Engaging Science, Advancing Learning: General Education, Majors, and the New Global Century

Survey for Conference Participants
How can undergraduate science programs best serve business students?

Recent data suggests that >20% of all undergraduates are currently majoring in business disciplines (Digest of Education Statistics, NCES, 2007). At AAC&U's November meeting, a session titled “Engaging Business Majors in General Education Science Courses” will explore how undergraduate science programs can best serve the needs of these students.

We are asking for your help in framing this discussion. Whether or not you plan to attend this session, we would value your experience and opinions concerning the curriculum and pedagogy that would be most appropriate for undergraduate students who take science courses as part of the general education requirement for a business degree. While these students are not likely to become STEM professionals, many will be in positions to shape the future of science as business professionals in the increasingly competitive, innovation-driven economy.

We appreciate your time in answering these questions.

For more information about this project, or to report problems with the survey, please contact Dr. Fred Ledley, Professor and Chair, Department of Natural and Applied Sciences, Bentley University at fledley@bentley.edu

======================================================================================

1. Which of the following subject do you teach?

Science
Business
Other (please specify)

2. Please indicate whether you agree or disagree with the following statements (1 = Strongly Agree, 2 = Agree, 3 = Neutral, 4 = Disagree, 5 = Strongly Disagree)

	1 = Strongly Agree	2 = Agree	3 = Neutral	4 = Disagree	5 = Strongly Disagree
A high school science education is sufficient for business students to be effective business professionals and informed citizens
A required science course or course sequence is a necessary part of an undergraduate education for business majors
The primary purpose of a required science course or course sequence for business students is to provide a broad overview of scientific principles
The primary purpose of a required science course or course sequence for business students is to teach critical thinking
The primary purpose of a required science course or course sequence for business students is to advance their careers in innovation-based companies
The primary purpose of a required science course or course sequence is to provide a foundation for understanding scientific research, technical innovation, and novel products
The primary purpose of a required science course or course sequence is to provide a foundation for understanding the ethical and social implications of scientific research, technical innovation, and novel products

3. Please rank the following in terms of their relative importance as learning objectives in a science course/sequence for undergraduate business students. 1 is the most important and 10 is the least important.

	1 = most important	2	3	4	5	6	7	8	9	10 = least important
Ability to apply inductive reasoning
Ability to use the scientific method
Ability to design controlled experiments
Ability to carry out laboratory experiments
Ability to perform quantitative analysis of data
Ability to perform data mining experiments
Ability to retrieve valid scientific information from internet
Ability to understand scientific principles in everyday observations
Ability to understand scientific principles in products and business plans
Ability to integrate learning across science, business, and the humanities

3a. Please specify other important learning objectives not listed above:

4. Please rank the following in terms of their relative importance in the content of a science course/sequence for undergraduate business students. 1 is the most important and 10 is the least important.

	1 = most important	2	3	4	5	6	7	8	9	10 = least important
History of science
Broad survey of important scientific principles
Basic principles of genomics
Basic principles of evolution
Basic principles of motion/energy
Basic principles of atoms and molecules
Current research in biology
Current research in chemistry
Current research in earth science
Current research in physics

4a. Please specify other important content not listed above:

5. How would you rank the importance of students achieving an understanding of the following applied science topics in a science course/sequence for undergraduate business majors.1 is the most important and 10 is the least important

	1 = most important	2	3	4	5	6	7	8	9	10 = least important
Computers and internet
Electronic media
Drugs/biopharmaceuticals
Alternative energy
Global warming/sustainability
Health and disease
Agriculture
Consumer products
Military and defense
Artificial intelligence

5a. Please specify other applications of science not listed above:

web survey