| 1 | Nov 9, 2010 9:36 PM | This may have been more useful if presented with a scale of importance rather than simply a yes or no option. Also, ranking of importance may be more enlightening as well. |
| 2 | Nov 9, 2010 9:39 PM | Why is there nothing about gender in these objectives? It could be argued that it's covered under Multiculturalism/diversity, but with this being such a pervasive issue it could use further attention. |
| 3 | Nov 9, 2010 9:40 PM | you need to purge the university of professors that aren't helping students in any of the above listed areas. one of those professors would be Dawn Rae Davis. she shows a overall lack of competence in the classroom. |
| 4 | Nov 9, 2010 9:41 PM | please use a grammar check next time you write a survey. thanks |
| 5 | Nov 9, 2010 9:45 PM | I believe the essential outcomes are 1,2,3,4,and 7. To me, seven is the most important. |
| 6 | Nov 9, 2010 9:48 PM | Quick, easy, and a convenient way to express my opinion. For time and consumption reasons, an inter net survey is crucial, although I would prefer a panel imterview. Feel free to contact me. |
| 7 | Nov 9, 2010 9:49 PM | While gaining knowledge of the world beyond where you grew up is a part of the college experience. I would still emphasize the main reason for a college education is to gain skills that are going to be used in the workforce. |
| 8 | Nov 9, 2010 9:51 PM | no comments |
| 9 | Nov 9, 2010 9:51 PM | Number 4. Should also include a statement about the ability to resolve issues |
| 10 | Nov 9, 2010 9:52 PM | Dismiss Dr. Mahbubur Syed from Minnesota State University Mankato |
| 11 | Nov 9, 2010 9:54 PM | Global Citizenship and Multiculturalism/Diversity should not be student learning outcomes. |
| 12 | Nov 9, 2010 9:58 PM | MSU does not stand up to its own statements about what MSU is for and about. |
| 13 | Nov 9, 2010 9:58 PM | Combine 5 and 6 into one. |
| 14 | Nov 9, 2010 10:02 PM | The outcomes, like our Gen. Ed., is heavily skewed towards the humanities. I would like to see an additional outcome that addresses the awareness and knowledge of the use of science and analysis. The critical thinking outcome doesn't quite do the task as it is somewhat vague and could be met through a variety of ways that avoid this ability. |
| 15 | Nov 9, 2010 10:02 PM | In general, they all sound very much like political B.S. |
| 16 | Nov 9, 2010 10:09 PM | Number 7 is great. How does one make this happen? |
| 17 | Nov 9, 2010 10:11 PM | I think the completion of all seven areas would create a well-rounded individual, and should be a core requirement to any university. |
| 18 | Nov 9, 2010 10:12 PM | Too much emphasis on political correctness, social skills, and outside activity. This is an institution of education. Just educate the students in their desired area of learning and let them take care of the rest on their own as they grow, work and mature. In other words, it is not the university's job to teach numbers 2,4,5,and 6. Give the students some credit for crying out loud. They'll learn the other things as they work and engage with other people in their everyday lives. |
| 19 | Nov 9, 2010 10:19 PM | Student Learning Objectives must be current, appicable, and reproducable |
| 20 | Nov 9, 2010 10:19 PM | More needs to be done. |
| 21 | Nov 9, 2010 10:21 PM | Critical thinking and self-directed learning are nearly one and the same. You really can't have one without the other and should be evaluated together, perhaps as Critical Thinking/Autonomous Adaptive learning skills.
Same is also true for global citizenship and multiculturalism/diversity. It would be best described simply as Global Citizenship. Understanding and respecting the differences between groups of people is true whether it be the differences between a gay/lesbian couple and a heterosexual couple living on the same street in the Midwest of the United States or the general differences between people living in the state of Madhya Pradesh, India and people living in the Slovakia region of Czechoslovakia. Knowing how to learn about, understand and respect those difference should be evaluated as one skill. |
| 22 | Nov 9, 2010 10:25 PM | These are fine--they encompass important learning for our students. I do worry at time that these are so broad that we will be lost in a forest with no ability to see a tree. |
| 23 | Nov 9, 2010 10:26 PM | I think this is an appropriate set of outcomes for this purpose. |
| 24 | Nov 9, 2010 10:41 PM | These are empty words. Making these things a priority does not benefit the students. The administration needs to look at each professor to see how they are contributing to their students' education as well as their discipline. Many professors are at the top of the pay grade and are awful instructors and do no research. |
| 25 | Nov 9, 2010 10:49 PM | From a Bloom's Taxonomy perspective, it is interesting to note the two types of verbs in use: #'s 1, 2 (partially), 3, 4, & 7 suggest some level of skill demonstration, while #'s 5 & 6 are content with "awareness and knowledge". Is there deeper meaning there? |
| 26 | Nov 9, 2010 10:49 PM | I think that communication should be switched with civic enagement. I find that communication seems to be today's "buzz word" and is very critical in today's world. |
| 27 | Nov 9, 2010 10:53 PM | I wonder if ethical behaviors should also be considered as an outcome. |
| 28 | Nov 9, 2010 10:54 PM | How going to assess?
Who is going to do the assessments?
Unfunded mandate?
Sounds like a variation of the GE assessment--toothless and barely relevant. |
| 29 | Nov 9, 2010 10:57 PM | Need to focus on promoting these ideals more actively. Make people aware that THIS is what you're working toward! |
| 30 | Nov 9, 2010 11:07 PM | I think all of these learning outcomes are important. However, I may view some of these as more important than someone else because of my major (social work). (e.g. valuing global citizenship, civic engagement and diversity..) |
| 31 | Nov 9, 2010 11:13 PM | Nice work on this. I support all these outcomes. |
| 32 | Nov 9, 2010 11:20 PM | All of these are important outcomes. However, it seems to me that while they are all important, outcomes 1, 3, 4, and 7 are outcomes that are more important and more easily promoted in coursework across the curriculum compared to the others. |
| 33 | Nov 9, 2010 11:36 PM | No I do not have any additional comments. |
| 34 | Nov 9, 2010 11:51 PM | These are feel good goals at such a general level that it would be easy for just about any higher educational institution to pronounce them as desirable. What about some goals that are hard to achieve and tailored to MSU like we will strive to improve each student's writing skills? |
| 35 | Nov 9, 2010 11:51 PM | If the students at MSU master these seven items they will be very well served by their education here. |
| 36 | Nov 9, 2010 11:57 PM | Outcome #s 2, 3, and 4 are too vague, wordy, or awkward. I have suggested some rewrites for these outcoms. These seven outcomes correspond to the knowledge, comprehension, and application levels of Bloom's taxonomy. Although these three outcomes are the lowest of Bloom's five levels of cognitive development, they are appropriate for university-level student learning outcomes. It is the responsibility of colleges and their programs to write the higher-level, more focused student learning outcomes. |
| 37 | Nov 9, 2010 11:57 PM | Really guys, I'm a liberal too, but we are here to teach and prepare them to think, not to force them to think as we do. You can not force feed an attitude, but you can expand their world.
That is what we are here for. By doing our jobs well, they might just get involved, but we can not require that, nor can we require that they agree with us. Once we give up trying to change the world, we might just have the effect we want. They are big kids now, and they come to us with a great deal of awareness. I wish they could write as well. |
| 38 | Nov 10, 2010 12:00 AM | i am very plaesed with most of my classes and the amount i am learning |
| 39 | Nov 10, 2010 12:50 AM | I love learning communities! :-) |
| 40 | Nov 10, 2010 12:57 AM | The most important portion of any project like this is how the outcomes are measured. Students need to be measured on these items before, during, and after their time at MNSU. |
| 41 | Nov 10, 2010 1:20 AM | I believe that all of these areas are important to being a good citizen, and everyone should experience them to have a well-rounded education. |
| 42 | Nov 10, 2010 1:25 AM | This survey is ridiculous! I always assumed this was the broad intent of all students whom attend an institute of higher education. The fact that a committee of educators and administrators had to ask these questions testifies to the incompetence of those chosen to lead MSU and prepare the future leaders of our great Nation. |
| 43 | Nov 10, 2010 1:28 AM | I think this survey is pretty loaded in-terms of questioning and a zero-sum response option. Each student, class, professor, etc. arrives at or diverges from these outcomes in different levels. Its hard to imagine an institution of higher ed. that wouldn't meet these outcomes in some facet. What, aside from the narrative/qualitative responses, does the university hope to get out of this? |
| 44 | Nov 10, 2010 1:32 AM | It seems to me that several of these categories coincide with defined General Education outcomes. Other General Education outcomes have been omitted. This may be perceived as prioritizing some goal areas and academic fields over others. Healthy lifestyle and artistic expression are, for example, absent from this list.
I do appreciate the effort to define such Learning Outcomes. I'm not quite sure that presenting them for comment at the last possible moment before they become adopted is early enough though! |
| 45 | Nov 10, 2010 1:56 AM | It is nice that the University is pursuing shared learning outcomes! Please consider how they overlap with the general education outcomes (especially gold/purple courses) and of course, the MN transfer curriculum. Too many assessments can become a burden for the entire faculty and the administration. Also, how will these learning outcomes become imbedded in how we operate as a university and do they overlap with our strategic priorities? |
| 46 | Nov 10, 2010 1:57 AM | I strongly believe in having service learning requirements for certain courses. It is a win/win situation all around. |
| 47 | Nov 10, 2010 2:15 AM | The importance of a person’s ethnic identity is an issue that is wrought with conflict, and the relationship between ethnicity and politics is greatly debated. Ethnicity is a complex issue, and one that often requires a multidisciplinary view – it is necessary to consider all the implications of ethnicity in order to fully understand the effect that ethnicity has on politics. Further, ethnicity is an issue that is deeply seated (the issue is not necessarily a surface cause, it is difficult to separate one’s ethnicity from one’s political views). Again, complicating the matter, politicians often wield the emotional power of ethnicity in order to gain significant power. In spite of (or perhaps, because of) the fact that the issue of ethnicity is so difficult to comprehend, it is important that political scientists attempt to research and explain the complex nature of ethnic identity and how it relates to politics. |
| 48 | Nov 10, 2010 2:31 AM | The goals appear to be appropriate, but I am concerned that many of the categories of the Minnesota Transfer Curriculum are not represented--where are the sciences? math and logic? the arts? |
| 49 | Nov 10, 2010 2:34 AM | These are great starting points that everyone can get on board with but how we achieve these is the real question. What one professor feels is instilling civic engagement could be interpruted by another as not. How do we, as a University, plan to achieve these and through what means? Is there standardized curriculum, set dicussions or papers that must be covered, or are we leaving to the professors/departments? |
| 50 | Nov 10, 2010 2:43 AM | Read the first post.
Fire the idiots and bring in new blood. I would never recommend this school to anyone based on the horrid teachers that you insist on keeping. Get your shit together. |
| 51 | Nov 10, 2010 3:00 AM | The courses have incorporated all the of the student learning objectives |
| 52 | Nov 10, 2010 3:03 AM | One can always find weaknesses and suggest improvements on these. Let me say that the strongest SLOs here are 3, 5, 6 and 7. The weakest is 4. In the middle are 1 and 2. Providing this opinion in case you need to toss one or two of these out. |
| 53 | Nov 10, 2010 3:34 AM | I would like to see the intellectual rigor of our students increase. Reading and writing are still an issue, particularly the latter. |
| 54 | Nov 10, 2010 3:41 AM | This survey seems pointless. I don't see what conclusions can be drawn from it. |
| 55 | Nov 10, 2010 3:50 AM | Would certainly like more emphasis on writing in the undergraduate level. We need to focus more on developing critical thinking and spend less time making students memorize facts; facts that will be forgotten after the test has been taken. These some a bit difficult to measure but I'm sure someone can help me with this :) |
| 56 | Nov 10, 2010 4:03 AM | I do not think this survey will do much for I don't understand the purpose of this survey or the "Student Learning Outcomes and I am one who would care about some of these things. I feel like you are underestimating issues here on campus. |
| 57 | Nov 10, 2010 6:09 AM | There is very little emphasis on teaching students to question things they are told/taught. This is how students learn to think for themselves and find out what is important to them. |
| 58 | Nov 10, 2010 6:47 AM | The School is not really doing a good job to help the students that are really trying to get help but due to like strict professors and hard to understand can be quite the uproar. |
| 59 | Nov 10, 2010 1:00 PM | I believe that these should be rethought with an eye to real engagement on the part of students (& faculty). |
| 60 | Nov 10, 2010 2:07 PM | These are very good learning outcomes, but please be mindful that some things, such as diversity tolerance, can't be mandated but rest in the heart of the individual. Knowledge and respect are good, but please don't be forceful about changing people's personal beliefs as long as they are not harmful. |
| 61 | Nov 10, 2010 2:07 PM | n/a |
| 62 | Nov 10, 2010 2:33 PM | I am highly appreciative of the students and staff that all provide an opportunity to grow professionally. The more I have tasked professors in grad school to assist, the more I appreciate what they are willing to do for me not only as a student, but also for the community. Kudos, and keep up the good work. |
| 63 | Nov 10, 2010 3:31 PM | The outcomes represent an ideal that we hope our students achieve. However, I think its important that we weigh the MEANS that students will use to achieve them to determine how realistic it is that we expect them to meet these. Furthermore, I think student ENGAGEMENT could be another viable outcome to consider - since students NEED to be actively engaged in the learning process (both in and outside the classroom) in order to be successful in subsequent life stages. Thank you for your hard work on developing these initial outcomes. I look forward to additional adaptations as they are achieved. |
| 64 | Nov 10, 2010 4:08 PM | It seems that 5and 6 could be combined |
| 65 | Nov 10, 2010 4:11 PM | I'm at MSU Edina and I feel that There is no organization or collaboration between the teachers in an orderly fashion. 2 teachers in particular don't check their tests for grammar nor do they spell check. Taking a test is very hard when you are trying to decipher the question being asked. They need to have a proffessor who is knowledgeable about the subject to reveiw their tests prior to giving it to students. |
| 66 | Nov 10, 2010 4:40 PM | 6 should be eliminated. 5 covers the same things. |
| 67 | Nov 10, 2010 4:49 PM | I believe all of these outcomes are crucial for learning in any environment, the only comment I would make is that number 5 and 6 should be combined together because both involve Global Citizenship and Diversity. |
| 68 | Nov 10, 2010 4:50 PM | in how we ask the students how they achieved the goals is silly-needs some revision |
| 69 | Nov 10, 2010 5:27 PM | if you don't have an open mind to begen with its hard to achive any of these things. |
| 70 | Nov 10, 2010 5:53 PM | How you can test these things seems a problem to me. |
| 71 | Nov 10, 2010 6:08 PM | Although such things as global citizenship and diversity might be laudable goals, I don't believe the university is the place to target them. Our students have enough trouble meeting the other outcomes. |
| 72 | Nov 10, 2010 6:08 PM | Brief, clear, specific, and adaptable to our many disciplines. |
| 73 | Nov 10, 2010 6:51 PM | Perhaps an outcome directly related to working effectively with others to accomplish common goals would be appropriate. This may be inherent in some but is not explicit except in the civic engagement.
Numbers 5 & 6 could perhaps be combined... |
| 74 | Nov 10, 2010 7:10 PM | #7 makes sense but it seems to me that if you include that outcome then you would also need to add something specifically about working with others. That may be alluded to through other outcomes listed but is not as specific as #7. Arguably, some students don't know how to work together.
I appreciate the outcomes but how will they be measured? And then what? Seems to me that most of these replicate the general education. Understandably, #5 and #6 are more vague--leaving an out for real learning. Language indicates gaining knowledge rather than becoming a global citizen, for example. More difficult to measure, I'm sure. |
| 75 | Nov 10, 2010 7:20 PM | The outcomes are stated clearly and are broad enough to encompass the entire university community. |
| 76 | Nov 10, 2010 7:27 PM | They look very good. |
| 77 | Nov 10, 2010 7:28 PM | When you asked if they are appicable I was unsure if you meant that I think they apply to CURRENT outcomes in learning at MSU or DESIRED/NEEDED outcomes of learning. I answered yes to all of the Learning Outcomes because I believe that they all should be outcomes of student learning. I'm not sure how this has changed from previously defined outcomes or if defining these outcomes is a new thing. Either way I think these outcomes are important and necessary. What a great way to define the mission of education here at MSU. I am exicted to see how profs would incorerate theses into their teaching practices and how the university wouls strive for these outside of the classroom as well. |
| 78 | Nov 10, 2010 7:40 PM | I don't think this survey is a challanging enough grading scale for a school to use as a self assessment program. I found the questions to be vague. |
| 79 | Nov 10, 2010 9:46 PM | This is wonderful. And I think its a great thing! |
| 80 | Nov 10, 2010 10:07 PM | MSU's curriculum should reflect all this learning outcomes and should be updated on a continuous basis. |
| 81 | Nov 10, 2010 10:24 PM | Global citizenship could potentially be combined with multiculturalism/diversity. You don't want to "over-kill" it. |
| 82 | Nov 10, 2010 10:33 PM | Outcomes 3, 5, and 6 are nearly identical. They could be combined into one outcome. By combining these three you would reduce the outcomes by 2 and simplify the process. |
| 83 | Nov 10, 2010 10:55 PM | I really like the Learning Community and I would recommend this to everyone. |
| 84 | Nov 11, 2010 1:40 PM | Although each of these areas are important, many students can avoid over half of them completely without even trying. There should be some method of getting these areas into all of the core classes, not just the general education options for all students. |
| 85 | Nov 11, 2010 1:47 PM | These outcomes are not in any way controversial in my opinion. They are so standard, I'm surprised that there is a questionnaire about them. |
| 86 | Nov 11, 2010 3:28 PM | I currently use variants of almost all of these in all of my courses. |
| 87 | Nov 11, 2010 6:56 PM | I believe 5 and 6 need to be re-worded to include engagement, but lower level thinking skills that do not include action |
| 88 | Nov 11, 2010 7:53 PM | Thanks for the opportunity to offer my feedback. |
| 89 | Nov 12, 2010 6:08 AM | These outcomes are needed why? 1 and 4 ok. The rest can go. |
| 90 | Nov 12, 2010 2:35 PM | These outcomes are a good start. I'm interested to see how they will be evaluated for valid and reliable statistics to provide feedback that can inform professors and help increase students skills in these areas. |
| 91 | Nov 12, 2010 5:11 PM | No. I don't know why I took this survey. I'm not really sure what was expected of me. Better instructions and possibly examples would warrent more useful feedback. |
| 92 | Nov 15, 2010 12:56 AM | Just because these goals/outcomes are listed and meant to be put in action doesn't mean they will be. In case you haven't noticed,the majority of MSU students are extremely apathetic and don't care about much else besides the weekend. Often times, I am ashamed to call myself a student of this school. I'm happy more energy is being put into this. We need less big screen TV's that no one watches or uses (i.e, the brand new ones across from the Office of the Registrar) and new cars that security get to nap in (i.e., the doge charger and yes, I know a student security officer who admits to sleeping on the job) and more of what actually matters in a college - academics. Stop trying to recruit happy freshman with shiny everything is new and big and expensive facilities and start trying to make your current students happy and proud to call MSU their school. |
| 93 | Nov 16, 2010 1:49 AM | I think some of the above categories are emphasized more than others in classrooms.
I think this is the way it should be.
Do not treat all categories equal, because they are not.
Some of them even overlap. |
| 94 | Nov 17, 2010 5:01 PM | Hmm... I see nothing about character building or integrity or honesty or respect... some of the goals listed could include such characteristics, but I think it'd still be good to mention them. |
| 95 | Nov 22, 2010 4:24 PM | I am concerned that 5 & 6 are only focused on awareness and knowledge. |