An Evaluation of a Required Upper-Division Liberal Studies Core Curriculum

1. 2005 An Evaluation of a Required Upper-Division Liberal Studies Core Curriculum Florida Gulf Coast University College of Arts & Sciences Nora Egan Demers

2. Office of Academic Affairs College of Arts & Sciences Whitaker Center Office of Planning and Evaluation Office of Research and Sponsored Programs Sam Miranda Lenore Benefield Cid Conley Andy Tirado Rich Coughlin many other colleagues and students Acknowledgements

3. 2005

4. FGCU- 10th in Florida SUS • Opened fall, 1997- 5 colleges • 2nd President began fall 1999 • Provost Yegidis arrived on campus Fall, 2004 • College Dean Search again underway

8. Student profile- demographics Average age1997: 331999: 282000: 292005: 25.5 • Female/Male ratio • 1997: 1943:834 (2.33 to 1) • 1999: 2111:1049 (2.01 to 1) • 2000: 2375:1283 (1.85:1) • 2004: 3916:2265 (1.73:1) • FTIC • 1997: 175 (entire year) • 1999: 302 (fall) • 2000: 465 (fall) • 2004: 975 (fall)

9. Student profile • Age • 17-25: • 1999: 1591 • 2000: 1888 • 2004: 4096 • 26-50: • 1999: 1706 • 2000: 1650 • 2004: 1155 • (to 40) • over 50: • 1999: 58 • 2000: 163 • 2004: 630 • (over 40)

11. Arts & Sciences “Majors” degrees awarded since 1999 Liberal Studies 74 Art 35 Biology 24 English 76 Environ. Studies 88 History 66 Earth Systems Science/Marine Science6 Math 18 Psychology 82 Spanish 39 Theatre 10 Communication 76 (since 2001) Biotechnology 1 (since 2004)

12. Collegium of Integrated LearningArts & Sciences Strategy to Address the Student Learning Outcomes at FGCU- 5 Upper Division and a “Capstone” Course (24 credit hours- reduced to 18 in 2000)

13. Course: Marquee outcomes 3300 Foundations of civic engagement: community awareness & ethical responsibility Issues in: (3301) Culture and society: culturally diverse perspective (3302) Politics and economics: community awareness and involvement (3303) Science and technology: problem solving, information literacy, technological literacy (3304) Ecology and environment: ecological perspective (3305) Arts, media and literature: aesthetic sensibility Student Learning Outcomes Mapped to Specific IDS Courses

14. Frequency of course and faculty teaching, GPA and evaluations

16. Alumni Survey • Over 500 surveys mailed to entire College Alumni list in Jan 2005, with follow up postcard approximately 2 weeks later. • Forty-two responses received to date. • 37 of 42 respondents were female • 37 of 42 were white • 30 were employed full-time, 7 part time, 5 enrolled in school.

17. High school graduation date: Pre-1980: 12 1980-1990: 11 1990-2000: 20 12 in ’97 or ’98 Location of high school: 5 county Service area: 18 Other area of Florida: 10 Out of State: 16 College Graduation date: ’98: 1 ’99: 1 ’00*: 4 ’01: 4 ’02: 12 ’03: 17 ’04: 7 * requirements reduced to 18 hours instead of 24 More Respondents Demographics

18. Highlights of Survey Responses Employment: • related or closely related to degree: 27 • Unrelated to degree- by their choice: 11 • Unrelated to degree-not by choice: 5

19. “Majors” of respondents Art 2 Biology 1 Communication 2 English 3 Environmental Studies 10 Marine Science 0 History 6 Mathematics 2 Psychology 10 Social Sciences 4 Spanish 0 Individualized program 5

20. How well did IDS help prepare you for present employment? • Very well: 10 • Adequately: 19 • Poorly: 15

21. How helpful was Issues in Culture and Society in improving your ability in Culturally Diverse Perspective? Very helpful 10 Somewhat helpful 10 Not helpful 12 Did not take 9

22. How helpful was Issues in Politics and Economics in improving your ability in Community Awareness and Involvement? Very helpful 9 Somewhat helpful 11 Not helpful 10 Did not take 12

23. How helpful was Issues in Arts Media and Literature in improving your ability in Aesthetic Sensibility? Very helpful 10 Somewhat helpful 9 Not helpful 10 Did not take 13

24. How helpful was Issues in Ecology and the Environment in improving your ability in Ecological Perspective? Very helpful 12 Somewhat helpful 10 Not helpful 10 Did not take 11

25. in Information Literacy? Very helpful 14 Somewhat helpful 12 Not helpful 17 Did not take 0 in Technological Literacy? Very helpful 11 Somewhat helpful 17 Not helpful 15 How helpful was Issues in Science and Technology in improving your ability… in Problem Solving Abilities? Very helpful 8 Somewhat helpful 15 Not helpful 19

26. Ethical Responsibility? Very helpful 15 Somewhat helpful 12 Not helpful 13 Did not take 1 Problem Solving Abilities? Very helpful 10 Somewhat helpful 14 Not helpful 16 Did not take 1 How helpful was Senior Capstone In Interdisciplinary Studies in improving your ability in… Community Awareness and Involvement? Very helpful 10 Somewhat helpful 13 Not helpful 17 Did not take 1

27. During the IDS courses, my instructor(s) encouraged me to challenge my ideas and the ideas of others. Strongly Agree 13 Agree 26 Disagree 3 Strongly Disagree 3

28. During the IDS courses, my instructor(s) encouraged my and other students’ questions and discussions in class. Strongly Agree 18 Agree 24 Disagree 1 Strongly Disagree 2

29. Conclusions • The Collegium appears to be most effective in encouraging discussions and challenging students ideas. • Perception of helpfulness is mixed on all points with almost 1/3 responding negatively. • Much remains to be examined to determine effectiveness and suitability of a required core.