DeVaughn Egans_2010_SIU INTERN PROJECT REPORT

Challenge to Change

For

St. Vincent De Paul Village a partner of Father Joe’s Villages

Evaluated by

Southern Illinois University Intern, DeVaughn Egans

CURRICULUM REVIEW

To

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Table of ContentsINTRODUCTION...........................................................................................................................................3

PURPOSE.....................................................................................................................................................3

METHOD......................................................................................................................................................3

INTERN REVIEW OF CHALLENGE TO CHANGE..............................................................................................3

CLIENT FEEDBACK........................................................................................................................................6

CLOSING......................................................................................................................................................9

Challenge to Change Day 1 Curriculum Feedback.....................................................................................13

Day 1 Questionnaire..............................................................................................................................13









Day 10 Questionnaire............................................................................................................................25

Student course evaluation Report: Male___ or Female___..................................................................27

Appendix J.................................................................................................................................................30

Feedback Questionnaire Data Analysis..................................................................................................30

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INTRODUCTION

In 2010, Saint Vincent De Paul Educational Assistance Department will continue to offer

a mandated Challenge to Change educational program to help better assist their client students

with reaching and setting goals to assist them with communicating with others. The purposes for

these classes are to provide clients with a level of self-esteem and personal awareness required

for self-sufficiency and means to provide for themselves by themselves in a stable environment.

The course was developed by the University of Texas Social Work and Assistance Department.

PURPOSE

This paper is twofold; the first purpose is to give an objective review of the curriculum.

The objective review of the curriculum is from the client’s inputs taken at the end of each day by

means of a daily feedback survey form from each client, and my personal inputs on the

curriculum, and one on one daily perspective from the client’s point of view. The second purpose

of this paper is to provide a subjective review of the curriculum regarding how influential the

curriculum is with influencing the client’s ability to comprehend, and retain the material.

METHOD

To fulfill the purpose of this paper, I observed how the facilitators facilitated the course

to the client’s over a two-part two-week period. I observed how two facilitators facilitated the

course and how the clients have embraced the course of instruction. After observing the

facilitators presenting the course materials to the class, I assisted with presenting the remainder

of the course. The idea behind observing and participating in the presentation of the curriculum

was to gain an understanding of how the client’s may perceive the materials.

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INTERN REVIEW OF CHALLENGE TO CHANGE

The objective review is a two-part two-week observation interaction with Adult client’s

focusing on “Challenge to Change”. My opinion is that the Challenge to Change Course is highly

effective, well organized, and facilitated by the right facilitators Mr. Don Crues and Robert Ruiz.

The curriculum focuses on a 10 chapter combined curriculum of instruction, mental thought,

teamwork, and hope from within.

The instructor Mr. Don Crues brings not just a positive attitude to the classroom but a

wealth of knowledge, compassion, and mental self-reservation. His ability to deliver the course

materials to the clients is the best. Due to his own experience, he has developed an arena of

respect from the clients, which allows him to assist the clients in meeting the course objective.

Mr. Don Crues approach allows clients to take advantage of emotionally, mentally and,

physically open up in a forum while continuing to protect their feelings at the same time. Mr.

Don Crues is warm fully devoted to each student adjusting his learning style to account for each

and every client, paying particular attention to those who were uneasy in participating in group

discussions. Mr. Don Crues facilitated the daily schedules in close proximity to the schedules

outlined in the daily instructor’s guides.

Mr. Robert Ruiz brings a completely different attitude to the course. Mr. Robert Ruiz

facilitates through humor, relaxation, and complete understanding of the client’s day in and day

out abilities to function in the class. Mr. Robert Ruiz facilitates with the emphasis of not giving

up and giving it all you can.

The Challenge to Change Instructor’s guide under resources needed, URICA, CREED

poster (Used daily) are the basic needs to make the course function. Vice the listed resources i.e.

flip chart, easel, laptop, and projector are items that should not be listed because those visuals

where not used. Mr. Don Crues professionally used the white board and the imagination of the

students, which allowed them all to work together.

The Challenge to Change course is in a focus group setting helping clients as a whole

learn and identify with how to set goals, care about self, and to believe in change. Clients come

into the course not knowing exactly what they are getting into and what the actual expectations

of the course are. The arrangement of the class visuals URICA, CREED, Stages of Change board

need to be moved to the front of the class which will then allow the students to not turn their

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backs around to look at what the facilitator is talking about. I would highly recommend that the

same technology i.e. video clips be on hand for both facilitators to use not just one. When the

Instructor guide indicates video clips and no video clips are available, this makes the vision of

what the facilitator is saying somewhat hard to understand. During Mr. Don Crues course, he

was able to have student’s close their eyes and discuss through visualization of what the video

clip looks like in their mind. Mr. Robert Ruiz was able to use the video guide, which the clients

and even I enjoyed watching on a daily basis. It is so important for all clients to have a forum to

address certain life topics with others who understand them but not so close to where they shut

down due to the topic being off limits. At times during Mr. Robert Ruiz course clients enjoyed

being engaged in topic discussions but where somewhat rushed to finish. After a while, the

clients have learned to enjoy each other through verbal conversation without being interrupted or

rushed.

I attended three different class settings of the Challenge to Change course ten with the

day class of Mr. Don Crues, and nine classes with his evening course. With Mr. Robert Ruiz, I

attended ten of his day classes. The class environment is as stated night and day. The evening

clients for Mr. Don Crues seem to be more relaxed and a little willing to open up more. The day

clients are ready to go as soon as the bell rings. The day clients of Mr. Don Crues course where

so ready that he had to find a way to calm them down because they were so involved.

Mr. Robert Ruiz day class was very interesting. The clients assigned to him had certain

disorders, which showed, but he was able to grasp their minds and get them in tune with the

curriculum through humor. Mr. Robert Ruiz implemented humor through learning to the client’s

to the clients, which was unique to see.

I highly recommend this course be three weeks vice two weeks. Two weeks is too short

because of the fact that once the facilitators finally get through and the class attitude has changed

from being in defense mode to relax mode, then the course is over and the clients are like, “No it

cannot be over now”. Three weeks would allow the facilitators to impact the focus of inner self

of the clients. Finding ways to identify personalities of the clients would be helpful because this

would allow staff to divide the class up with a wealth of multiple personalities vice one for both

classes.

This course is real life, real problems, real failed dreams, and people searching for help

not textbook. The style, which Mr. Don Crues uses, is much different from what the Instructors

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guide states, and that was great. You cannot teach textbook to these clients because they are not

inquisitive to a textbook forum. Again, this is why I state that only people who have walked in

the clients shoes should facilitate this course.

I developed a Rubric and a basic daily feedback report which would allow the clients to

have a daily voice on their likes and dislikes about the course. I tailored the feedback report to

fulfill the requirement of this curriculum review on a scale of 1-7 while the Rubric is on a scale

of 1-6. The extent to which current practices meets the criterion statements in both areas are as

follows:

1 - Does not meet any criteria

2 - Sometimes meets all criteria OR inconsistently meets part of the criteria

3 - Often meets all criteria OR consistently meets part of criteria

4 - Most of the time meets all criteria OR inconsistently meets most of criteria

5 - Almost always meets all criteria OR consistently meets most of the criteria

6 - Consistently meets all criteria

The review was then broken into four sections a) Assessment Element, b) Scope and Sequence

Element, c) Activities and Instruction Element, and d) Progress Monitoring Element. Once

completing the Rubric in Appendix A, the curriculum raw score was not determined because I

used the raw score of course satisfaction from my daily feedback surveys.

CLIENT FEEDBACK

During the combined six-week interaction with about thirty-nine to forty-five clients,

they were given with a daily feedback survey that allowed them to express their feelings

regarding the course. Every survey allowed for comments and for each of them to rate their

feelings towards the previous day’s experiences. With the semantic differential clients were able

to determine how they felt in regards to the course. Note: Mr. Robert Ruiz clients did not

participate in the survey reporting due to as a whole they did not feel comfortable filling out the

surveys.

Day 1 reports where very much blank with drawings of happy people and checks across

the board stating the class was great. The body language from the clients reflected in the manor

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of I am only here because I have to be and that is it. Mr. Ruiz clients where eager to discuss but

some clients where very stand offish not letting there guard down.

Some progress was made on day 2; the students expressed how they really did not like

Robins Story (Reflections in Course Guide) but did enjoy the back and forth dialogue with Mr.

Don Crues and their peers. By Mr. Don Crues, injecting soapbox talk of local current events set

the class in a positive direction. The older student’s in the course for some reason did not like toe

course of instruction for the day. The Group settings helped a lot because this allowed clients to

introduce themselves to each other in a smaller setting.

Day 3 was starting in the right direction until Mr. Don Crues said the topic area of the

today would be drawing a timeline history of memories. The attitudes of the women were defiant

in the way of, “I will not make a history of any memories in my life”. The men were very

interested in drawing the timeline. What really surprised me was how the women completely

shut down when the topic was brought up. I recommend that removal of this portion because

women who are in the shelter do not want to discuss memories of their past. What was surprising

to see was those clients which were very few who would choose to sleep rather than pay

attention. Clients have to understand that maximum participation is required. The male clients

enjoyed the soapbox talk among each other about their lives current, future, and past.

Mr. Ruiz was able to gain maximum participation from all clients during this course of

facilitation. The female clients enjoyed opening up to the class, which was very surprising. A

client expressed that, through this topic learned he was able to look back on his enjoyment of life

at his happiest time and remember what made him identify with being happy then.

Day 4 by far my favorite day, the clients came in relaxed happy eager to participate and

listen to each other. Clients where not too involved with the situational discussion but that’s o.k.

… The mood of the client’s as a whole seemed to change I believe because too much

information was delivered at one time. This is why I feel that a three-week course is more

reasonable than a two-week course.

Day 5 my first hands on interaction with the day clients. These clients for some reason

seem to understand the meaning and purpose of the course curriculum although they seem to be a

little high strung it is a good environment. I would not change anything relating to this day of the

curriculum. The course was pretty much the same way for Mr. Ruiz class with the exception of

two clients who were removed due to conduct issues

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Day 6 for Mr. Don Crues course was rained out. Mr. Ruiz was great for this topic “Law

of Attraction”. His approach towards facilitating this topic was excellent because he use the

video aid and the class together. The bad part was for some reason the facilitator seemed very

nervous by me being in the class this day, which gave me the impression that he was holding

back.

Day 7 was very interesting in the aspect that the client’s moods reverted to the motions of

the first day of class. Once the course curriculum of the day was introduced, the clients were

ready to go. This section of the curriculum I think was the best. It was not to dry or too much

information, it was just right. The clients seemed to relate to and be motivated to participate in

the class. The clients expressed how they enjoyed the, “Setting Goals to Realize Your Vision

worksheet”. What I enjoyed most out of this is the Mr. Don Crues and myself participated with

the client’s and shared are vision with them.

Day 8 was more of a scenario base facilitating which the client’s did not like. My

personal opinion is that the more you have the client’s performing in these group type scenarios

the more they will understand. Reading to them or just having them read the scenarios does

nothing for them. I recommend that the client’s act out these scenarios group by group and

comment on each other at the end. The looking at Self work sheets are great handouts for the

clients it allows them to reflect and project. The client’s and I were able to identify and

understand self and each other by using the worksheet. Mr. Robert Ruiz facilitated a class

discussion, which all the clients enjoyed. The clients shared goals on how they would reach goals

one at a time. What I was starting to see is that verbal communication and verbal expression in a

controlled environment is great for the clients.

Day 9 was very confusing because just as the client’s where confused I was also

confused. It took a while for the clients and me to understand that this part of the curriculum was

beginning to be more of a class review and not course of instruction. There was just too much

reading from the facilitator, which makes the clients become impatient. Once the handouts where

given to client’s then the mood of the class changed. The Goals and Next Steps handout is kind

very repetitive and should be removed. The reason why I am saying this is that if you look at

Unit 8 the clients have pretty much have already done this. Removing this, would allow for

another type of self-improvement curriculum to be implemented.

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Day 10 encompassed the client’s interacting with each other on a one on one round robin.

I thought that this was outstanding because I was able to observe and see the change in the

personalities in a 10-day span. The more opportunity the clients had to talk the more eager they

were to get to know each other. Majority of the client’s believe this class activity was not long

enough to get the full effect of listening to each other. I would like to see some sort of curriculum

that relates to dealing with the peer pressures surrounding them.

Overall, the client’s feeling towards the Challenge-to-Change Course was overall above

average. The most important portion of CTC is the clients! With saying that I believe the course

should have client input meaning facilitate to the needs and wants of the clients positively and

negatively in their life. I highly recommend that Saint Vincent DePaul Educational staff contact

the educational staff of HOMEBOY- Industries which is operated by, Father Greg Boyle who is

the Father Joe of Los Angeles. “http://www.homeboy-industries.org/father-greg.php” Working

with a similar organization would be keen to the improvement of the CTC course and

understanding from an identical organizational view. This would allow both staffs to compare

information, course ideals, and development. I say this in high regard because with two huge

entities like Saint Vincent DePaul and HOMEBOY-Industries working together would

overwhelmingly help so many people because together both entities are using all there resources

as one. The final questionnaire was administered to this group of clients reflecting in 90%

approval rating out to thirty-two clients. The remaining 10% of the client’s feel that the course

was just not for them and they did not need to be there. (Note: Numbers only reflect Mr. Don

Crues course)

CLOSING

I would like to say that overall, my self-assessment of the course is that the course

curriculum is average but has plenty of room for growth and improvement. I would like to thank

St. Vincent De Paul Educational Department for allowing me to utilize what I have learned and

how to develop critique a training environment while attending Southern Illinois University at

Carbondale satellite campus on Naval Station San Diego. I have truly enjoyed the experience of

interacting with the client’s and I Thank Mr. Don Crues for giving me that opportunity.

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http://www.homeboy-industries.org/father-greg.php

Challenge to Change Curriculum Feedback Scale

Rubric Directions:

1) Review each of the rubric items either individually or as a team

2) Determine on a scale of 1-6, the extent to which current practices meets the criterion statement

1 - Does not meet any criteria

2 - Sometimes meets all criteria OR inconsistently meets part of the criteria

3 - Often meets all criteria OR consistently meets part of criteria

4 - Most of the time meets all criteria OR inconsistently meets most of criteria

5 - Almost always meets all criteria OR consistently meets most of the criteria

6 - Consistently meets all criteria

3) Review the scores provided for each rubric item to determine the strengths of the current system and any

gaps that may be present.

4) Determine steps needed to strengthen the program’s adult education system.

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Assessment Element

1) The curriculum framework includes an assessment that is designed for planning and guiding instruction.

2) The assessment items and procedures are authentic.

3) The assessment items and procedures are culturally, language skill set, and individually non-biased.

4) The assessment items and procedures are flexible and allow for clients to respond in multiple ways.

5) The assessment is conducted across time, people, and settings.

6) Assessment results provide a comprehensive description of client’s current skills and abilities.

7) Assessment results are used for course restructuring and planning.

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Scope and Sequence Element

1) The curriculum framework includes scope (what should be taught)and sequence (guidance for the order in which to teach).

2) The scope addresses all required content areas.

3) The sequence reflects known developmental, anagogical, and logical principles and practices.

4) The scope and sequence includes meaningful and functional skills and concepts.

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Activities and Instruction Element

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1) The curriculum framework includes activities and instructional practices.

2) The activities and instructional practices are accessible to all Clients.

3) The activities and instructional practices are developmentally appropriate and culturally and linguistically responsive.

4) The activities and instructional practices address all areas of development and learning.

5) The activities and instructional practices are tiered.

6) The activities and instructional practices are responsive to client’s individual strengths and needs.

7) The activities and instructional practices include multiple and varied embedded learning opportunities.

8) The activities and instructional practices include hands-on experiences.

9) The activities and instructional practices are presented in a variety of daily events.

10) The activities and instructional practices link directly to clients immediate and long-term goals.

11) The classroom schedule and environment is arranged to support the activities and instructional practices.

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Progress Monitoring Element

1) The curriculum framework includes methods for ongoing monitoring of clients progress.

2) Progress monitoring methods are authentic.

3) Progress monitoring methods are culturally, linguistically, and individually non-biased.

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

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4) All areas of development and learning are monitored.

5) Changes in client’s strengths, needs, and emerging skills are detected.

6) The intensity and frequency of progress monitoring is tailored to individual needs.

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Challenge to Change Day 1 Curriculum Feedback

Day 1 Questionnaire Date:

The questions below are for analytical purposes to evaluate the curriculum. The responses will not be used for anything other than review of the course. Your responses will be kept confidential.

On the scales below, “Useful” is defined as a skill that you feel able to make use of immediately with a strong positive effect on your life. “Useless” is defined as advice that you might actually be bad for you if you tried it. The middle box represents a skill that would probably help a moderate amount if you used it.

1. Were the Learning Objectives, the URICA Questionnaire, and the Overview to Challenge to Change identified and explained in an effective manner at the beginning of the class?

Yes No

Using the scale below: Check the block that best describes your feeling about the introduction to the objectives of Challenge to Change.

Useful 6 5 4 3 2 1 Useless

2. During the Introductions activity, where you interviewed another client about his or her life, were you and your partner able to get to know each other in a pleasant and effective way?

Yes No

Using the scale below: Check the block that best describes your feeling towards the Introduction activity.


3. Was the Inspiration video and discussion motivating for you?

Yes No

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Using the scale below: Check the block that best describes your feeling towards the Inspiration activity.


4. What if anything, would you do differently on day one to help the class learn about beginning your job search, skills & traits, as well as resume basics?

Response:





1. Was the cycle of change able to help you identify the stages of change?

Yes No

Using the scale below: Check the block that best describes your feeling towards identifying the stages with change.


2. Did the Quote of the day provide you with feeling of motivation?

Yes No

Using the scale below: Check the block that best describes your feeling towards motivation.


3. Do you feel that the materials presented are difficult to learn or identify with?

Yes No

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Using the scale below: Check the block that best describes the understanding of the material.


4. Did the Application review provide insight of how challenges are a part of life?

Yes No

Using the scale below: Check the block that best describes the level which this will help you.


5. What would you do differently on day two to help the class learn about giving into and committing to the educational development of the Challenge to Change program.

Response:

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1. Did anything taught to today help you identify with how you will change something within yourself tomorrow?

Yes No

Using the scale below: Check the block that best describes your feeling of changing yourself tomorrow.


2. Do you feel that you are able to develop a strategy on paper how to make change in your life from yesterday?

Yes No

Using the scale below: Check the block that best describes how developing a strategy will help you.


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3. Do you believe that talking about the milestones in life will help your group come together? And why! ______________________________________________________________________________

Yes No

4. What would you do differently on day three to help the class learn about dealing with yesterday?

Response:





1. As a student does it better help you understand the materials when the Instructor writes information on the Flip Chart?

Yes No

Using the scale below: Check the block that best describes how the instructor uses the Flip Chart.


2. Where you able to identify and understand priorities and consequences relating to your own values, strengths and abilities?

Yes No

Using the scale below: Check the block that best describes how consequences, values, strengths and abilities will help you.


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3. Did the instructor relay the materials need for you to understand how you can achieve your goals?

Yes No

Using the scale below: Check the block that best describes your feeling towards the materials provided to achieve your goals.


4. What would you do differently on day four to help the class learn about the Today aspect of Challenge to Change?

Response:





1. Was the group activity helpful with your learning process?

Yes No

Using the scale below: Check the block that best describes your feeling of your learning process.


2. Do you feel comfortable with your strategies to overcome your challenges?

Yes No

Using the scale below: Check the block that best describes your feeling towards developing strategies to overcome challenges.


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3. Do you feel what was taught today will help you when you leave this class room today?

Yes No

Using the scale below: Check the block that best describes your feeling towards what you where taught today.


4. What would you do differently on day five to help the class learn about understanding the challenges and Difficulties of Change?

Response:





1. Did today’s lesson help you with preparing for Tomorrow?

Yes No

Using the scale below: Check the block that best describes your feeling towards preparing for tomorrow.


2. Did you enjoy the Miracle Question?

Yes No

Why or Why not? _______________________________________________________________

3. Did you feel inspired by today’s lesson?

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Yes No

Why or Why not? ______________________________________________________________________

Using the scale below: Check the block that best describes your feeling towards being inspired by today’s lesson.


4. What would you do differently on day six to help the class learn about the aspect of Tomorrow?

Response:





1. Will goal development help assist you with the process of conquering your goals?

Yes No

Using the scale below: Check the block that best describes your feeling towards conquering your goals.


2. Where you able to identify and understand Maslow’s Hierarchy of Needs?

Yes No

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Using the scale below: Check the block that best describes your feeling towards Maslow’s Hierarchy of Needs.

Useful 6 5 4 3 2 1Useless

3. Do you feel that all of the learning objectives posted where covered today?

Yes No

4. As a client do you feel that the Case Management Presentation is beneficial for your growth?

Yes No

Why or Why not? ____________________________________________________________________

5. What would you do differently on day seven to help the class learn about Making Change Happen?

Response:





1. Did this course prepare you to Build Your Circle of Success?

Yes No

Using the scale below: Check the block that best describes your feeling towards Building Your Circle of Success.


2. Did the Quote of the day make an impact on your thought process for today?

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Yes No

Using the scale below: Check the block that best describes your feeling towards the Quote of the day.


3. Where you able to identify with managing personalities and personality traits in your group session?

Yes No

Using the scale below: Check the block that best describes your feeling towards managing personalities and personality traits.


4. If you can say one thing about Building Your Circle of Success what would it be?

Answer: _____________________________________________________________________

1. What would you do differently on day eight to help the class learn about Building the Circle of Success?

Response:

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1. Has this section of the course prepared you for sustaining Change?

Yes No

Using the scale below: Check the block that best describes your feeling towards sustaining Change.


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2. Do you feel comfortable with ways to support your journey of change through what was taught in Challenge to Change?

Yes No

Using the scale below: Check the block that best describes your feeling towards your journey of change.


3. Do you believe the Application section of unit 9 will help you and the other clients?

Yes No

Why or Why not? ____________________________________________________________

Using the scale below: Check the block that best describes your feeling towards Application section of unit 9.


4. Where the Learning objectives taught today understandable?

Yes No

Why or Why not? ____________________________________________________________________

5. What would you do differently on day nine to help the class learn about Sustaining Change?

Response:

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1. Will goal development help assist you with the process of conquering your goals?

Yes No

Using the scale below: Check the block that best describes your feeling towards goal development.


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2. Did the Challenge to Change review and URICA questionnaire provide you with materials to make the first step?

Yes No

Using the scale below: Check the block that best describes your feeling towards materials to make the first step.


3. Where you inspired by the Quote of the day?

Yes No

4. Where your expectations of Challenge to Change met?

Yes No

Using the scale below: Check the block that best describes your feeling the course being met to your needs.


5. Would you recommend and do you see this course as being a helpful in how to move into a different direction?

Yes No

Using the scale below: Check the block that best describes your feeling towards Challenge to Change being helpful.


6. What would you do differently on day ten to help the class learn about Being Inspired to Move Forward?

Response:

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Challenge to Change Final Course Curriculum Feedback

Student course evaluation Report: Male___ or Female___ Date:



1. Was the course of instruction overall beneficial to you?

Yes No

Using the scale below: Check the block that best describes your feeling of the course being beneficial to you.

27


2. Of the 10 days of instruction, was any single day either too long or too short?

Yes No

If yes, explain:

3. Rate your experience with each of the topics covered based on whether you felt they were too long, short or just right.

Short Just right Long

Welcome

Motivation for change

Yesterday

Today

Hiring Process

Difficulties of Change

Tomorrow

Making Change Happen

Building Your Circle of Success

Sustaining Change

Inspiration for Moving Forward

Short Just right Long

Breaks

Group Activity

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Course review

4. If there is anything that you feel the instructor(s) or curriculum can address in a better manner, write it down so that we may consider incorporating your inputs into future classes.

Response:

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Appendix J

Feedback Questionnaire Data Analysis

Useful Neutral Useless Useful Neutral UselessQuestion # 6 5 4 3 2 1 6 5 4 3 2 1

Day 1 1 8 4 2 1

2 8 1 2 2 2 3 10 1 3 1 4 9 2 3 1 1

(Comments)

Clients overall enjoyed course.Did not Participate

Semantic Differential (Raw Score) Semantic Differential (Score)Useful Neutral Useless Useful Neutral Useless

Question # 6 5 4 3 2 1 6 5 4 3 2 1Day 2 1 4 4 3 1 1

2 7 3 2 1 3 5 2 4 1 1 4 6 3 3 1 (Comments) Mixed feelings about this Day. Did not Participate

Semantic Differential (Raw Score) Semantic Differential (Score)

Useful Neutral Useless Useful Neutra

l UselessQuestion # 6 5 4 3 2 1 6 5 4 3 2 1

Day 3 1 3 3 3 1 1 2

2 4 4 2 1 2 3 5 3 1 1 2 (Comments) Bad day for Don. Did not Participate




Day 4 1 4 2 3 2

2 2 6 2 1 1 3 5 3 3 1 (Comments) Outstanding Day Did not Participate

31




Day 5/6 1 2 2 6 2 2

2 4 5 1 1 3 3 2 4 3 2 1 (Comments) More Material Needed Did not Participate




Day 7 1 3 4 4 1

2 5 3 2 1 1 3 3 6 1 2 4 4 4 3 1 (Comments) Good curriculum Did not Participate

Day 8

32




Day 9 1 3 3 4 2

2 1 3 5 1 1 3 1 2 5 2 1 4 3 1 2 3 2 (Comments) Confusing Day Did not Participate


Useful Neutral UselessUsefu

l Neutra


33

Day 10 1 10 2

2 9 3 3 10 1 1 4 11 1 5 8 2 2(Comments) Ended to soon Did not Participate

34

References

Challenge to Change Instructional handbook (University of Texas-Pan American Social Work Department)

http://www.homeboy-industries.org/index.php

DeVaughn Egans_2010_SIU INTERN PROJECT REPORT

Documents