| Principle
1: Good Practice Encourages Student-Faculty Contact
Frequent student-faculty contact in and out of classes is the most
important factor in student motivation and involvement. Faculty
concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual
commitment and encourages them to think about their own values and
future plans.
1a.Throughout
my program of study I found program faculty to be accessible.
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I found my program faculty to be fairly accessible. I worked for one of them and they kept us very aware of office hours and when they were available.
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I felt that for the most part, faculty were always willing to answer any questions or concerns that I had and attempted to make themselves as available as possible. I felt that I had plenty of access to the faculty that I worked with.
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There were some situations where particular professors presented more difficulty in accessing them outside of the classroom. Overall, professors were accessible when I needed them.
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It was easier to make contact with some faculty members more than others.
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Availability varied widely by faculty member.
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1b.
Throughout my program of study I found program faculty to be willing
to assist me in meeting my individual education needs and goals.
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| I felt that helping me to achieve my academic goals were a top priority of all of the faculty in CRSD. |
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| The faculty seemed to be interested in my goals. |
| See above |
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1c.
Throughout my program of study I found my faculty advisor to be accessible.
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| My faculty advisor was accessible, although some days it was hit and miss. My advisor was gone this past Spring on sabbatical, but she did a good job of letting me know when she'd be available. |
| My faculty advisor was very accessible and always responsded to my inquiries/concerns as quickly as possible. |
| Deb Liddell was fantastic as an advisor not only meeting my academic needs, but taking the time to see how I was personally. |
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| I loved my advisor! |
| My advisor was there when needed, though sometimes hard to contact. |
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1d.
Throughout my program of study I found my faculty advisor to be willing
to assist me in meeting my individual advising needs.
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| He was always willing to help me with any needs or concerns. |
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Principle
2: Good Practice Encourages Cooperation Among Students
Learning is enhanced when it is more like a team effort than a solo
race. Good learning, like good work is collaborative and social,
not competitive and isolated. Working with others often increases
involvement in learning. Sharing one's own ideas and responding
to others' reactions improves thinking and deepens understanding.
2a.
The learning environment (in and out of class) created by the program
faculty provided me with the opportunity to work collaboratively and
cooperatively with fellow students.
Comments |
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| The cohort model allows us to work collaboratively and collectively because we get to know each other very well, but our faculty do a great job of providing the environment and opportunities necessary to bring us together to work in that manner. It's something that was one of the highlights of my academic experience at Iowa. |
| I found a huge amount of support from my cohort. At no point during my two years in the program did I ever feel that I was in a competetive environment with my peers. In fact, I saw them as an amazing support group. We shared the same struggles and found strength in one another. |
| Collaborative group work was frequently integrated into the curriculum. |
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| The instruction allowed for many opportunities to work with and collaborate with fellow students. |
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2b.
I find/found it easy to express my ideas and respond to others in group
learning activities and projects.
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| This was true most of the time, however there were times when the classes were too large and it was difficult to share ideas effectively. |
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| In some group activities, I felt as though I should keep my opinions to myself to avoid opposing judgement from the professor. |
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2c.
I feel that the opportunity to work together in groups enhanced my learning.
Comments |
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| The opportunity to learn from others, their learning styles, and to hear others ideas and experiences enhanced my learning alot. |
| (Please note that "Strongly Agree" is spelled wrong in the drop down boxes...it's making me laugh.)
Group learning activities were definitely very beneficial. I think that they not only enhanced my learning, but my ability to collaborate effectively with others as well. |
| I learned alot from my peers yet at times group work complicated the process and inhibited my learning due to frustration with my peers. |
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| I think I typically learned more working alone than in groups. |
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| I learned the most from group work rather than solo work. |
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Principle
3: Good Practice Encourages Active Learning
Learning is not a spectator sport. Students do not learn much just
sitting in classes listening to teachers, memorizing pre-packaged
assignments, and spitting out answers. They must talk about what they
are learning, write about it, relate it to past experiences, and apply
it to their daily lives. They must make what they learn part of themselves.
3. The graduate program
faculty provided me with an educationally rich environment in which
I had the opportunity to engage in active learning by participating
in activities such as:
3a. Applied practice activities
Comments |
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| Not as many as I would have liked. |
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3b. Counseling/Helping
skill development through demonstration and practice.
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| I would have liked more practice. |
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3c. Opportunities
for personal reflection on learning.
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| Boy, did we reflect! While this was frustrating at times because we did so much, it was so benefical not only personally but professionally too. |
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3d. Field site
visits.
Comments |
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| I feel that more field site visit activities or projects could have been beneficial. |
| This happened via our practicums and sometimes were helpful. |
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3e. Group research
and presentation activities.
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| Very strong research program. |
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3f. Classroom
discussion.
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| One of the greatest strengths of the program. |
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| Too much classroom discussion at times. |
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3g. Supportive
relationships between classroom faculty and site supervisors.
3h. Supervised
practice.
3i. Critically
think about and discuss research.
Comments |
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| While this was present, it struggled at times especially in courses where programs intersected. Individuals from other programs preparation in this area was lacking. |
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| Strongest area of program |
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Principle
4: Good Practice Gives Students Prompt Feedback
Knowing what you know and don't know focuses learning. Students need
appropriate feedback on performance to benefit from courses. In getting
started, students need help in assessing existing knowledge and competence.
In classes, students need frequent opportunities to perform and receive
suggestions for improvement. At various points during college, and
at the end, students need chances to reflect on what they have learned,
and what they still need to know, and how to assess themselves.
4a. Throughout
my program of study I received timely verbal and written feedback from
program faculty regarding my academic and applied skill-based performance
in classes.
Comments |
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| The feedback I received that was most helpful was on my writing. I improved a lot from the first year on, but feedback was always different depending on the faculty member. I received feedback from all faculty on skill-based performance in classes and that was beneficial towards helping me become a better professional. |
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| Overall I agree yet there were some professors where the feedback was extremely delayed which was frustrating. For instance, there were times when we were expected to turn in advanced drafts of papers and had not received feedback from professors regarding previous drafts. |
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| Some feedback wasn't explained as well as I would have liked. Some grades were given without any explanation. |
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4b. I received
timely and useful feedback on my professional writing skills.
Comments |
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| Within my program, yes. Within common courses with other programs, not so much. |
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Principle
5: Good Practice Emphasizes Time on Task
Time plus energy equals learning. Efficient time-management skills
are critical for students and professionals alike. Allocating realistic
amounts of time means effective learning for students and effective
teaching for faculty. How an institution defines time expectations
for students, faculty, administrators and other professional staff
can establish the basis for high performance for all.
5a. The faculty
in my graduate program have helped my personal and professional growth
by providing me with specific and constructive feedback for assessing
my progress toward attaining my educational and professional goals.
Comments |
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| i.e. - presentations at conferences of in-class presentations |
| Absolutely...
I received an amazing amount of mentoring and guidance from the faculty in my program. |
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5b. Course syllabi
prepared by faculty clearly articulate and outline learning activities
in such a fashion as to allow me sufficient time and opportunity to
research, prepare, and present required assignments.
Comments |
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| Some of the Syllabi were extremely confusing. They contained excellent information, but the organization of several of them was confusing. |
| Some syllabi were excellent while others were confusing and not put together well. This was touch and go. |
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Principle
6: Good Practice Communicates High Expectations
Expect more and you will get it. High expectations are important for
everyone--for the poorly prepared, for those unwilling to exert themselves,
and for the bright and motivated. Expecting students to perform well
becomes a self-fulfilling prophecy when teachers and institutions
hold high expectations of themselves and make extra efforts.
6a. The amount
of work required for my classes was clearly outlined and appropriate
for the learning goals for the class.
Comments |
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| In some courses, the workload was appropriate while in others it was joke in that it wasn't enough. |
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| The work was clearly outlined. However, I feel as though the work in many of the classes was not as rigorous as it should have been. It really was not much more difficult than undergrad. |
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| For the most part, students knew what was expected of them. |
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6b. The program
faculty promotes quality education through its establishment of high
academic and professional standards of practice as illustrated by its
screening, admission, and review and retention process.
Comments |
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| The review and retention process is a good way to promote the quality education provided at Iowa. Working as a grad. student in the program office and being in charge of admission/screening was difficult as we tried to think of new ways to attract a more diverse applicant pool geographically and racially. I hope that those efforts continue to be ongoing because they will enhance the already high quality of the program. |
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| I struggle with how some individuals were treated within the program. Some individuals struggled to gain a footing in the program because they should not have been allowed to enter in the first place. Others struggled throughout their education and at times depending on their advisor, received varying levels of support. |
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6c. I feel that
I received a high quality education that prepared me for entrance into
my profession.
Comments |
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| As stated earlier, the work was not as rigorous as I had expected for a graduate program. Also, I would have appreciated more practical experience. |
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| I feel I received an excellent education before becoming a school counselor. In the school counseling program, I would suggest teaching a unit on scheduling. I know scheduling shouldn't be required of counselors, however, in actuality, scheduling is almost always included in "other duties as assigned." |
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6d. The program
faculty coupled their high expectations with the support and attention
necessary for students to attain those expectations, through co-curricular
activities such as writing for publication, conference presentations,
research activities.
Comments |
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| Taking part in co-curricular activities was highly encouraged and supported in our program. |
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| Presenting at conferences and publishing papers for journals were always encouraged. |
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Principle
7: Good Practice Respects Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and
styles of learning to college. Brilliant students in the seminar room
may be all thumbs in the lab or art studio. Students rich in hands-on-experience
may no do so well with theory. Students need the opportunity to show
their talents and learn in ways that work for them. Then they can
be pushed to learning in ways that do not come so easily.
7a. Program faculty demonstrate a
high degree of regard for diverse learning styles by providing students with opportunities to
demonstrate their knowledge through both didactic and applied learning activities.
Comments |
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| We were always aware of each other's learning styles through conversations on how we learned best, and I think that that helped us develop an appreciation for the way each of my classmates and I worked. |
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| I would have liked more applied activites. |
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7b. Program faculty demonstrate a high degree of regard for
diversity in persons, experiences, and backgrounds, in and out of class.
Comments |
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| And they were always looking for more diversity to help enhance the learning experience. |
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| I agree with this statement, but don't alway believe the faculty respected our opinions. |
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