going to look at my resume and think, "Hey, this guy took freshman government! Hire him!" AP classes are far too basic to give any real bonus later on in life.

• As stated above when taking a lot of these I am uninterested and then do just not care what is being said. If you could incorporate all these things into major and minor not U.P. classes I think the diversity and multicultural aspects would be better addressed.

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9.) When you find yourself being critical of the University Program, what is your level of agreement with each of the following?

U.P. courses are not related to my major or minor.

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In terms of my future work plans, it does me no good to have U.P. courses on my transcript/record.

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U.P. courses don’t really help me select a major and/or minor.

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In general, U.P. courses don’t prepare me for the specific kind of job/profession I’m planning to have.

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There is not enough variety of choices in the different areas.

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Despite good intentions, U.P. courses don’t do much to help students to value multiculturalism and diversity.

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I’m just not interested in some of the U.P. areas.

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Some U.P. courses are too difficult.

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Some U.P. courses are too easy.

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U.P. courses don’t really make me a better thinker.

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The mandatory writing component in U.P. courses is really flawed.

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Having to take U.P. courses makes it difficult for me to graduate in four years.

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Responses % Strongly Agree 23 11.68 Agree 81 41.12 Disagree 67 34.01 Strongly Disagree 8 4.06 No Opinion 14 7.11 Blank 4 203



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Some U.P courses are too big: they have too many students in them.

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• I hate that you waste my energy with UP courses. – 1 Explanations for Responses:

• I very strongly agree with the fact that U.P. courses make it difficult to graduate in 4 years- the academic advisors in all areas at CMU DO NOT do a well job in helping students figure out the right classes they need to take in order to graduate in an efficient amount of time!

• On Multiculturalism and Diversity: I do not think it really does much because, If I was African-American, of course I would take an African-American class. I know this because I am European, Russian and Native American, which would explain why I am more interested in European, Russian and Native American history and culture. Yeah, great idea guys.

• I have a lot of issues with the academic system in general. • In response to one of the questions in particular, many of the students that I have talked

to feel as though forcing students to take mandatory diversity training just tells them they are bad people and why.

• Of course having UP courses makes it difficult for someone in the teaching program to graduate in four years!!!! When you have to major and double minor as I am, because of the limited choices when it comes to picking majors and minors in the teaching program, there's no way to graduate in four years without taking on 18 or more credits a semester, which can be suicide.

• I agree with the writing and math components of the UP requirements. It is all the sections that I disagree with.

• As a side note, the English UP is very screwed up. When I took ENG 101 the graduate student prof expected us to write better than her. ENG 201 with Karen Varanauskas was a wonderful class because it taught students in the class the writing process. And many students did not know it. Yeah, if you put the work in you would get an A but she was giving students invaluable information that they would not learn elsewhere at the university or through any other professor (other than her husband Ralph Baber) both of whom you let go. You let go two professors that were making the most difference and teaching students the most in the English Department.

• American Sign Language is a foreign language and, therefore, should be included in Group IV-B.

• I think U.P courses woule be more valuable if they were harder. When I thought that I was going to have a tough load in a semester but needed another clas I took a U.P course because it was guaranteed to be easy. As a result I learned almost nothing in any of my U.P classes.

• these are not classes in problem solving


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• Having a writing class is a really good idea, I know that I really needed to brush up on it. However, it would have helped me more if there was more teaching in the class, more variety in the lessons, and would work on a broader spectrum of writing skills.

• I am having to stay in school a lot longer than others and it really ticks me off when i have to take bs classes that keep me here.

• It took me five years to graduate and I came in knowing exactly what I wanted to be and I only took classes that I had to. I felt that the UP's made me stay here an extra year.

• Though I can see the need for me to have most of the UP courses due to elementary teaching, many are boring, making them more difficult. The Mandatory writing is subjectable to the profesor reading it.

• UP courses may not help market myself simply because it is not on the diploma. Although helps with general thinking and is worth while.

• Some UP sourses are great, but 100 level courses are all about "policies" and not about content. Bigger class sizes, too, detract greatly from the purpose of all, including UP, courses at CMU.

• I feel like for the level of most UP classes (usually 100 level) they are generally very difficult for people taking them, especially becuase they are subjects that aren't of interest to the people taking them. It is often hard to do well in them.

• I'm mainly going to concentrate on the mandatory writing. We all have to take both Eng 101 and Eng 201, that provides plenty of writing skill. Let's face it, when one writes for a government, economics, history, or chemistry class, the teacher doesn't really care about the writing ability. What they want to know is if you understand the material as it relates to the subject.

• The courses where class participation would be extremely helpfull should be smaller. • It's not that the UP courses are hard to take, but they are difficult to get into, its always a

race between the students to sign up for the classes that they want. • Class size can be a problem but that's a university.....as far as the four years I am proof

that it close to impossible especially if you are going into teaching as I am. • The mandatory writing requirement is flawed in large part to proffessors such as Matt

Echelberger who tells students what he thinks they're doing wrong in comparison to what a professional writer would do, but doesn't really help students improve upon those points.

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10.) When selecting University Program courses to register for, which of the following reasons/factors play a role in your decision?

Because the course fits my schedule.

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Because I am interested in the subject.

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Because a course is related to my major and/or minor.

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Responses % Strongly Agree 38 19.29 Agree 117 59.39 Disagree 21 10.66 Strongly Disagree 8 406 No Opinion 8 4.06 Blank 5 2.54


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Because I’ve heard the course has a pretty easy workload.

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Because I’ve heard it’s pretty easy to get a good grade in a course.

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Because the subject matter is supposed to be pretty easy.

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Because an academic advisor suggested a course.

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Because of a course’s word-of-mouth reputation among fellow-students.

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Because of the instructor.

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Because of something I’ve read on a web site that rates professors and courses.

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Because I want to try something new.

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Because I want a challenge.

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• I hate the UP program. Please let it die. – 1 Explanations for Responses:

• Generally, students think U.P's are easy. In the past, I considered my U.P. component as the fluff classes between engaging courses for my major. In short, U.P's create busy work.

• The main factor in my taking of a certain course is if it will double count. • It is not that I don't want a challenge. I would like to be challenged with what interests

me and trying out graduate level classes in my areas of interest instead of putting my energy into a class in which the information is not relivent to what I want to do or to my life.

• For the last one, I do want a challenge, but my major courses already challenge me and to take a class that is not going to affect my career in the future and do poorly in it is pointless.

• i just pick course from the selection that look like something i might be interested in. why else would you take a course?

• I do not want college to be any harder than it has to be and i am not gonna let UP classes mess with my grade point.

• I am a non-traditional student, my values for learning are very different from most of the traditional students.

• in my opinion you take u.p. courses for the credit and good grade • I usually sign up for the only classes that are left available to me. You generally dont get

the luxury of choosing for those other reasons. • Variety and not so much difficulty level needs to be addressed....it is more of a interest

thing for me. • I am a transfer student • I am a student who generally enjoys a challenge, and so I used to sign up for UP

courses that sounded very challenging, but after a while I realized that they were rarely, if ever, taught with the same kind of energy as non-UP courses, so being challenged by them is difficult. Also, the level of student interest in the class really must make it difficult for professors to make the classes more worthwhile. So many students have a "get it over with" mindset that it's almost impossible to get through a UP course without adopting it yourself.


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11.) Which of the following reasons/factors play a role in your deciding to give your fullest possible effort to a specific U.P. course?

Because I am interested in the subject.

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Because a course is related to my major and/or minor.

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Because of the kind of teaching [lecture, discussion, workshop, etc.].

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Because of the quality of teaching.

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Because I need a good grade.

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Because I’ll fail the course otherwise.

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Because I feel challenged by the difficulty of the course.

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Because the way the writing component is implemented I have to engage strongly.

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Because I try my hardest in all my classes no matter what.

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• I could have my major and minor done already. I could be a GRADUATE by now. But, no, I had to take UP courses. -- 1


• U.P or not, students need good grades. If that's doesn't inspire them enough to get off their derrieres and work, then I don't know what will other then free money. Yet, I feel redundant, but, in the past, I worked hard on my U.P. courses to get good grades to help my G.P.A and pass through the class unscathed.

• if a course doesn't interest me or it is too simplistic i do worse. i have done poorly in easy courses because they are not interesting. i still attend class it's just that i don't care.

• It is not possible to try equally hard in all classes because some classes are just more impoartant than others and students learn that when they come here. The minor/major classes are more important that blow off UP classes.

• The writing implemented has made it more difficult for me to study facts, I find that I am more concerned with my writing skills than I am with what I have learned from the course.

• I am capable of getting a good grade, and passing a UP course without giving it my full attention, and often do. I give my full attention to classes that matter to me and my career plan, like Organic Chemistry, Calculus III, or Physics.

• Interest helps students use their full potential. • Transfer • The teaching in many classes could really use an overhaul. Some proffessors don't

really teach, they just spout off information found in the text. No real learning happens in class so students don't want to attend. To counteract this the proffessors make attendance mandatory or give extra points for it to keep students coming instead of working on their teaching so that its more important to come to class and learn.


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12.) Which is your level of agreement with the following comments about the required writing component in U.P. courses?

I’m not aware that there is a required writing component in U.P. courses.

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A strong writing component in these courses helps my writing improve.

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There’s too much writing in some of the courses.

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There’s too little writing in some of the courses.

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The implementation of the requirement is inconsistent among U.P. courses.

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I took this course/section because I knew it had a demanding writing component.

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The writing component in these courses helps me do writing assignments in my major/minor courses.

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The writing component in these courses helps me learn the subject matter of the courses.

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The writing component in these courses helps me develop my critical thinking skills.

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I took the courses/sections I did because I knew the writing component was fairly easy.

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I think I learn more in the U.P. courses which have a strong writing component.

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Other statements / corresponding rating • Instuctors treat the writing as an obstacal and don't take it seriously; no real

development of writing skills are involved. – 1 Explanations for Responses:

• Students need more writing courses then U.P. courses. Writing models are taught in high school. These lessons tell students how to write according to a model. In college, we have Freshman Composition and Advanced Composition. That's it. I know students who still can't even form full sentences. Or know how to use incomplete sentences for effective. The U.P. classes, also, inconsistantly impliment the writing component. Some classes I've taken, particualrly the sciences, don't need written exercises because most of the matieral is quantitative. Bah! No one listens anyway.

• Usually a teacher will give a silly writing assignment that requires little or no thinking in order to fufull the writing aspect of the course, so it's a big joke

• The writing done in a UP course is very unrelated to my major. • Once again - we learned this in high school and we shouldn't be in college if we can't

write. If students do need help they should enroll in a course that is geared towards writing.

• My writing was graded more critically in high school than it has been in any of the UP courses. I can definitely say my writing skills have not improved since high school because I always get "A"s on papers that I hand in here, and there has not been any professors that have challenged me to write at a higher leverl.

• the only problem is that philosophical writing style doesn't work for everything • Okay, here's the deal. I learned how to write an essay and a research paper in high

school, when I should have learned it. I am so, so, so sick of writing essays when I have so little interest in the topics that are given to me. I hate doing research. I'm a theatre student. I came to study theatre, not to be a scholar. There are certainly people within the world of the theatre who desire to and must communicate their ideas through writing, but I believe in the living practice of my art. There is no meaningless, cookie-cutter MLA-format paper in the world that will enthuse me about the acting process in the way that working with a flesh-and-blood acting coach or director will. I say death to busy work! There shall be no more in the Kingdom of Ego! No more, I say!

• I don't have test phopia, I have essay phopia • As a creative writing major, I'm fairly confident in my writing skills. • Some courses/ionstructors are too concerned with the "requirements" rather than the

quality of the thought and writing performance of each student. I spend more time doing busy work than actually thinking and learning, especially when the written assignments are too specific. I am an excellent writer, but find my self "fitting" the assignments to what the instructor is asking for, rather than doing crtical thinking and learning.

• My high school was more difficult that any writing class here. • A lot of them I had no opinion for b/c I have never heard anything about a writing

component! • Maybe if your into writing or want to do lots of time orientated research but, U.P. courses

should be general writing not haevy duty writing.

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13.) What is your level of agreement with the following comments about the competency courses (i.e., speech, mathematics, and writing). Such courses include SDA 101, MTH 105, and ENG 101/103 and 201.

Whether I enjoy it or not, I accept that an introductory writing course such as ENG 101 (or its equivalent) should be a required part of my undergraduate education.

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Whether I enjoy it or not, I accept that an advanced writing course such as ENG 201 (or its equivalent) should be a required part of my undergraduate education.

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Whether I enjoy it or not, I accept that a basic speech communication course such as SDA 101 (or its equivalent) should be a required part of my undergraduate education.

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Whether I enjoy it or not, I accept that a basic math course such as MTH 105 (or its equivalent) should be a required part of my undergraduate education.

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From my perspective, ENG 101/103 seems well designed to help students develop basic writing competency.

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From my perspective, ENG 201 seems well designed to help student develop advanced writing competency.

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From my perspective, SDA 101 seems well designed to help students developed basic public speaking competency.

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From my perspective, MTH 105 is well-designed to help students develop basic math/ computational skills.

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Assuming that the university will continue to have some kind of competency requirement in writing, speech, and math, the current competency program does not need significant revising.

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• More speaking, also require TAI 170 – 1 • MTH 105 – 4


• SDA 101 is a waste of time. • ENG 201 at Central Michigan University is a decent class, but in my experience, the

professors treat you as if you were an English major. Many students would not take this course if they did not have to.

• transfer student so i was exempted from my competencies • I did not take any of those courses through cmu so I cannot commment on centrals

program from personal experience but they are important for freshmen • I agree that ENG, SDA and MTH are good to have here. However, and most English

students and professors agree with me, ENG 101 teachers are a joke. My teacher didn't even go to college for English, she went to Nursing school. I knew more about English and Literature than she did.

• English composition courses need to impliment more than just the Aristotelian Proofs. They should be comprehensive studies, focusing on both composition and English writing. Perhaps there should 101 classes specified for majors, other than just the Honors class.

• These are the only classes (not major/minor) that should be flat out required and limited to what a student can take. They are tremendously helpful.



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• I feel that if ENG 201 was standardized to specific department standards each student wold be able to do research that engages them and would also assist with their major or minor rather than to belittle them.

• I think that the courses should stay the same but the way ENG 101 and 201 is run should be the way Karen Varanauskas and Ralph Baber ran them. Who cares if everyone who puts the work into it gets an A. At least everyone came out of the course learning something. Just for the record, I learned nothing in ENG 101. ENG 201 with Karen helped me look at topics of interest in my major and write on them which was very helpful. Teach students the writing process so they can do good in other classes. Bring Karen back as she is the best professor I have had at CMU.

• I think the math requirement should be a little easier. MTH 105 can be a hard class with a heavy workload which is not necessary. For speech there should be more. Its a necessary tool in the work field and more emphasis should be placed on it. ENG 101 and 201 are great classes.

• I hated TAI 170, but after taking it with James Eikrem, I highly recommend it. Although, I hear other teachers make the class a "joke."

• Math requirements need to be raised from MTH 105 to at least MTH 107 if not MTH 132 or equivalent.

• I have not taken SDA 101 or ENG 201 and I brought credit in for the other two so I've never taken a compentency course at CMU.

• I clept ENG 101 so I don't have an opinion regarding the questions that pertain to this class.

• The only reason I disagree with any of these is because there are a lot of high school students that are board out of their minds and drop out because you are going over what they learned in High School. For me however being a non-traditional student I was in need of all of these classes. "If you don't use it your use it" so to speak!

• There needs to be a consistency in the coursework in these classes. For the most part it's a "luck of the draw" situation. Many profs are either way too easy or way too hard. With some consistency of coursework this could be combated.

• I took most of these competency classes at another university, so I have no opinion on how they are run here. And I took the AP exam to get out of English 101.

• As a transfer student, I think the Math requirement should be waived if a student took four years of math in high school, or had a certain score on their ACT or SAT. I was "comped" out of Math at my former school, because of my highschool performance and an ACT score of 31. Now I have to take a basic Math course here, for what? I think it's rediculous. And the SDA 101 courses seriously needs revamped -- it's all about "policies" which make no room for real life. I have spoken in front of dozens of people about developmental disabilities for years, but had to go through this mind-numbing course here. Again, I ask, for what? It did nothing for my public speaking or organizational abilities.

• My high school math was also a lot easier than math here. The required classes were a joke to me.

• these classes have been taken so long ago that there is little memory of them. • I took ENG 101 and 201 at another college. SDA 101 and MTH 105 are too cooky

cutter. I helped several of my fellow students in SDA 101. In later Business classes, it seems that most people were still having difficulty with the basics. I tutored MTH in two departments on campus. All I have to say is that by having foriegn grad students teach MTH 105 is most of the freshmen's problem with learning MTH. These two SDA 101 and MTH 105 (which I have not had) are taught by students who don't seem to care too much on where or not their students are understanding anything!

• I did not take SPE 101 or MTH 105. • I have not taken any of the above courses. I AP'd ENG 101 and Calc I and Calc II. My

speech was covered by TAI 170H and I have not yet taken ENG 201. • The public speaking requirement should be taken out. Some people have real fears of

public speaking and SDA or TAI classes are a nightmare. It really does not help those of

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us with real public speaking fears, it just messes with our GPA and makes up more nervous about public speaking. You really aren't helping anyone get over their fear.

• I took all of these classes in high school, so the fact that I have to pay to retake the same exact material is pointless. It's saying that what you learned in high school is worthless when it is not, these courses are covering the same things that I have already learned.

• The only flaw with the math competency is the number of foreign professors making it hard to understand the content.

• I feel that the math requirement of 105 is still too low. Math teaches thinking skills that are usefull in all academic area and occupational fields

• SDA is a really big joke... If students need to learn how to make speeches they should take the class on their own free will

• This class NEEDS to be taught by teachers that speak english as their FIRST language, not second or third. This is extremly important when trying to learn.

• Some of the ENG 101 courses are way too hard for non-English majors. I pesonally was lucky because my teacher was fairly decent. However, from most people I know (science and tech majors) I have heard nothing but horror stories. I think basic writing skills are a necessity, but some teachers ask way too much. They make it almost immpossible for non-English majors to pass. I pesonally find this horrible that some proffesers are expecting perfect logic from people who could care less about deep logical writing. The most writing some of us will do is for research papers which we are already well prepared to write. There should be separate classes for the English majors and non-English majors.

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14.) Has anyone explained to you the value/relevance of the University Program? (Check all that apply.) University Faculty at the beginning of a U.P. course. University staff during orientations and advising sessions. Your major or minor academic advisor. Your FYE (First Year Experience) teacher. Other Responses:

• Honors Program • I am fully aware on my own. • No one did. • scholarship advisor • Orientation • noone has explained them to me • I've never had anyone explain the relevance • Orientation • I have heard all about the reasons for UP's from friends. • no one • Honors advisor • Nobody • No one • no one • Instructors in major/minor courses • I don't know, I had my MACROA!!! • no body • at Freshman orientation

Responses % Checked 38 19.29

Not Checked 159 80.71







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15.)Are there any other comments you would like to make about CMU’s General Education Program?

• General education is fine when it is based on reading, writing, and arithmetic. I think that it is unnecessary for me to have to take two or three courses in philosophy, arts, politics, and etc.

• Compromise with the students. Embolden Central's committment to scholarship. Remember that you are an instiution of higher learning and not one out to make some quick cash.

• While major/minor advisors do a great job, every time I have visited an academic advisor for a residence hall, they have been no help, and told me basically nothing.

• I often times feel that the General Education Program classes are a waste of time and money. Many of the classes are so basic that I feel it is un-necessary to attend the classes, which I feel is unacceptable. I do enjoy a challenge in classes and often it is not offered in the General Education classes. I also feel that often time the UP credits and BS/BA/BAA degrees step on each others toes. General Education classes are an option in most of the bachelors programs and it is difficult to keep track of which ones count, double count, etc. This should be easier for students to figure out so that they don't need to be worried when it comes to thier senior audit. I think that CMU's General Education Program needs to be re-evaluated and although many parts of the program are superior compared to other schools, other aspects do need to be improved.

• I don't like the method cmu uses in helping their students. I really don't think that the school has our best interest. Whenever I've had questions or needed help I've always had to deal with a unapproachable, rude person who is supposed to be helping me.

• An individualized general education program should be implemented according to a student's course of study. CHM 101 is completely useless to a business major, and I don't feel that I have grown or significantly advanced my knowledge by taking the course.

• No one explained why we had to take them or why they were important aspects of our education; just that we had to take them to graduate.

• It should be designed to each area of study. Certain classes are just useless for some majors and should be scrapped.

• There are too many,with not enough choices. I would much rather decide what classes I want to take, not pick between one's someone else has picked out for me. I understand needed a guideline but the current one is too restrictive.

• I found the U.P.'s to be mostly the same d*** class format of learning some B.S. and then being tested and having to write a paper over it. I will be graduating in May 2005 and I can honestly tell you that I have almost forgotten the materials covered in those classes. Just require more ENG classes if you want the students to learn to write better.

• maybe it would help to have UP courses that are more major or minor specific for those who are not searching for what they want to do with their major. i know the idea is for everyone to get a broader view and education but maybe you could taylor it so PHL majors could take courses that would follow their way of think more on broad issues instead of just generic one size fits every major classes. i'm not sure if this will make sense to you, but think of it in terms of how and what people of different majors will be encountering and what other classes may cater more specifically to their passions and desires as well as the broader scope of the specific endevour they are taking on.

• I wish that the University would cut out some of the crap since prices are going up and it seems that the number of years spent here is also going up. People are not going to be able to pay for college pretty soon. I personally could care less about 3/4th of the UP classes and this being so i know that about two hours after those classes are over i will remeber as little as possible from them because i didnt care about them. Let students take more of the classes that they want instead of forcing an english major to waste time with spanish or hispanic culture. Either that or if the university is going to keep requiring all of these extra classes then they should be less expensive.

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• I think I've spoken loudly enough. I hope that my bretheren shake the same swords and shriek the same battle cries until all reverberates and crumbles in like the bones of long-dead titans yet slumped in their thrones! Do not go gently into that dark night! Rage, rage! against the dying of the light!

• I understand the basic idea of a liberal arts education, and I feel that having one is important. However, I feel that many of the classes I've taken have served no real purpose because I have already had a strong liberal arts background in high school.

• I feel that my money would have been better spent if I could have tested out of my U.P.s and had a second major.

• Unfortunately I now have an excessively liberal arts background and a limited amount of class room work relating to my intended field.

• In a lot of way I wish I could have the $1000's back to spend on courses I could have enjoyed and found a use for.

• University staff advisors set me directly on the WRONG course for my major and minor and actually made it impossible to finish my program in five years do to unwillingness to let me choose what I wanted to do after college.

• Something needs to be done. Whether it is a complete overhall of the system, or just minor changes to make it more effective, I am all for it.

• The GE program needs to limit class size to no more than 25. I realize the University grows pale at the logistical requirement of such a plan but rather than build a gym/store for people on one side of the campus, the University should focus on learning driven progress. The courses are too large for a professor to adequately evaluate any writing requirements. CMU should develop a panel of students willing to invest in their future Alumni's succes, and make it a diverse panel

• ASL (American Sign Language) should be part of group 4B of the UP requirements. It is just as challenging and difficult as any other foreign language/culture. Please consider making this a choice.

• Could be stronger and better suited to students individual needs. Maybe adding a community service component or on campus activity (eg you must be involved in one club) requirement.

• I don't agree with the UP program. It seems like an easy way for universities to take more of my money.

• i do not think that it is broad enough. there are many courses that i would have loved to take at cmu before i graduate, not because of their writing requirement, but because they are interesting and can benefit the developement of my mental abilities. i will not be ablt to take these classes as i weii be graduating soon, but i feel that there is much to my general education that is lacking and will be purseud through books and graduate studies. my talents have been specialized into a concentrated field, but i fell that a broader base of knowlegde would benefit me greatly in my lifetime.

• professors are too liberal and not open to any views other than their own. • There's too many UP courses needed to take in order to graduate. It's hard enough to fit

in your classes needed for your major or minor. Also taking into consideration that people change their mjaors a lot and then have to start over in many cases. I beleive some UP's are beneficial, but not so many of them.

• I took a couple required courses, like Astronomy, to fulfill my degree requirements, and I felt that there really wasn't enough time or teacher to help each student as that student needed the help. Tutors and teachers should be made more available to students so they don't have to "wing it" on their homework and tests. I couldn't even tell you where to find a tutor and I've been here a year.

• I like the diversity of the classes. It provides for a change in subject matter. I just think proffesers need to be fair in their grading. Most of us want to focus on our classes for our majors not our U.Ps. We want the UPs to be passable, and not so hard that we spend our all of our study time foucusing on a class we did not have to take. Again I feel that some classes should be split into groups. One for people taking the class as a UP and the other for people who need it for their major.

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• With the general education program, it is nearly impossible to complete any program in four years. This should be stressed to incoming freshmen.

• I think dropping the UP idea altogether is a huge mistake, but the way the classes are taught and the student perception of the classes make it difficult to take away anything very meaningful from them.

student opinion survey on the general education program at …...out in april and the survey closed...

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