CCT692 Fall '08

Write out neatly a synthetic statement (1 or 2 paragraphs) evaluating this course. (You might build on/build in your comments from the other side.) Please make comments both to help the instructor develop the course in the future and to enable some third party appreciate the course’s strengths and weaknesses. (Imagine a reader who may not be willing to wade through all the notes on the other side, but is willing to do more than look at numerical averages.) Among other things you might comment on the overall content and progression of classes, the phases of research & engagement, and the in-class activities.

Evaluation 1

Overall, I thought this course was very beneficial to helping me evolve as a researcher. I had the opportunity to learn from and develop my own ideas around each of the models and to then modify how I can utilize these models in alternate ways. I do feel that the progression of the course allowed me to saty on schedule w/assignments and also my own thoughts and process.

I also appreciate opportunities to share/debrief and reflect on my y work as a whole throughout the course w/peers and also Peter. For future students, I think having the opportunity for more reflection, either in class or as part of a practitioners journal would benefit the process as well.

The course’s greatest strength is its focus on the process and the student’s connection to the process. As I stated earlier, though, I think more formal reflection would help develop the researcher as well.

Evaluation 2

I am a student in the teacher education program and this was my first CCT course. Initially I was a bit startled by the format of this class as I am accustomed to texts and assignments in a more structured context such as the methods courses. While I found a personal tendency to fall behind and miss deadlines, I did benefit tremendously through my personal engagement in the research process. In a way I learned by doing and grew professionally by exploring each phase of R+E.

In terms of the progression of the course I feel I did twice as much work after the Work In Progress presentation. It forced me to open up my thinking and ideas to classmates and motivated me to keep up with the assignments. The latter check-ins weren’t very helpful though – because it did not dedicate sufficient time to sharing my writing with classmates for their feedback. I wish that the draft, like the Work in Progress presentation would have pushed me to the next phase – the final report. I feel that one more week would have been helpful to receive this feedback. In class activities were effective but only if you kept up with each phase. It think it’s helpful upfront to underscore the personal discipline that is critical to really getting 100% return on this R+E process.

Evaluation 3

This course offers a plethora of opportunities for advancement and growth if a prospective student is willing to invest the time and energy necessary to receive and retain information relevant to life and oneself through diverse, constructive methods.

A course component that could use strengthening is the applicability of required reading to class participation. More activities (exercises) initiated by the changing of date and phase (soon as the chronological passing of time) would be better suited to amend a flexible due-date schedule if they were begun in class. Reading pair-share time could be consolidated to accomplish this task.

Evaluation 4

This course provides the foundation on which to build a thesis for the final project. I had some reservations in the beginning. The syllabus was overwhelming. But, once I organized it into a large binder, things became much clearer. It’s all about staying focused and handing assignments in on time. Also, Peter’s comments are helpful in moving me along with the process of research and writing. One thing to keep in mind is it “is a work in progress” one step leads to the next step allowing us to dig deeper to find solutions or problems.

I enjoyed sharing my work with my peers and the check-ins were helpful. It is nice to see how everyone else is doing provides support and encouragement to each other. It’s like building a network of supports.

A lot of time and effort went into my topic. I spent many hours doing research before class. I have a binder full of great information and great books. I wish I had more time to digest all the activities. Hopefully to be used in my future courses.

Evaluation 5

One thing that was helpful within this course was having constant feedback from peers. Also having a support group of students with similar topics was very helpful and a different approach that made the class even better. This was definitely a strength.

One weakness of the class is that there are so many assignments during the research process and I feel like a I have to rush through things at times just to turn something in. If there was more time between assignments then I feel like I would have been more throughout in some of my course work.

Evaluation 6

Well designed class. Workshop format is best for this. Perhaps DIALOGUE can be woven in once or twice – say around mid-semester as a “check in”/status report/temperature check with participants in class.

Otherwise powerful class. The compilation really helped (excerpts, writing pieces, etc.) all helped enrich/support the course. Highly recommend it.

The group was highly supportive and a lot of fun – the camaraderie really helped “ease the pain” on many different levels.

Evaluation 7

I think more activities that could be incorporated into the course may be beneficial and not so overwhelming for the student. It is a very straight line course with no other “learning” direction or should I say no other models of learning. Incorporating a “student/grad student teacher to co-host the class. Although last semester you did have a guest which I enjoyed someone other than a guest giving a presentation. Have class somewhere else (library) was a good show of change…something of that nature.

As much as I dread passing in work, knowing that I will not rec. a ok/RNR or having it in my mind, not because my work wasn’t good but it was to be expected. I did finally realize that it was helpful not a hindrance. It has allowed me to go back to the table and re-approach my document from a different perspective. I think this may be useful in explaining this more in class or with a peer mentor.

Evaluation 8

The research phases are hard to remember and can be tedious to work through, but remember that the course is trying to expose you to new “tools” of research; you’re trying things out not committing to use everything in all of your future work. The syllabus and printed materials have lots of information about each phase, but in different places that you have to hunt for; take the time at the beginning of the semester to organize the material in a system that’s useable for yourself so you’re not going crazy later trying to find all the different pieces of information about assignments and phases.

Evaluation 9

Looking back, I realize how much I have grown as a writer during this course. I learned a great deal from the professor, fellow classmates and the books and techniques I used to improve my writing. I think most importantly that I improved as a thinker.

This course is very helpful for writers because the emphasis in on the process of writing, not the product. There isn’t a constant concern with grades and how to get them. This allows a writer to truly focus on improving his thinking/writing ability and feel good about the contribution he has made. I am proud of my efforts in the course regardless of the grade.

Finally Professor Taylor took a special interest in each of us as students. His comments were always timely, in-depth and highly instructive. He always seemed to recall whose work he was referring to as well as all the different phases of that work – this proved that he truly cared about his students.

Evaluation 10

The dialogue process was great. I’d consider doing one the 2^nd class to talk talk about where you’ve been and where you’d like to go. I think it’s much more useful than freewriting.

The feedback PT offers is excellent and it has helped me grow as a researcher. They show that he really cares – many instructors would never give so much . He doesn’t always tell me what I wanted to hear (i.e. OK/RNR) but I learn more through the process. I really enjoyed this class. Thank you!

Evaluation 11

This was a very helpful course because it divided the research process up into phases and we’d go in-depth into each of the phases. It was like dissecting the research process to understand each of the steps and components so that we have organization and clear-cut goals.

What I appreciated most about this class was the teacher-student and student-student interactions. Because the students were all in the same boat, we talked about our problems, were able to relate to one another and help one another out. Also, if we had obstacles that we were facing (such as the work load, or insufficient time to do our research) we could talk to one another and find solutions/learn from each other.

The teacher was also very good with the comments. He commented like he cared and gave in-depth suggestions that were very helpful. He was thorough.

Evaluation 12

The course syllabus although at first seemed huge and confusing – actually was very useful in moving forward in this course. (The enormity of the syllabus at first can scare off turn off students)

Stressing the research and engagement and phases A-J and combining with in class writing discussions and activities tied together well. A major strength for me was previous student work which didn’t tell me how to do assignments but helped steer me in right direction. I liked that we were all able to get to know each other by discussing our interests and openly talk about how we are progressing. We all felt comfortable (some more than others) but felt safe enough to speak our thoughts.

Class flow and progression was not rushed. Did feel that I didn’t do anything this whole week – draft back earlier maybe.

Evaluation 13

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Evaluation 14

Thinking of governing question from the very beginning may be an effective approach to becoming prepared for 692, 693, 694. I have found that incorporating past research within other CCT courses to be useful and has saved me time with my full work load.

I believe that having other students to comment and give feedback is important and listening to other intellectual thoughts made this course stimulating and enjoyable.

Evaluation 15

Processes of research and engagement is a course that involves full participation and attention. Of course, as in many other courses or facts of life we have a tendency to “check-out.” With CCT692, however, it is essential to reimmerse oneself into the work. Additionally, it is important to choose a topic that easily lends itself to this reimmersion. It is okay here and there to take a bit of a vacation. However, the longer the vacation, the more difficult it might be to reactivate the vigor that is required to continue on with your topic and writing.

Evaluation 16

I found this course really helpful in addressing how to frame a particular topic in order to commence a research project. It does not only addresses technical questions about topic definition, but it actually intends to serve as a self-reflection of the processes the researcher goes through at doing research.

Many of the activities seem foreign to those with previous background in traditional research courses that are normally centered on mechanics and methods. However it is surprisingly refreshing to prove that those activities result in an awareness of the research process that goes beyond techniques. However, the methodological aspect of the course could be improved, maybe introducing a session or two on how to identify proper methods to address the governing questions, or data-sources for the same purpose.