ALL 100-LEVEL G&G COURSES, FALL 1984 TO FALL 2007 Mahalo to Gary Rodwell and Susan Glanstein (U.H. Mānoa STAR Program) Scott Rowland and Davin Morimoto (G&G)

ENROLLMENT vs. no. SECTIONS OFFERED GG101: Kind of a trend GG101L: GG103: No clear trend

TOTAL 100-LEVEL ENROLLMENT IN G&G COURSES 201 lab Fall 2001: Oceanography 201 added a lab to their course Spring 2002: DP (UHM Phys. Sci. Diversification Requirement) choices increased UHM DP 2 possible contributing factors

Pre-2001 Post-2002

Max combined enrollment ~450 TOTAL 100-LEVEL ENROLLMENT IN G&G COURSES Western Washington University: annual enrollment of (GURs + majors) “The bulk of our 101 students are just trying to meet the GUR requirement. We encourage our majors to take Geo211 which serves another few hundred students a year.” --J.C-A.

School/College Offering Bachelor’s Degree Total credits for graduation Own credits required % Own credits required of total for graduation Arts and Sciences *Business *Education *Engineering *Hawaiian, Asian, and Pacific Studies *SOEST Social Work TIM *CTAHR *average for multiple majors within School/College SOEST units part of A&S prior to 1988

UHM, total% of total Bachelor's Degrees BA - A&S BA - HAPS432 BA - SOEST30 BBA56620 BEd2449 BFA522 BMus20 BS - Agriculture1616 BS - A&S112 4 BS - Education211 BS - Engineering1184 BS - Medicine231 BS – Nursing & Dental Hygiene1124 BS - SOEST140 TIM1014 BSW30 48% UHM Bachelor’s Degrees awarded in Arts & Sciences

“I know that students often say they took geology rather than biology or chemistry because they heard it was a great class. The commitment to teaching makes a huge difference. Everyone on our faculty teaches 101 at least once or twice a year (we teach 6 classes a year) and a quick skimming of course evaluations (they're published online) indicate that all of the 101 faculty are pretty strongly appreciated by students. Western Washington University: annual enrollment of (GURs + majors) --Jackie Caplan-Auerbach, WWU Faculty

“In the end you are right though, the most important thing is to make the course interesting. A lot of students (but not all) are looking to get something more positive out of a class than just a check mark on a box towards graduation. We want those kind of students in our classes. From talking to the undergrads in 201 (and the office help etc.) it seems to me that most of the classes students take are taught by people who don't seem to care and who have no passion for the material. What gives us the edge over those people (in my opinion) is that as we are all active researchers we have a passion for our field, students pick up on that and will return the passion by paying attention and actually learning something.” --Chris Measures, Oceanography

1)Teach great classes 2)Remove institutional barriers to enrollment