GE Senior Survey 2010 themes:
- Holistic / Well-rounded Education
Numerous positive responses
But: I feel like I was exposed to a broad range of disciplines and they were connected to each other often. So often, in fact, that I am quite tired of thinking about how one subject relates to other subjects. I feel like I was exposed to a lot of information multiple times, almost to the point that some classes felt redundant.
But: the variety of disciplines required has been rewarding, but the quality of a GE class is usually lower in standards
But: The problem is, most of the professors who teach in the fields have a hard time relating the material to people who are not math, logic or computer science majors. Adding to this is the problem that no class is offered for this GE which realizes this. For all of the GEs, there is a class which is geared towards the general student population. Case in point, Dr. Sommermans's astronomy class is geared towards non-science majors. He understands that it is of little value to try and teach the class like he would if it was an upper-division physics class because the students taking it aren't physics majors. Instead, he teaches the class in way that makes it accessible to all students while still being very informative. Students walk away from his class, not only proving yet again that they can jump through a hoop i.e. fulfill a GE, but also learning something and maybe even gaining a new appreciation for science. There needs to be a re-evaluation of what classes fulfill the GE requirements and who teaches them.
But: Some classes were too difficult for general education requirement... Like philosophy
But: It would help if we had a broader range of classes to choose from (ie: don't have a Perspective on World History class AND a thinking historically class; same with the ENG comp class and the Reading Literature GE).
2. Interdisciplinary teaching and learning.
I think that having GE classes that explicitly discussed the connection between that discipline and other disciplines would be good. So instead of simply taking an English class and studying books, some of the English class would be dedicated to exploring how language affects other disciplines like science or business.
Some classes were better than others at achieving this, and I think it would help if more of them worked on the connections between them.
One thing that is frustrating at times is professors who don't allow information from other classes to be used within their class when we are otherwise encouraged in our liberal arts integration.
I have found that much cross-over occurs between my GE classes and I appreciate the variety of angles from which I can come at subjects.
I think that all majors should include a senior capstone project that is interdisciplinary and community centered. I think each senior should have the opportunity in a senior project to display by means of word, deed, and thought to display the "interdisciplinary" and "commitment to service" that the GE seeks to foster.
incorporate greater interdisciplinary emphasis
- Service Learning:
Westmont has done an acceptable job with the courses themselves and the scope of availability offered; however, I would like to see greater integration between what is being learned in the classroom with service oriented requirements in the city: to take to the streets with what we learn.
Further integration between service and academics through classroom requirement far beyond the measly serving society GE as it currently stands.
The only thing I can suggest is possibly more focus on service-related classes. The serving society GE is a good program, but I did not experience widespread emphasis on serving others while I was here. It was encouraged, but there wasn't really any time when I was in a situation where there was focused discussion about serving others. It might have been nice if there had been some sort of option exploring the different aspects of serving others and how one might get involved
Rather than having a Serving Society requirement, there should just be a community service requirement. You could require more hours (in say, no more than 5 different places). Students are serving all the time, but are unable to get credit for it right now. Also, I would make the Communicating Cross-Culturally requirement a bigger deal, especially with the recent emphasis on global learning. Finally, the AP Art History exam should get 8 units of credit (as the AP U.S. History exam gets). They both function in the same way.
- Diversity and Intercultural learning:
Classes could do more to promote intercultural skills
I'm not sure what intercultural skills are
I think that the intercultural aspect of the statement could be emphasized more. If a GE was offered the specifically taught about cultural and racial differences, I would certainly take it.
There needs to be an intercultural class addressing race and ethnicity
5. Integrating Faith and Learning
The goal of integrating faith and learning is possibly the most important goal to strive for, and this mission statement encompasses that.
Westmont graduates are well-rounded citizens that can apply their faith to other, practical contexts
But:Sometimes the combination of faith and learning is overdone. Although it is extremely important, it almost becomes cliche because of the overuse.
Include more discussion on how each class/subject enhances the GE program and integration of faith and learning in each of the classes. I had that in some classes, but it definitely was not present in others, so making the purpose of the GE program more evident and consistent would be helpful.
Have them really focus on relating their subjects to a faith-basis. It's cool to see how some teachers relate the most common of concepts to Chrisitanity or how we can use it to encourage our walk and use it in our everyday lives.
6. Advising
It is complicated and coming in as a freshman it was really hard navigating it. I felt that my advisors and professors weren't very helpful in helping me map out what I needed to take. I could have graduated a semester early if I would have taken one more GE during another semester
Make it clearer earlier on to First Years' how to understand how the GE works and can be filled and meshed with classes for the Major fulfillment
My advisor in my first year assumed I understood the GE program. I wish I had seen possible plans of when to take GE courses. I would have -loved- something that showed what GE's various off campus programs would have completed, but all in one place... then I could have possibly been better able to go abroad.
Academic advisors definitely need a better understanding of the GE program, and they should also know more about the GE classes and professors. Also, professors who teach GE classes should be passionate about communicating their discipline to people who may be learning about that field for the first time, and should be understanding of students who have trouble with their discipline (this is particularly true of professors who teach GE math courses).
Like I said before, informing students thoroughly and in a way they can understand before starting at Westmont so they can plan majors/minors/abroad programs accordingly. Give them the information in a fun, easy-to-understand way. Also, I know as a freshman it is extremely difficult to get into certain GEs, so maybe giving more options to take a certain GE class that is popular?
spell out what is needed-catalog is confusing
7. First year seminar
Have a course at the beginning of freshman year, that allows students to explore each of the majors/GE courses in those majors. Ask the older students (perhaps in their senior seminar classes) to tell why they chose their area of study, what it means for them in the future, and advice on what to go for looking back on their experiences. I think most students aren't exposed to how valued their GE courses can be, as far as enriching their chosen majors later on, and helping them choose what those majors will be, by means of exploration under classes they will be required to take. They often have an idea of what they want to get into, but haven't been exposed to many subjects of study that they don't know anything about yet. I think it would benefit many incoming freshman to have that kind of experience in a 2 unit course in order to give them a platform to stand on while selecting courses and a major.
8. Miscellaneous challenges
my GE classes were amongst the most difficult classes i have taken here, the work load demands far too much time, especially when majority of the courses are not in the area of interest.
Most GE classes appear to have the sole function of recruiting people to that major and not actually helping students learn useful things about other majors.
I firmly believe that Westmont has too many requirements in the General Education program. The common context courses and the common inquiries overlap the history requirement, and the common skills and the common inquiries overlap in the reasoning abstractly requirement, and having two separate lab science requirements is excessive. Multiple courses can be eliminated from this curriculum.
I don't know. I must admit that I did not find the Philosophical Reflections or World History from a Christian Perspective. They both took a lot of time and taught me very little. The rest of my GE classes, however, I did appreciate the rest of my classes
We get enough writing practice within our major. Writing outside of it is a breeze, yet the requirement to take a class to do so is a pain to add to the schedule
The GE courses do an excellent job at stimulating intellectual growth. However, some GE courses are too overwhelming or for introductory courses. I've often found myself committing more time to studying for a GE class than a class in my major.
As I have mentioned previously, there needs to be a re-examining of what classes fulfill which GE's. There needs to be a conscious effort made to have classes for each GE which are easily accessible to all students especially for areas which can be difficult to understand normally.
There are several things you can do to improve the GE program at Westmont. First and foremost allow students to test out by means other than an IB and/or AP test – if they feel they have already familiar with the course material allow them to demonstrate competence in another manner – perhaps a Westmont administered test could be given – this will avoid students having to waste time repeating material from high school and allow them to spend their time learning new things. Second reduce the scope of the most general GE's this is what is causing them to be watered down – there is no way that much material can be covered in such a short amount of time, your sacrificing quality in exchange for breadth. I know liberal arts is gung ho about a broad education, but you must balance that with in depth study – a shallow education no matter how broad won't do anybody any good later in life, a rigorous education that teaches people to identify and solve problems in a “Christian” manner will however. Third increase the difficulty and rigor but reduce the busywork. I am in a GE right now that is far too easy, and yet eats up a vast amount of time due to useless homework, papers etc that are assigned. Make students think more, challenge them, but don't assign them work that is a waste of their time.
I think they should add more classes that are GE but still pertain to our majors.
Not so many requirements - didn't leave enough room for electives.
The expectations for general ed. is too high. These are not upper division classes they shouldn't be treated that way. they are too much like high school classes.
Sometimes the classes seem to be too demanding for simple general education work. I might learn more if I was able to approach a little less material but more closely and with more time.
Writing intensive courses
a lot of courses that are writing intensive have not yet been approved to be - i.e. Child Development, etc.
I think the writing intensive requirement for a class outside of one's major is a little silly for English majors because virtually ALL English classes are writing intensive.