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Seniors View the Core Curriculum. A Survey Report.

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Bibliographic Details
Title: Seniors View the Core Curriculum. A Survey Report.
Authors: Jakubowski, T, Kaplan, H. Roy, Massachusetts Univ., Amherst. Office of Institutional Studies.
Peer Reviewed: N
Page Count: 23
Publication Date: 1968
Descriptors: Core Curriculum, Curriculum Evaluation, Higher Education, Student Attitudes
Abstract: In Spring 1968, the College of Arts and Sciences of the University of Massachusetts requested the office of Institutional Studies to survey its entire graduating class in order to elicit opinions concerning the College's undergraduate academic program. Questionnaires were returned by 582 students, approximately 49% of the class. Respondents recorded their feelings about the general value of specific requirements and the worth of continuing certain courses. They also suggested changes for making the educational experience more meaningful. It was found that most students had selected their major field before entering their sophomore year; believed the total number of credit hours required outside their major was too high and the maximum number of credits in their major was too low; felt that several core requirements had contributed little to their understanding of the subject; believed subjects in the social sciences had contributed most to their understanding of a particular area; and expressed a desire to change 7 out of 8 of the core requirements. Further analysis showed the influence of grade point average and major on response and the relationship between the respondent's perception of a requirement's contribution to his understanding of an area and his recommendations that the course be retained, increased or reduced in scope. (JS)
Entry Date: 1969
Accession Number: ED029616
Database: ERIC
Description
Abstract:In Spring 1968, the College of Arts and Sciences of the University of Massachusetts requested the office of Institutional Studies to survey its entire graduating class in order to elicit opinions concerning the College's undergraduate academic program. Questionnaires were returned by 582 students, approximately 49% of the class. Respondents recorded their feelings about the general value of specific requirements and the worth of continuing certain courses. They also suggested changes for making the educational experience more meaningful. It was found that most students had selected their major field before entering their sophomore year; believed the total number of credit hours required outside their major was too high and the maximum number of credits in their major was too low; felt that several core requirements had contributed little to their understanding of the subject; believed subjects in the social sciences had contributed most to their understanding of a particular area; and expressed a desire to change 7 out of 8 of the core requirements. Further analysis showed the influence of grade point average and major on response and the relationship between the respondent's perception of a requirement's contribution to his understanding of an area and his recommendations that the course be retained, increased or reduced in scope. (JS)