First Session GPS Seminar Spring 2015
Too Much
#
Question
(3)
Response
Average
Value
1
Overview of expectations of graduate-level academic work
6
6
1.00
2
Welcome and Introduction to the College of Education
-
-
-
3
Diversity Carousel: Race/Ethnicity
10
10
1.00
4
Diversity Carousel: SES/Social Class
7
7
1.00
5
Diversity Carousel: Gender/Sex/Sexual Orientation/Gender Identification
8
8
1.00
6
Diversity Carousel: Exceptionalities
5
5
1.00
(2)
Response
Just right
#
Question
Average
Value
1
Overview of expectations of graduate-level academic work
82
82
1.00
2
Welcome and Introduction to the College of Education
98
98
1.00
3
Diversity Carousel: Race/Ethnicity
85
85
1.00
4
Diversity Carousel: SES/Social Class
91
91
1.00
5
Diversity Carousel: Gender/Sex/Sexual Orientation/Gender Identification
88
88
1.00
6
Diversity Carousel: Exceptionalities
82
82
1.00
(1)
Response
14
14
1.00
Too little
#
Question
Average
Value
1
Overview of expectations of graduate-level academic work
2
Welcome and Introduction to the College of Education
4
4
1.00
3
Diversity Carousel: Race/Ethnicity
9
9
1.00
4
Diversity Carousel: SES/Social Class
6
6
1.00
5
Diversity Carousel: Gender/Sex/Sexual Orientation/Gender Identification
7
7
1.00
6
Diversity Carousel: Exceptionalities
15
15
1.00
Other feedback:
Text Entry
I would have liked if we had a little more time to discuss in groups with the different "carousel"
activities. I really enjoyed the diversity workshops. Everyone did a fantastic job!
Really enjoyed the diversity activities, provided me with some good ideas for social studies lessons!
I feel that the information that was presented to us was very well put together and thought through. The ability to
be broken up into groups with other students from other departments was a great way to help us with our
networking. I was able to meet and speak with people I would not have met without this seminar. The group I
was a part of had a good amount of discussion on our topics and we all were able really start thinking about how
these topics will impact us when we are in the field.
liked large group activity
Thanks! I loved the 'Rise-Up' activity
Some people were not familiar with current politically correct terminology. I think each speaker could have easily
used more time
Excellent workshops, very ensightful candidates/ speakers were well chosen!
All carousel's were great to open eyes and realize the various world around us
The content of the diversity-based group sessions was "just right" and significant, though the time
restraints made it difficult to engage fully and deeply in meaningful conversation.
I would of liked it to feel less rushed! But it was organized
Initial Professional Disposition – GPS
Spring 2015
Acquisition
#
1
2
3
4
5
Question
Complete assigned tasks that demonstrate high
personal and professional standards
Utilizes professional receptive and expressive
communication based on the purpose and audience
(e.g., employs suitable tome of voice, and verbal and
nonverbal expressions, uses grammatically correct
sentences, excises appropriate self-disclosure)
Accepts responsibility for personal actions or
decisions (e.g., demonstrates an understanding of
policies and procedures for professional behaviors
and dispositions)
Seeks to keep abreast of new ideas, evidence-based
practices, and understandings in the field to improve
instructional or professional practices (e.g., reads
professional journals, attends professional meetings
and conferences, and engages in professional
discussions with others)
Demonstrates positive attitude towards learning
through intellectual curiosity and participation in
professionally-related experiences (e.g., actively
participates in class activities and professionallyrelated associations, exceeds expectations for
assignments, tasks and teamwork)
Infrequently
Sometimes
Often
Always
No
Experience
Total
Responses
Mean
0
0
5
20
0
25
3.80
0
2
7
16
0
25
3.56
0
0
3
22
0
25
3.88
0
4
10
11
0
25
3.28
0
0
5
20
0
25
3.80
Initial Professional Disposition – GPS
Spring 2015
Application
#
1
2
3
4
5
6
7
8
9
Question
Complies with university, graduate and
organizational policies/procedures (e.g., meets
expectations, produces quality work, exhibits
academic honesty, demonstrates good citizenship)
Adheres to local, state and federal rules and laws
(e.g., creates a safe environment for
students,demonstrates ethical conduct, maintains
professional relationships)
Adheres to all professional standards, including the
use of technologies (e.g., accesses authorized
websites, uses personal electronic devices as
appropriate)
Values and responds to all aspects of a student’s
well-being (cognitive, emotional, psychological,
social and physical)
Meets professional expectations (e.g., seeks help in
a timely manner, completes assignments on time,
participates equitably in teamwork, is punctual)
Seeks clarification and assistance when appropriate
(e.g., seeks and utilizes human and material
resources)
Reflects upon value of interactions with diverse
university faculty (e.g., utilizes reflection for
application in problem-solving and modifying
professional practices)
Reflects upon value of interactions with diverse
peers and colleagues (e.g., utilizes reflection for
application in problem-solving and modifying
professional practices)
Reflects upon value of interactions with diverse
student populations (e.g., utilizes reflection for
application in problem-solving and modifying
professional practices)
Infrequently
Sometimes
Often
Always
No
Experience
Total
Responses
Mean
0
1
1
22
0
24
3.88
0
0
0
24
0
24
4.00
0
0
1
22
1
24
4.00
0
0
1
22
1
24
4.00
0
0
3
21
0
24
3.88
0
0
5
19
0
24
3.79
0
1
12
10
1
24
3.46
0
3
11
10
0
24
3.29
0
3
6
13
1
23
3.52
Initial Professional Disposition – GPS
Spring 2015
Assimilation
#
1
2
3
4
5
6
Question
Communicates with honesty and integrity (e.g., uses
appropriate language, maintains confidentiality,
treats all people with respect and dignity)
Displays a professional demeanor (e.g., dresses
appropriately, meets attendance expectations,
actively participates in class)
Interacts with sensitivity to community and cultural
norms (race, ethnicity, age, gender, sexual
orientation, ability/disability, and social economic
status)
Utilizes an integrated range of differentiated
instructional/professional practices (e.g., considers
students’ strengths, needs and experiences when
planning instructional services, uses flexible
groupings for instruction, provides opportunities for
all students to succeed)
Considers and responds to multiple perspectives
(e.g., incorporates professional feedback and
constructive suggestions, collaborates effectively
with others)
Engages in processes of continuous reflection
based on relevant assessment data (e.g., utilizes
systematic reflection processes for problem-solving
and modifying educational practices)
Infrequently
Sometimes
Often
Always
No
Experience
Total
Responses
Mean
0
0
0
24
0
24
4.00
0
0
2
22
0
24
3.92
0
0
3
21
0
24
3.88
0
2
6
14
2
24
3.67
0
0
5
19
0
24
3.79
0
2
6
15
1
24
3.63
Initial Professional Disposition – GPS
Spring 2015
Adaptation
#
1
2
3
4
5
Question
Utilizes reflection to adapt professional practices
(e.g., identifies areas of strengths and needs,
engages in professional development based upon
self-reflections)
Exhibits fair treatment of students, colleagues,
professionals, staff, and families (e.g., promotes
social justice, exhibits fairness in assessing
students’ interactions with others)
Demonstrates kind, caring and respectful
professional interactions with others (e.g.,
maintains emotional control, responds appropriately
to actions and reactions of others, adapts to
unexpected or new situations, acts from a positive
frame of reference)
Solves problems proactively and in a flexible
manner (e.g., recognizes problems and seeks
resolutions, collaborates and problem solves with
others)
Enhances professional abilities by acquiring new
knowledge, skills and data related to area of
expertise
Infrequently
Sometimes
Often
Always
No
Experience
Total
Responses
Mean
0
2
6
16
0
24
3.58
0
0
1
23
0
24
3.96
0
0
4
20
0
24
3.83
0
0
8
16
0
24
3.67
0
0
7
17
0
24
3.71
Spring 2015 Second Graduate Professional Seminar
1. Too Much
#
1
2
3
4
5
Question
1. The PBLE was well
organized/facilitated.
2. The PBLE provided opportunities
for me to interact and solve
problems that educators face in the
real world.
3. The PBLE provided opportunities
for me to solve problems with
diverse peers from various
educational programs.
4. The problem presented in the
PBLE was current and feasible to
encounter during my future
professional work if hired in my area
of current study.
5. My overall rating of the PBLE
experience is:
(3)
Total Responses
Mean
0
0
0.00
0
0
0.00
0
0
0.00
2
2
1.00
1
1
1.00
2. Just right
#
1
2
3
4
5
Question
1. The PBLE was well
organized/facilitated.
2. The PBLE provided
opportunities for me to interact and
solve problems that educators face
in the real world.
3. The PBLE provided
opportunities for me to solve
problems with diverse peers from
various educational programs.
4. The problem presented in the
PBLE was current and feasible to
encounter during my future
professional work if hired in my
area of current study.
5. My overall rating of the PBLE
experience is:
(2)
Total Responses
Mean
34
34
1.00
33
33
1.00
32
32
1.00
31
31
1.00
34
34
1.00
Spring 2015 Second Graduate Professional Seminar
3. Too little
#
Question
1
1. The PBLE was well organized/facilitated.
2. The PBLE provided opportunities for me
to interact and solve problems that
educators face in the real world.
3. The PBLE provided opportunities for me
to solve problems with diverse peers from
various educational programs.
4. The problem presented in the PBLE was
current and feasible to encounter during my
future professional work if hired in my area
of current study.
5. My overall rating of the PBLE experience
is:
2
3
4
5
1
Total
Responses
1
1
1
1.00
3
3
1.00
2
2
1.00
0
0
0.00
(1)
Mean
1.00
4. Comments
Default - 1. The PBLE was well organized/facilitated.
Optional
actual facilitation of event was great.
Such a great and realistic means by which to engage with fellow educational leaders
The PBLE was facilitated well. It was easy to work with the group.
Default - 2. The PBLE provided opportunities for me to interact and solve problems that educators face in the real
world.
Optional
I understand the scenarios were meant to be vague, but our group struggled a bit with over analysis. It
was still very fun and relevant.
Its always worthwhile to collaborate to solve problems I always appreciate hearing the different
approaches and perspectives
very good experience in problem solving with peers and getting different opinions and ideas into one
project.
I participated online not face to face but our group worked well together.
Default - 3. The PBLE provided opportunities for me to solve problems with diverse peers from various educational
programs.
Optional
minor miscommunication in planning stages. some info stated differently on Bolt and in email
our group was not very diverse
Default - 4. The problem presented in the PBLE was current and feasible to encounter during my future professional
work if hired in my area of current study.
Optional
Default - 5. My overall rating of the PBLE experience is:
Optional
Spring 2015 Second Graduate Professional Seminar
5. 6.
What did you like best about the PBLE?
Text Response
opportunity to engage with other professionals as I might encounter in a real-world school
Working with divers peers- meeting new people and engaging ideas with them.
Interaction with classmates.
Straight and to the point.
Working in the groups
Getting to work with others outside of my major
It made me feel comfortable with peers and the university. Also made me take on an administrative role
and see how I would perform.
Activity of talking through and coming to consensus about PBLE
Liked having to do group work- even though I do not like group work. Uncomfortable with peers I do not
know.
Interaction
The 2 presenting groups aspect
real world scenarios in a group setting
Being able to interact with a real world problem faced in our future.
Working with new people
Working in small groups with two professors who helped us work through our scenario.
I liked that we were split into teams to focus on 1 seminar instead of trying to get over both in our groups.
Loved the idea of presenting with our group.
Real life problems that we would encounter in current study
Complex Scenarios that invoked thought
I really liked learning from other educators, as it has been 6 years since I have been in a public school
system
Really enjoyed group collaboration
Meeting new people
Working with others
Interactive nature
Interacting
real world scenarios
Liked how we work as a team to create an action plan. Liked working with different education programs
doing the presentation and discussing topics.
I liked the topic because it is a new/fresh topic and it helped to organize and how to be aware of the
issue.
I liked that the group was assigned and not having to ask others to be in a group. That takes too much
time.
The setup for completing the PBLE was good.
I am glad an online option was provided for those of us that live far away.
I liked the ability to interact with others in the program and field of education. I also liked responding to a
real-life scenario.
I liked the PBLE scenario.
I enjoyed the group work.
Statistic
Total Responses
Value
34
Spring 2015 Second Graduate Professional Seminar
6. 7.
Was there anything you did not like about the PBLE?
Text Response
the timing- Friday night was rough! though I don't know when else you would do it.
Too little info in scenario- but it wasn't too big of a deal.
Nothing maybe Friday night
Communication on what we needed to complete ahead of time.
n/a
no
Everything was great
not enough time
Nope
Time
No
No
Friday 5-8
no
no
Amount of time spent on scenarios
No, I actually thought it was very interesting
The project was too much
the project
didn't have a clear understanding of what an action plan was prior
too long
n/a
extensive
perhaps we should have had slight more direction on the project at first.
No.
None
The PBLE didn't really apply to me as an elementary teacher.
Overall, I feel as though the GPS experience is bureaucratic busywork. While the sessions were
administered well, I'm not sure of the actual value of the experience.
The format of the document could be a little more appealing visually.
No suggestions.