Introduction:

The results of this analysis are based on the results of 38 surveys that were taken by graduating UMM students.

Students Shifts in Intended Majors

This chart shows that there were many shifts from intended majors to the students decided upon major. It is important to note that in this chart there appears to be an abnormal amount of students shifting to a management major, but if you adjust for the Economics majors who decided to double major as Management also, there is no more changes than in any other category.

Physics, German, and Education were the only three categories that had students with intended majors shifting away from them but no new majors shifting towards them. Pre Med and Advertising are exempt from this because UMM does not offer degrees in those areas.

Shifts in Intended Major by Division

Shifts occurred not only among majors, but among divisions as well. Twenty majors were in different divisions that the intended major the students had declared. Out of these twenty, eleven (55%) shifted towards the Social Science division and six (30%) to the Humanities division. Only three (15%) shifted to the math and Science division, but none were changed to the Education division.

Number of Years at UMM

TABLE OF VALUES FOR Number of Years at UMM

FREQUENCIES

.	2.0	2.33	3.00	4.00	5.00	Total
2	3	1	4	24	4	38

TABLE OF VALUES FOR YEARS

.	2.00	2.33	3.00	4.00	5.00	Total	N
5.26	7.89	2.63	10.53	63.16	10.53	100.00	38.00

Of the 38 students surveyed, twenty four (63%) of them went to the University of Minnesota, Morris for four years. Four students (11%) went for 5 years and eight (21%) of them went to UMM less than four years. (Two students (5%) did not answer this question.)

Immediate Career Plans

1 Graduate School

2 Professional School

3 Major Related Employment

4 Employment Not Related to Major

5 Other

TABLE OF VALUES FOR PLANS

FREQUENCIES

1.00	2.00	3.00	4.00	5.00	Total
6	2	23	5	2	38

TABLE OF VALUES FOR PLANS

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	5.00	Total	N
15.79	5.26	60.53	13.16	5.26	100.00	38.00

The immediate career plans of the surveyed students were mainly listed as major related employment (61%). 16% had plans to return to graduate school, 5% to professional school, 13% to employment not related to their major, and 5% had other plans.

The following questions are ranked on two scales. The placement of each question is on a scale of 1 to 5 (5 being later in the survey). The students views on the class are on a scale from one to 4. The higher the score the student gave, the better they felt about the class.

Inquiry

TABLE OF VALUES FOR Placement of Inquiry Question

FREQUENCIES

1.00	2.00	3.00	4.00	5.00	Total
8	3	4	5	18	38

TABLE OF VALUES FOR INQPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	5.00	Total	N
21.05	7.89	10.53	13.16	47.37	100.00	38.00

There was not a significant correlation between the answers to the Inquiry question and their placement.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR INQ1

FREQUENCIES

.	1.00	2.00	3.00	4.00	Total
6	3	6	12	11	38

TABLE OF VALUES FOR INQ1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	1.00	2.00	3.00	4.00	Total	N
15.79	7.89	15.79	31.58	28.95	100.00	38.00

The answers to the achievement of the Inquiry objective were quite varied. The mean score was only 2.97. It also had a standard deviation of 0.97 and median of 3.00.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR INQ2

FREQUENCIES

.	1.00	2.00	3.00	4.00	Total
6	5	3	11	13	38

TABLE OF VALUES FOR INQ2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	1.00	2.00	3.00	4.00	Total	N
15.79	13.16	7.89	28.95	34.21	100.00	38.00

Students believed that achieving the Inquiry objective was important to their education with a mean of 3.00 and standard deviation of 1.08. The median was also 3.00.

TABLE OF VALUES FOR Placement of Writing Question

FREQUENCIES

1.00	2.00	3.00	4.00	5.00	Total
11	8	5	10	4	38

TABLE OF VALUES FOR WRIPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	5.00	Total	N
28.95	21.05	13.16	26.32	10.53	100.00	38.00

The placement of the writing question had a .40 correlation between its placement and the importance of the objective at the 5% significance level. This means that the later the question was asked, the higher the score it received.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR WRI1

FREQUENCIES

2.00	3.00	4.00	Total
1	15	22	38

TABLE OF VALUES FOR WRI1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

2.00	3.00	4.00	Total	N
2.63	39.47	57.89	100.00	38.00

All but one of the 38 students surveyed felt that they had achieved the learning objective of writing. Almost 58% of them strongly agreed and 40% agreed. Their scores had a mean of 3.55, median of 4.00, and standard deviation of 0.55.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR WRI2

FREQUENCIES

3.00	4.00	Total
7	31	38

TABLE OF VALUES FOR WRI2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

3.00	4.00	Total	N
18.42	81.58	100.00	38.00

Scoring even higher than the achievement of the Writing objective was the importance of it to the students education. All of the students agreed that it was at least important to their education. (Almost 82% said that they strongly agreed with this statement. This gave the importance of the Writing objective a mean score of 3.82, standard deviation of 0.39, and median of 4.00.

TABLE OF VALUES FOR SPEPLA

FREQUENCIES

1.00	2.00	3.00	4.00	Total
4	5	21	8	38

TABLE OF VALUES FOR SPEPLA

1.00	2.00	3.00	4.00	Total	N
10.53	13.16	55.26	21.06	100.00	38.00

There was no strong correlation between the placement of the Speaking questions and their answers.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR SPE1

FREQUENCIES

.	1.00	2.00	3.00	4.00	Total
4	2	3	8	21	38

TABLE OF VALUES FOR SPE1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	1.00	2.00	3.00	4.00	Total	N
10.53	5.26	7.89	21.05	55.26	100.00	38.00

55% of the students felt that they had achieved the objective of Speaking. It had a mean score of 3.41. It also had a median of 3.00 and standard deviation of 0.89.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR SPE2

FREQUENCIES

.	3.00	4.00	Total
4	6	28	38

TABLE OF VALUES FOR SPE2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	3.00	4.00	Total	N
10.53	15.79	73.68	100.00	38.00

The importance of the Speaking objective scored slightly higher than the students views on achieving it. It had a mean of 3.82, median of 4.00, and a standard deviation of 0.39.

TABLE OF VALUES FOR COMPPLA

FREQUENCIES

1.00	2.00	3.00	4.00	Total
5	10	8	15	38

TABLE OF VALUES FOR COMPPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	Total	N
13.16	26.32	21.05	39.47	100.00	38.00

At the 5% significance level, there was no strong correlation between the placement of the Computing questions and their answers.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR COMP1

FREQUENCIES

1.00	2.00	3.00	4.00	Total
1	4	15	18	38

TABLE OF VALUES FOR COMP1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	Total	N
2.63	10.53	39.47	47.37	100.00	38.00

The mean score students gave for achieving the Computing objective was 3.32. It had a standard deviation of 0.77 and a median of 3.00.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR COMP2

FREQUENCIES

2.00	3.00	4.00	Total
2	7	29	38

TABLE OF VALUES FOR COMP2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

2.00	3.00	4.00	Total	N
5.26	18.42	76.32	100.00	38.00

Students gave higher scores for the importance of the Computing objective than their achievement of it. Almost 95% of them felt that it was important to their education. The mean was 3.71 with a standard deviation of 0.57 and median of 4.00.

TABLE OF VALUES FOR FOREPLA

FREQUENCIES

1.00	2.00	5.00	Total
10	12	16	38

TABLE OF VALUES FOR FOREPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	5.00	Total	N
26.32	31.58	42.11	100.00	38.00

There was no strong correlation's between the placement of the Foreign Language questions and their answers.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR FORE1

FREQUENCIES

.	1.00	2.00	3.00	4.00	Total
6	1	4	10	17	38

TABLE OF VALUES FOR FORE1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	1.00	2.00	3.00	4.00	Total	N
15.79	2.63	10.53	26.32	44.74	100.00	38.00

The mean score for students views on achieving the Foreign Language objective was 3.34. It had a median of 4.00 and standard deviation of 0.83.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR FORE2

FREQUENCIES

.	1.00	2.00	3.00	4.00	Total
8	1	4	13	12	38

TABLE OF VALUES FOR FORE2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	1.00	2.00	3.00	4.00	Total	N
21.05	2.63	10.53	34.21	31.58	100.00	38.00

The median score for the placement of the importance of the Foreign Language objective was 3.00. It had a mean of 3.20 and standard deviation of 0.81.

TABLE OF VALUES FOR SELFPLA

FREQUENCIES

6.00	8.00	9.00	11.00	12.00	Total
12	3	8	10	5	38

TABLE OF VALUES FOR SELFPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

6.00	8.00	9.00	11.00	12.00	Total	N
31.58	7.89	21.05	26.32	13.16	100.00	38.00

There was a significant correlation of -0.34 at the 5% significance level for the placement of the placement of the Self question to the importance of that objective. This means that the earlier the question was asked, the higher the score it received.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR SELF1

FREQUENCIES

.	2.00	3.00	4.00	Total
1	3	14	20	38

TABLE OF VALUES FOR SELF1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
2.63	7.89	36.84	52.63	100.00	38.00

The mean score for students achieving the self objective was quite high. It had a mean of 3.46, median of 4.00, and standard deviation of 0.65.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR SELF2

FREQUENCIES

.	1.00	2.00	3.00	4.00	Total
1	1	3	12	21	38

TABLE OF VALUES FOR SELF2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	1.00	2.00	3.00	4.00	Total	N
2.63	2.63	7.89	31.58	55.26	100.00	38.00

Students felt very similar about achieving the Self objective and its importance. The importance of the Self objective to the students education got a mean score of 3.43, median of 4.00, and standard deviation of 0.77.

TABLE OF VALUES FOR HISTPLA

FREQUENCIES

7.00	10.00	13.00	Total
16	18	4	38

TABLE OF VALUES FOR HISTPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

7.00	10.00	13.00	Total	N
42.11	47.37	10.53	100.00	38.00

There was no strong correlation between the placement of the History questions and their answers.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR HIST1

FREQUENCIES

.	2.00	3.00	4.00	Total
1	6	14	17	38

TABLE OF VALUES FOR HIST1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
2.63	15.79	36.84	44.74	100.00	38.00

The mean score for achieving the Historical Perspectives question was 3.30. It had a median of 3.00 and standard deviation of 0.74.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR HIST2

FREQUENCIES

.	2.00	3.00	4.00	Total
2	5	13	18	38

TABLE OF VALUES FOR HIST2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
5.26	13.16	34.21	47.37	100.00	38.00

The importance of the Historical Perspectives objective scored a mean of 3.36 with a standard deviation of 0.72 and median of 3.50.

TABLE OF VALUES FOR CULTPLA

FREQUENCIES

6.00	8.00	12.00	Total
3	27	8	38

TABLE OF VALUES FOR CULTPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

6.00	8.00	12.00	Total	N
7.89	71.05	21.05	100.00	38.00

At the 5% significance level, there was no strong correlation between the placement of the Different Cultures questions and the answers they received.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR CULT1

FREQUENCIES

.	2.00	3.00	4.00	Total
1	2	11	24	38

TABLE OF VALUES FOR CULT1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
2.63	5.26	28.95	63.16	100.00	38.00

Students felt that they had achieved the objective of Different Cultures with a mean of 3.59. It also had a median of 4.00 and standard deviation of 0.60.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR CULT2

FREQUENCIES

.	1.00	2.00	3.00	4.00	Total
1	1	2	10	24	38

TABLE OF VALUES FOR CULT2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	1.00	2.00	3.00	4.00	Total	N
2.63	2.63	5.26	26.32	63.16	100.00	38.00

The importance of the Different Cultures question scored slightly lower than the achievement of that objective. It had a mean of 3.54, standard deviation of 0.73, and median of 4.00.

TABLE OF VALUES FOR SOCPLA

FREQUENCIES

6.00	9.00	10.00	11.00	14.00	Total
8	18	5	4	3	38

TABLE OF VALUES FOR SOCPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

6.00	9.00	10.00	11.00	14.00	Total	N
21.05	47.37	13.16	10.53	7.89	100.00	38.00

There was no strong correlation between the placement of the Social Institutions questions and the answers given to them.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR SOC1

FREQUENCIES

.	2.00	3.00	4.00	Total
1	3	11	23	38

TABLE OF VALUES FOR SOC1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
2.63	7.89	28.95	60.53	100.00	38.00

Achieving the Social Institutions objective scored a mean of 3.54 with a standard deviation of 0.65 and median of 4.00.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR SOC2

FREQUENCIES

.	2.00	3.00	4.00	Total
2	1	11	24	38

TABLE OF VALUES FOR SOC2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
5.26	2.63	28.95	63.16	100.00	38.00

Almost 64% of the students strongly agreed that the Social Institutions objective was important to their education. This gave it a mean score of 3.64, median of 4.00, and standard deviation of 0.54.

TABLE OF VALUES FOR INTERPLA

FREQUENCIES

7.00	9.00	10.00	Total
18	5	15	38

TABLE OF VALUES FOR INTERPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

7.00	9.00	10.00	Total	N
47.37	13.16	39.47	100.00	38.00

Between the placement of the Analysis and Interpretation of the Arts questions and their answers, their was no strong correlation at the 5% significance level.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR INTER1

FREQUENCIES

2.00	3.00	4.00	Total
9	15	14	38

TABLE OF VALUES FOR INTER1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

2.00	3.00	4.00	Total	N
23.68	39.47	36.84	100.00	38.00

Achieving the Analysis and Interpretation of the Arts objective scored quite low. Almost 24% of the students felt that they did not achieve the objective. It had a mean score of only 3.13 and standard deviation of 0.78. Its median was 3.00.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR INTER2

FREQUENCIES

1.00	2.00	3.00	4.00	Total
1	6	18	13	38

TABLE OF VALUES FOR INTER2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	Total	N
2.63	15.79	47.37	34.21	100.00	38.00

As in the previous question, the importance of the Analysis and Interpretation of the Arts objective scored quite low. It had identical scores to the previous question receiving a mean of 3.13, standard deviation of 0.78, and median of 3.00.

TABLE OF VALUES FOR PERFPLA

FREQUENCIES

6.00	9.00	11.00	Total
10	4	24	38

TABLE OF VALUES FOR PERFPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

6.00	9.00	11.00	Total	N
26.32	10.53	63.16	100.00	38.00

There was no strong correlation between the placement of the performance questions and their answers.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR PERF1

FREQUENCIES

1.00	2.00	3.00	4.00	Total
2	5	11	20	38

TABLE OF VALUES FOR PERF1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	Total	N
5.26	13.16	28.95	52.63	100.00	38.00

The achievement of the performance question received a mean score of 3.29, median of 4.00, and standard deviation of 0.90.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR PERF2

FREQUENCIES

1.00	2.00	3.00	4.00	Total
4	5	11	18	38

TABLE OF VALUES FOR PERF2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	Total	N
10.53	13.16	28.95	47.37	100.00	38.00

The importance of the Performance objective scored slightly lower than its achievement. It received a mean of 3.13 with a standard deviation of 1.02 and median of 3.00.

TABLE OF VALUES FOR ACPLA

FREQUENCIES

6.00	8.00	12.00	Total
5	8	25	38

TABLE OF VALUES FOR ACPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

6.00	8.00	12.00	Total	N
13.16	21.05	65.79	100.00	38.00

There was no strong correlation between the placement of the Arts and Culture questions and their answers.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR AC1

FREQUENCIES

1.00	2.00	3.00	4.00	Total
1	6	16	15	38

TABLE OF VALUES FOR AC1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	Total	N
2.63	15.79	42.11	39.47	100.00	38.00

About 21% of the students felt that they did not achieve the learning objective of Arts and Culture. It had a mean score of 3.18, median of 3.00, and standard deviation of 0.80.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR AC2

FREQUENCIES

1.00	2.00	3.00	4.00	Total
2	2	17	17	38

TABLE OF VALUES FOR AC2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

1.00	2.00	3.00	4.00	Total	N
5.26	5.26	44.74	44.74	100.00	38.00

The importance of the Arts and Culture objective scored a bit higher than its achievement receiving a mean of 3.29. It also had a median of 3.00 ad standard deviation of 0.80.

TABLE OF VALUES FOR NATPLA

FREQUENCIES

7.00	13.00	14.00	Total
4	21	13	38

TABLE OF VALUES FOR NATPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

7.00	13.00	14.00	Total	N
10.53	55.26	34.21	100.00	38.00

There was no strong correlation between the placement of the Natural World question s and their answers.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR NAT1

FREQUENCIES

.	2.00	3.00	4.00	Total
1	3	14	20	38

TABLE OF VALUES FOR NAT1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
2.63	7.89	36.84	52.63	100.00	38.00

90% of the students surveyed felt that they had achieved the learning objective of the Natural World. They gave the achievement of this objective a mean score of 3.46. It also had a median of 4.00 and standard deviation of 0.65.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR NAT2

FREQUENCIES

.	2.00	3.00	4.00	Total
2	3	10	23	38

TABLE OF VALUES FOR NAT2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
5.26	7.89	26.32	60.53	100.00	38.00

The importance of the Natural World objective received a mean score of 3.56 with a standard deviation of 0.65 and median of 4.00.

TABLE OF VALUES FOR ABSTPLA

FREQUENCIES

9.00	13.00	14.00	Total
3	13	22	38

TABLE OF VALUES FOR ABSTPLA

PERCENTS OF TOTAL OF THIS (SUB)TABLE

9.00	13.00	14.00	Total	N
7.89	34.24	57.89	100.00	38.00

There was no strong correlation at the 5% significance level between the placement of the Abstract Systems questions and the answers given to them.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR ABST1

FREQUENCIES

.	2.00	3.00	4.00	Total
1	2	17	18	38

TABLE OF VALUES FOR ABST1

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
2.63	5.26	44.74	47.37	100.00	38.00

Only about 8% of the surveyed students felt that they did not achieve the objective of Abstract Systems. It had a mean score of 3.43, median of 3.00, and standard deviation of 0.60.

1 Strongly Disagree

2 Somewhat Disagree

3 Somewhat Agree

4 Strongly Agree

TABLE OF VALUES FOR ABST2

FREQUENCIES

.	2.00	3.00	4.00	Total
1	3	14	20	38

TABLE OF VALUES FOR ABST2

PERCENTS OF TOTAL OF THIS (SUB)TABLE

.	2.00	3.00	4.00	Total	N
2.63	7.89	36.84	52.63	100.00	38.00

Students felt even slightly better about the importance of the Abstract Systems objective than its achievement. They gave it a mean score of 3.46, median of 4.00, and standard deviation of 0.65.

Ratings:

1: Strongly Disagree

2: Somewhat Disagree

3: Somewhat Agree

4: Strongly Agree

Conclusion:

The highest mean score received for "achieving the specified objective" was given in the Different Cultures category. It had a mean score of 3.59, standard deviation of 0.60, and a median of 4.00. Writing and Social Institutions were right behind this with respective means of 3.55 and 3.54. Their standard deviations were 0.55 and 0.65 for Writing and Social Institutions respectively. They both had a median of 4.00.

The highest mean score for "importance of the specified objective" was given in both the Writing and the Speaking categories. The had identical scores which were a mean of 3.82, standard deviations of 0.39, and each had a median of 4.00. Computing fell slightly behind writing and speaking with a mean of 3.71, standard deviation of 0.57, and a median of 0.57.

The highest standard deviation for "achieving the specified objective" was given in was given in the Inquiry responses. It had a standard deviation of 0.97. It was followed by Performance(0.90), Speaking(0.89), Foreign Language(0.83), and Arts and Culture(0.80).

In "the importance of the specified objective", the highest standard deviation was again in inquiry. It had a standard deviation of 1.08. This was followed by Performance(1.02), Computing(0.81), Arts and Culture(0.80), and Analysis and Interpretation of the Arts(0.78).

Correlation's:

Based on a 5% significance level, there were fairly high correlation's in the placement of several questions. The first of these is in the Writing question on achieving the objective. There was a 0.40 correlation between the placement and the answer given. There was also a 0.38 correlation between the placement of the Foreign Language question on the importance of that objective and the answers that were given by students. The final correlation between the placement of the question and its answer was in the importance of the self objective to a students education. In this comparison there was a -0.34 correlation.

Other correlation's that existed were between the questions themselves and can be seen in the following matrices.

" I have achieved the specified learning objective":

Conclusion:

In this correlation matrix, there are several cases to take note of. If these numbers are positively correlated, students felt that they achieved the objective in these categories and that they also achieved the objective of another category. The first of these is the many correlation's that are evident in the Analysis and Interpretation of the Arts category. This category is most highly correlated with Arts and Culture and the Abstract Systems categories. It is also strongly correlated with Writing, Computing, The Self, and Historical Perspectives. The second group of correlation's to examine is the Computing category. Computing is correlated the highest with Foreign Language and Historical Perspectives. It is also correlated, but not as strong, to Inquiry, Writing, Analysis and Interpretation of the Art, and Abstract Systems.

"I believe that achieving the objective was important to my education":

Conclusion:

The high correlation's to notice in this matrix are the Natural World, Arts and Culture, and Performance. Students who felt that Performance was important also tended to feel that Arts and Culture as well as Analysis and Interpretation of the Arts were important to their education. In addition, Arts and Culture is highly correlated with Historical Perspectives and Analysis and Interpretation of the Arts. The Natural World is most highly correlated with Arts and Culture and Historical Perspectives.

Although there were many high correlation's in this matrix to notice, it is also important to look at the lack of correlation in the Foreign Language, Computing, and Speech categories. The Speech category is even negatively correlated to many of the other categories. This means that if a student felt that Speech was important to their education, they also felt that most of the other categories were unimportant.

Inquiry Class:

# 1 IQ3 (INQUIRY)

The discussion of current events

Doing a group paper of opposing views

Going on a field trip to Sara Haugen's home to see how you could make a life from the earth

#6 IQ3 (INQUIRY)

Inquiry

#11 IQ3 (INQUIRY)

Class discussions, convocations, small group projects

# 15 IQ3 (INQUIRY)

Group discussion

#21 IQ3 (INQUIRY)

Inquiry

#26 IQ3 (INQUIRY)

Inquiry

#28 IQ3 (INQUIRY)

Too bad this is gone, common course is a good idea.

#30 IQ3 (INQUIRY)

Writing down own views, opinion, etc.; discussing issues with others in the class and hearing other perspectives

#31 IQ3 (INQUIRY)

I took IS 1020H.

Social Activities:

#2 IQ3 (INQUIRY)

Taking a quarter off and just working and reading

#4 IQ3 (INQUIRY)

The Inquiry class didn't necessarily teach this. It was completely dependent on which professor you had. Just being surrounded by and talking to intelligent people fostered this skill more than anything

#34 IQ3 (INQUIRY)

We participated in a progressive supper one weekend to be exposed to different cultures as our classmates were different races.

Other Class:

#3 IQ3 (INQUIRY)

I went through SJU's symposium session and thought it was valuable

#5 IQ3 (INQUIRY)

Not as much in Inquiry as in other classes that required critical thought (namely writing courses)

Not Applicable:

#9 IQ3 (INQUIRY)

N/A

#14 IQ3 (INQUIRY)

N/A Transferred in--did not take Inquiry

#16 IQ3 (INQUIRY)

Exempt from this class

#19 IQ3 (INQUIRY)

N/A

#35 IQ3 (INQUIRY)

N/A Never took Inquiry

#37 IQ3 (INQUIRY)

Not required

Objective Not Met:

#24 IQ3 (INQUIRY)

I believe this is a valuable goal, but the execution was still lacking when I took the course.

#25 IQ3 (INQUIRY)

I had a professor who kept interrupting discussion-- inhibiting the learning objectives. The course would be better if the instruction was consistent in all sections.

#29 IQ3 (INQUIRY)

Worthless class--got absolutely nothing from it except a bill for credits.

Summary:

Out of the 23 answers that students gave to the engaging in the learning process of Inquiry, 39% of them contributed their learning to Inquiry class. The remaining answers were divided between social activities (13%) and other classes (9%). (26% of the students said that this question did not apply to them and 13% said the objective was not met.)

Critical Thinking Skills:

#1 IQ4

How to really critically think and question everything

It helped me re-evaluate my own views on life.

#4 IQ4

I still have to push myself to not accept things at face value, but I manage better now. I just have to pay more attention and think things through.

#5 IQ4

I can now critically observe and discuss events, ideas, writings...

#11 IQ4

There is a tremendous amount we all still need to learn. Open your mind and you will gain intelligence.

#31 IQ4

The build up of the class during summer registration and material in the course helped me enter my freshman year with a firm understanding of critical thinking and how to approach a liberal arts education.

#34 IQ4

Began my college career by meeting a diverse group of students. Discussed issues never exposed to before.

Knowledge of Self (Values):

#1 IQ4

How to really critically think and question everything

It helped me re-evaluate my own views on life.

#2 IQ4

To believe in myself

#30 IQ4

My own values, defining them; other perspectives

Listening Skills:

#15 IQ4

Listening to others is the key to learning

Meeting Others:

#26 IQ4

I enjoyed this class because I got to know my fellow classmates. I liked the common experience part, but the class structure should be more uniform.

#34 IQ4

Began my college career by meeting a diverse group of students. Discussed issues never exposed to before.

Can't Teach These Skills / Improperly Taught:

#6 IQ4

This course has potential. As it was when I took it, the different sections varied widely. (It needs to be more structured.)

#20 IQ4

Critical thinking can't be taught in a classroom, meaning it's pretty damn arrogant to think it can be taught in 10 weeks.

#21 IQ4

The class was poorly run. Discussion topics were poorly chosen. If a poor instructor teaches the class, it is worthless.

#27 IQ4

It seems that this is something very difficult or impossible to teach.

#28 IQ4

Professors should learn to work together to create common goals and syllabus and grading for this course.

Summary

The most important things that students felt they achieved from the Inquiry objective were varied. 35% of the students felt that they had gained critical thinking skills. 18% thought that they had gotten a better knowledge of themselves and their values. The remaining 47% were divided among better listening skills(6%), the chance to meet others(12%), and 29% of the students felt that these skills could not be taught or were improperly taught in their situations.

English Classes:

#1 WQ3 (WRITING)

The many papers from freshman English taught me the foundations

All of the many papers I have written throughout my four years--and there have been many

#2 WQ3 (WRITING)

The English classes 1301 and 1302 and all my Spanish literature classes

#4 WQ3 (WRITING)

I had this skill before attending UMM and tested out of Composition I and II. I took Advanced Comp. which was good practice and helped polish my skills. All those English classes required writing skills. The Writing Room also helped me polish my writing.

#5 WQ3 (WRITING)

College Writing II and Music History 3106

#6 WQ3 (WRITING)

I took Foundations of Mathematics and English Comp. I & II.

#14 WQ3 (WRITING)

Freshman comp., major classwork

#21 WQ3 (WRITING)

Econometrics, English

#26 WQ3 (WRITING)

College Writing II; geology courses (methods)

#31 WQ3 (WRITING)

I took ENGL 1301 & 1302.

#33 WQ3 (WRITING)

Many English classes, extensive research papers in ArtH classes

#34 WQ3 (WRITING)

Comp. classes, English courses for major

#37 WQ3 (WRITING)

Organization behavior, Advanced Comp.

Writing Room:

#4 WQ3 (WRITING)

I had this skill before attending UMM and tested out of Composition I and II. I took Advanced Comp. which was good practice and helped polish my skills. All those English classes required writing skills. The Writing Room also helped me polish my writing.

#16 WQ3 (WRITING)

Practice by writing for all my classes, researching to find any/all info, visiting writing room

Papers and Projects:

#1 WQ3 (WRITING)

The many papers from freshman English taught me the foundations

All of the many papers I have written throughout my four years--and there have been many

#3 WQ3 (WRITING)

I wrote weekly for the University Register.

#11 WQ3 (WRITING)

Research papers, essay papers, projects

#15 WQ3 (WRITING)

Research papers

#16 WQ3 (WRITING)

Practice by writing for all my classes, researching to find any/all info, visiting writing room

#29 WQ3 (WRITING)

Reading a story-then writing on it

#30 WQ3 (WRITING)

Writing papers

#33 WQ3 (WRITING)

Many English classes, extensive research papers in ArtH classes

#38 WQ3 (WRITING)

Senior Sociology Honor Project

Other Classes:

#2 WQ3 (WRITING)

The English classes 1301 and 1302 and all my Spanish literature classes

#5 WQ3 (WRITING)

College Writing II and Music History 3106

#6 WQ3 (WRITING)

I took Foundations of Mathematics and English Comp. I & II.

#21 WQ3 (WRITING)

Econometrics, English

#26 WQ3 (WRITING)

College Writing II; geology courses (methods)

#33 WQ3 (WRITING)

Many English classes, extensive research papers in ArtH classes

Unsatisfied:

#20 WQ3 (WRITING)

Southwest State University is leaps and bounds above UMM's English department.

Other than learning the in set large quotes, UMM English has taught me nothing.

#24 WQ3 (WRITING)

I believe that UMM should try to teach people to find their personal writing style rather than strictly adhere to a format that is in truth, rarely used, in my experience.

#25 WQ3 (WRITING)

I don't know if I could write in proper paper format for all disciplines.

#27 WQ3 (WRITING)

The college writing classes are pathetic.

Not Applicable:

#19 WQ3 (WRITING)

My intro. courses were taken at another institution.

Summary

In achieving the learning objective of Writing, students felt that a number of activities played an important role. The most frequent answer was English classes which accounted for 35% of the answers. After English class came papers and projects (26%) followed by other classes (18%). Other answers that students gave included the writing room (3%), that they were unsatisfied with their experience in the Writing category (12%), and 3% said this question did not apply to them.

Organize Thoughts:

#1 WQ4

How to thoughtfully execute my ideas in an organized structure

How to document well

#2 WQ4

How to express myself and organize and present my thoughts

#4 WQ4

How to write/organize longer research and English papers

Bio Comm. taught the correct format for biological papers.

#27 WQ4

Ability to compose my thoughts and express them in writing

#31 WQ4

Helped me to organize my writing and employ critical thinking skills to writing logic papers.

#37 WQ4

Organization of thoughts/word choice

Express Self / Communicate Better:

#2 WQ4

How to express myself and organize and present my thoughts

#5 WQ4

Able to concisely and effectively present ideas in writing

#6 WQ4

How to write effectively both in compositions and in mathematical proofs.

#11 WQ4

Knowing how to express oneself in writing is an important skill that will be useful in all areas of life.

#15 WQ4

Communication is the key to opening the doors of knowledge.

#25 WQ4

How to communicate my thoughts better in writing

#27 WQ4

Ability to compose my thoughts and express them in writing

#29 WQ4

Communicating your thoughts on paper

#30 WQ4

How to express myself in writing

#34 WQ4

Analysis, writing styles, effective writing skills

Better Writing Skills:

#3 WQ4

I have become a pretty decent writer.

#4 WQ4

How to write/organize longer research and English papers

Bio Comm. taught the correct format for biological papers.

#16 WQ4

Always list sources, write as you speak

If it sounds correct out loud, it is probably correct.

#26 WQ4

I believe I learned good writing skills, but I found that that was the largest complaint from professors overall-writing skills of their students.

Proper Citation:

#1 WQ4

How to thoughtfully execute my ideas in an organized structure

How to document well

#16 WQ4

Always list sources, write as you speak

If it sounds correct out loud, it is probably correct.

#19 WQ4

Scholarly citation.

Critical Thinking:

#31 WQ4

Helped me to organize my writing and employ critical thinking skills to writing logic papers.

#34 WQ4

Analysis, writing styles, effective writing skills

Research Skills:

#33 WQ4

I've learned that I love writing and research, and I hope to find a position in which I can do research and apply it to art.

Unsatisfied:

#20 WQ4

UMM College Writing II taught me how to create propaganda, promote sexism, and to deny the use of a logical argument.

Summary

In the process of achieving the Writing objective, students felt that they had acquired many things. The most frequently answered of these was how to express themselves and communicate better (37%). 22% of the replies stated that the students were now better able to organize their thoughts. Students also felt that they had achieved better writing skills(15%), proper use of citation (11%), critical thinking skills (7%), and better research skills (4%). 4% said they were unsatisfied.

Speech Class:

#1 SPQ3 (SPEAKING)

The art of public discourse - a whole class on public speaking

Interpersonal communication

Group communication

#2 SPQ3 (SPEAKING)

Hosted the Academic Choices Presentation and present for three years, Speech class 101 and presentations in my Spanish class.

#4 SPQ3 (SPEAKING)

Intro. to Public Speaking, every other class that required presentations from biology to history to psychology

#5 SPQ3 (SPEAKING)

Speech class, senior honors project, outside papers, class presentations

#14 SPQ3 (SPEAKING)

Communication class (speech), on-campus employment, major-related class projects

#21 SPQ3 (SPEAKING)

Senior Seminar, Speech-Public Speaking, presentations in several classes.

#31 SPQ3 (SPEAKING)

I took Speech-Intro. to Public Speaking.

#34 SPQ3 (SPEAKING)

Speech 1100, Senior Seminar, giving other presentations in Econ and English

#37 SPQ3 (SPEAKING)

Speech 1001, presentations to the class for a number of courses

Class Presentations:

#2 SPQ3 (SPEAKING)

Hosted the Academic Choices Presentation and present for three years, Speech class 101 and presentations in my Spanish class.

#4 SPQ3 (SPEAKING)

Intro. to Public Speaking, every other class that required presentations from biology to history to psychology

#5 SPQ3 (SPEAKING)

Speech class, senior honors project, outside papers, class presentations

#6 SPQ3 (SPEAKING)

The speech requirement was dropped, so I didn't take it.

#11 SPQ3 (SPEAKING)

Class presentations, teaching class

#14 SPQ3 (SPEAKING)

Communication class (speech), on-campus employment, major-related class projects

#15 SPQ3 (SPEAKING)

Presentation at MN Academy of Science, Senior Seminar, class discussion

#20 SPQ3 (SPEAKING)

Other than major-related presentations, this school has given me nothing. One questions the wisdom at dropping the speech requirement.

#21 SPQ3 (SPEAKING)

Senior Seminar, Speech-Public Speaking, presentations in several classes.

#22 SPQ3 (SPEAKING)

Presentations in management

#26 SPQ3 (SPEAKING)

Senior seminar in Geology; presentations in various geology classes; participated in organizations such as MCSA and PHE

#27 SPQ3 (SPEAKING)

Speaking in front of class in management and Spanish courses

#30 SPQ3 (SPEAKING)

Some speaking and presentations in front of the class.

#34 SPQ3 (SPEAKING)

Speech 1100, Senior Seminar, giving other presentations in Econ and English

#35 SPQ3 (SPEAKING)

Presenting in class teaching lessons to peers and in the classroom

#37 SPQ3 (SPEAKING)

Speech 1001, presentations to the class for a number of courses

Class Discussion:

#1 SPQ3 (SPEAKING)

The art of public discourse - a whole class on public speaking

Interpersonal communication

Group communication

#15 SPQ3 (SPEAKING)

Presentation at MN Academy of Science, Senior Seminar, class discussion

#25 SPQ3 (SPEAKING)

Discussion classes, student leadership roles, senior project presentation at Morris and regional conferences.

Senior Seminar / Honors Project:

#5 SPQ3 (SPEAKING)

Speech class, senior honors project, outside papers, class presentations

#15 SPQ3 (SPEAKING)

Presentation at MN Academy of Science, Senior Seminar, class discussion

#21 SPQ3 (SPEAKING)

Senior Seminar, Speech-Public Speaking, presentations in several classes.

#25 SPQ3 (SPEAKING)

Discussion classes, student leadership roles, senior project presentation at Morris and regional conferences.

#26 SPQ3 (SPEAKING)

Senior seminar in Geology; presentations in various geology classes; participated in organizations such as MCSA and PHE

#34 SPQ3 (SPEAKING)

Speech 1100, Senior Seminar, giving other presentations in Econ and English

#38 SPQ3 (SPEAKING)

Senior Sociology Honors Project

Extracurricular Activities:

#2 SPQ3 (SPEAKING)

Hosted the Academic Choices Presentation and present for three years, Speech class 101 and presentations in my Spanish class.

#25 SPQ3 (SPEAKING)

Discussion classes, student leadership roles, senior project presentation at Morris and regional conferences.

#26 SPQ3 (SPEAKING)

Senior seminar in Geology; presentations in various geology classes; participated in organizations such as MCSA and PHE

Interpersonal Communications:

#1 SPQ3 (SPEAKING)

The art of public discourse - a whole class on public speaking

Interpersonal communication

Group communication

Self Taught / Learned on Job:

#3 SPQ3 (SPEAKING)

This was largely self-taught and I would have liked to have a class in it.

# 14 SPQ3 (SPEAKING)

Communication Class (speech), on-campus employment , major related class projects

Not Applicable:

#6 SPQ3 (SPEAKING)

The speech requirement was dropped, so I didn't take it.

#16 SPQ3 (SPEAKING)

Not in effect

#19 SPQ3 (SPEAKING)

N/A I'm not sure what was done in intro. speech courses.

#33 SPQ3 (SPEAKING)

I was dropped out of the Speech class I had signed up for, as the requirement was dropped. It would have been helpful for me however.

Summary

The bulk of students surveyed felt that they had achieved the Speaking objective through two main categories. The first of these was class presentations which received 35% of the answers. The other main category was Speech class which had 22% of the answers. The remaining categories were spread out among: class discussion(7%), senior seminar or honors projects (15%), extracurricular activities (7%), interpersonal communications (2%), self taught or learned on the job (4%), and 9% said this question was not applicable.

Organize Thought / Speech:

#1 SPQ4

How to organize and execute my ideas effectively

Good understanding of interpersonal, group, and inter-cultural communication

This requirement was ESSENTIAL!!

#31 SPQ4

I learned techniques of preparing and presenting various forms of speeches which I have used in other classes and in my job experience.

#34 SPQ4

Effective speech writing and preparation

#37 SPQ4

Preparation, preparation , relationships-ideas, points

Communication Skills:

#1 SPQ4

How to organize and execute my idea as effectively

Good understanding of interpersonal, group, and inter-cultural communication

This requirement was ESSENTIAL!!

#2 SPQ4

I've learned to be comfortable in front of people/large groups, and I sort of learned how to be an engaging speaker. I'm still working on this.

#14 SPQ4

I have learned the importance of effective communication and how essential it is to success.

#29 SPQ4

Learning to communicate--should have classes for just business majors, etc. so we can develop topics along those lines instead of general topics.

Public Speaking:

#2 SPQ4

I've learned to be comfortable in front of people/large groups, and I sort of learned how to be an engaging speaker. I'm still working on this.

#4 SPQ4

Practice has increases my comfort level relating the subject to the audience without assuming they will be interested in it because I am.

#5 SPQ4

The ability to comfortably speak in front of an audience on a variety of topics

#11 SPQ4

Be prepared, relax, make eye contact

#15 SPQ4

Through field and literary research, I developed many hypothesis to explain geologic problems. Presentation is key to point out errors and introduce new questions.

#21 SPQ4

Presenting and conveying thought to a large group of people

Unsatisfied:

#26 SPQ4

I was disappointed to hear that speech communication majors spoke in a class as much or even less than other majors.

Not Applicable:

#25 SPQ4

This course was not required for me.

Summary

Through the Speaking objective students felt that they had achieved three key skills. The first of these is the ability to speak in public which got 38% of the answers. The next was a tie between organizing their thoughts and speech patterns and better communication skills which each received 25% of the students replies. Of the remaining 12%, half of them were unsatisfied and half said that the question was not applicable.

Computing Class:

#1 CQ3 (COMPUTING)

My professor decided to try and make an intro. course upper division. We did not learn the basics and did programming. I found it HIGHLY UNUSEFUL!

#4 CQ3 (COMPUTING)

Trial and error, completing assignments, talking to people, CSci 1100-but we never learned to use IBM's so going into the business world scares me

#5 CQ3 (COMPUTING)

Computer science major

#6 CQ3 (COMPUTING)

I was involved in the MAP and UROP programs where I did some programming. I took CSci 1300, 1200, and 1100. Mathematica can help one to understand concepts, but should not be the "be all end all."

#11 CQ3 (COMPUTING)

E-mailing, Introduction to Computing, Internet surfing

#14 CQ3 (COMPUTING)

Class work, Computer Science class

#21 CQ3 (COMPUTING)

CSci 1201 Computer Algorithms, Econ 3400 Econometrics, Management. Science, Managerial Accounting

#26 CQ3 (COMPUTING)

Took two computer science classes- algorithms and intro. to computing world. Used on campus computing services such as e-mail and the Internet.

#27 CQ3 (COMPUTING)

CSci 1100 and using computer for e-mail, papers....

#29 CQ3 (COMPUTING)

Making computer programs helps you to think critically.

#31 CQ3 (COMPUTING)

I took CSci 1100.

#33 CQ3 (COMPUTING)

When I took computer courses, e-mail was new (sort-of) but Web pages were virtually non-existent. Though knowledge of e-mail was helpful, advances with computers call for the need for an additional computer course.

#34 CQ3 (COMPUTING)

Intro. to computing course, intro. to computer programming course, utilized computers on campus for projects in economic/regression analysis, Internet research, and fun

#35 CQ3 (COMPUTING)

Intro. class, library work

This is a weak spot, in my opinion, of the Ed program.

#37 CQ3 (COMPUTING)

Basic Algorithms course; internship using software to develop a payroll; directed study to develop accounting business plan, market plan

Computing Services:

#2 CQ3 (COMPUTING)

I went to Computing Services and they helped me get what I needed done.

Other Classes:

#6 CQ3 (COMPUTING)

I was involved in the MAP and UROP programs where I did some programming. I took CSci 1300, 1200, and 1100. Mathematica can help one to understand concepts, but should not be the "be all end all."

#21 CQ3 (COMPUTING)

CSci 1201 Computer Algorithms, Econ 3400 Econometrics, Management. Science, Managerial Accounting

#22 CQ3 (COMPUTING)

Computers and music; statistics programs

#25 CQ3 (COMPUTING)

Use computers to write papers, use spreadsheets for my job

#34 CQ3 (COMPUTING)

Intro. to computing course, intro. to computer programming course, utilized computers on campus for projects in economic/regression analysis, Internet research, and fun

Internship / Job:

#3 CQ3 (COMPUTING)

I learned this through an internship, not at Morris.

#6 CQ3 (COMPUTING)

I was involved in the MAP and UROP programs where I did some programming. I took CSci 1300, 1200, and 1100. Mathematica can help one to understand concepts, but should not be the "be all end all."

#25 CQ3 (COMPUTING)

Use computers to write papers, use spreadsheets for my job

#35 CQ3 (COMPUTING)

Intro. class, library work

This is a weak spot, in my opinion, of the Ed program.

#37 CQ3 (COMPUTING)

Basic Algorithms course; internship using software to develop a payroll; directed study to develop accounting business plan, market plan

Self-Taught:

#4 CQ3 (COMPUTING)

Trial and error, completing assignments, talking to people, CSci 1100-but we never learned to use IBM's so going into the business world scares me

#16 CQ3 (COMPUTING)

Mostly hands-on activities: writing papers, setting up e-mail account-virtually nothing from the class.

#20 CQ3 (COMPUTING)

Self-instruction on home PC

#30 CQ3 (COMPUTING)

Computer activities

I have learned more about computers outside of class/on my own.

E-mail / Internet:

#11 CQ3 (COMPUTING)

E-mailing, Introduction to Computing, Internet surfing

#15 CQ3 (COMPUTING)

Understanding how computers work, using the World Wide Web

#16 CQ3 (COMPUTING)

Mostly hands-on activities: writing papers, setting up e-mail account-virtually nothing from the class.

#26 CQ3 (COMPUTING)

Took two computer science classes- algorithms and intro. to computing world. Used on campus computing services such as e-mail and the Internet.

#27 CQ3 (COMPUTING)

CSci 1100 and using computer for e-mail, papers....

#34 CQ3 (COMPUTING)

Intro. to computing course, intro. to computer programming course, utilized computers on campus for projects in economic/regression analysis, Internet research, and fun

Summary

The Computing objective appears to have been achieved mainly through Computing classes. 42% of the students said that that was where they achieved most of their computing skills. the others answers were divided among computing services (3%), other classes (14%), a job or internship (14%), being self taught (11%), and use of e-mail and the Internet (17%).

Uses of Computers:

#5 CQ4

The ability to work with a variety of computer systems for a variety of uses.

#6 CQ4

Know how computers are used in the work force, learned how to solve problems algorithmically

#11 CQ4

How to use technology in my classroom (Sec Ed)

#15 CQ4

Computers are of great importance to society. The world wide web is full of information.

#21 CQ4

It introduced me to the world of computers. I've learned several systems like Microsoft Word, Lotus, Quatro Pro Systat, Minitab, TSP, and these are all relevant to future employment.

#26 CQ4

That there are many ways to use computers now and that it is imperative to have at least a general understanding

#32 CQ4

Computers are everywhere--NOT avoidable.

#37 CQ4

Computers are used in virtually all businesses for numerous applications, many software programs used in classes (even more use helpful)

Programs (Word Processing, Cricket Graph, etc.):

#4 CQ4

How to use a Mac for word processing, Cricket Graph, Netscape, and a little Excel

#5 CQ4

The ability to work with a variety of computer systems for a variety of uses.

#21 CQ4

It introduced me to the world of computers. I've learned several systems like Microsoft Word, Lotus, Quatro Pro Systat, Minitab, TSP, and these are all relevant to future employment.

#30 CQ4

Outside of class: e-mail, word processing, the web

#34 CQ4

Many computing packages for business and pleasure; basic programming skills

#37 CQ4

Computers are used in virtually all businesses for numerous applications, many software programs used in classes (even more use helpful)

E-mail / Internet Use:

#4 CQ4

How to use a Mac for word processing, Cricket Graph, Netscape, and a little Excel

#15 CQ4

Computers are of great importance to society. The world wide web is full of information.

#30 CQ4

Outside of class: e-mail, word processing, the web

#35 CQ4

Internet use, search tools

Writing Computer Programs:

#6 CQ4

Know how computers are used in the work force, learned how to solve problems algorithmically

#34 CQ4

Many computing packages for business and pleasure; basic programming skills

Unsatisfied:

#20 CQ4

There is no printer on campus that prints worth a damn, save for those you pay for.

At any given time at least 50% of the computers on campus are broken or the network is down.

Need a reliable machine and printer? Go to Walmart.

#25 CQ4

The C1 course that I took taught me none of these objectives (CSci 1200).

#31 CQ4

At the time I took this course there was no emphasis on the web or use of Internet. Otherwise I was already familiar with much of the material and skills taught

Other:

#2 CQ4

That computers are powerful, yet draining mentally to me

#14 CQ4

"Intro. to Computer" session during orientation--BIG SUCCESS! (needed & very valuable)

#16 CQ4

Trial and error is the best method on computers.

Summary

The main skill that students felt they achieved from the Computing objective was the better use of computers (31%). 23% of them also felt that they had learned how to use programs such as word processing and cricket graph much better. 15% of the students felt that hey had learned how to use e-mail and the Internet while 8% learned how to write computer programs. (12% were unsatisfied and 12% gave other answers.)

Foreign Language Classes:

#4 FLQ3 (FOREIGN LANGUAGE)

German, two years of classes

#5 FLQ3 (FOREIGN LANGUAGE)

Intermediate French I and II

#6 FLQ3 (FOREIGN LANGUAGE)

I took beginning Spanish I, II and III.

#11 FLQ3 (FOREIGN LANGUAGE)

Study abroad, language classes (especially Prof. Aronson)

#14 FLQ3 (FOREIGN LANGUAGE)

Spanish class

#16 FLQ3 (FOREIGN LANGUAGE)

Studying vocab, reading text, doing homework, going to class

#19 FLQ3 (FOREIGN LANGUAGE)

Spanish 1101 and 110

Dr. Aronson was great!

#20 FLQ3 (FOREIGN LANGUAGE)

Edith Farrell is out of touch with the general student in beginning French.

Erica Rosch is one of the finest teachers I've had at UMM.

#24 FLQ3 (FOREIGN LANGUAGE)

I think that learning about the other cultures was far more useful that learning the language at this stage.

#26 FLQ3 (FOREIGN LANGUAGE)

Intermediate Spanish I and II

#27 FLQ3 (FOREIGN LANGUAGE)

Spanish conversation hour; third year Spanish Grammar;. Spanish Literature

#29 FLQ3 (FOREIGN LANGUAGE)

Group activities which involved speaking to one another, should have more conversation type activities instead of just learning vocabulary.

#30 FLQ3 (FOREIGN LANGUAGE)

Spanish classes

#31 FLQ3 (FOREIGN LANGUAGE)

I took Span 1102 to fill requirement and Span 1110 to expand upon it.

#34 FLQ3 (FOREIGN LANGUAGE)

One German course, German in high school

Study Abroad:

#2 FLQ3 (FOREIGN LANGUAGE)

Study abroad in Costa Rica

#3 FLQ3 (FOREIGN LANGUAGE)

Went to Madrid on a study abroad program

#11 FLQ3 (FOREIGN LANGUAGE)

Study abroad, language classes (especially Prof. Aronson)

Self Study

#33 FLQ3 (FOREIGN LANGUAGE)

Because I had taken a language in high school, I did not need to take a language at UMM. I chose to study Latin and Italian on my own.

Not Applicable:

#7 FLQ3 (FOREIGN LANGUAGE)

I tested out. (CLEP)

#15 FLQ3 (FOREIGN LANGUAGE)

Actually, I was not involved in a foreign language at UMM because I already fluently spoke another language and was introduced to their culture.

#21 FLQ3 (FOREIGN LANGUAGE)

I tested out of the Language requirement for German.

#25 FLQ3 (FOREIGN LANGUAGE)

I was exempted from this requirement.

#32 FLQ3 (FOREIGN LANGUAGE)

I tested out of French.

#33 FLQ3 (FOREIGN LANGUAGE)

Because I had taken a language in high school, I did not need to take a language at UMM. I chose to study Latin and Italian on my own.

#35 FLQ3 (FOREIGN LANGUAGE)

Tested out of Spanish

#37 FLQ3 (FOREIGN LANGUAGE)

Not required for 1989 bulletin.

Summary

The forerunner in the activities that helped students to achieve the learning objective of Foreign Language was foreign language classes which received 56% of the answers. The other two responses that were given were study abroad (11%) and self study (4%). (30% said that this question did not apply to them.)

Cultural Differences:

#2 FLQ4

Everyone expresses themselves differently.

#3 FLQ4

Learned a great deal about Spanish culture

#6 FLQ4

Gaining a basic understanding of how to read and write Spanish and the culture

#14 FLQ4

A culture outside of my own

#21 FLQ4

It was a way to experience another culture and its customs. It also was helpful in learning grammar and sentence structure, which carried over to English.

#27 FLQ4

Ability to communicate in a foreign language and a better understanding of different cultures

Improved Skills in Foreign Language:

#5 FLQ4

Improved French reading, writing, and communication skills

#6 FLQ4

Gaining a basic understanding of how to read and write Spanish and the culture

#19 FLQ4

Language development

#26 FLQ4

I furthered my instruction from high school and learned to write the language better. Speaking it should have been stressed more.

#27 FLQ4

Ability to communicate in a foreign language and a better understanding of different cultures

#31 FLQ4

I got a good foundation in Spanish and could read and write but was no good at speaking or understanding spoken Spanish. Through lack of use, I have probably lost some of these skills.

Improved English Grammar:

#4 FLQ4

I can't really speak German now. I forgot a lot but I was "introduced," which is somewhat helpful with English grammar.

#21 FLQ4

It was a way to experience another culture and its customs. It also was helpful in learning grammar and sentence structure, which carried over to English.

Helped in Acquiring a Job:

#15 FLQ4

I was involved in a situation at a job where a foreign language became a key to communication. It was an enjoyable experience.

Importance of Travel Abroad:

#11 FLQ4

Learning another language takes a great deal of time and commitment. Traveling abroad is the best way to learn a second language.

Other:

#16 FLQ4

Good memorization skills can get you through a class

#24 FLQ4

I learned that foreign languages, like native languages, should be taught at a much younger age when the mind can more easily absorb such masses of information. I would suggest children in elementary school be taught a second language.

Summary

Learning about cultural differences was one of the main things that students felt they had learned through the Foreign Language objective. 33% of the students surveyed answered this as one of the most important things they had learned in meeting this objective. Another 33% of the students felt that they had improved their skills in the foreign language. Other answers that were given were improved English grammar (11%), help in acquiring a job(6%), the importance of travel abroad (6%), and 11% had other answers.

Psychology Class:

#4 SQ3 (THE SELF)

Psychology 1 and 2, Psychology of Creativity, Intro. to Theater, Literature classes, interacting with people

#6 SQ3 (THE SELF)

General Psychology I & II and Drugs and Human Behavior

#11 SQ3 (THE SELF)

Excellent course-Human Sexuality, psychology courses, living with roommates

#21 SQ3 (THE SELF)

Psychology

#25 SQ3 (SELF)

Wish I had time to take the other quarter of general psychology.

#30 SQ3 (THE SELF)

Psychology classes, choosing electives

#31 SQ3 (THE SELF)

Psychology 1201 &1202, Intro. to Psychology.

Other Classes:

#4 SQ3 (THE SELF)

Psychology 1 and 2, Psychology of Creativity, Intro. to Theater, Literature classes, interacting with people

#5 SQ3 (THE SELF)

Fitness for life

#6 SQ3 (THE SELF)

General Psychology I & II and Drugs and Human Behavior

#11 SQ3 (THE SELF)

Excellent course-Human Sexuality, psychology courses, living with roommates

#19 SQ3 (SELF)

All my sociology courses

#37 SQ3 (THE SELF)

Wellness

Social Activity / Dorm Life:

#2 SQ3 (THE SELF)

Living in dorms

#4 SQ3 (THE SELF)

Psychology 1 and 2, Psychology of Creativity, Intro. to Theater, Literature classes, interacting with people

#11 SQ3 (THE SELF)

Excellent course-Human Sexuality, psychology courses, living with roommates

#14 SQ3 (THE SELF)

Extracurricular activities

#20 SQ3 (SELF)

Life itself teaches more about self-understanding than any class could possibly hope. Come to think of it, so do keggars.

#29 SQ3 (THE SELF)

Group activities

Unsatisfied:

#16 SQ3 (THE SELF)

Completed the e-series within my major; feel as though I learned too much about society and forms of oppression and not enough about world/current issues and how to apply info or implement change, especially within my field; the E2 can be filled with things that don't fulfill that objective; especially for transfers.

Summary

Students felt that they had achieved the objective of the Self in three main categories. The first of these was in Psychology class (35%). The second was in other classes (30%) and the third was through social activities or dorm life (30%). (5% said that they were unsatisfied.

Knowledge of Self:

#6 SQ4

How humans react to their environments and how humans can shape their perceptions of their environment

#11 SQ4

Who I am and who I want to be in the future

#30 SQ4

That I am interested in various things

#31 SQ4

Understanding of human mind and how it works, which I can somewhat use in self-analysis

Working With Others:

#4 SQ4

I've learned a lot about how I interact with people, how to make friends and how to help them when they need an ear. I learned the basic psychology concepts-- diffusion of responsibility was important.

#14 SQ4

Atmosphere of this campus is sometimes too stressful. Students worry too much about grades and forget about people and how important relationships are (not social enough).

#29 SQ4

Working with and understanding people

Writing:

#21 SQ4

Writing is important in everything you do.

Environmental Wellness:

#37 SQ4

Environmental wellness needs to be a priority

Can't Be Taught:

#2 SQ4

I don't think this can be taught.

Summary

There were two main skills that students felt they picked up through the Self objective. Knowledge of the self was the first of these skills and it received 40% of the students answers. The second skill they felt they picked up was the ability to work with others(30%). Other answers that were given were writing skills (10%), environmental wellness (10%), and that this can not be taught (10%).

History Class of Any Subject:

#2 HPQ3 (HISTORICAL PERSPECTIVES)

Roland's History of Liberal Education

#4 HPQ3 (HISTORICAL PERSPECTIVES)

The only history I took was the History of TV. Other classes touched on history, but not much.

#5 HPQ3 (HISTORICAL PERSPECTIVES)

Music History 310x series

#6 HPQ3 (HISTORICAL PERSPECTIVES)

Introduction to World History

#15 HPQ3 (HISTORICAL PERSPECTIVES)

Taking courses which stress history

#19 HPQ3 (HISTORICAL PERSPECTIVES)

My Women's Studies History courses

#21 HPQ3 (HISTORICAL PERSPECTIVES)

World History

#25 HPQ3 (HISTORICAL PERSPECTIVES)

Some courses did not bring in enough information on the causes and effects of historical events.

#26 HPQ3 (HISTORICAL PERSPECTIVES)

World history

#30 HPQ3 (HISTORICAL PERSPECTIVES)

History class

#31 HPQ3 (HISTORICAL PERSPECTIVES)

Numerous history courses for my major

#34 HPQ3 (HISTORICAL PERSPECTIVES)

Civil War history class

#37 HPQ3 (HISTORICAL PERSPECTIVES)

American History

Study Abroad:

#11 HPQ3 (HISTORICAL PERSPECTIVES)

Speakers and presentations, sociology courses, studying abroad

Other Classes:

#11 HPQ3 (HISTORICAL PERSPECTIVES)

Speakers and presentations, sociology courses, studying abroad

Summary

A History class of any subject was the definite forerunner in the students answers to where they achieved the Historical Perspectives objective. 87% of the students gave this as one of their answers. The remaining 13% were evenly split between study abroad and other classes.

Understanding of Historical Events:

#5 HPQ4

Better understanding of the sequence of events in music history

#6 HPQ4

Knowing the factors behind major world happenings since 1850

#11 HPQ4

Greater awareness of all the things that affect history as well as the future

#34 HPQ4

Basic background of Civil War

Understanding of Other Cultures Through Time:

#26 HPQ4

I learned more about other cultures at other periods.

How History Affects the Future:

#11 HPQ4

Greater awareness of all the things that affect history as well as the future

#15 HPQ4

History usually repeats itself. Knowing it is being prepared for it.

#31 HPQ4

Ways to recognize and use lessons of the past to better understand the present and create a better future

Male Domination of the Past:

#37 HPQ4

Most history is written by and about men with heavy bias to European attitudes and awareness

Summary

The main skills that students felt they had acquired through the Historical Perspectives objective were a better understanding of historical events (44%) and how history affects the future(33%). Students also felt that they had gained an understanding of other cultures through time (11%) and male domination of the past (11%).

Anthropology Class:

#2 DCQ3 (DIFFERENT CULTURES)

Study abroad, Cultural Anthropology

#5 DCQ3 (DIFFERENT CULTURES)

Intro. to Cultural Anthropology

#6 DCQ3 (DIFFERENT CULTURES)

Anthropology 1110

#11 DCQ3 (DIFFERENT CULTURES)

Studying abroad, sociology and anthropology courses, speakers

#20 DCQ3 (DIFFERENT CULTURES)

Anthropology 1110 with Dr. Templeman should be the next required course without hesitation. Ideally this should be taken early on in a college career.

#21 DCQ3 (DIFFERENT CULTURES)

Cultural Anthropology; African American Art.

#25 DCQ3 (DIFFERENT CULTURES)

Be an anthropology major, attend many multicultural events

#27 DCQ3 (DIFFERENT CULTURES)

Spanish, Cultural Anthropology

#29 DCQ3 (DIFFERENT CULTURES)

Need a new professor for Anthropology-present one (Templeman) needs to learn how to make a potentially interesting class interesting.

#31 DCQ3 (DIFFERENT CULTURES)

Hum 1101 and several Anthropology courses along with involvement with DPE's

Foreign Language Classes:

#26 DCQ3 (DIFFERENT CULTURES)

Intermediate Spanish I and II

#27 DCQ3 (DIFFERENT CULTURES)

Spanish, Cultural Anthropology

#30 DCQ3 (DIFFERENT CULTURES)

Spanish classes

#34 DCQ3 (DIFFERENT CULTURES)

Inquiry, German course

Other Classes:

#7 DCQ3 (DIFFERENT CULTURES)

Women in Muslim societies (Soc.)

#11 DCQ3 (DIFFERENT CULTURES)

Studying abroad, sociology and anthropology courses, speakers

#14 DCQ3 (DIFFERENT CULTURES)

Atmosphere

Classes

#19 DCQ3 (DIFFERENT CULTURES)

All my courses, or at least most, did this--as best as a white majority campus can.

#21 DCQ3 (DIFFERENT CULTURES)

Cultural Anthropology; African American Art.

#31 DCQ3 (DIFFERENT CULTURES)

Hum 1101 and several Anthropology courses along with involvement with DPE's

#34 DCQ3 (DIFFERENT CULTURES)

Inquiry, German course

Study Abroad:

#2 DCQ3 (DIFFERENT CULTURES)

Study abroad, Cultural Anthropology

#3 DCQ3 (DIFFERENT CULTURES)

Studied abroad

#11 DCQ3 (DIFFERENT CULTURES)

Studying abroad, sociology and anthropology courses, speakers

#38 DCQ3 (DIFFERENT CULTURES)

ELTAP in India

Participating in a Diverse Environment:

#14 DCQ3 (DIFFERENT CULTURES)

Atmosphere

Classes

#15 DCQ3 (DIFFERENT CULTURES)

Being in a diverse environment

#37 DCQ3 (DIFFERENT CULTURES)

African American response to Racism

Unsatisfied:

#4 DCQ3 (DIFFERENT CULTURES)

I feel like I need to study abroad-or at least get out of the Midwest-to really meet this goal. I took German classes for this, and it really didn't discuss culture much.

#24 DCQ3 (DIFFERENT CULTURES)

This is very valuable, but I think would be more so taught to elementary students rather than tagged on at college.

Summary

The activities that students participated in that they felt helped them achieve the Different Cultures objective were mainly the classes the students took. 33% of the students replies said that Anthropology class was what helped them achieve this objective. Another 23% contributed this to their other classes and 13% to foreign language classes. In addition to these, students also felt that study abroad (13%) and participating in a diverse environment (10%) helped them as well. (7% said that they were unsatisfied.)

Diversity / Different Views of People:

#2 DCQ4

People see the world differently, but basically are good.

#6 DCQ4

Knowing how other cultures are organized, respecting diversity

#11 DCQ4

I have learned that the world is a huge place with millions of perspectives, all equally as valid as the next. I love how interesting the world is if you open your eyes.

#14 DCQ4

I have learned to accept differences--more needs to be done.

#15 DCQ4

We must all open our eyes and understand that we are all different. We must listen and not discriminate.

#31 DCQ4

Understanding of various cultures and how to view them from non-western perspective, understanding of power issues involved with interpreting other cultures; ways of interacting with members of another culture in a respectful way

#34 DCQ4

Appreciation for other cultures

History of Racism:

#37 DCQ4

History of racism and institutionalizing of racism

Unsatisfied:

#26 DCQ4

I think we should have learned more about the culture. We focused only on the language.

Other:

#4 DCQ4

Cultural Relativism

Summary

The obvious forerunner in what skills students picked up while achieving the Different Cultures objective was diversity and the different views that people have. This reply was given 70% of the time. 10% of the students also replied to each of the following: knowledge of the history of racism, that they were unsatisfied, and other.

Economics:

#2 SIQ3 (SOCIAL INSTITUTIONS)

Macroeconomics

#6 SIQ3 (SOCIAL INSTITUTIONS)

Intro. to Economics, Macroeconomics, intro. to Sociology, Professional Ethics

#21 SIQ3 (SOCIAL INSTITUTIONS)

Psychology, Economics

#29 SIQ3 (SOCIAL INSTITUTIONS)

Economic projects, etc.

#30 SIQ3 (SOCIAL INSTITUTIONS)

Economics?

#31 SIQ3 (SOCIAL INSTITUTIONS)

Pol 1200, Econ 1102, Engl 1551, Soc 1100, CSci 1100

#34 SIQ3 SOCIAL INSTITUTIONS)

Economics!!

#37 SIQ3 (SOCIAL INSTITUTIONS)

Micro and macro economics, environmental economics, psychology

Other Classes:

#6 SIQ3 (SOCIAL INSTITUTIONS)

Intro. to Economics, Macroeconomics, intro. to Sociology, Professional Ethics

#11 SIQ3 (SOCIAL INSTITUTIONS)

Courses, small group discussions, speakers

#21 SIQ3 (SOCIAL INSTITUTIONS)

Psychology, Economics

#27 SIQ3 (SOCIAL INSTITUTIONS)

Cultural Anthropology with Templeman

#31 SIQ3 (SOCIAL INSTITUTIONS)

Pol 1200, Econ 1102, Engl 1551, Soc 1100, CSci 1100

#37 SIQ3 (SOCIAL INSTITUTIONS)

Micro and macro economics, environmental economics, psychology

Unsatisfied:

#24 SIQ3 (SOCIAL INSTITUTIONS)

I think people have already done this on their own by the time they reach college.

Other:

#16 SIQ3 (SOCIAL INSTITUTIONS)

Economic, religious, or scientific--these are not met; choices are political or social.

#20 SIQ3 (SOCIAL INSTITUTIONS)

Could this question be any more broad?

Summary

47% of the answers that the surveyed students gave for the question of where they achieved the Social Institutions objective were Economics classes. Another 35% contributed it to other classes. The remaining 18% were 12% other and 6% unsatisfied.

Differences in Societies:

#27 SIQ4

Understanding that people and cultures vary a great deal and ours is not necessarily the "right" one

#37 SIQ4

Much of other cultures and societies are described in economic terms, knowledge of human development and understanding of self and others

Relations of Societies:

#2 SIQ4

A vague understanding that we are interconnected

#29 SIQ4

Working with different types of people.

#31 SIQ4

Good foundation in a variety of social institutions and how they shape culture

#37 SIQ4

Much of other cultures and societies are described in economic terms, knowledge of human development and understanding of self and others

Economic Theory:

#34 SIQ4

Economic theory, economic policy as related to current politics

#37 SIQ4

Much of other cultures and societies are described in economic terms, knowledge of human development and understanding of self and others

Processes of Societies:

#6 SIQ4

How to understand the processes of a society

Summary

Students felt that while achieving the Social Institutions objective they also learned several other skills. The first of these was the relations of societies with 44% of the answers. Next came differences in societies and economic theory each with 22% of the answers. The final category was the processes of society which got 11% of the students replies.

English Class:

#2 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

English classes

#4 AIQ3 (Analysis and Interpretation of the Arts)

English Lit classes (I almost wish I would have taken Art History or something)

#31 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Engl 1501

#34 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

English course and poetry

Music Class:

#5 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Music History 310x series, Art History

#6 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Fundamentals of music

Art Class:

#5 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Music History 310x series, Art History

#11 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Course of Art History

#20 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Dr. Cyril is an excellent professor and I learned a great deal about Ancient-Mediaeval Art. However, I would hardly call this pertinent to my field of study.

#21 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

African American Art; Principles of Art.

#25 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Art H(1201 and 1202) did this as a side topic, not directly concentrate on it like Art 1100.

#33 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

ArtH: research, writings, presentations, etc.

#37 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Art History, Basic Studio

Other Classes:

#30 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Spanish lit--I think

Performances:

#15 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Watching performances and reporting on them

#16 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Saw plays in New York (through previous college attended), visited on-campus shows, others classes before I transferred

No Class / Unsatisfied:

#19 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

No class that I took related to this educational goal.

#24 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

These classes would be greatly helped by smaller sizes or discussion groups so that more people felt comfortable speaking.

#29 AIQ3 (ANALYSIS AND INTERPRETATION OF THE ARTS)

Hated it!

Summary

The Analysis and Interpretation of the Arts objective was achieved in many different ways according to the surveyed students. 37% of them said it was from an Art class, 21% from English, 11% from Music classes, 11% from performances, and 5% from other classes. (16% said that no class helped them with this or that they were unsatisfied.)

How to Analyze Works:

#4 AIQ4

Analysis of literary works

#6 AIQ4

How to basically analyze pieces of music

#31 AIQ4

Techniques of applying critical thinking to analysis of literature and recognizing literature's importance to culture and human communication.

#33 AIQ4

I've learned that I love writing and research, and I hope to find a position in which I can do research and apply it to art.

#34 AIQ4

Analysis of poetry and poetic styles

Seeing Works of Other Cultures:

#30 AIQ4

Reading works by other cultures

Importance of Works:

#31 AIQ4

Techniques of applying critical thinking to analysis of literature and recognizing literature's importance to culture and human communication.

#37 AIQ4

Wide range of response to Arts, arts embedded benefits into lifestyles in some societies

Definition of Art:

#16 AIQ4

Beauty is in the eye of the beholder, anything can be called "art"

Appreciation of Art:

#21 AIQ4

It was interesting, and made me appreciate art. However, it doesn't relate to future employment.

Unsatisfied:

#2 AIQ4

I didn't really meet it.

Summary

The one main skill that students picked up while achieving the Analysis and Interpretation of the Arts objective was the ability to analyze a work of art (45%). 18% said that they received a knowledge of the importance of the works. The remainder was split evenly with 9% each going to seeing works of other cultures, the definition of art, appreciation of art, and that they were unsatisfied.

Band / Orchestra:

#3 PQ3 (PERFORMANCE)

Played in Cougar II jazz band

#6 PQ3 (PERFORMANCE)

Concert band

#7 PQ3 (PERFORMANCE)

Flute, orchestra

#34 PQ3 (PERFORMANCE)

Concert band, pep band

Choir:

#11 PQ3 (PERFORMANCE)

Danceline, choir

#27 PQ3 (PERFORMANCE)

University choir

#35 PQ3 (PERFORMANCE)

Piano lessons, U-choir

Music Class:

#2 PQ3 (PERFORMANCE)

Dance classes and dance ensembles, voice lessons

#4 PQ3 (PERFORMANCE)

Piano for 2 years, and Advanced Comp.

#5 PQ3 (PERFORMANCE)

Piano performance, advanced piano performance

#7 PQ3 (PERFORMANCE)

Flute, orchestra

#15 PQ3 (PERFORMANCE)

jazz dance, piano playing

#16 PQ3 (PERFORMANCE)

Drum lessons

#19 PQ3 (PERFORMANCE)

Modern jazz class

#25 PQ3 (PERFORMANCE)

Piano lessons; dance classes; dance ensemble; directed study in dance choreography

#35 PQ3 (PERFORMANCE)

Piano lessons, U-choir

Dance Class:

#2 PQ3 (PERFORMANCE)

Dance classes and dance ensembles, voice lessons

#11 PQ3 (PERFORMANCE)

Danceline, choir

#15 PQ3 (PERFORMANCE)

jazz dance, piano playing

#20 PQ3 (PERFORMANCE)

Beginning Modern Dance was by far the biggest waste of tuition money I have ever experienced.

#25 PQ3 (PERFORMANCE)

Piano lessons; dance classes; dance ensemble; directed study in dance choreography

#30 PQ3 (PERFORMANCE)

Jazz dance

Performing Arts:

#14 PQ3 (PERFORMANCE)

Performing arts, theater dept.

Art Class:

#21 PQ3 (PERFORMANCE)

ArtS-Beginning Ceramics

#33 PQ3 (PERFORMANCE)

Art studio courses required for an ArtH major explore various media and principles of art.

#37 PQ3 (PERFORMANCE)

Minor area -Studio Art Tai Jai

English Class:

#31 PQ3 (PERFORMANCE)

Engl 3120-Creative Writing.

Didn't Feel it was Necessary:

#29 PQ3 (PERFORMANCE)

Again not necessary, could have performance be such things like senior seminars or a class like speech, because in a way you are performing in front of people.

Summary

The achievement of the Performance objective were done mainly through music related classes. 14% of the students said they achieved it through band or orchestra, 11% through choir, 32% through Music class, and 21% through dance class. Besides those, 11% said they achieved their Performance objective through Art class, 4% through the performing arts, 4% in English class, and 4% did not feel it was necessary.

Appreciation of Work

#2 PQ4

The hard work and dedication needed to perform

#31 PQ4

An appreciation of the importance of my artistic side and ways to work with it

Artistic Skills:

#4 PQ4

Basic piano skills, advanced writing skills, and how to use these skills to relieve stress

#6 PQ4

Working hard to play challenging music

Ability to Perform to an Audience:

#5 PQ4

Became much more comfortable with playing in front of an audience

Fun:

#11 PQ4

Teamwork, dedication, commitment, having fun

#15 PQ4