UCDT

Global Change II

Winter 1997

The Baseline Assessment, an instrument designed to measure student demographic characteristics, scientific preparation and expected benefits to be derived from Introduction to Global Change II, was administered to enrolled students early in the Winter Term. All of the questions not dealing directly with demographics were designed to allow for open-ended responses.

Data for the Baseline Assessment were obtained from 47 students enrolled in Global Change II during the 1997 Winter term. The sample comprised 30 female and 17 male respondents. The majority of student respondents were sophomores (25), followed by 11 juniors, 8 first-year students, and 3 seniors. Thirty-five of the students were enrolled in the School of Natural Resources and Environment (SNRE), nine in the College of Literature, Sciences & Arts (LS&A), and three in other schools or colleges. The overwhelming majority of students classified themselves as science majors (40). And, 26 of the students had taken the Global Change I course.

Students were asked to list previous science-related course work. The range of responses ranged from zero to fourteen with a mean of 3.5 courses being the average. Respondents were then asked why they enrolled in Global Change II. The vast majority of responses fell into two categories with several students providing more than one reason. The most frequent response was that the course satisfied a requirement for graduation. The second most popular answer was that the student was interested in the topic. A frequency distribution of responses follows:

Table 1. Why did you choose to enroll in Global Change II?

Student Number

Response Responding

Satisfy a requirement 31

Interest in topic 20

Learned a lot/enjoyed

Global Change I 3

Complete the sequence 3

Relevance to Major 2

Time offered 1

Liked professor 1

Recommended 1

Total Responses 62

When asked how they found out about the course, 18 responded that their counselors at SNRE or a peer advisor had recommended the course, 15 indicated they had found it in the course guide, seven from having taken Global Change I, 6 had the course recommended by a friend, 3 indicated the requirement sheet referred them, and 2 indicated they had seen a course posting or an advertisement.

Question 9 was a two part question inquiring 1) what the students hoped to learn from this course and 2) whether their expectations were being met. Of those who responded, 27 said their expectations were being met and only two indicated their expectations were not being met. The students responses to what they hoped to learn from the course are shown below.

Question 10 asked students to indicate how the information learned in this course would help the them academically, personally, and professionally. Academically, the responses fell into three major categories: a) a base to build-on for other sciences/environmentally related courses (6 respondents); b) requirements for the concentration (4 respondents); and, c) interest in and understanding of environmental issues (4 respodents).

One student responded to each of "put goals in perspective" and "relate issues to others."

Table 2. What do you hope to learn from this course?

Student Number

Response Responding

Human Impact on Environment 14

Better participate in the Global Change debate 8

No expectations 5

How to stop environmental degradation 4

How to stop population increase 3

How to achieve sustainability 3

Computers and Geographic Information Systems 3

Factors affecting Global Change 2

How to conserve resources 1

Preparation for other classes 1

Social issues 1

Total responses 45

Students' reponses can be categorized into four areas: a) understanding environmental issues (11 respondents); b) stop harming the environment (8 respondents); c) participate intelligently in the environmental debate (4); and, d) interesting topic or not much thought (4 respondents). One student responded that it probably won’t affect him/her personally.

Most of the student responses about the impact the course might make on their professional aspirations fell into four clusters: a) assist with future career (6 respondents); b) insight on goals and environmental issues (3 respondents); c) understand issues related to environmental law (2 respondents); and, d) relate environmental issues/educate others (2 respondents). A student responded that professionally the course would help with understanding environmental policy issues.

The final question on the Baseline Assessment inquired as to the students career plans. The following table shows the results:

Table 3. What are your career plans?

Student Number

Responses Responding

Environmental Law 9

Environmental Policy 5

Environmental Agency/

Resource Management 5

Environmental Research 5

Undecided 5

International Policy 3

Environmental Film 1

Environmental Business 1

Social Anthropology 1

Dental Hygiene 1

Teacher 1

Academic/Professor 1

Urban Planning 1

Veterinary Medicine 1

Professional Musician 1

Physical Therapy 1

FBI or Gun Store 1

Total Responses 43