Our GS Program is characterized by an absence of clarity about the purpose of the program.
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The purposes of our GS Program are explicit and clear for both the faculty and students.
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Our GS Council suffers from the lack of a clear mission, and a sense of helplessness.
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Our GS Council is the most intellectually exciting and challenging committee on our campus.
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Our GS Program is expressed primarily as a list of courses that students must take.
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Our GS Program is expressed primarily as a set of goals for student learning and development.
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Our institutional mission provides no guidance for establishing priorities for undergraduate education.
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Curriculum decisions are grounded in our mission statement and history/traditions.
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Students are informed about our GS Program primarily through our institutional catalog.
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Students gain an understanding of our GS Program through orientation, brochures, workshops, etc.
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Our GS Program reflects a distribution structure, in which students select courses from lists.
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Our GS Program reflects a core curriculum structure.
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Students experience our GS Program as fragmented
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Our GS Program strives for a coherent educational experience.
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Our GS Program does not include political, moral, or ethical dimensions.
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Our GS Program includes political, moral, and ethical dimensions.
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Our GS Program does not give special attention to international and global issues.
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Our GS Program recognizes the internationalization of America's interests and concerns.
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Our GS Program has no multicultural or diversity component.
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Our GS Program recognizes the richness and changing composition of the US.
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Our faculty members know little about the lives of the students.
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Our GS Program recognizes and takes seriously students' histories, ideas, attitudes, & perceptions.
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The faculty who teach in our GS Program consider their students to be similar and interchangeable.
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The faculty who teach our GS courses are responsive to students at different levels of development.
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No effort is made to address articulation issues for transfer students.
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Articulation agreements ensure that students can transfer to our institution without credit loss.
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Our GS Program was formulated, approved, and implemented several years ago, and has remained static.
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Our GS Program is continually improved due to evaluations by outside reviewers, & student reactions.
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Many of the GS faculty have little or no understanding of the purpose/rationale of the curriculum.
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GS faculty have a good understanding of the purpose/rationale of the curriculum.
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Faculty and chairs regard teaching GS courses as a burden and a service to non-majors.
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Faculty and chairs regard teaching GS courses as an opportunity and an honor.
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The faculty and students in our GS Program rarely interact outside of the classroom.
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Our GS Program fosters close interactions between faculty and students outside of classes.
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At UNK, faculty members teach his/her own GS courses without consultation with other faculty.
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At UNK, faculty interacts across disciplinary lines to interdisciplinary projects & team planning.
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Our GS Program exists as a set of requirements and a list of course offerings in the catalog.
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Our GS Program has an administrator who coordinates the program, a budget, and a faculty committee.
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Few on campus would care if our GS Program were abolished.
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Our GS Program has strong support from students, faculty, chairs, trustees, graduates, & employers.
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The students regard our GS Program as an obstacle that stands in the way of taking majors courses.
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Our GS Program is an important selling point in recruiting students.
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Our disciplinary major courses are not grounded with what the students encounter in the GS Program.
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Our GS courses provide an important foundation for coursework students encounter in their majors.
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Support for faculty development related to GS is minimal at UNK.
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The faculty who teach GS courses have ample support for developing new courses and new techniques.
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Student evaluations of teaching in GS are nonexistent or generally ignored.
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Student evaluations of teaching in GS are tied closely to a faculty development program.
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Our GS Program is focused exclusively on classroom teaching and learning.
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Our GS Program recognizes that valuable student experiences occur in and out of the classroom.
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Student course evaluation is an expectation, but does not occur in all courses.
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Student course evaluation is important in deciding what courses will be offered.
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Although individual courses may be evaluated by students, there is no evaluation of our GS Program..
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There is a continuing process of assessment of whether our GS Program is achieving its purpose.
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Our GS Program satisfies the minimal accreditation requirements.
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Our GS Program surpasses in quality those of our peer institutions.
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