Transcript Focus Group - Henderson State University

Henderson State Focus Group (1)
• Focus Group Definition: A small group
interview procedure that is guided by a
moderator or facilitator.
• Individual reflection and participatory group
methods will be used for collecting data
• Results are tabulated in easy-to-use format
and go only to instructor. Instructor may
share results back to the class if useful.
Henderson State Focus Group (2)
• A facilitator will guide you through the
session by using this slide set.
• Participants will use numbers to preserve
anonymity of their responses.
• Facilitators will use data collection
procedures that ensure equal opportunity
for participation.
Henderson State's Course
Focus Group
Consists of two activities
1. Index Card - Taps reflective introspection
– Overall feeling
– Check on learning outcomes (optional)
2. Roundtable Activity - Taps group dynamics
– What practices resonate as most helpful to success
– What practices resonate as most worth changing
Procedure for INDEX CARD
1.
2.
3.
4.
5.
Count off in groups of four. WATCH as you count! Be
sure you know the three others in your group, because
each group of 1-2-3-4 will come together later. Write your
number on your card (upper right)
Working independently, jot down an adjective or short
phrase (5 words max) on the card to describe the course.
Add a number from 4 (highest) to (1) (lowest) that
expresses your overall satisfaction level with the course.
In a moment, you will look at the published learning
outcomes and make two columns. In the left column, jot
down the numbers of the two (2) outcomes that you feel
the course best prepared you to achieve.
In the right, you'll jot down the numbers of the two (2)
outcomes that you feel the course least prepared you to
achieve. The next slide will you how to set up your card.
Outcomes section of 3x5
cards
• Two #s: of the two
outcomes best met:
• Two #s: of the two
outcomes least met:
• A - #?
• B - #?
• A - #?
• B - #?
Art 111 Outcomes
1. Describe and analyze the connections between art and
history
2. Evaluate the ways in which art develops within certain
areas and specific conceptual contexts
3. Examine and describe a wide range of artistic
developments in different areas and time periods
4. <CLIP> Facilitator replaces this entire slide with the
appropriate course title and outcomes
Procedure for ROUNDTABLE
• Assemble in groups of four (4) based on
count-off. Members ideally consist of a
1, 2, 3, and a 4.
• There is one Roundtable activity sheet
per group to be completed
– Strengths & ranking - 5 minutes
– Needs for change & ranking - 5 minutes
Strengths and Rankings
• 4 minutes - the person holding the sheet jots
down a strength of the course that first comes
to mind, saying it aloud as the person writes
them, so others in the group can hear.
Immediately pass the sheet to the person on
your left. Next person does the same and
passes continue until time ends.
• 1 minute - As a team, rank order strengths you
identified. Rank at least three by writing the
numbers “1,” “2,” and “3” from most important
(1) to lesser importance (progressively higher
numbers).
Desired Changes and
Rankings
• 4 minutes - the person holding the sheet jots
down a "negative" of the course that first comes
to mind, saying it aloud as the person writes them,
so others in the group can hear. Immediately pass
the sheet to the person on your left. Next person
does the same and passes continue until time
ends.
• 1 minute - As a team, rank order the "negatives"
you identified. Rank at least three by writing the
numbers “1,” “2,” and “3” from most important to
address (1) to lesser importance (progressively
higher numbers).
Turn in cards and sheets
We're done!