Higher Education
Submitted by: Jordan Campus on Thurs. group
Carter, Jessica
Nichols, Sharon
Miller, Jared
Milner, Courtney
Thayne, Kellie
Salt Lake Community College
Communications 1010-087
Nov, 16 2010
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Table of Contents
Executive Summary……………………………………………………………………………………………………………………3
Project Description…………………………………………………………………………………………………………………….4
Methods…………………………………………………………………………………………………………………………………….5
part I-problem question…………………………………………………………………………………………………………5
part II-analysis of the problem……………………………………………………………………………………………….5
part III-criteria……………………………………………………………………………………………………………………….8
part IV-brainstorm possible solutions…………………………………………………………………………………….9
part V-solution analysis………………………………………………………………………………………………………….9
part VI-implementation of solution……………………………………………………………………………………..10
Conclusion……………………………………………………………………………………………………………………………….12
Works Cited……………………………………………………………………………………………………………………………..13
Appendix 1: Team Contract……………………………………………………………………………………………………..14
Appendix 2: Comparison Chart…………………………………………………………………………………………………16
Appendix 3: Participation Points………………………………………………………………………………………………17
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Executive Summary
This paper is a summary of our group’s efforts to solve the problem of “what college to attend”.
Our group collaborated and problem solved to come up with a solution that would work best for “Jared”
in his quest to find the college that would best suit his needs.
Our group was set up with very specific rolls and assignments for each participant which helped
to keep things running smoothly and without confusion. There were constructive thought processes and
discussions which aided us in coming to the conclusion of our problem. We as a group set up guidelines
and criteria in which were very specific that led us to the answer of our question.
After our process was over, we concluded that the best place for Jared to attend college would
be Western Governor’s University. This conclusion meets all of the criteria that we had set in place and
we also came to this conclusion as a collective group, with Jared having the final say, since we were
basing it off of his experiences.
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Project Description
Where will I continue my education? This is a question students asked themselves often. Our
team of five students confronted this problem with a unique but common point of view. Jared is a
second year student at Salt Lake Community College preparing to graduate with an Associate of Science
Degree in Education. His goal is to gain a Bachelor’s degree from an accredited university to pursue a
career in Secondary Education.
Jared’s situation becomes unique when you consider his fiancé’s aspirations of attending
medical school in the fall of 2011. Among many factors that must be considered, the location of the
school that Jared chooses must be harmonious to the medical school chosen by his fiancé. By using the
reflective thinking problem-solving sequence, our ambitious group of five was able to find a solution
that addresses location, class flexibility, and accreditation – to name a few.
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Methods
Our group began by preparing a team contract which listed our group norms and roles (see
appendix 1). Next we applied the reflective thinking sequence to solve our “Choosing a College” issue.
The reflective thinking sequence created by (John Dewey, p.248). This provides a guide for us to solve
our problem as effect as possible. This type of method helps use the left brain for creativity and the right
for logic. It usually then will make a group then fall into groupthink (John Dewey, p 265) because it
requires everyone in the group to consider all the possible consequences of the solution before
implementing it. After each person did their assigned task and we put the project together, we gave
everyone participation points. We based the points on the quality and contributions each team player
did for the project. (See appendix 2).
Part I: Problem Question
By stating our question as an open-ended question we will not want to start with one solution, it
will keep our options open. This was very important.
Our group agreed that our key problem was: “Where might continuing education be most
beneficial to someone seeking a degree in Education?”
Part II: Analysis of the Problem
Before we ever started to find solutions, it was important to understand the problem
completely. Not making certain dates, not staying on top of thing and being prepared could turn
everything upside down so fast. Much time and money could be wasted.
These solutions have been very helpful in the past and seem to have helped most students
decide. Sometimes these solutions have hindered the students when not enough information was
presented or not presented correctly. We know that this is true from our own experiences, we have had
counselors that didn’t care and parents that wanted us to follow a different path so they didn’t give us
the information needed.
As we analyzed the problem we considered its characteristics, stakeholders (the people who
may be affected), the history of the problem, policies that might affect our problem or solution, and we
also identified resources that we could us to help find a solution.
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A. Characteristics:
1. Time necessary: Jared doesn’t have any time to waste and need to just use the time
that it takes for each task to be completed, not anymore.
2. Money and cost: Being a father and having to pay the bills can be tricky. The school
needs to be in a budget and not very expensive.
3. Travel-where am I willing to live: The school that he will be attending needs to be close
to home so he can get his education, but still be a part of his childs’ life as much as
possible.
4. Specialization-what degree, bachelors vs. masters: Jared needs to pick a school that is
going to give him the best education so that when he teaching the coming generations
they will be taught well.
5. Internships-may is unaccommodating: Some schools may offer and others may not that
is why he will need to research his questions.
6. Location-online vs. face to face classes: His schooling hours need to work with his
personal life. Some classes may be easier online while others may be better for a class
room setting.
7. Accreditation-is the school accredited: If it is not then it is not the right school for Jared.
B. Stakeholders:
1. Students- May not choose the best school, may have hard time learning the content
necessary: If this is the case then when choosing a school pick smaller class room sizes
so you can get the help you need.
2. Future students- If not properly taught then will not be able to teach these future
students: This is a huge part, if Jared doesn’t get the proper education he will then not
be giving his students the education that they deserve.
3. Professors and teachers- May or may not have the patience to deal with questions from
the students or may have to many students to devote time individually: Again if this is
the case then choose a school that you know will be smaller class sizes and will be easier
to get help from the professors.
4. Goals: Students want a quality education as to be able to teach future students. The
future students want to be taught in a way that they learn to become productive
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members of society. The professors want to pass on their knowledge to the students
and let them feel comfortable in their career.
C. History:
1. High school counselors- Students meet with them to discuss options. This is a great idea;
it will help open the mind of Jared and help give other options that he may not have
thought about on his own.
2. College advisors- College advisors are here to help and direct you in the path which you
want to go, so they are also a great source to talk with.
3. Other students –Your peers are a great way to get a different point of view also, you can
never go wrong with talking to as many people as possible.
4. Parents- People you know could give you a better understanding of what the field is like
then most who are not a part your exact career path.
5. Internet searches- Basic info for the majors as a whole: Reading about the schools can
give you a simple understanding of what they offer the pricing, class size and more.
D. Policies and Politics:
1. Professional requirements- Each degree has different requirements so depending on
what degree Jared is planning to reach will depend on his requirements.
2. Private vs. public: The school you teach at will also have different requirements, private
schools usually will have dress code, and public usually will have bigger class room sizes,
no dress code, less one on one action with the children taught.
3. Special Ed vs. mainstream- Special Ed usually needs help one on one and you will only be
teaching them, mainstream depending on what age Jared decides to teach. The kids will
usually be wild, and sassy, won’t listen etc.
4. Political elements- Government cuts, money in education, class size, teachers, spending
money we don’t have on students and parents that don’t speak English.
E. Resources available to us as we attempt to find a solution:
1. Books-reference books on deciding colleges: This is a good way to read and understand
more about the colleges and which one will fit Jared’s needs the best.
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2. Internet-can look up all the pros and cons associated with the major: Great way to get
the information about the colleges many may not know.
3. Counselors/professors-very knowledgeable in the profession: They would be great
people to talk with if we were in Jared’s position; because they are in the same field he
is interested in going into.
4. Libraries- Reference materials and data from surveys, questionnaires, etc.
5. Communications textbook- Lets us see how to best find our solution. We used the PACBOY method to find and implement our solution
6. Family members/friends- A social network that will link you to the ins and outs of the
career choice: Many can give good advice especially those who have taken your path or
one that is similar. Many will be able to give you a good idea, or maybe even change
your mind to a new career.
7. Lesson Learned- We needed to narrow down what it was we actually wanted to major in
before deciding where to go because that would be a great influence on our choice. The
time and money commitment really is dependent on our passion for our career choice.
Part III: Criteria
It is important to set criteria for evaluating our solutions before we ever start thinking of
solutions. That way, we most likely won’t set our criteria to favor our favorite solution. We will also you
the criteria in step V when we evaluate our proposed solutions.
A. General Goal
1. Our goal is to end up with a solution in which Jared can pick a school that will be best for
his needs.
B. Specific Criteria (in order of importance). The best solution will:
1. Apply principles of effective communication that we are learning in the class.
2. Be achievable within our four week time frame.
3. Cost less than 30,000.
4. Have an acceptable location in relevance to family
5. The school of choice will be accredited by either the NCATE or the TEAC
6. Have a time frame of no more than 4 years
7. Have a flexible schedule of online and face to face classes
8. Will have professors that are warm and encouraging
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Part IV: Brainstorm possible solutions
Our group’s next step was to brain storm possible solutions. The brainstorming method
required us to contribute as many possible ideas as we could think of, even if they sounded impossible
to achieve. We did not evaluate any ideas during the brain storming process, because that would have
discouraged creativity. We wrote down everything we could think of. This part of the process was a ton
of fun.
We have made a list below of the ideas and schools that we could possibly attend:
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
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University of Utah
Stanford
Westminster College
Utah State University
Western Governor’s University
Harvard
Dixie
Weber State
Snow
Southern Utah
Utah Valley University
BYU
Ohio State
Stevens-Henager College
Part V: Solution Analysis
In step V we analyze the solutions based on the criteria that we set up in step III
After we had a brainstorming session, we came up with six options that we were going to
consider as possible solutions and plug into the chart, which are as follows:
A. List of Solutions
1. Harvard
2. Utah State University
3. Ohio State
4. University of Utah
5. Western Governor’s University
6. Stanford
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B. Chart (shown in Appendix 2). We plugged all of our options into a chart and weighed each
option against the criteria that we had previously established which were:
12345678-
Apply effective communication skills
Be achievable in 9 months
Cost < $30,000
Location
Accreditation
Time frame of < 4 years
Flexible classes, online/face-to-face
Good professors
When we plugged these into the chart, each solution was rated in each of these categories on a
scale of 0-5, 0 being low and 5 being high, and the totals were tallied. We were not bound to the totals
however, there were some possible solutions that got higher numerical scores than our final solution.
The reason for that being that the one we chose as the final solution had the higher score on the criteria
we felt most important.
C. Final Solution
In choosing our final solution we took into consideration the point value that the solution
received, however that was not the deciding factor. Utah State University scored the highest with a 36,
but we ended up choosing Western Governor’s University which got a score of 34, the reason being that
it scored highest in location and flexibility, which were the most important criteria to Jared.
To come to our solution we considered the scores, discussed pros and cons, and ultimately let
Jared have the final say since this is based on his predicted life experience.
Part VI: Implementation of Solution.
After choosing our solution, we set up a plan for implementing it. The first step in getting our
solution off the ground was to apply for admission at Western Governors University. This was pretty
easy and self explanatory. It stated on the application that most people were accepted if they were
competent. It just asked for the basic info, name, address, phone and your major. Then it wanted to
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know more detailed answers such as previous education and demographics. There was the 48 hour wait
to let the University look over the application and review it before it could be approved.
The second step of this process was to take a placement test. This placement test is to see what
classes will benefit you most. You must score above a certain percentage to get into math classes and
English classes. Unfortunately you do not know what this score needs to be so you are encouraged to
do your best.
After you take the accuplacer test the third step in this solution is to apply for financial aid.
Some can skip this step if you are independently wealthy, but for the rest of us it helps offset the costs
of going to school. Once again this step involves a lot of paperwork. You will need tax information and
other appropriate paperwork so they estimate how much you would be able to pay out of pocket.
While you are waiting to hear back about financial aid it is best if you move to the fourth step
which is meeting with a counselor. This person will plan out your next four years for you, well at least
when it comes to school. They will advise you on what classes to take to get you to your major and will
tell you if there are any prerequisites for the classes you are planning on taking.
The last step in this solution is to choose a class schedule. You can do this by the semester but
would want to look far enough ahead to stay on top of things. You will start with the basic classes
sometimes called generals or general education classes. This are just to get your feet wet and give you a
broad variety of exposure to different types of education. You may end up taking a biology class or even
a communications class. Whatever classes you choose they should get you closer to your final goal a
bachelor’s degree in education
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Conclusion
Our communications 1010 group consisting of 5 students took on the challenge of helping Jared
Miller find a college that would help him in obtaining his bachelor’s degree in education. Jared’s biggest
problem is that he doesn’t know where his fiancée will be going to medical school.
Our recommendation was for Jared to go to Western Governors University. Western Governors
University did not score the highest but gives him the freedom to start school and then he will be able to
transfer to another college with face to face classes if he so chooses. This also doesn’t hinder where he
is going to move once his fiancé gets into med school.
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Works Cited:
Adler, R. & Elmhorst, J. (2010). Communicating at Work (10e). New York: McGraw- Hill.
Ohio State University. "Course Catalog." Ohio State. The Ohio State University, 2010. Web. 10
Nov 2010. <http://www.osu.edu/>.
Stanford University. "Admissions at Stanford." Stanford University. Stanford Univeristy, n.d.
Web. 10 Nov 2010. <http://www.stanford.edu/admission/>.
The President and Fellows of Harvard College. "Course Catalog." Harvard University. The
President and Fellows of Harvard College, 2010. Web. 10 Nov 2010.
<http://www.harvard.edu/>.
University of Utah. "Welcome to the University of Utah." University of Utah. The University of
Utah, 2010. Web. 10 Nov 2010. <http://www.utah.edu/portal/site/uuhome/>.
Utah State University. "Welcome to Utah State." Utah State University. Utah State University,
2010. Web. 10 Nov 2010. <http://usu.edu/>.
WebCT pages to accompany COMM 1010: Elements of Effective Communication. (2010). Salt
Lake Community College, Salt Lake City, UT. Available at www.slcc.edu.
Western Governors University. "Online University." Western Governors University. Western
Governors University, 2010. Web. 10 Nov 2010. <http://www.wgu.edu/home2>.
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Appendix 1: team contract
Name and contact info:
1. Jared Miller ~ 801-414-4487 ~ jaremiller@gmail.com
2. Kellie Thayne ~ 801-648-8861 ~ kissintuff@gmail.com
3. Sharon Nichols ~ 435-224-3702 ~ sharbehr@gmail.com
4. Courtney Milner ~ 801-468-8247 ~ jamracing21@yahoo.com
5. Jessica Carter ~ 801-979-1358 ~ jessiroo91@hotmail.com
Our relational norms:
1. We commit to putting group goals above personal goals, so we will each MAKE the time to participate
fully in each step of this project.
2. We will “speak up” if we disagree.
3. We will be on time to our meetings.
4. We will honor our commitments to the group.
Our task norms:
1. If we have to miss a meeting, we will email our info to all members at least one day in advance.
2. If we must miss a meeting, we will email someone in the group.
3. We will come prepared with our assignments.
4. We will be fully engaged in our meetings.
Our relational roles:
1. Participation encourager ~ Kellie Thayne
2. Tension Reliever ~ Courtney Milner
3. Empathetic Listener ~ Jared Miller
4. Moral Support ~ Sharon Nichols
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5. Peace Keeper ~ Jessica Carter
Our task roles:
1. President ~ Kellie Thayne
2. VP ~ Jared Miller
3. Scribe ~ Courtney Milner
4. Note Taker ~ Jessica Carter
5. Reality Tester ~ Sharon Nichols
Initials of every one that is willing to abide by this contract:
JBM, KT, CM, SN, JC
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Appendix 2: Solution Analysis Chart
This is the chart that we used to evaluate our different solutions based on the criteria that we approved
earlier
Harvard
Apply
effective
Comm. skills
Be achievable
in 9 months
Cost < $30,000
Location
Accreditation
Time frame >4
years
Flexible, class
online/face to
face
Good
professors
Totals:
USU
Ohio State
U of U
Western
Gov.
Stanford
5
5
5
5
3
5
0
5
3
5
3
0
0
2
5
5
4
5
4
3
5
3
4
5
5
5
5
0
0
5
3
5
5
5
5
0
2
3
4
5
5
3
4
4
4
3
3
3
21
36
33
35
34
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Appendix 3: participation points distribution
At our final meeting we distributed points to each of our members and why each member received x
amount of points
Carter, Jessica ~10~ Positive team player, stayed on task and always came to meetings prepared
Nichols, Sharon ~10~ Also a team player, very supportive of everyone’s unique point of view
Miller, Jared ~10~ Gave a great point of view to our project and was very thorough on all assignments
Milner, Courtney ~10~ Punctual on sifting through info given and making it coherent and turning it in
Thayne, Kellie ~10~ Awesome leader, and followed through on all our criteria
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