Ad Hoc General Education Committee

New Student Survey Data

Written By: Robert Wolff - Dec• 08•11

The Department of Physical Education and Human Performance surveyed more than 500 students currently enrolled in PE 144 this fall using the questions developed by the Ad Hoc Committee for its own survey of faculty, staff, and students. These data are presented in a series of four tables below. The initial survey of the campus community last spring garnered 51 student responses; these responses have been republished here in two tables at the bottom of the post.

Student Data from Physical Education and Human Performance Survey (December 2011)

 

 

Student Data from Ad Hoc General Education Committee Survey (May 2011)

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One Comment

  1. I know that this is mainly another plea from the PE folks to make sure they don’t have cutbacks, but ignoring the clear conflict of interest that hovers close to one department surveying students currently enrolled in their trademark course and comparing that to a small number of students of assumedly random affiliation who chose to opt-in to the survey (also, ignore the enormity of this sentence)… it is disturbing that so few students feel there is a need for knowledge of a foreign language, and the number of students rejecting a math requirement is inconceivably high.

    An older friend recently lodged a complaint with me about members of my generation for our inability to accept others’ right to difference of opinion. We were discussing this mainly in the context of politics and lifestyle, and I admit that it is possible that someone has genuinely given it thought and found that math is useless (this is relegated to the same level of possibility as the Flying Spaghetti Monster, though), but I highly suspect that a number of students who took this survey did not read the questions as posed.

    Learning mathematics and foreign languages can be extremely difficult for some people, especially if they are not provided with the sort of instruction they are geared toward… but I highly suspect that most students who answered that “foreign language” skills are not very useful actually meant that they are difficult or they don’t like them and they’d rather do something fun than study for a few extra hours each week. They will also be very confused in a number of decades when our country’s foreign relations have declined even more sharply and–even worse–they are not getting as big of a piece of the pie as these jerks who run multinational companies.

    Hopefully the extra two credits students will get by not having to take PE 144 will help them figure out why it is important to be able to communicate in other languages and in mathematics.

    I also have a bad feeling that some students don’t know what is meant by “information literacy or fluency” (like those signs that ask “Are you illiterate?”), whereas that is part of what is allegedly taught in PE 144, but in the context of health, rather than a broader context.

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