Survey Results 2013

In fall 2012 and spring 2013, all graduating seniors were asked to fill out an online survey that measures their opinions about general education. The survey lists each of the student learning outcomes for each of the competencies and liberal studies areas within general education, and it asks the graduating seniors to rank, on a scale of 1 (strongly disagree) to 5 (strongly agree), whether or not they believe those outcomes were met in their general education courses.

There was a 20 percent response rate; 261 students completed the survey. Of the respondents, 135 were men and 126 women. Of the respondents, 96 percent were between 20–25 years old. Of the 261 respondents, 60 were transfer students. At the end of the survey, students were invited to post comments, and 59 of the respondents chose to do so.

Report

Total reports - 261

Gender

  • Male - 135
  • Female - 126

Age

  • 20-25 - 251
  • 26-35 - 9
  • 36+ - 1

Transfer

  • Yes - 60
  • No - 201

Major

  • Accounting - 1
  • Agricultural Business/Education - 22
  • Animal Science - 15
  • Art - 2
  • Biology - 23
  • Broad Field Science - 4
  • Business Administration - 30
  • Chemistry - 7
  • Civil Engineering - 16
  • Communication Technologies - 5
  • Comprehensive Business and Economics - 0
  • Computer Science - 11
  • Criminal Justice - 18
  • Economics - 0
  • Electrical Engineering - 6
  • Elementary Education - 9
  • Engineering Physics - 5
  • English - 1
  • Environmental Engineering - 5
  • Geography - 1
  • German - 1
  • History - 6
  • Individually Contracted Major - 0
  • Industrial Engineering/Technology Management - 12
  • International Studies - 3
  • Mathematics - 6
  • Mechanical Engineering - 18
  • Music - 5
  • Ornamental Horticulture - 0
  • Philosophy - 0
  • Physical Education - 4
  • Political Science - 1
  • Psychology - 11
  • Reclamation, Environment and Conservation - 1
  • Social Science Comprehensive - 6
  • Software Engineering - 3
  • Soil and Crop Science - 3
  • Spanish - 0
  • Speech Communication - 0
  • Technology Education - 0
  • Theater - 0

Average Responses:

English

  1. Understand written language, including various stylistic devices.
    • Average = 3.544
  2. Recognize the importance context has for meaning.
    • Average = 3.639
  3. Conceptualize a topic in order to establish a purpose for writing, while keeping in mind the intended reader.
    • Average = 3.77
  4. Arrange ideas logically and present them coherently
    • Average = 3.881
  5. Imaginatively shape my writing.
    • Average = 3.421

Mathematics

  1. Develop problem solving skills using the methods of mathematics.
    • Average = 3.754
  2. Recognize patterns to solve problems.
    • Average = 3.812261
  3. Work with the fundamental notions of number and space.
    • Average = 3.67433
  4. Distinguish between valid and invalid reasoning.
    • Average = 3.524904
  5. Remain alert to the plausibility of solutions.
    • Average = 3.56705

Speech

  1. Understand the process of human communication.
    • Average = 3.720307
  2. Access and organize information logically.
    • Average = 3.842912
  3. Design and deliver speeches effectively.
    • Average = 3.954023
  4. Develop critical listening and reasoning skills.
    • Average = 3.676923

Wellness and Physical Activity

  1. Assess my overall fitness level.
    • Average = 3.689655
  2. Understand what lifestyle changes are required to improve my overall fitness.
    • Average = 3.773946
  3. Develop an appreciation for, and basic skills in an activity which if pursued will promote a lifetime of fitness and enjoyment.
    • Average = 3.681992

Ethnic Studies

  1. Explore the history, culture, customs, values, lifestyles, and contributions of populations of color in the United States.
    • Average = 3.517241
  2. Investigate the social and political structures that support racism and sexism.
    • Average = 3.601533
  3. Recognize the influence that my own culture and experiences have on my attitude toward women and minorities.
    • Average = 3.662835249
  4. Understand multiple viewpoints regarging ethics and justice.
    • Average = 3.693487
  5. Examine the scholarship that depicts, analyzes and articulates opposition to racism.
    • Average = 3.436782

Fine Arts

  1. Demonstrate knowledge of the history and heritage of the fine arts.
    • Average = 3.32567
  2. Develop a greater appreciation for the fine arts and their value and relevance in out daily lives.
    • Average = 3.168582
  3. Demonstrate consideration of a variety of artistic patterns in thought and expression.
    • Average = 3.222222

Gender Studies

  1. Engage in personal reflection and explore implications of the cultural constructs that create and perpetuate gender-based stereotypes and unequal power relationships.
    • Average = 3.536398
  2. Engage in personal reflection and explore implications of the contributions of diverse populations of women and persons of varied sexual orientations in transforming knowledge.
    • Average = 3.444444
  3. Engage in personal reflection and explore implications of the influence that students' gender and experiences have on their attitudes toward others.
    • Average = 3.509579

Historical Perspective

  1. Demonstrate knowledge of the past.
    • Average = 885057
  2. Explore the multitude of circumstances and events that have helped to shape historical judgments, actions, and visions.
    • Average = 3.862069
  3. Interpret the sources of historical change in a variety of contexts.
    • Average = 3.743295

Humanities

  1. Understand some of the diverse approaches to questions of human meaning and value.
    • Average = 3.54023
  2. Demonstrate competence in critical thinking, reading, and writing.
    • Average = 3.659004
  3. Acquire tools for life-long learning in the humanities.
    • Average = 3.413793

International Education

  1. Investigate the patterns of world interactions.
    • Average = 3.51341
  2. Examine contemporary ideologies, cultures, places, or political and economic systems found throughout the world.
    • Average = 3.551724
  3. Become open to the challenges and ambiguities of human plurality.
    • Average = 3.440613

Natural Sciences

  1. Discover the patterns, principles, and dynamics of natural phenomena and relate them to issues in my life as a citizen.
    • Average = 3.800766
  2. Comprehend scientific methodology and its limitations.
    • Average = 3.91954
  3. Engage in the analysis of natural phenomena.
    • Average = 3.931034

Social Sciences

  1. Demonstrate knowledge of individual and social behavior.
    • Average = 3.858238
  2. Display knowledge of the problems and issues within social sciences.
    • Average = 3.789272
  3. Demonstrate knowledge of the methods used to study these problems and issues.
    • Average = 3.693487

Ethics

  1. At least one of my courses has addressed issues in ethics.
    • Average = 4.206897
  2. My experience at UWP, inside and outside the classroom, has helped me become more sensitive to issues in ethics.
    • Average = 3.816092

Comments:

  • My major was not listed in the options. This frustrates me. However, in the future, the forensic investigation major needs to be listed in the options. Thank you.
  • I was very disappointed with the general education portion of my education. I felt that these classes were just filler to put more credits into my degree. I would have gladly taken more classes that were degree specific, which would allow me to gain a better understanding of the subject before going into the field and working for a living. Especially in the field of civil engineering, where there is so much knowledge to learn, being able to take more classes in my field would have been greatly beneficial. Also the general education classes that I was enrolled in were taught just poorly, and were just pushing students through the classes without teaching the students real knowledge, or study habits. I also thought that these classes were taught by professors that did not particularly seem excited to be teaching these classes, and resulted in the assignments not expanding our knowledge and the classes were just a place for them to voice their opinions and direct the class in that manor. My education was a complete 180 degree turn when it comes to the civil engineer portion of my education. The professors were knowledgeable and willing to teach the students the information in a meaningful and productive manner. Overall I was pleased with my education at UW-Platteville, but the general education portion of my degree felt as if I was wasting my time.
  • I have greatly enjoyed my time here at UWP. I found that the general education courses I have taken have helped me become the person that I am.
  • The rules about what counts as a natural science should really be re-investigated. I am an engineering major, almost half of my courses are natural sciences AND have a lab component, yet most of them don't count and might even prevent me from graduating. This is a HORRIBLE policy by the university and should be investigated.
  • A lot of the general education courses are taught by professors who share their students "don't care" attitudes. I know that some of these professors care a lot about their upper level classes and put forth a lot of effort for those classes, but they know that often their general education students are only in their class because they have to be, so they teach their class with the same attitude. The classes in which the professors showed that they cared despite it being a general education class were the classes that I got the most out of.
  • Maybe you should consider waiving the fine arts requirement for those that have taken band/choir in high school. Art survey was honestly a waste of time.
  • Overall, Platteville is a good academic school.
  • General Education requirements, however beneficial to their knowledge of society, should be scaled back to one or two areas of study of the student's choice. Or a 4 credit Gen Ed course should be created to address the key points of general education. Physical Eduction 1000 (Fitness Assessment) is a complete waste of time. Condense that crap into a weekend and let people move on with their lives, or make it more results-based and require students to actually exercise with the goal of seeing an improvement (with respect to where they started) or they fail.
  • This survey was stupid. I think college is pointless and is a waste of my time. I would rather pay someone off to get the slip to say I graduated and work instead because more valuable information is learned on the job than in some stupid classroom. I feel that school doesnt help me in life. I feel that nothing I learned here was any better than what I already knew. I hated it here. It costs too much for what you get out of it. I still have no interest in my major field of study and chose it simply to get the hell outta here and done with all of this crap so that I can fake my way through life and own some business someday that rules the world. mwhahahahaha!!!
  • The gen-ed requirements need to be revamped. Too many classes are required that people have no interest in and it is a waste of our time and money. We're paying or the education, we shouldn't be made to take a bunch of useless classes.
  • I had a great experience at UW-P.
  • I feel for some majors that some of the general education requirements are a waste of time, especially classes like government, world civ, geography. If it is not related to our major why should we waste the money in a class that doesn't interest us? Noting that it doesn't interest us most students do poorly in that subject and have to end up retaking it. I also feel that the UWP hiring committee should take more time in hiring some of the professors on campus. Just because some of them may have their doctrine, doesn't mean they are a helpful teacher. I remember during my freshman year I didn't like my general ed teachers. There needs to be standards set and better reviews of the assessment at the end of the semester. Students honestly write down what the teacher is like and how they did not benefit from the class. If the UWP reviewed those evaluations more they would see they have a lot of teachers that shouldn't be teaching anymore.
  • I would have to say some of these questions do no pertain to me because I transferred in and at the community college that I went to we did not have to take some of these courses.
  • I took my speech and gender studies at another university.
  • 15. I understand the concept behind having a well rounded, liberal arts education level, but I truly feel the approach taken, not just here at UWP, but throughout the American Educational model is flawed. If the point is to acquire knowledge, then, to be blunt, I am severely challenged with "general education" principles. It seems as though, as I begin my job search, many employers don't necessarily care how I did in Biology, Statistics, or other classes in which will have little relevance to my field of History. While overall GPA is important, the current model has led me to focus on my "major" classes while putting less effort into the "gen ed" classes. It seems that the only group of people who seemingly care about the bulk of general education are the universities themselves. This sounds harsh, but students who are going to school full time and balancing jobs and social lives to maintain are challenged with this concept every semester and the choices we are forced into diminish the overall value of our education and the prestige of our school. I propose an alternative where general education credits and non-major credits be offered in a more flexible manner, but to a higher standard of comprehension. For example, I passed my stats class, barely, but one semester later could tell you little of what I learned in that class. What was the value of that course to me? If I am only allowed to pass based on merit and not on time, then taking the class DOES add to the value of my education and DOES make me more well roundeed because I then know the material as opposed to just attending class . If this model were applied, it wouldn't matter if it takes 2 semesters to pass biology. I would still need to pass biology, but in semester 2 it would still count towards my credits and would keep me from being able to add more on then I might have wanted to. If this were combined with a continuing growth in the offerings of classes available online or "off site," this would also reduce the needs for more class space as the university could move away from traditional "brick and mortar" teaching. I realize this was probably more information than you want, but as a soon to be Alumni, I do care about this institution and want to see it on the leading edge of education. This will help it to build prestige and be an even better place for those who come after me.
  • I didnt take any of my gen eds here. Survey was pointless. Anything I answered a 1 on it doesn't apply to uwp
  • Transferring from another school to UWP was one of the best decisions I think I have ever made. It was great to come from a school where the professors didn't really care about you to UWP where I felt as though my professors not only cared about my academics, but took interest in my personal life. Just a few weeks ago a professor stopped in to the restaurant I work at, and even though I hadn't had him as a professor for almost 2 years, he still remembered my name and said, "Hi" to me. UWP professors have had the ability to connect with me and make personal connections, which is rare in a university setting.
  • I enjoyed my time at UW-Platteville. PS. Your survey is set up somewhat inefficiently. In my marketing research class we learned that you should have an even number of options on your likert scale survey questions. Rather than having 1-5 have only 4 options. This forces the survey taker to select something other than neutral, leading to more conclusive results. (Les Hollingsworth taught me this : )
  • I enjoyed being part of the Platteville community. I know I owe the community for making me who I am today. I think that the growing campus will lose that feeling and many of the new students will miss out on being as connected to everyone. Any day I would walk to my class I could see a smiling face I knew. It made me excited to be a Pioneer. If I was a senior in high school right now and deciding where to study I am not sure I would still chose Platteville. I enjoyed the classes and there are few professors I would not recommend to other students. I could not imagine trying to register for next semester with the size of the student population. I wish everyone luck on being able to get into what they need. Platteville is a great community and is an important part of my life and I hope that sense of community isn't lost just so the University can earn more money by overloading the campus with students they truly can not support.
  • I am a transfer student, so many of these courses I didn't take at Platteville. If my answers were all 3 and 'Don't remember' for when I took the class, I didn't take it here.
  • I <3 PLATTEVILLE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
  • I must admit that my own attitude and experiences from my classes here have affected my perspective in what I think of Ethnic, Gender, Social Sciences, and Humanities. I was not pleased with what I found in these classes. They were anything but unbiased. They continuously criticized my race, gender, and religion. I'm a white male. I am not at fault for what other white males have done in the past, nor are currently doing. I don't appreciate teachers shoving their opinions down my throat that whites, and in particular male whites, are to blame for all of the problems in the world. I am also Catholic. I REALLY don't appreciate teachers treating me like I'm a bigot. If they don't agree with me, that's fine, but move on and stick to the facts. There have been numerous times where I've had to correct teachers on what the Catholic Church teaches, or even what the facts were on what they were teaching. I should not know more about a subject than the teacher. Granted, this was rare, but it was especially irritating. I did not feel that I learned much in these classes, and that they weren't always about what they claimed to be. This was especially apparent in Human Relations where the ONLY thing we talked about were African American people in large urban areas. How does this address all of humanity? Yes, they are important, but so is everyone else. The math classes were good, but were basically brute memorization. I didn't learn much about how to analyze equations or notice trends. I knew how to regurgitate the information. The English and speech classes here are a joke. I learned little to anything from them. They weren't bad practice, but they were super easy. I did only take the Freshmen Composition classes, so perhaps the later English classes are more challenging. The same is true for the Physical Assessment and Art Survey. They were boring, uninteresting, and I could have passed them as an eighth grader. It seems the main question here is, did these classes make me a more well rounded human being? Of course not. I did learn a little about some things, but most of it I already knew, considered unimportant, or flat out disagreed with. The classes were great for my GPA. I got A's in almost all of them for very little effort.
  • I find that the general education courses, while in theory make sense to seek and establish a common educational baseline for all students, tend to hinder students in multiple ways. One example, which I have not personally been affected by but have seen many of my peers struggle with, is the passing of most required courses but being held up by one subject area in particular. Most notably I have seen this with math and science requirements amongst students who are majoring in English, humanities or art. Even with one or two repeats of the same course, the student didn't always pass and created a huge amount of stress for them. They had to pull focus from their core area courses to pass the said gen ed and often greatly affected their core are course grades in a negative way. Having studied abroad multiple times in multiple countries alongside traveling around North America and the Caribbean, exposure to other school systems such as those found in Europe shows a common theme at the college level which does not include gen eds. Once students decide to go to college, their secondary education systems have already evaluated them and have given them a good idea of areas they are strong in while leading them in a direction of a career they would succeed in and enjoy. Once admitted into college, they start their core studies right away. Another way gen eds hinder students is by dragging students through course content they are already familiar with. This, I find, is a waste of time and especially for those students who know what they want to study and could better their time and money by putting it towards their actual degree content over a broad educational requirement. By the time I graduate, I will have multiple majors in relatively broad areas. I feel the the general education requirements I had to fulfill at UWP such as the natural sciences, math and the general communication courses in particular did not benefit me in a noticeable way towards achieving a well-rounded bachelors degree. A possible change that could benefit future students at UWP would be to cater the general education requirements towards the degree that student seeks more so. This would mean not requiring an English Education major to complete a math class. As stated before, I understand the theory of gen eds but I feel a new approach to higher education that reconsiders the existence of general education courses should take place sooner rather than later.
  • I would have enjoyed my Gen Eds had I not been forced into taking certain ones. I wanted to learn a foreign language like Japanese, Chinese, or German. Would this not have counted towards Gender/Ethnic Studies? I was never allowed the opportunity because my schedule was jam packed with Gen Eds that were not interesting to me at all. For the amount of money I paid for this education, I just wish that I would have been allowed to pick at least 1 course I wanted to take. The standard brush off will be to say that I could have. Really? When? Between all of my time consuming courses for my major, and all of my time consuming pointless Gen Eds there was no time left. Other than that, no complaints.
  • I sincerely enjoyed my time here. I tried to get the most out of all of my classes and found that I was able to learn more than I imagined. Thanks for a great few years, Platteville!
  • I feel a lot of these questions depend upon the professor. For example, my world civ I class did not effectively portray the necessary ideas as well as my world civ II class. Some of the professors on campus just don't seem to care about these ideals or letting you know how you should accomplish the class goals, they just care about themselves. And if you don't get that right, then it sucks for you.
  • The new extra writing requirements for general education are absurd. Why add 6 more credits of writing and reduce science? We learn to write many classes, more specific writing classes are not necessary.
  • General education was a alright experience in helping me reach the point of graduation. More varience should be included within them. A broader knowlege base would help open perspective in the classes. Also introducing a general agriculture class for all to take would help those not tied to agriculture appreciate the hard work and task that goes at harvesting food.
  • Over all the gen eds other then English were a waste of money and time. I got more out of my high education classes that required more hands on work. I have gone through my entire curriculum and still have not passed Trig. None of the math classes taken have helped me in other classes, like hydrology or chemistry. I felt the pre-alg, college alg, and trig were not worth the time. It did not help me pass other classes, yet gave me more stress and unneeded extra work. Why did I need to go up to trig in math when clearly it has no need. I am currently in it just to get the degree n nothing else. Its hard to focus on a class that you barely use or do not use at all.
  • Overall I have had a experience! I maybe only was disappointed with one or two professors and enjoyed almost all of my classes.
  • Based on this survey, I feel that UWP does a pretty good job of doing what it intends to do.
  • I think that the University needs to have all teachers fill out evaluation sheets. I don't think that some teachers should still be teaching. When a teacher (name deleted) doesn't teach us anything meaningful and the class doesn't show up and/or falls asleep in his class, he needs to be looked at with his teacher abilities. His classes are all around boring and I have taken three of his classes. They are required so I am forced to take his classes or else I would never take his class.
  • I firmly believe that all students at Platteville should be required to take an intro to agriculture class. As an agriculture student, i find it unfair that we are required to take courses in art and music, but they are not required to take an agriculture class. People need to know where there food came from and how it got there. With the issues we face today with groups like PETA, it is becoming a necessity for people to know the TRUTH about agriculture.
  • Courses in agiclture should be added to the "gen Ed" list for every student on campus. Agriculture is important to every person in the world and a little general knowlage would benifit everyone on campus more so than a class in art history would.
  • Personally would like to see certain professors lead by example, and not be so biased on certian subject matter. Campus atmosphere here at UW-Platteville is great and I am glad to see the campus being updated in areas as well.
  • Stop the physical assessment portion of general education requirements. it is the most useless requirement of all the useless general education requirements. The main question I had was how does a class on Bowling have ANYTHING to do with Business Administration?
  • Some of the general classes should not have been as demanding as they were. I understand projects, papers, etc., is a good way to access how someone is doing with the course work. However, I feel that the general classes should be just that, general. Not require you to do as much as they ask. Some, not all, were overly demanding for what they were. If they had required one paper, instead of four, I would have had more time to put into my classes for my major. Rather than only putting in some of the effort, I could have put in my all. Worrying about my other homework for something not as pertinent to my major took away from that.
  • Wish this would have asked questions that were relevant to my major. Without my major courses I can not give an accurate portrayal of this university.
  • The general education classes at your university are a joke. The professors that teach them do not care if you are learning or not, and just do not care about the class in general. I was told by a professor that he didn't care about the evaluations we filled out at the end of the year, because he had tenure and they weren't going to make him change how he teaches the class. If I had the chance, I would go to a 2 year school to get me general education classes out of the way. Not only would I have saved myself a large portion of money, but I would have gotten a better education!
  • I learned very little from my english, math, and speech course requirements. We cover everything we need within our core programs in other classes and it would be more advantageous to integrate the coursework between general studies and our core classes. A fine arts requirement is an unfortunate class to require. Most of the students in our class looked upon it as a joke and therefore did not learn much. Why is there is fine arts requirement, but not personal finance, business, or general agriculture requirement? Those are courses which would have lasting benefits to students.
  • I transferred 4 years ago to UW-Platteville.
  • I liked the Gen Eds at UWP. They are greatly needed because so many students just don't understand issues relating to race, gender and ethnicity. Please never stop requiring these courses. They're greatly needed.
  • The general education requirements need to be reduced so we can get students out of here in 4 years. If you give students more freedom in choosing their extra courses, it will help them develop better as professionals, which is why we are at this campus.
  • [Name deleted] should be fired. If we have to take classes in all these areas, everyone should have to take an Ag and Engineering class. Most of the general requirements courses are the same thing, a teacher with a "liberal" or in regular terms narrow minded idea that they lecture on and think you should believe what they do even though they say they are presenting different aspects, but if you disagree with what they want, you won't get a good grade. Teachers who teach about gender, race and equality shouldn't be sexist and racist because they aren't practicing what they are supposed to be teaching. The administration should actually give money to the colleges, especially BILSA instead of giving themselves a raise. We have the lowest paid teachers because the administration takes as much money as they can and the teachers in areas that are general studies get more because they have higher numbers but don't teach much of anything useful for students after college. This school needs to stop getting rid of green space and actually work to increase it because students want an area to enjoy the outdoors, not a new dorm.
  • I felt some of the general requirements are not necessary, including the several requirements for the liberal arts classes. I would have preferred getting to focus my general requirements to benefit my career such as several speech classes and issues of equality.
  • Since I am a transfer student, I was only supposed to answer the questions for classes that I took at UWP, but the survey requires that ALL questions be answered, so I just picked '3' for all those ones: Speech, Wellness and Physical Activity, Ethnic Studies, Fine Arts, Gender Studies, Historical Perspective, International Education, Natural Sciences, and Social Sciences.
  • Overall I feel my education at UWP and prepared me to enter the real world and to have a positive impact in whatever avenue I pursue.
  • I found most of the required learning outside my major a waste of time. they did not peak my interest so I paid little attention. I think most of the things taught in general education classes are common sense things, and very fundamental. For actual learning to take place they need to be more difficult and tie back to everyday life much more. why are we learning this information why is it helpful in my future life.
  • Over all the school has given me a well rounded education. Even though some of the courses may have felt like they were useless I know and understand now that they will help me in the "real" world (they already have). I am glad that I got my education here. A lot of the staff have been fun to be around and learn from and I like how we have the chance to actually interact with the teacher directly. UW-P is a great school and I look forward to seeing where it goes in the future!
  • While I feel that I have had a great experience attending UW-Platteville, I don't feel I obtained much from classes that involved women or minorities (I also didn't take a single math course here, so perhaps my answers aren't applicable for that section). I felt that those courses generally were less about teaching the sensitive issues and interactions involved, and were more focused on blaming groups (white males, specifically) for any problem discussed. Also, the fitness (gym) classes required little to no effort other than showing up and pretending to do something for 50 minutes, which I found rather disappointing and discouraging when witnessing it from fellow students. Otherwise, I feel like I gained a broad understanding of different topics, and developed critical thinking skills from the general education courses that I took. That being said, I had excellent professors within the Psychology department (especially Dr. Parsons and Dr. Enright) and within the Humanities department (specifically Dr. Hadorn, Dr. Stipe, Dr. Candito, and Dr. Parsons). I feel that the strength at UW-Platteville is with their faculty, and I hope that they are able to retain this in the future. I think in my four years here, that I had maybe one professor who didn't know my name by the end of a semester, which to me says something about how much the faculty cares about teaching and interacting with students.
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  • I feel that as an upcoming graduate, that I have received a quality education through the University of Wisconsin-Platteville which has made me a more well-rounded individual not only in the field of mechanical engineering but on a personal level as well.
  • I feel that an agricultural course should also be included as a general eduction course. I feel that if I need to learn about the history of art, other students should have to learn where their food is coming from, how it is being raised, and why general agricultural management practices are done the way they are. I think it's depressing that several people believe their food comes from the grocery store and feel they should be educated about how their food is raised.
  • Forensic Investigation wasn't an option for majors to pick from, I am a Forensic Investigation major. Thanks!
  • I feel that students should take more English/grammar classes. Make more options available for students who do not understand math or students who do poorly with math. One idea is take elementary statics and have the class over the whole year, instead of one semester. That way students who have a hard time grasping the concept can take it slower and really understand what is being taught. The same could be done for science classes.
  • My International Education class was waived because I studied abroad for a fall semester, which is drastically different than sitting in lecture. This is why my scores are so high for that section.
  • Why are we the Pioneers if we have an M on our logo? Either be the Pioneers and embrace it or change to the Miners, it can be confusing to those who do not know about the school. Also, when are the academic buildings going to get renovated? With the exception of Ullsvik and Ulrich, the academic buildings are quite outdated. I know I had a class in Doudna in which the professor was giving lectures using an overhead projector. It was extremely outdated and the shape of the classroom made it hard to see the projection unless you were near the front of the class. If it were not for the Criminal Justice department, there is absolutely no way I would have came here.
  • Some of the political science classes were a joke. The only opinion that was ever acceptable was that of the teacher's.
  • I have a lot of comments: 1) Depending on the scrutiny and observation of overseeing administration to manage and enact the goals of the University, some subjects (and specifically some lecturers/Ph.D.s) follow a structure, student feedback system, and lecture style that isn't conducive to academic learning and scholastic growth. 2) The international, gender, and ethnic courses at times have had issues with utilizing staff who cannot exercise a casual and comfortable articulation of English, so it is hard to establish your knowledge without saying something to them the one way they 'need' to hear it to know you follow the themes and lessons appropriately. Some other lecturers do not approach the subject with an academic sincerity and seem to go through the motions, or 'baby' it into fun - it is the partial fault of immature students you must market to and partially the fault of the lecturers for not maintaining a collegiate level curriculum and syllabi. 3) Some professors created an 'unsafe zone' where they would not work to empathize and understand me within the various semesters where I was juggling work, high credit loads, and even my internship - This came to a faulting point when my Bio lecturer asked me not to come to class anymore if I could not stay awake; this occurred only after three times that I had any fatigue in class, only 1 of them being that I fell asleep. In sincerity I told her my situation and she could not understand and labeled my failure to staying awake as a pension for partying. This was not conducive to my studies. 4) The cultural value of the campus other than drinking and its multicultural inclusion have been hot points in the University gossip (along with parking, but that has been there since the 1970's), but we seem to not realize that pushing kids out of their dorms with lottery systems, putting them in lounges 4 at a time, not tending to their needs when they have ridiculous room mates, and not allowing any opportunity for the to stay over break or have allowances for special travel circumstance continues to bolster a sense of a college that wants you hear for class, wants your money, but wants you out at every other moment. I know there a budget and time constraints, but don't ask a question you know you can't take time to honestly research or answer. It's been fun, and I have almost always worked and studied my way out of any hiccups while here. I appreciate the staff in Psych to no end, and the occasional rogue lecturer in English, Art, and Sociology, etc... But my EIG, language and culture, and biology experience on this campus were less then satisfactory - shout out to A. Knudson, Hadorn, K. Hale, Perkins, C. Fein, D. Schuler, and R. Moninski (credentials acknowledge but not listed). Thanks UWP - All-in-All you have prepared me well for my grad school choice. I am in your Alumni Assoc and will continue to support UW-Platteville's expansion.

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