Core Curriculum Section from the Faculty Survey
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Faculty
Approximately one-quarter of the faculty responding
were teaching one or two different Core courses at the time this survey
was administered. An additional 15% had taught Core courses at another
time. Over one-half of faculty responding had never taught a Core course.
Nearly 60% of the faculty responding feel they are either "familiar" or "very familiar" with the learning objectives of the Core. The other 40% responded that they were either "somewhat familiar" or "not at all familiar" with these learning objectives.
Effectiveness
There are eight Core areas - Fine Arts, Humanities,
Mathematics, Multicultural/Global, Natural Sciences, Social Sciences, Verbal
Communication, and Written Communication. Faculty were asked to rate the
effectiveness of each Core area in preparing majors for higher-level course
work. The most effective area of Core, as judged by faculty, is Natural
Sciences (61%). Next are Humanities (48%), Social Sciences (47%), Multicultural/Global
(38%), and Fine Arts (37%). The basic skills areas had higher "ineffective"
or "highly ineffective" responses. Although 43% feel Verbal Communication
is effective, 33% feel it is ineffective. For Mathematics, 41% feel it
is effective, although 31% feel it is ineffective. For Written Communication,
37% feel it is effective, and 41% feel it is ineffective.
Credits
The Core Curriculum requirement on our campus is based
on thirty-two credits. Over one-half of faculty responding feel this number
of credits is adequate to address Core learning objectives. Sixteen percent
feel Core learning objectives cannot be adequately covered in thirty-two
credits, and 21% feel the objectives can be adequately covered in less
than thirty-two credits.
Faculty were asked their opinion on the appropriateness of the number of Core credits required in each core area. For Fine Arts, Humanities, Multicultural/Global, Natural Sciences, and Social Sciences, the majority of those responding (49% to 62%) feel the number of credits is appropriate. For Mathematics, Verbal Communication, and Written Communication, however, the response was slightly different. In Mathematics, although nearly one-half of faculty responding feel the credits are appropriate, an additional one third feel the credits should be increased. For Verbal Communication, over one-half feel the credits are appropriate; however, 25% feel the credits should be increased. For Written Communication, in support of the faculty opinion that these courses are not effective, nearly 50% feel this credit requirement should be increased; only one-third feel it is appropriate. Although very few faculty feel the number of credits should not be reduced in any of the Core areas, over one-fifth responding feel the credits in Natural Sciences should be reduced. That percentage was approximately 15% for Humanities, Multicultural/Global, and Social Sciences. All other percentages regarding a reduction in credits were less than 4%.
Over forty percent of faculty feel the number of upper division Core courses should remain the same. Thirty percent feel fewer upper division courses should be offered. Thirteen percent favor increasing upper division Core courses.
Sixty-three percent of faculty responding feel there are additional areas that should be included in our Core Curriculum. The areas most frequently mentioned are computing and library skills.
Exemptions/Transfers
Sixty-percent of faculty responding feel
a mathematics exemption should be created for students who score well in
mathematics on the ACT and SAT exams (similar to the verbal exemption we
now have). Nearly one-third of faculty, however, think the current mathematics
requirements should be maintained.
Thirty-six percent of faculty responding feel the process by which transfer courses can be substituted for required Core courses is equitable; nearly 20% did not agree. Thirty-seven percent either do not know or do not feel the statement applies.
New Proposals
Thirty-seven percent of faculty feel students
should be required to take their Core courses within the major. Nearly
one-half feel these courses should be allowed to be taken outside of the
major.
Sixty percent of faculty feel Core courses should be taught only by specialists in each Core area (unless "skills" courses or "Multicultural/Global courses). Nearly one-quarter do not agree with this statement.
Forty percent of faculty responding agree that core goals would be better met if all students were required to take a common set of courses during their first two years; however, nearly 50% disagree.
Only 21% agree that the goals of Core would be better met if all students were required to take upper division Core electives; nearly 60% disagree.
Forty-six percent of faculty feel Core courses should be clustered to allow an interdisciplinary focus. Twenty-seven percent do not agree.
Timing
Nearly four-fifths of faculty responding favor the proposal
to require students to complete their "skills" courses (math, verbal communication,
and written communication) before reaching junior standing. Only 11% oppose
the proposal.
One-half of the faculty responding would like to see the Core completed before a student reaches junior standing. Forty percent oppose this proposal.
Funding
Although approximately 30% of faculty disagree that
Core dollars are equitably allocated among colleges and departments, over
56% either do not know or do not feel these statements apply.
Re-Assessment
An overwhelming 77% of faculty feel that Core
courses should be re-assessed by the Core Curriculum committee on a periodic
basis. Nearly 70% feel the ongoing campus discussions about revising the
Core are timely and should be encouraged.
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