UCDT

October 19, 1997

Baseline Assessment Instrument Draft Report

Results

Reasons to Enroll and Sources of Information about the Course

I was looking to fill the natural science requirement and the class came highly recommended.

It sounded like it would be an interesting class. I wanted to understand more about the Earth. I thought this course would be interesting and enlightening.

The environment is one of the things I care deeply for in life, and I wanted to learn what it is and how I could possibly help to preserve it. I need to understand it first, so this class presented the perfect opportunity.

Students chose to enroll in Global Change I for a variety of reasons. The fulfillment of a science requirements, the "interesting" nature of the course, and the acquisition of knowledge which could be used to help attenuate environmental damage were the most popular reasons students cited. Students reported that their decision to enroll was influenced by recommendations from friends, counselors, and advisors. When students were asked how they learned about the course the most popular responses included the course guide, faculty advisor, a friend, and their peer advisor.

Expectations and ExperienceI hope to gain a better understanding of what is currently happening to our planet. I want to learn how the changes and decisions we made now will effect our future. I believe my expectations have been met so far.

I hope to learn different ways to approach and see our place in the world as it evolves. I want to learn some details of the effects of the human population in the Earth since the evolution of mankind. I want to get a clearer idea about how to influence and alter current unsustainable living patterns and mindsets most effectively. So far the course has been meeting my expectations in general . . .

I would like to learn more about the effects of the way we handle the environment. I would also like to know exactly what is the greenhouse effect and what exactly are the problems with the ozone layer. Thus far, the class has been almost exactly like Astronomy 101. I am very disappointed.

Students were asked what they hoped to learn from the course. The vast majority of students, responding to the survey, indicated that they hoped to understand the effects of global change. These students communicated that they wanted to explore Earth systems and its interlocking relationships; and the effects of human activity on the natural environment. Several students indicated that they were keenly interested in acquiring knowledge which may be used to solve or ameliorate environmental issues or problems.

The vast majority of students, indicated that their expectations were being met. Many reported that they felt the course was interesting, fun, and a nice blend of labs and lectures. A handful of students that indicated the course had not met their expectations. These students reported the course topics were redundant in the context of their previous course work, and they were dissatisfied with the course content emphasis.

Perceptions of Course Benefice

From this course, I am getting natural science credits, so it's helping me graduate.

I hope that it [Global Change I] makes me just a better educated student; perhaps it will help me in future SNRE courses, but that isn't the key.

This course, with its description of the origin of the elements and the formation of planets has already helped me to gain a fuller understanding of the concepts taught in my chem 210 and my geologic time class (GT 115).

It will give me a broad science background, which will help make me a more well-rounded individual since my areas of expertise are Social Studies and English.

Students were asked to report how the class may help them academically, personally, and professionally. The most popular academic contributions of the course cited by students included: the improved ability to understand other related areas of academic concern (i.e., chemistry, geology, landscape, and natural science); the accruement in overall and science knowledge; and the fulfillment of prerequisite course work for advance scientific classes and curriculum distribution requirements. A few students believed the course would help them to decide upon an academic concentration and to draw together previous scientific course work which would make the curriculum more understandable.

It makes me feel really small and insignificant (in the scheme of the events of the universe and planet). This is good. Sometimes one needs to understand just how powerful the grand natural forces are. If nothing else, I'm enjoying learning new things.

I think this class will help personally by making me more aware of how the Earth is changing, and what individuals can do to aid in conservation.

If it makes me more aware of the world around, then that's good. If it makes me see more deeply how we as people behave, even better. I hope that it makes me see that the real issues of the course are far more important and deserve more attention than my doing well in the course and my grade.

I'm really interested in how our planet is going to change in the future. I enjoy learning about how our planet and the solar system was formed and how we must learn to coexist with our surroundings while maintaining a balance.

Ostensibly, a number of students are motivated to enroll in the Global Change course for altruistic purposes. The majority of the students reporting indicated that they will benefit personally from the course through improvements in their ability to understand Earth science and to identify what they could do to conserve and to preserve the Earth's resources. Understandably, students have linked scientific knowledge with personal behaviors which will extent the viability of the environment and its resources. A few students reported that they expected the course to help them expand their horizons and speak intelligently about global change topics.

Hopefully, this [course] will be seen by prospective employers as an innovative, beneficial class and enhance my resume.

I hope to someday go into the field of urban planning. I would like to enter into this field with a better understanding of how changes made to the environment can be beneficial to both the environment and humankind.

I plan on practicing environmental law. The knowledge I gain from this class will give me a strong background on many of the types of cases I hope to some day prosecute.

When students were asked how might the course help them professionally the majority of those responding indicated that it will provide useful background material/knowledge about their future occupation. Several students articulated a connection between the course topic and the professions of law and urban planning. A hand full of students reported the course would help them generate teaching material and possibly employment or internship opportunities.

Career Plans

The vast majority of students responding to the survey indicated that they were unsure about their future profession. Many students reported that they were interested in pursuing a law degree; several students indicated that environmental law seemed very promising. Less popular professions reported by students include policy expert, entrepreneur, politician, teacher, urban/environmental planning, broadcaster, landscape architect, and college professor.

Computer Technology

Just over half of the students indicated that they have used the WWW to complete course assignments. Approximately, 6 in 10 students reported that they felt confident in their ability to use the computer to complete class assignments. And half of the students revealed that they were excited about using the computer to learn about global change.

Demographics

Slightly more males (57%) participated in the survey when compared to females. Seven of ten students were sophomores and juniors. Most of the student were affiliated with SNRE (54%) followed by LS&A (43%); and 74% indicated they were in a science related major. Only 16% of the students reported that they had taken Global Change II.