The Core Course Survey

Executive Summary

The Core Curriculum Survey was developed in the spring of 1997 by the Core Curriculum Committee to help assess general education at MSU-Bozeman. This report on the findings of the survey will also be used for NASC accreditation purposes, and can be viewed at http://www.montana.edu/wwwprov/core/CoreSurvey.html.

It was anticipated that responses to the web-based survey would be received for each Core course offered at MSU-Bozeman. There were 188 active Core courses at the time the survey was made available. The return was approximately 80%.

Respondents replied to questions relating both to General Criteria and Specific Criteria in particular Core areas. These criteria are used by the Core Curriculum Committee to evaluate the validity of a proposed Core course.

Subcommittees of the Core Curriculum Committee were formed for each core area. These subcommittees were asked to provide both quantitative and qualitative data from their findings, and make recommendations for their respective Core area.

Successful courses were typically either small in size or were large courses with small associated seminars, studios, or recitations. Barriers to successful courses were limited resources and the lack of preparation on the part of students. Monitored student outcomes for assessment included traditional methods such as examinations and homework, and non-traditional methods such as studio projects and case analyses. The general Core criteria were not always appropriate to each Core area. Specific Core criteria were generally always appropriate to respective Core areas.

Recommendations made included increasing resources, requiring earlier completion of basic skills, making the core more integrated, utilizing only qualified faculty to teach Core courses, and reexamining the mix of majors and non-majors in the same course.

Introduction

As stated in the 1998-2000 Montana State University-Bozeman Graduate and Undergraduate Bulletin,

The Core Curriculum Survey is one of a number of tools developed to re-evaluate general education on the MSU-Bozeman campus. It will be incorporated as part of the self-study being prepared for the upcoming Northwest Association of Schools and Colleges (NASC) accreditation visit in October 1999.

The Core Curriculum Committee

The Core Curriculum Committee is composed of six faculty representing each Core area (Communications/Math, Fine Arts, Humanities, Social Sciences, Natural Science, Multicultural/Global), four additional faculty serving as at-large members to ensure that each college has at least one representative, one student representing ASMSU, and six administrative ex-officio members representing Arts & Architecture, General Studies, Honors, Letters & Science, the Library, and the Registrar. In recognition of its central role in the educational mission of the university, the committee is chaired by the Assistant Vice Provost for Academic Affairs.

The Core Curriculum Committee articulates Core philosophy; sets criteria; sets policy and procedures; and evaluates and approves Core courses. Unusual circumstances which warrant an appeal of established policies and procedures relating to specific Core courses are brought before the Core Equivalency Review Committee (CERC), a subcommittee of the Core Curriculum Committee.

The Core Curriculum Committee serves as an advisor to the Provost and Vice President for Academic Affairs. Voting members are the ten faculty representatives and one student representative. Ex-officio members do not vote.

Please refer to Appendix A for a listing of the members of the 1997-98 Core Curriculum Committee.

History of the Survey

In January 1997 Dr. James Lee, Professor of Business and member of the Core Curriculum Committee, agreed to chair a subcommittee to begin development of an assessment process for Core curriculum courses. Subcommittee members also included John Amend, Wes Lynch, and Suzanne Teall. The subcommittee was instructed to develop a questionnaire to ask those teaching Core courses how those courses were meeting the Core criteria.

In February 1997 the subcommittee determined that the survey would be web-based. It was suggested that an opportunity to provide suggestions for change and/or improvement of the Core be given to those filling out the survey.

In March 1997 a draft survey was presented to the Core Curriculum Committee for input. The committee, given the URL to access the draft document on the web, was encouraged to experiment with the form and contact subcommittee members with any comments or suggestions.

By April 1997 the survey was on-line. A memo was sent to academic deans and department heads, asking that appropriate individuals be identified within each department who should respond to the survey. It was also noted in this memo that the survey was not meant to be an evaluation of any particular Core course, but rather an inventory of characteristics of the present Core curriculum.

Instructions for submitting information included the notation that a Netscape 3.0 browser would be required to access the survey. It was recommended that respondents prepare their material in a WordPerfect file, then cut and paste into the web copy for submission. The deadline for completing the survey was April 25, 1997.

There were a number of problems experienced by respondents. The major problem was the loss of results after the respondent spent a great deal of time completing the survey. (It has since been discovered that this problem was probably due to the respondent using a lower release browser than the one specified.) This caused a great deal of frustration with the survey. Consequently, results were received in other forms besides the web version, including e-mail, hard copy, and diskette.

A minor problem was that respondents wanted to view the entire survey before entering results. This was not possible until the respondent selected the appropriate Core category designation in the introductory part of the survey, at which time the respondent was on-line.

The project was dormant over the summer, but was revived in Fall 1997 when the Core Curriculum Committee met once again. There were 188 active Core courses at the time the survey was distributed. During October and November, the results were gathered, a number of lost responses were located, and the responses were put in a uniform format that could be readily assessed. One hundred and fifty responses were received, making the actual response rate nearly 80%. Of the responses, however, ten were not retrievable from the system. The effective response rate was therefore approximately 75%.

Subcommittees were established in November for the purpose of reporting survey findings for specific Core areas. These subcommittees typically consisted of two Core Curriculum Committee members and two or three outside members familiar with the particular Core area.

Subcommittee reports were written in December 1997, and a draft of the Report was distributed mid-January 1998. The final report was released April 25, 1998.

Please refer to Appendix B for a listing of members of the subcommittees.

Core Areas

The following descriptions, abbreviated from those found in the MSU-Bozeman 1996-98 catalog, are provided as an overview of the various Core areas. Required credits are also listed to indicate the distribution (a total of thirty-two credits are required to meet Core).

Communication

College-level competence in the areas of writing and speaking is necessary for adequate performance in the Core and beyond. (6 credits including 3 written and 3 oral)

Mathematics

All courses in this category focus on identified classical mathematical concepts and modern techniques of mathematical thought and critical reasoning. (3 credits)

Fine Arts

The arts - including music, dance, painting, sculpture, design, architecture, photography, film, video, and theatre - constitute forms of expression and communication that are primarily nonverbal. All these media point back to origins in the earliest of human yearnings for meaning and value. The magic, mystery and power of artistic expression itself may be the central topic explored in all Core courses in the arts. Additionally, however, the economic, social and cultural significance of the arts warrant and receive careful examination in many courses. Either through study of their history and theory, or in the actual creation of artistic works, the study of the arts is today more vital to a full and rounded education than ever. (3 credits)

Humanities

Reflective consideration and interpretation of the human cultural tradition are fundamental for intellectual and personal development. Exploration of the basic disciplines - literature, language study, philosophy, religious studies and history - provides the means for understanding and evaluating the human experience in its ethical, aesthetic, literary and historical dimensions. (6 credits)

Natural Science

An understanding of the methods of scientific inquiry, a firm grasp of the fundamental principles and knowledge accepted in the natural sciences, and an appreciation of the past, present, and future impacts of science on the human condition are essential. It is strongly recommended that students be exposed to both the physical and life sciences, with an opportunity to apply theoretical concepts to laboratory analysis in these fields. (8 credits including one lab course)

Social Sciences

Study of the people, movements, institutions, and forces which played a major role in our past is essential to an understanding of the present and the ability to make choices for the future. Knowledge of the methods and perspectives of the social sciences is important in the development of well-educated persons. Exploration of the basic disciplines such as anthropology, economics, geography, political science, psychology, sociology, and some aspects of history, provides the means for understanding and evaluating human phenomena. (6 credits)

Multicultural Perspectives/Global Issues

Multicultural perspective courses focus on cultures that differ substantially from the dominant American Culture. They explore the formation and evolution of cultural values in a particular society and examine the interaction of disparate cultures when possible.

Global issues courses address ethical, economic, and political relationships among interacting cultures. (6 credits, not in addition to previous requirements, but integrated within the 32 credit requirement)

Core Criteria

In 1986, when the Core was originally implemented, criteria were established to assist the Core Curriculum Committee in evaluating the validity of each proposed Core course. Both general criteria, applicable to all courses, and specific criteria, applicable to specific Core areas, were established.

The criteria has changed very little in the past decade. Changes resulted from a 1995 Board of Regents mandate decreasing the required credit hours for a four-year bachelor's degree from 128 to 120 credits. Consequently the Core was reduced from thirty-six to thirty-two credits, the natural science Core requirement was reduced from nine to eight credits, the Technology and Society Core requirement was eliminated, and the rubric policy was eliminated (previously Core courses had to be taken outside one's major rubric). These changes went into effect in the 1996-98 catalog

The current Core criteria, both general and specific, can be found in Appendix C.

Survey Findings

Following are summarized findings of the survey responses, as reported by the subcommittees. General criteria, found at the beginning of each Core area survey, have been reported first. Specific criteria for each core area follow. The only exception is the Fine Arts subcommittee findings where the specific criteria were inadvertently omitted from the survey. Therefore only general criteria have been reported.

Findings are reported in the following order: the question is posed; quantitative data is shown; and findings relating to the success, barriers, student outcomes for assessment, and appropriateness of criterion are indicated. In addition, obvious omissions are noted, recommendations are made, and other comments are included as appropriate.

The original survey instrument can be found in Appendix D. Subcommittee reports can be found in their entirety in Appendices E-K.

General Criteria

Thirty-four surveys (29%) were randomly selected from which to report the general criteria. Additional common comments found in the general criteria sections of the specific core area surveys are incorporated as appropriate.

Introductory Questions

Most respondents were the current course instructor (70%), a tenure-track faculty member (52%), and the current course coordinator (48%). Only 24% of the respondents were adjunct faculty members, and only 17% were department heads. No administrative assistants responded to the survey.

Fifty-seven percent of the courses were completely coordinated among various sections and instructors. Twenty-six percent were substantially coordinated, and 17% were moderately coordinated. No courses reported minimal or no coordination.

General Criteria Questions for All Courses

1. The course should focus on a limited number of concepts and themes. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Courses successfully met this criterion through studio components, public speaking assignments, and lectures linked to recitation sessions.

   • Severe barriers to the criterion included inadequate funding, equipment, and physical room size; too many students; and unprepared students.

   • Student outcomes monitored for assessment included research papers, evaluation of finished works and critical thinking skills, studio projects, examinations and quizzes, discussions, effective interaction, and retention and mastery of subjects.

   • In general it was felt that the criterion was appropriate for all courses.

2. The human condition and related values...should be explored and analyzed. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 98% scored adequate or above. 2% scored less than adequate or below.

   • Courses successfully met this criterion through illustrated lectures and slide presentations, journal assignments, critiques, student research, and communication.

   • Barriers to meeting the criterion included a lack of resources and too much material to cover. Some reported no barriers to meeting the criterion.

   • Monitored student outcomes for assessment included exams and quizzes, studio projects, class critiques, and written reviews.

   • This criterion was not felt appropriate for math and science courses, or courses with specific goals. Others reported the criterion critical for their courses.

3. Each course should suggest the intellectual question or problems which interest practitioners of the particular discipline. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 94% scored adequate or above. 6% scored less than adequate or below.

   • Courses have successfully met the criterion by requiring library research, using professionals for instructors, and teaching analytical skills through in-class critiques.

   • Barriers to meeting the criterion included the inhibited ability of the students to respond in large classes, students in lower division courses not having the background to engage in intellectual discussions, and difficulty in effectively reaching both majors and non-majors in the same course.

   • Student outcomes for this criterion were met through quizzes and examinations, studio projects, addressing analytical issues verbally, team projects, interpretative papers, and case analyses.

   • It was felt that the criterion was appropriate for all courses.

4. When feasible, course should be interdisciplinary. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 94% scored adequate or above. 6% scored less than adequate or below.

   • This criterion has been successfully met the criterion because of issues discussed in broad contexts, working in various fields of study, and the introduction of a wide variety of disciplines through presentations and visual research.

   • The most severe barriers to meeting the criterion were the lack of time to be interdisciplinary. It has been found difficult to integrate other faculty because of stressed teaching loads. Some also reported no barriers.

   • Student outcomes monitored to assess the success in meeting this criterion were quizzes and examinations; studio projects; research papers; oral, written, and visual expression; and evaluation of content, delivery, and style.

   • Some felt that it was not possible to be interdisciplinary in certain areas, and that it depended on the level of expertise of the instructor, therefore the criterion was not appropriate. Others felt the criterion was very appropriate, particularly for advanced students and declared majors.

5. Each course should have stated objectives for development of thinking, writing, and speaking. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 91% scored adequate or above. 9% scored less than adequate or below.

   • The courses successfully met the criterion because of written research papers and oral recitations during class. This criterion was much easier to meet in small upper level courses.

   • Barriers to meeting the criterion included lack of expectations about English, writing, grammar, and spelling; not understanding the difference between writing and good writing; large class sizes; a lack of TAs to thoroughly correct the language of written papers; and a lack of resources.

   • Student outcomes indicating success in meeting this criterion included studio projects, homework, research papers, and written and visual presentations.

   • Although it was felt that the criterion was appropriate, it was expressed that this criterion was unrealistic for the majority of the Core courses on this campus.

6. The creative process should be examined and integrated into course assignments when appropriate. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 97% scored adequate or above. 3% scored less than adequate or below.

   • Courses were reported as successfully meeting the criterion through hands-on experiences, the integration of computer-generated materials, intensive A/V support, and the integration of the creative process.

   • Barriers to success included class size, lack of student familiarity with the creative process, the level of student, lack of resources and time, lack of funding for multi-media, student resistance to the creative process, and finding effective teaching assistants.

   • The criterion was reported as absolutely appropriate for studio courses, highly appropriate for others, and not appropriate for some.

7. Students should have the opportunity to undertake library research. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 73% scored adequate or above. 27% scored less than adequate or below.

   • Reasons given for successfully meeting the criterion were research papers and having student exercises scored by library staff. In some cases it was reported that students were not required to use the library.

   • Barriers to meeting this criterion were too many students, insufficient library resources, lack of professional equipment, and lack of time.

   • Monitored student outcomes included quizzes, studio projects, and research papers. It was also reported that in many cases no overall monitoring took place.

   • It was felt that the appropriateness of the criterion was reasonable to very appropriate, although some felt the criterion was not appropriate given the texts available.

8. The enrollment level will be appropriate for meeting the goals of the course. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 65% scored adequate or above. 35% scored less than adequate or below.

   • The reasons given for why courses met this criterion, even though the courses were large, (250-350), were because the course also had an associated small studio, seminar, or recitation section (15-25). Another reason for success was that lower level courses did not require prerequisites, and therefore were open to students all across the university.

   • Barriers to meeting this criterion were inadequate TAs, the lack of funding required to keep class sizes appropriate to meet course goals, having Core courses taught by instructors outside of their area of expertise, and students taking Core in their junior and senior years. Some felt there were no barriers to meeting this criterion.

   • No student outcomes for monitoring success in meeting this criterion were given.

   • Although the criterion was viewed as appropriate, respondents had many negative comments. It was felt that the resources for the Core have been steadily decreasing since the Core was developed, contributing to a negative view of the Core. Instructors feel they are pressured to allow students into their courses, and that the class enrollment caps are too high.

Recommendations for General Core Criterion

• Increase resources for Core courses. If there is a commitment to general education within a structured Core, there must be a commitment to fund courses at appropriate sizes and with the appropriate equipment. A trend surfaced that was very clear: resources for Core courses, once adequate, are now steadily declining.

• Decrease the size of Core courses. It was found that implementing the goals of the Core was much easier in smaller classes. Additionally, some courses are kept out of the Core because professors do not want to teach large courses.

• Create a more integrated Core. If a student's primary motive when taking a Core course is simply to fulfill the distribution requirements of the Core curriculum, a negative incentive is found and consequently a negative effect on the Core results.

• Make learning to use the library a goal of the university. This should be viewed as a foundation skill, perhaps embedded in a freshman seminar. Skills would include searching for, acquiring, accessing, and applying information in relation to problem solving.

• Customize all criteria used to evaluate the appropriateness of Core courses. Many general criteria were simply inappropriate and unrealistic for certain courses.

• Require students to complete basic skill Core courses by the end of the sophomore year (verbal, written, math, library, and computing), and other Core courses at the appropriate level and time (300- and 400-levels).

• Make the Core a retention issue. If students are not receiving a satisfactory Core experience, they may be the students we are losing. Students gravitate to Core courses as an introduction to their university experience.

• Make certain those teaching Core courses are the very best instructors we have. These instructors should be fully qualified tenure-track faculty who are experts at dealing with larger class sizes and are enthusiastic about the job. Create a reward system for these faculty rather than relieving them of Core teaching duties once they are tenured. Recognize the direct correlation between student evaluation scores and class size.

• Survey graduates to provide for continual assessment of our Core. This would be much more informative than relying on present student evaluation methods.

Verbal Communication Criteria

Specific Criteria Questions

1. While disciplinary material may be the focus of a particular course, significant class time must be spent on presentation of communication theory and concepts, with a significant portion of the class grade based on students' knowledge of those concepts and on oral performance. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Communication theory and concepts are integrated into most aspects of lectures and course readings. A significant portion of a student's grade is based on his or her understanding of these concepts as expressed on written and oral assignments.

   • The major barrier for this criterion is the lack of funding to provide adequately trained instructors and keep class sizes to a reasonable number.

   • Oral presentations and written assignments are graded using standardized evaluations for specific speech assignments.

   • The criterion is very appropriate since these concepts are integrated into most aspects of the course.

2. Students participate in group deliberative-critical thinking processes, with significant class time spent discussing how groups function. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Small group assignments, discussions, and presentations are the essential components of these courses. Students are provided with extensive opportunities for learning and applying the group deliberative process.

   • Generally there are no barriers to meeting this criterion. However, when class size is large, the number of groups may be difficult to manage from an instructor's perspective.

   • Group oral presentations and written assignments are graded using standardized evaluations for specific speech assignments.

   • This is a very appropriate criterion since these are fundamental elements essential to effective communication.

3. Presentations of individual speeches are given with a variety of purposes. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Students are required to give a variety of speeches and use a variety of oral communication forms.

   • There are no barriers to meeting this criterion.

   • Oral presentations and written assignments are graded using standardized evaluations for specific speech assignments.

   • This is a very appropriate criterion since these are fundamental elements essential to effective communication.

4. Presentations give evidence of pre-planning, including an element of library. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Students must do research for their presentations and group projects. This includes text, field, library, and electronic research.

   • There are no barriers to meeting this criterion.

   • Oral presentations and written assignments are graded using standardized evaluations for specific speech assignments. Correct bibliographic citations are direct evidence of success.

   • This is a very appropriate criterion since these are fundamental elements essential to effective and credible communication.

5. Evaluation of presentations are based on content/format of talk as well as oral competence. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • All assigned speeches are evaluated based on organization, content, delivery, research, support, motivation, credentials, and structure.

   • There are no barriers to meeting this criterion.

   • Oral presentations and written assignments are graded using standardized evaluations for specific speech assignments. A student's progress is assessed by the instructor in subsequent presentations and exams.

   • This is a very appropriate criterion. Assessing speech presentations are an essential and vital component in meeting the verbal general education requirements of the university.

Strengths

The mathematics Core exposes students to a universal language which is the foundation for modern science and technology. This Core area emphasizes logic, precision of thought and argument, critical thinking, and problem solving. The written communication Core course is to ensure that our students are able to express themselves effectively in writing. Similarly, the verbal Core is required so our students can effectively communicate their ideas, thoughts, arguments, and positions verbally.

According to the survey responses (both numerical and written), Core courses in the "basic skills" area are at least reasonably effective in meeting the above objectives, with most being considered very effective. Based on these survey results, Montana State University students are generally receiving excellent instruction in these Core courses.

Weaknesses

Of the major impediments listed, all relate to staffing, class size, and other resource constraints.

Omissions

Since the "basic skills" Core courses have never been required to conform to the "criteria for all Core courses", the survey omitted NA as a possible response category. The result of this omission is seen in the apparent discrepancy between a category's numerical score and the written responses for that category. In particular, the human condition and library research are not emphasized in the math. Further, the survey failed to ask about what fundamental competencies the courses were striving to develop.

Recommendations for Verbal Communication Core Courses

• Based on the weaknesses cited above, the obvious recommendation would be to re-allocate resources toward these Core courses.

Additional Comments

The current Core philosophy as expressed by the eight "criteria for all Core courses" seems flawed. Each Core area contributes something unique and essential for the development and growth of our students. The mathematics Core exposes students to a universal language which is the foundation for modern science and technology. This Core area emphasizes logic, precision of thought and argument, critical thinking, and problem solving. The written communication Core is required to ensure that our students are able to express themselves effectively in writing.

Similarly, the oral communication Core is required so that our students can effectively communicate their ideas, thoughts, arguments, and positions orally. Rather than suggest that every Core course should conform to a general set of criteria, a more effective approach might be to identify the unique and essential contributions of each Core area. The Core debate could then focus first on what skills, abilities, competencies, and knowledge are essential for our students, and second on how best to deliver them.

Fine Arts Criteria

As mentioned previously, no results are available for specific criteria for Fine Arts Core courses. The specific criteria was inadvertently omitted from the survey instrument, therefore the general criteria for Fine Arts Core courses will be addressed here.

Specific Criteria Questions

1. The course should focus on a limited number of concepts and themes. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Courses successfully met this criterion through focusing on a limited number of themes that are well defined and often using drawings or images, which reinforce these limited concepts.

   • Barriers were limited space, large enrollment, student apathy, and lack of student preparation.

   • Student outcomes monitored for assessment included half traditional methods of examinations, papers, and discussions; and half drawings, models, and portfolios.

   • The criterion was very appropriate for Fine Arts courses.

2. The human condition and related values...should be explored and analyzed. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Courses successfully met this criterion through applying art to the human condition, culture, and society.

   • Barriers to meeting the criterion included large class sizes, inadequate classrooms, and lack of preparation by students for non-verbal course.

   • Monitored student outcomes for assessment included traditional methods, review of portfolios, and verbal presentations.

   • The criterion was very appropriate for Fine Arts courses.

3. Each course should suggest the intellectual question or problems which interest practitioners of the particular discipline. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Courses have successfully met the criterion by being taught by practitioners such as artists, architects, film makers, and performers.

   • Barriers to meeting the criterion included time, space, and size, all of which do not allow for discussion.

   • Student outcomes for this criterion were met through traditional methods, review of portfolios, and verbal presentations.

   • The criterion was very appropriate for Fine Arts courses.

4. When feasible, course should be interdisciplinary. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 92% scored adequate or above. 8% scored less than adequate or below.

   • This criterion has successfully been met because art is inherently interdisciplinary throughout the Core offerings.

   • The most severe barriers to meeting the criterion were that other faculty cannot be involved because of heavy teaching loads across campus.

   • Student outcomes monitored to assess the success in meeting this criterion included traditional methods, review of portfolios, and verbal presentations.

   • The criterion was appropriate for Fine Arts courses and fundamental to the discipline.

5. Each course should have stated objectives for development of thinking, writing, and speaking. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 92% scored adequate or above. 8% scored less than adequate or below.

   • The courses successfully met the criterion because most have critical writing assignments.

   • Barriers to meeting the criterion included large enrollments without TA support.

   • Student outcomes indicating success in meeting this criterion included traditional methods, review of portfolios, and verbal presentations.

   • The criterion was very appropriate for Fine Arts courses.

6. The creative process should be examined and integrated into course assignments when appropriate. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Courses were reported as successfully meeting the criterion through the integrated nature of fine arts.

   • Barriers to success included the students' lack of verbal and written skills, and the lack of creative problem solving techniques.

   • The criterion was highly appropriate for Fine Arts courses.

7. Students should have the opportunity to undertake library research. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 92% scored adequate or above. 8% scored less than adequate or below.

   • Reasons given for successfully meeting the criterion were reserve readings, monographs, and journal articles.

   • Barriers to meeting this criterion were inadequate library resources including monographs and journals.

   • Monitored student outcomes included traditional methods, review of portfolios, and verbal presentations.

   • The criterion was seen as appropriate for most Fine Arts Core courses.

8. The enrollment level will be appropriate for meeting the goals of the course. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • The reasons given for why courses met this criterion was because programs are establishing enrollment caps and standing by them.

   • No barriers to meeting this criterion were listed as long as enrollment caps were respected.

   • No student outcomes for monitoring success in meeting this criterion were given.

   • The criterion was appropriate for Fine Arts courses, as long as enrollment caps were respected.

Strengths

The quality of fine arts courses is enhanced because many are taught by "practitioners" (whether architects, artists, musicians, film makers, or actors).

Weaknesses

Limited space, large enrollments, and lack of student preparation for a non-verbal course are weaknesses.

Omissions

No omissions were reported.

Recommendations for Fine Arts Core Courses

• Keep sections capped at appropriate levels so undue pressure is not placed on facilities or faculty.

• Support for teaching assistants is required in order to meet written and/or studio requirements.

• If interdisciplinary courses are encouraged, fiscal support is required to allow faculty participation beyond the specific discipline or college.

• The Creative Arts Library needs additional resources. This is especially evident in the area of journals and monographs.

Additional Comments

No additional comments were noted.

Humanities Criteria

Specific Criteria Questions

1. Courses should explore the ethical and moral, aesthetic and creative, historical and descriptive dimensions of the human cultural tradition. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 97% scored adequate or above. 3% scored less than adequate or below.

   • Humanities courses by their nature include study of the criteria.

   • There are no significant barriers to meeting this criteria.

   • Students are assessed on their comprehension of material, writing ability, and oral communication.

   • The criterion is appropriate for humanities courses.

2. Courses should establish the foundations for reaching a conclusion, formulating an interpretation or making a judgement in the particular discipline. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 97% scored adequate or above. 3% scored less than adequate or below.

   • Humanities courses are designed to address the criteria and consequently the above question will always have a positive response.

   • Barriers to meeting this criterion are accumulative (refer to comments in Appendix H, Humanities Subcommittee Report, on 100-level, 200-level, and 300-level Core courses).

   • Assessment is conducted through written examination to test student comprehension, written assignments, and oral presentations.

   • The criterion is appropriate for humanities courses.

Strengths

Humanities courses force students to deal with ambiguity.

Weaknesses

The weakness in humanities Core courses is a reflection of an accumulative problem. Introductory courses are altogether too large to provide adequate time for students to engage in the redundancy that is essential to critically analyze material, develop writing and speaking skills, and draw independent conclusions.

Omissions

No omissions were noted.

Recommendations for Humanities Core Courses

• The Core Committee should concentrate on improvement in lower division introductory courses. Particular emphasis should be placed on improving students' ability to read critically. The current Core courses are not designed to accomplish this goal. They are generally capped too high to afford adequate time to engage students in the practice of critical reading of texts. Recitation sections in these courses are the best opportunity to address this problem. Only a few of these courses now have recitation sections and for the most part this is a recent addition.

• Effective use of the library should be a basic skill.

• Computing literacy including using the Internet effectively should be a basic skill.

Additional Comments

No additional comments were reported.

Natural Sciences Criteria

Specific Criteria Questions

1. These courses will emphasize the systematic formulation and testing of hypotheses to comprehend the natural world. Often, laboratory experiences will provide first-hand acquaintance with these methods. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 68% scored adequate or above. 32% scored less than adequate or below.

   • Some natural science courses such as chemistry and physics appeared to incorporate hypothesis testing more than other courses which required identification and observational skills.

   • Barriers include high student-to-faculty ratios. Laboratory components which promote hypothesis testing and data collection require low student-to-faculty rations (20:1) and adequate laboratory space and equipment.

   • Student outcomes are tested with traditional examinations, laboratory notebook assignments, and papers.

   • The criterion is not always appropriate. Some science lends itself to laboratory testing of hypotheses with gathering of data and quantitative analysis of the data, but there are other aspects such as learning observational and identification skills, computational skills, and examining case studies. It appears that different courses are trying to use a variety of skills, not just hypothesis testing.

2. A coherent body of scientific principles and knowledge will be presented in each course. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 90% scored adequate or above. 10% scored less than adequate or below.

   • The criterion was successfully met because most instructors have made an effort to organize classes around principles or concepts, and to include examples which add depth to the material.

   • Barriers include the lack of student background. The level of instruction is often hindered by student subject knowledge. In-depth discussions are not common in introductory courses.

   • Student outcomes are assessed with examinations, oral presentations, and essays.

   • This criterion is appropriate for natural science courses.

3. The relationship between basic and applied sciences will be discussed whenever appropriate. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • The success of the criterion is due to all instructors pointing out how basic science is used in technology or in ways that affect daily life. That is usually the fun part of a course - the reaction to a scientific statement or principle.

   • No barriers to meeting this criterion were reported.

   • Student outcomes in meeting this criterion include examinations, oral presentations, and essays.

   • The criterion is appropriate for natural science courses.

4. Courses intended to support the professional curricula must meet appropriate levels of academic rigor and content. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 84% scored adequate or above. 16% scored less than adequate or below.

   • The criterion is successfully met because most instructors have attempted to offer rigorous courses.

   • Barriers to meeting this criterion are the mix of majors and non-majors in the same course. Where this happens, the majors are probably being hurt by less rigor, and it is felt that the presence of non-majors dilutes the level of presentations. In the problem-solving skill area, departments are probably most constrained by the lack of appropriate laboratory space and/or instructional support for giving and evaluating practice case studies or problems.

   • Outcomes were assessed using traditional examinations, verbal presentations, and writing assignments.

   • The criterion is appropriate for natural science courses.

Strengths

The strengths of the Natural Science Core courses are the feelings of the instructors that what they are teaching is important in the lives of their students. Additionally, problem-solving skills that are taught early can be used in subsequent courses. Mostly positive attitudes seemed to come through in the answers; this is certainly a strength if enthusiasm and positive attitude about the course and subject matter are exhibited to students.

Weaknesses

The weaknesses of the Natural Science Core courses are the limitations of time, space, and resources that discourage the development of individual projects and assignments. Large classes with little personal contact, and lack of student background results in a less than ideal Core class.

Omissions

No omissions were reported.

Recommendations for Natural Sciences Core Courses

• Consider assigning Core classes different designations as to whether the course is a survey course or an in-depth course, and whether it is a library-intensive course or not. Students would then have the opportunity to select their Core courses accordingly, to reflect their status as a major or non-major.

• Courses need to be appropriately staffed and have appropriate facilities to handle the enrollments and to meet the criteria.

• An audit system should be developed to check the catalog requirement that students take a lab component when fulfilling their Natural Science Core.

Additional Comments

No additional comments were noted.

Social Sciences Criteria

Specific Criteria Questions

1. The courses will emphasize the systematic study of the patterns of human behavior among individuals, groups, organizations and institutions. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Reasons for successfully meeting this Core criterion included systematic study of social structure and culture as noted by many instructors. Also noted was that the Core guideline's division of individual, groups, organizations, and institutions is viewed as outdated in some disciplines. Some instructors said they used a range of models to explore the topic at hand.

   • Barriers noted are large class sizes, impoverished library and instructional resources, and student apathy. Students arrive at MSU thoroughly mono-cultural, lacking knowledge of other languages or other equally viable possibilities of human existence. Core courses, particularly those seeking "S" designation, are being taught in other disciplines by those with virtually no knowledge of culture and its operation. The politics of "meeting the Core" (a high number of students and an extraordinary limited number of faculty) have totally overridden the university's ability to offer students meaningful cross-cultural courses.

   • Student outcomes assessment for this criterion were met through examinations research/term papers.

   • Most respondents felt the criterion was appropriate.

2. Each course will provide an introduction to at least one substantive empirically based theoretical framework to enable student to explain patterns of human behavior. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • Reasons for successfully meeting this Core criterion included a range of theories based upon a strong theoretical approach, or, more often, approaches central to the class. There was a split between those who use theories to examine data and vice versa.

   • Over one half of those responding to this question indicated there were no barriers to meeting the criterion. Other responses included class size and impoverished library and instructional resources, as well as student apathy. It was noted that the exploration of more advanced theories of human behavior cannot be undertaken in an introductory level course. It was also noted that it is necessary to review and repeat insights so students can grasp empirical data and issues illuminated by it. An additional barrier was the reticence of some students to deal with complex ideas including the relationship between authors, theoretical approaches, research topics, and the results of that research.

   • Student outcomes assessment for this criterion were met through examinations research/term papers.

   • Most respondents indicated that the criterion was appropriate.

3. Each course will provide a critical discussion of research methods utilized to derive and test social science theories. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 87% scored adequate or above. 13% scored less than adequate or below.

   • Reasons for successfully meeting this Core criterion, compared to the prior question, were less of an appearance of an emphasis on method, with several courses examining methods minimally, if at all. Others courses included detailed discussions of method, often related to students' papers, and several courses include examinations of conflicting methodological approaches, as well as the theory-method linkage.

   • Only a few respondents indicated that there were no barriers to this criterion. The barriers noted included class size, time constraints, lack of library and other instructional resources, and students' lack of knowledge of research methods. It was suggested that direct discussion of research methods is not appropriate in lower level survey courses.

   • Student outcomes assessment for this criterion were met through examinations research/term papers.

   • Most respondents indicated that the criterion was appropriate. It was mentioned that this criteria was not as important at the introductory level.

4. Each course will provide an understanding of patterns of human behavior and complexities of human interactions at the individual, group, organizational or institutional level. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • 100% scored adequate or above. 0% scored less than adequate or below.

   • May respondents referred back to question 1 when responding to the reasons for successfully meeting this Core criterion. Others said that exploring patterns of social behavior was central to the course.

   • Half of the respondents indicated there were no barriers to achieving this criterion. Barriers noted included class size, lack of library and instructional resources, incomplete student preparation, and student apathy related to a singular interest in only those things leading to future employment. An additional barrier listed was the way in which social science Core courses are being taught in other disciplines, by those with little knowledge of culture and its operation.

   • Student outcomes assessment for this criterion were met through examinations research/term papers.

   • Most respondents indicated that the criterion was appropriate.

Strengths

The strengths of the social sciences Core courses are due to the efforts of the faculty in making their courses cross-cultural, multi-cultural, and inter-disciplinary.

Weaknesses

Many students arrive at MSU thoroughly "mono-cultural" - that is, lacking knowledge of other equally valid cultures besides their own. This is compounded by the lack of writing, speaking, preparation, and critical thinking skills.

The social sciences Core courses weaknesses are due to external constraints such as large class sizes, and limited library and instructional resources, all out of the control of the faculty teaching the courses. In particular, a high number of students and extraordinarily limited number of faculty severely limit the university's ability to offer meaningful cross-cultural courses for students.

Omissions

No omissions were noted.

Recommendations for Social Sciences Core Courses

• The library needs to have more relative holdings.

• Social science Core courses should not be taught by faculty from other disciplines who have virtually no knowledge of culture and its operation.

Additional Comments

No additional comments were noted.

Multicultural Perspectives/Global Issues Criteria

Specific Criteria Questions

1. Courses should explore the formation and evolution of cultural values in a particular society. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • The majority of respondents indicated that this criteria has been successfully met. Multicultural/Global Issues Core courses are appropriately represented by curricula that, by the nature of the discipline, explore cultural values. Anthropology, Native American Studies, and Modern Languages supply the backbone courses in this category, and each opine that the exploration of cultural values is what the course and discipline is ultimately all about.

   • No apparently major barriers seemed to impede this effort. Some respondents suggested that classes were too large and resources scant (the lack of an electronically adequate classroom, impoverished library, lack of instructional materials).

   • Student outcomes monitored to assess the success of meeting this criterion were written assignments, term papers, examinations, and course evaluations.

   • Most respondents believed this criterion to be appropriate. One suggested, however, that the criterion does have one flaw, and pointed out that it is not possible to "explore the formation and evolution" of cultural values, and suggests that the Core Committee consider changing the wording to "explore how values related to a cohesive view of the world and how they change through time in relation to altered conditions."

2. Courses should focus on cultures that differ substantially from the dominant American culture. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • Nearly all surveyed felt this criterion was met successfully. Most respondents noted that their courses deal with pre-contact Native American cultures, early colonial EuroAmerican cultures, Hispanic cultures, and/or Asian cultures, all substantially different from dominant American culture.

   • Major barriers respondents listed seemed reflective of student attitudes. Respondents expressed these concerns in different ways: "entrenched stereotypes", "ethnocentric students", "overly chauvinistic views", and "nationalist attitudes", all terms suggesting concern about student opinions. One respondent cautioned that students must guard against taking a dismissive attitude when dealing with a culture different from their own.

     Student outcomes monitored included written assignments, term papers, examinations, and classroom discussion.

   • Almost all respondents indicated that the Core courses met this criterion well.

3. Courses should, when possible, examine the interaction of disparate cultures. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • Respondents felt that success was largely related to the content of the course. Many students study indigenous North American cultures, Asian cultures, or European cultures in a cross-cultural context. Most courses compare multiple cultural frames of reference.

   • The barriers to successfully meeting this criterion are similar to those listed in the previous two criteria. Also mentioned as a barrier was other school subjects having priority, and that students often think only in historical terms even though interactions between disparate cultures is a contemporary and future issue.

   • Student outcomes monitored to assess the success in meeting this criterion were examinations, written assignments, and classroom discussion.

   • Respondents felt that the courses met the criterion very well.

4. Global Issues courses should address ethical, economic, and political relationships among interacting cultures. Under the conditions which this course has recently been taught, how well has this criterion been met?

   • Few responded to this criteria because most felt their courses were multicultural rather than global. Of those responding, most felt that substantial time was devoted to global issues. Others suggested that global issues did not receive inordinate attention. Some simply stated that whenever issues relating to global change or regional resources arose, societal differences were discussed.

   • No major barriers were identified except to note that other subjects had higher priority.

   • Student outcomes for this criterion were measured through examinations and written assignments.

   • Most believed the criterion was appropriate.

Strengths

The strengths of the Multicultural/Global Issues courses is in the opportunity to expose students to cultures very different from their own. Respondents saw these courses as providing MSU students with an opportunity to learn about diversity. This was a major theme in the results.

Perhaps, more importantly, Multicultural/Global Core courses also force students to confront their own cultural biases and stereotypes. On respondent suggested that his/her courses made students evaluate their own culture rather than just accepting it as the only valid perspective.

Weaknesses

By far, the most often mentioned weakness of the Multicultural/Global Issues Core courses is that there are far too many students in each section to adequately fulfill the objectives of the Core. Respondents believe that the ideal class size is 25 students, yet course enrollment for Core courses often exceeds 200 students.

Another area perceived as a weakness is the inadequacy of resources, specifically library holdings, facilities, instructional material, and faculty/staff. Some respondents noted a general weakness in library resources while others identified specific instructional areas where the holdings were inadequate. Poorly equipped lecture halls appear to be the most frequent area of complaint about facilities while respondents believed that more videos, slides, and interactive resources are also needed. Respondents felt that funds were needed for new faculty to teach Core, as well as for more teaching assistants and graders.

It was suggested that some students were only taking Core courses to fulfill requirements, not because students were interested in the subject matter, thus making instruction challenging. It was felt that students are naive and less prepared for critical thinking, and that non-majors enroll in courses where they do not meet the prerequisites. Faculty have met some student resistance to the Multicultural/Global Issues objectives, and one faculty member found the coercive nature of the Multicultural/Global requirement itself to be a weakness.

Omissions

No omissions were noted.

Recommendations for Multicultural/Global Issues Core Courses

• Most respondents suggested that more and smaller sections be added. Because some Core courses have 200-300 students enrolled, one respondent indicated that too much time is spent on course administration and little on instruction.

• Some respondents wish to see updated classrooms, particularly with better equipment (electronically-capable). The wish list includes access to satellite reception for language instruction, projection computers, video players, slide projectors, and improved PA systems. Also recommended was the strengthening of library resources and the provision of more visual and interactive resources.

• One of the more innovative recommendations made was that students be required to participate in an international experience as a graduation requirement. The Multicultural/Global issues subcommittee would like to add that students could have a multicultural experience without an international context. The addition of a senior capstone course was suggested.

• As a final recommendation, it was suggested that "department heads and college administration bestow on Core teachers a special thanks, special privileges, and extra consideration for funds." This was echoed by another respondent who thought "it would be nice if recognition and encouragement were offered for learning activities beyond faculty expectations."

Additional Comments

No additional comments were made.

Conclusions

How Courses Have Been Successful

Successful courses across the Core curriculum were either small in size or were large courses with associated smaller seminars, studios, or recitations (15-25 students). The key seemed to be the ability to create a substantial level of interaction between the instructor and/or teaching assistants and the students. This was not considered possible in large classes (100-350 students). Courses that were small enough to include components of verbal presentations, individual critiques, and hands-on experiences were considered by instructors to have the best chance for success.

Most Severe Barriers to Success

There were two major themes that consistently were found as barriers to successful courses. The most common theme was inadequate resources (inappropriate student numbers, inappropriate facilities, lack of equipment, insufficient faculty, insufficient teaching assistants, and lack of library resources). The second most common theme was insufficient preparation on the part of students (lack of writing, reading, analytical and critical thinking skills; lack of research skills; lack of computing skills; and the lack of the ability to participate in intellectual discussions at the lower division). Additional barriers frequently mentioned included the combination of majors and non-majors in the same course, and students waiting until their junior and senior years to complete their basic skill Core courses.

Monitored Student Outcomes to Indicate Success

Monitored student outcomes for assessment included the traditional methods of examinations, quizzes, homework, research papers, discussions, and class critiques. These methods were typically found in standard lecture courses. Non-traditional methods included studio projects, case analyses, hands-on projects, and one-on-one interaction. These methods were typically found in studio courses and small specialized seminars.

Appropriateness of Criteria

The general Core criteria did not always apply to and in many cases were unrealistic for all Core courses. It was felt that many general criteria fit only lecture courses, small seminars, or studio courses. Specific Core criteria were generally always appropriate to the respective Core areas.

Global Recommendations

• Resources for Core courses must be increased. It was strongly felt that resources have been declining ever since the implementation of the Core in 1986. If there is a commitment to a useful Core on this campus, there must be an accompanying commitment to providing the necessary resources.

• Increased resources would allow for large class sizes (100-350 students) to be decreased and/or to be accompanied by small recitations, seminars, or studios (15-25 students). It is clear that the goals of the Core are much easier to implement in smaller classes. Increased resources would allow teaching assistants to be hired to support the smaller sections. Classrooms should be equipped with state-of-the-art electronic equipment, and instructional library resources should be substantially increased. Less time should be spent by instructors on course administration, and more time should be spent on teaching.

• Library research skills and computing skills should be incorporated into the Core basic skill area. Competency in basic skills courses (verbal, writing, math, library research, and computing) should be required before the end of the sophomore year. These skills should have a stronger emphasis, and should be monitored closely for compliance. In addition, the meeting of prerequisites and the requirement for lab courses should be more closely monitored.

• The Core curriculum should more integrated and meaningful. When students are simply fulfilling a distribution requirement, there is a negative attitude towards the Core.

• The mixing of majors and non-majors in the same Core courses needs to be re-examined. Major are frequently bored, and non-majors have neither the skills nor the knowledge to contribute meaningfully to intellectual discussions.

• Core faculty should be fully qualified tenure-track faculty who are experts in their specific Core area. Many questions were posed concerning the effectiveness and validity of faculty teaching core courses outside their own area of expertise.

• Core criteria should be unique to each specific Core area, not general and assumed appropriate for all every Core area. Core courses could more appropriately first focus on essential skills, abilities, competencies, and knowledge, and second focus on delivery methods.

Ongoing Assessment

The results of the Core Curriculum Survey will be evaluated in conjunction with several other ongoing general education assessment activities:

• Surveys of MSU students, alumni, faculty, and student employers.

• Recommendations of Dr. James Ratcliff, a national consultant specializing in assessment of general education who will be visiting our campus April 29-May 1, 1998.

• Work of the Hewlett Grant Committee, charged with investigating an interdisciplinary approach to the Core.

It will be the task of the Core Curriculum Committee to use these collective results to create a meaningful, dynamic, and interdisciplinary experience for students at MSU-Bozeman.

• Return to Core Surveys Page

© Copyright Montana State University-Bozeman	Last June 3, 1999