CCT698 Fall 2000 Student evaluations

Instructions

Response #1

The couse helped me to clarify my goals in the program. I think this is the most important result and one not taken lightly. I have put considerable thought into where the program would take me and vice versa but until this semester was unable to identify a direction. My thesis question evolved over time as I think it should have according to the process and while I don’t think it as as sharp as you or I might prefer, it is clearly a direction with many options. The process allowed me to find a direction and despite the challenges I enjoyed it and felt I had to work hard to discipline myself to incorporate the process into my work-writing and research. One of the strengths of the course is certainly the composttion of the class. And another is how it is facilitated, allowing all members to contribute and encouraging those who were reluctant to do so. Reuse and resubmit was hard for me because I have a hard time criticism, not because I think I am perfect, just the opposite. The course has helped me to start working through these issues as they pertain to my writing. Sharing was hard, too. I enjoy helping others, but have a hard time getting help from others. I’ve learned and enjoyed and look forward to Evaluation of Education, etc.

Response #2

I found this course provided me with one of the most empowering educational experiences of my educational history. When I left the first class session and poured over the course packet, I was distinctly daunted and felt uncertain about the weeks ahead. Despit the fairly clear idea I had of what I wanted to study, the research processs itself seemed a monster armed with a course structure I found foreign and intimidating. I now realize I need not have worried. The supportive environment of the practicum classroom, Peter’s vigilant and consistent guidance, and the participatory nature of the classroom activities nurtured my own confidence in my ability to tackle the research head on. While the process was often difficult, I felt that progress was ongoing and palpable. If you are beginning in this process, I encourage you to trust both in the course and in yourself. I never thought I could approach something of this magnitude in this short a time. The magic in this couse is in its discernable, yet flexible structure, and in the ever-evaluating evolution of its support system to meet the needs of its participants.

Response#3

This semester is difficult to evaluate as I feel I was on my own course (no fault of the professor) for much of it. But here are my reflections on the course itself:

The biggest weakness of any Peter Taylor has got to be the cryptic course packets. These curious tomes are enigmas-shifting sands. At times, one gets to thinking that perhaps it is not the fault of the syllabus-that perhaps one simply wasn’t looking in the right place. I would accept this confusion as mine and mine alone except it seems echoed by similarily confused classmates. Or perhaps I am misreading the source of their confusion. The course packet is rich, but it must be simplified, less is more until you come up with a more organized presentation.

The "phases of research" seem like a useful way of looking at the process. This usefulness could be strengthened by referring to it more often. As the class went on you got into the habit of putting an outline of the evening on the board as a means of orienting the class. This was helpful and it might have been useful to highlight which phase (or phases) of research were the focus of that particular class meeting. Language and a shared vocabulary are often useful ways of grounding theoretical practice and a greater emphasis on these phases and terms would be helpful.

It seemed to me that, in general, class time was underutilized. I find it hard to remember, now, what we did in class half the time. It may be because the class techniques-freewriting, sharing one on one, check-ins, strategic planning-I had been exposed to in Ed. Eval. and, hence, there wasn’t the same delight in discovering new ways of processing. The content of my research wasn’t bringing me much personal satisfaction and I think this affected my assessment of learning in the class, as well. The libray instruction and the classs presentations stand out as useful classes.

The strength of this course is: the professor’s committment and individual attention, the professor’s creation, development, and fostering of a learning community(safe classroom environment, emphasis on feedback gathering, willingness to capitalize on teachable moments, time spent sharing, etc.).

Response#4

I benefited from: Experiencing phases of research (like interviewing people, writing an outline, making an annotated bibliography, sharing with others, getting feedback from the teacher), beginning with a question I have, designing my works so that it corresponds to my interests.

I would benefit more from: To hear less from other’s insights and personal progress ( it is not necessary every week), to get more distractions ( inclusive background theory). To speak/hear more intensive about my/other’s projects. Idea: To make two or three presentation sessions or one over two weeks.

Response #5

The structure of this course is coherent and well thought out. The steps provide an interconnected process which allows the writer to move back and forth. I feel like the first half of the term was more helpful and the second half would have been more helpful if fewer assignments were due. Perhaps the narrative outline could be due one week earlier for example.

Response #6

This course, devised to guide and instruct the student through the phases of research and engagemnent, was well constructed. The workshop style to the classes made each class intersting and productive. the revise and resubmit process implemented by the professor was helpful in guiding me through my research-it also made the professor intensely involved in our process which made his comments and suggestions all the more helpful.

As with most courses, my enthusiasm for the class waned and waned throughout the semester, mostly intandem with my focus/lack of focus. The assignments pulled me along through each step even if I felt I was not ready- I have learned with these kinds of courses to "trust the process" and my trust is well founded.

Response #7

This course was valuable in that encouraged each student to be deeply involved in his or or her own process of research. It helped to clarify that a process did indeed occur when engaged in a research project, making the steps more digestible and attainable. The class exercises and assignments helped to hone in on areas that needed to be explored in order to learn how to research a topic and then how to compile that information into a meaningful product. They also brought to light areas that students may overlook in research, thus giving them ways to develop a more complete product. Although the tasks seemed daunting in the beginning, it became readily apparent that Peter had carefully thought out and planned each activity and phase of the course, while still allowing for freedom and flexibility within the classroom structure. As the semester continued, any confusion or overwhelming feelings dissipated as things started to come together. The revise and resubmit process was very helpful in that a student was able to revamp in order to find a more thorough understanding of the material.

Peter was supportive and made himself available for each student when help was needed. He also modeled how to be engaged in the material and how to relate to each other within the classroom structure. I believe this had a huge impact on the development that took place for the class as a whole and for the individual students. This alone was most valuable as not every teacher has the skill to bring him or herself into the classroom in addition to presenting the material they are trying to teach. There was a level of respect and trust present that I have not experienced in other classes. I feel this attributed to Peter’s deep engagement in his craft as well as the enthusiasm for learning that is inherent within the students of the CCT Program.

The only criticism I have is in the presentation of the course packet. It is jam packed with information, and was difficult to reel in. Perhaos a differnt form would make the course objectives seem less daunting at the start of the semester and make student feel less overwhelmed at the materials they are responsible for. In the end, the amount and type of work was more reasonable and doable than the packet suggested.

I also found there was not enough time to go over the feedback from the first draft and there was no set forum for discussions of the comments presented. Perhaps another class meeting with Peter in the final week would help this.