Statements, questions, or reservations about the class functioning as a support & coaching structure to get most students to finish our reports by the end of the semester.

CCT698 Fall 2002

April Rucker

1. I am concerned about the amount of time spent explaining the logistics of a project rather than spending time developing the project

2. Are students able to step out of their project (i.e. stress, concerns, train of thought) and fully immerse themselves within your project

3. Is it possible to be an effective coach without the "power" of an actual professor

4. Trying to maintain one’s own project leaves little time for other students projects and I am curious as to the extent of support provided by past students

5. In the past has it been observed tat the quality of a students work improved due to this type of peer coaching and support?

Bob Lingley

Top 5 ways to get student projects completed-

5.) Simplify, simplify, simplify.

4.) Make sure student projects are manageable and not

overwhelming.

3.) Find out what is holding students back. Is it that they don't have an idea? Is it that they are stuck in too much research? Is it that they can't tie down applicable research to their project?

2.) Offer a more encouraging environment for student's projects. It seems to me that the more educational projects are favored over lesser educational ones. Program is billed as one that encourages non-educators such as artists should apply but artists are left out of the faculty mix. Non-artists don't seem to understand artists.

and finally number 1 way to move projects along:

1.) FEWER REWRITES!

Heidi Straghan

1) More emphasis on the idea that this is a class about the process of research. It took me until the 2nd or 3rd class to realize what it is I think you are hoping we will get out of this course- the skills of research that will be lifetime lessons not just something learned for this course?

2) I found the syllabus very daunting because it was so detailed. For me, I find it easier to start with a "bare bones" outline like the index of a book that follows up with supporting chapters. I do find the assignment checklist very helpful in that it helps me know what is expected to be turned in, versuses what is to be done in class, outside of class etc.

3)Previous student input from those that were successful helps me define the different ways people have "run" with this process.

4)Perhaps a student survey at the end of the semester asking students what they wished they had known at the beginning of the semester - to be passed on to future classes.

5) Perhaps a sheet of target questions for students to keep in mind as they move forward, make sure they are staying somewhat on track? i.e. are you still adressing the same target audience? if it has changed why? what else has changed as a result? Do you need to address any other issues as a result of these changes? research what other avenues? etc.

Melissa Moynihan

Reservations:

1) In order for this to work , for me , personally, I must feel some sort of a connection with the peer (s) in my group. If I am not comfortable, at ease and relaxed , with the group, then I will fail to open up.

2) I typically take time to reread and digest the information.....sort of let it settle in , before responding....therefore, a concern I have on this topic is that I would feel pressure to perform quickly..to have something instantly meaningful to say, without being given the adequate time to provide a useful critique of my peer's work.

3) During "non class" hours I may wonder if I may be imposing on my peers, if I contacted them for input/feedback.

Benefits:

4) Once beyond those initial reservations, the benefits to providing and receiving input/feedback, from a peer whom is able to empathize with the process, could be wonderfully helpful and useful! Their input and perspective could truly energize the other's in the group to excel.

5) This process would probably work best if the peer group set up regular/weekly meetings to sit together at a designated time to "check -in " with each other.

Tamami Nakashima

Based on my experience I think students need to be given the right to choose what kind of support they would like.

Sometimes it is better for some students to work alone instead of receiving group feedback or having a buddy.

Sometimes some students simply need to vent to others or talk to someone to feel that others are just as confused as he or she is. In this case, a buddy system might work.

Sometimes students know exactly what type of support they seek, and sometimes they do not know until they try out different support systems. Therefore the choice for a support system must be made through consultation with someone, probably the instructor, during a one-on-one conference.

I do not think class support will be effective unless it is strongly enforced and followed up. The instructor must make clear that it is required of the students to choose to 1.use a type or types of class support system, 2.work alone (perhaps with regular check-ins with the instructor), or to try out various support methods to learn what works.

The instructor should obtain feedback on the effects of the support systems that the students are using during the course of the semester and/or summatively.

I don't know what different ways of providing class support are possible.

Jeanne Hammond

1) I would benefit from having formed support teams prior to week 5 of the course. I have found that we can be each others cheerleaders to remain motivated. Our group is planning to meet weekly to help keep each other on track.

2) Sharing of materials and resources from others with similar topics would be helpful.

3) More time for questions about each persons project in class. One of the benefits of the CCT program for me has been the exchange of ideas from people other than nurses.

4) I struggled with the organization of the class during the first few weeks. I would have benefited from having the course packet sold in the bookstore.

Luanne Witkowski

I wish there was a clearer assignment list – not the checklist, that’s helpful l– but a simpler, clearer format to the syllabus. I find myself re-reading it too many times to figure out where I’m supposed to be. Although it has been suggested that this is merely a guide to keep us moving, the due dates actually make that not-so… and I am constantly re-tracing my steps.

The push toward constant reflection leads me to overwhelming possibilities and makes it hard to move forward in the direction I’ve chosen… I keep re-considering and digressing.

Using groups is more complicated than helpful at times – especially when I’m assigned to which group to use. Sometimes I’d rather talk with people I’m comfortable with – who may be working on something completely different, than to rely on people I must establish relationships with – who are also working on something completely different – and I feel like I am constantly re-defining my work… maybe that’s the point? There are people in the program I have known for a year now, who know my work, and I don’t have to go over everything with again.

I don’t always want coaching from my peers – we all seem to be here to learn the same process, and although I enjoy learning with others, I sometimes feel overwhelmed by others’ problems that don’t necessarily relate to mine, or confuse my questions more by leading me off-track…

A little more time in class to work on personal ‘sticking points’ that may not be necessarily related to the subject of the day, but may need one-on-one attention from the faculty or a peer instead of email, or out of class meetings.

Gloria Hicks

Here are my thoughts/questions/concerns.

1. It concerns me that a few students are taking this course again. Were they supported or did they just not engage?

2. Support must be initiated and sought after by the student. I feel it is quite clear that there is support available for this course, by the professor and by classmates.

3. This kind of course and individualized research is difficult to look at in a supportive way. I know I feel alone in my project even though others have similar threads. I did initiate a gathering with Jeanne and Melissa next week to try and work together to find a way.

4. I found it very helpful to be nudged into help with the required conferences with you. It forces you to make the effort and become a part of the process.

5. It is often difficult for some of us to ask for help/support from others.

6. Until you start talking about where we are all at you don't realize that we are for the most part on the same page.

7. I am afraid it will never be "enough".