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SCANS Class of 2003-4

FACULTY FOCUS GROUP QUESTIONS AND RESPONSES 

(click on a question to see the responses)

  1. What do you think of the SCANS competencies, as a concept? As a factor to incorporate in your classes?
  2. Did adopting the SCANS competencies influence your course content? How?
  3. Did adopting the SCANS competencies influence the way you taught the class? How?
  4. What changes did you make in carrying out this project?
  5. Which changes were the most difficult?
  6. Of the changes you adopted, what would you continue to do?
  7. What would you discontinue?
  8. What are your observations about your students response to this project?
  9. Are there any measurable differences in student performance?
  10. Could you have used additional technical assistance in planning? In implementation? In what areas?
  11. If you were coordinating future faculty efforts in this area, what would you repeat from the project developmental phase, to date? What would you do differently? What would you add?
  12. How would you improve the mentoring component of this project? What worked in your case? What didn't work?

 


























Rosemary Bergin - "The competencies are mostly common sense, but many people today aren't aware of them. By informing students that these are traits that employers have identified as necessary skills essential for success on all jobs, tangible credence is given to developing and demonstrating them. Students want to be successful in their careers so they are willing to learn anything that will help them reach their goals. The SCANS competencies were easily incorporated into Nursing classes because almost all of them fit into the health care settings in which our students have their clinical experiences. The competencies were directly related to course content and behaviors we expect from student nurses."

Christina Boufis - "I found the SCANS competencies quite useful in my transitional studies classroom. The concepts gave my students a vocabulary to apply beyond getting their GED, and they responded enthusiastically."

Cynthia Dewar - "SCANS is a vital part of my classes. The competencies clearly identify the necessary skills our students need in order to succeed in the workplace."

Ronald Drucker - "I believe that the SCANS skills make sense as a concept. The major plus of the extensive list of competencies is that it is all-inclusive; for me, the least effective feature of the concept is that it is presented in rather bureaucratic, non-specific, prose."

Rose Endres - "Overall I think the SCANS competencies are an important portion of almost any class being taught on this campus. One can view these competencies not just as work place skills but also as academic and social skills. I am not convinced that this needs to be presented as a "SCANS CLASS" but going through the SCANS project will affect my future classes in a positive way. Students need to be made more aware of employers' expectations and the strong relationship between what they do in an academic environment and what they will be expected to do in a job situation. I do have a problem trying to balance my view of CCSF as a more protective environment, giving students a second, third or fourth chance to succeed with trying to get students to understand that future employers will have a different expectation of their role."

Quince Gilbert - "The SCANS competencies are a good way to focus attention on workplace skills. Their incorporation into my class allowed me an opportunity to introduce and reinforce the relationships of classroom behavior, good study skills, and the "job potentiality" of the course."

Dennis Hendrickson - "The SCANS competencies as a concept offered me a different paradigm. I have been teaching the same way for so long that I needed something like this to make me re-envision what I was doing in the classroom."

Abdul Jabbar - "The concept of including the SCANS competencies in our courses is very appealing because acquiring these skills enhances our graduates' chances of finding employment."

Elaine Johnson - "I think that the SCANS competencies, as a concept, is one that serves to provide a framework for connecting the material that is learned in the classroom with the everyday world and particularly the world of work. Including the SCANS competencies as a factor in my class helped enrich the class for the students as well as bringing the importance of applying the classroom information to the forefront of my own thinking."

Matthew Kennedy - "SCANS competencies make sense. I incorporated them into the classroom for select assignments and the students "got" it right away."

Sharyn Kuusisto - "I think it is valuable to define desirable work competencies for job seekers. I think the incorporation of SCANS competencies in my courses is beneficial to my students. It assists them to become more aware of what will be required of them in the job market, it may assist them to be more attractive to potential employers, and it provides a space for them to practice the designed competencies and to be evaluated on their current abilities."

Joani Marinoff - "The concept of the SCANS competencies is extremely useful as a guide to re-think teaching goals related to content as well as methodology. Integrating traditional academic course content with more practical, interactive process oriented curriculum not only better prepares students to enter the work force, but by using teaching methods that are participatory in nature, better addresses the learning needs and styles of adult students."

Clark Taylor - "The SCANS competencies concept is easy to understand and simple to apply. Sometimes, the most obvious connections between classes and the work world are overlooked. When I thought about my curriculum, I realized that connecting school work with necessary "outside" work skills would not be difficult."

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Rosemary Bergin - "not really. Theory and clinical remained the same, but I pointed out areas directly related to individual competencies."

Christina Boufis - "I did not adapt my course content to incorporate SCANS, but I did adapt my classroom procedures. We did more group work - outlining the interpersonal competencies as we did so - and I geared semester-long projects to the competencies."

Cynthia Dewar - "No. I was able to justify the time-management skills I already taught."

Ron Drucker - "I don't believe that I altered the content of my course (Chemistry 31-Medical Chemistry Lab) because of the SCANS inclusion, since I had a very well-prescribed set of topics."

Rose Endres - "Utilizing the SCANS competencies did not materially alter the content of my course. I was teaching four sections of this course and used SCANS in two sections only. We covered the same topics to approximately the same depth in all four sections. These were some differences in assignments in the SCANS sections due to the group project work. This resulted in several assignments needing to be modified and an increased coverage of a few topics needed for these assignments."

Quince Gilbert - "The content of my course was enhanced by the specific inclusion of a SCANS competencies project designed to emphasize the skills involved in acquiring and using information and selecting technology. This project became the point of departure for discussing "school to workplace" skills."

Dennis Hendrickson - "Adopting the SCANS competencies did influence my course content to the extent that it allowed the students to move into areas more of their own choosing. Humanities 41B covers the history of style in the West since the Renaissance, a subject so vast no one person could know it all. As a result I tend to stay with those areas I know best. This semester the class discussed things I have not as yet mastered, and this is definitely a good thing."

Abdul Jabbar - "There was no essential change in the course content, but I could not cover as much as I usually do. However, the advantage of the new approach outweighs the disadvantage of compromising on coverage."

Elaine Johnson - "Adopting the SCANS competencies did little to influence the content of the course. The main influence was to make the content more current. As the students participated in a new way, they brought some of their findings to share with other students and with me. Using the internet is one way this happened."

Matthew Kennedy - "Select assignments had an added section dealing with the competencies with the students being asked to name how this assignment aided their skills development."

Sharyn Kuusisto - "I significantly modified the content of my Spanish 4 class: Introduction to Contemporary Hispanic Literature. I selected authors to present the multiple "voices" that exist in the cultures: dominant male voice, feminist, indigenous, Afro-American, political, gay and spiritual points of view. I also included three sessions in the electronic classroom to assist the students to locate sources on their topics through the internet. We encouraged sharing of materials found on the internet. We also identified the SCANS competencies and evaluated our progress on three occasions."

Joani Marinoff - "My course content changed using the SCANS competencies by making what we were doing in class more visible and identifiable by students themselves as the skills necessary and useful in the work place/real world outside the classroom."

Clark Taylor - "Yes, included specific experimental components which were new. I created processes to improve self perception, recognize growth and test work skills."

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Rosemary Bergin - "Yes. I adapted many of my previous activities to incorporate SCANS competencies and developed new ones which directly addressed them."

Christina Boufis - "I taught the class slightly differently than I would have without the competencies, but it was mostly that we talked about the class in a way we hadn't before. For instance, we related the way we conducted the class to the competencies and discussed how these skills were transferable to the workplace. There was a self-consciousness about the class that we all really enjoyed."

Cynthia Dewar - "Yes. I felt even more confident about the need to teach communication skills."

Ron Drucker - "I very much altered my presentation owing to the incorporation of SCANS. At least half of the 3-hour class meetings contained an exercise built on SCANS competencies. Many of these exercises drew from the Interpersonal category, and included peer teaching embedded in a workplace setting. The specific assignments included these: pretend that you have been assigned to... orient a new employee... give a presentation (with a poster) to top management... interview/be interviewed for a new position... In each of these and other examples, the content was (curiously!) the chemistry topic of the day. Because Information and Technology were also SCANS categories that I chose to emphasize, the class received an orientation to the Internet at Rosenberg Library, using sites appropriate to the course."

Rose Endres - "I did not make any major changes in my presentation style of the lecture material. My classes have always been a combination of lecture with active students participation and students-to-student interaction within class. There were some changes in the way I taught the two SCANS sections but this was more influenced by the fact that this was the first semester that I taught a computer class in a room where the students were sitting in front of computers."

Quince Gilbert - "Yes. The SCANS competencies project allowed me the opportunity to group students into cooperative learning teams."

Dennis Hendrickson - "Adopting the SCANS competencies definitely influenced the way I taught the course. I usually do everything in the class. This semester I relinquished some of my control. Students were made more accountable for certain areas of the content. Giving up control was a little scary for me, but it is something that I will probably do more of in the future as a result of my experience this semester."

Abdul Jabbar - "Adopting the SCANS competencies did influence my teaching style. I relied less on lecturing and incorporated more frequent group discussions. Furthermore, since every single student in the class was required to carry out projects, such as giving oral presentations, budgeting time, planning ahead, I had the satisfaction of reaching more students."

Elaine Johnson - "Adopting the SCANS competencies dramatically influenced the way that I taught the class. The most significant influence was to bring the SCANS into my own awareness on a class by class basis. I was conscious every time that I became a "talking head". I also carefully planned ways to include group projects and to encourage group activities. I encouraged dialogue and discussions outside of class. The diet survey using the computer generated analysis also offered a way to both use technology and to share information. I also included an internet assignment."

Matthew Kennedy - "Somewhat but no a great deal. I did not talk about SCANS often in class, but occasionally pointed to the skills developed during the semester."

Sharyn Kuusisto - "My commitment to the SCANS project made me more conscious of how the course work was beneficial to the student's life and career possibilities."

Joani Marinoff - "Truthfully, participating in the SCANS project has not influenced me to change my style of teaching. The SCANS project has provide support for the participatory and interactive teaching methods I am committed to using it to help students learn in a more students- centered atmosphere where the responsibility for learning is shared."

Clark Taylor - "Yes, although I use many interactive, dynamic techniques in other classes, I had focused upon the practice of skills directly used in community health outreach settings. SCANS helped me to pay attention to the whole array of skills needed and make sure they were included."

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Rosemary Bergin - "I used many of the same projects that I had previously, but made sure I indicated how each addressed one or more SCANS competencies. In addition, I specifically developed new activities for many lectures, directly aimed at teaching SCANS competencies as a way to manage course content. I also borrowed one activity from my mentor which was directly useful with my subject matter. Most of these projects were for groups but some were for individual work."

Christina Boufis - "I incorporated a semester-long project to carry out this project. We had originally started an in-class journal of writings by and about women (including the students' own writing) for Women's History Month. The students were so enthusiastic about this work, and how it helped them articulate workplace skills, that we decided to continue it for the entire semester - and to open it up to students in the jail who weren't necessarily in the classroom. Discussions revolved around both people skills - how to incorporate others' ideas and work with diverse opinions - to how to understand a system of setting up a jail newspaper."

Cynthia Dewar - "I spent more time focusing on a few of the competencies I wanted to highlight."

Ron Drucker - "In general, I asked the students to work together more than I ordinarily would have in the early part of each class, during a time when I would have done a traditional lecture or demonstration. They still had to put up with my blathering, but I gave them structured exercises that focused them on some workplace issues while giving them greater responsibility for educating each other."

Rose Endres - "I used semester-long group projects, which I had not used before. This required reserving time for the team members to meet during class time. Since the class was taught in a room where computers were available to the students, some class time was set aside for students to work on projects together or review each other's work. Assignments were revised so that each major collection of assignments included a team component. I worked to develop projects in which the contribution of each member was important to the final project while still accommodating the fact that several members of teams did not complete their part of the project."

Quince Gilbert - "Few changes were required other than minor changes in the course outline, a greater awareness of and emphasis on the SCANS competencies, and the grouping of students into teams to achieve the goals of the specific SCANS project."

Dennis Hendrickson - "I divided the class into groups and sent the groups to one of the local museums. I then had each group write a report on their field trip. When the course reached the particular area that a group had covered during its field trip, I expected the members of that group to teach the class along with me."

Abdul Jabbar - "Instead of assigned topics, I made students responsible for selecting their own topics relevant to the course content, introducing them to the class, getting helpful feedback from the classmates, and culminating the process in a final paper. I also added the requirement of including some information from a CD-ROM source in their paper so that they become familiar with the wealth of knowledge available to them through computer technology. To encourage the reluctant and shy students, I insisted that they also do their oral presentations - with satisfactory results."

Elaine Johnson - "I changed my syllabus to include the SCANS competencies. I changed my delivery to substitute some group activities for lectures. I encouraged dynamic interchange between class members. I accepted group reports. I included internet investigation."

Matthew Kennedy - "I modified three assignments to directly respond to SCANS: kinship diagram drawing, library research workshop and an ethnohistoric photo identification project."

Joani Marinoff - "I made the process more visible in the classroom. With classroom activities I identified the specific SCANS skills being used. I developed a new activity in which the class builds a group resume based on the skills we learned/used throughout the semester."

Clark Taylor - " I would like to add that I reformatted the curriculum so that each part was clearly related to job skills."

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Rosemary Bergin - "I didn't find any changes particularly difficult, but would have liked more time to develop and utilize them. Since I was learning myself as I went along, I usually was generating these projects very close to the time they were needed. As a result, I didn't have time to plan my class time to both cover the information and fully utilize each of these projects. All were successful, but some were more so than others."

Christina Boufis - "The most difficult changes to make at the jail was the fact that a constantly changing population necessitated introducing SCANS several times during the course of the semester. It would have been easier, I think, to have a stable population, and to not have to keep reintroducing key ideas."

Cynthia Dewar - "It was all very natural."

Ron Drucker - "I feel that it was difficulty to get all of the students to comply with my instructions to work in a certain way on a role-played assignment which, unlike the final laboratory report, did not contribute directly to their grade! "

Rose Endres - "One difficulty I had was remembering to point out implicitly the relationship between the class work and class expectations and the specific SCANS competencies. Although I did not want to "beat them over the head" with this attitude, I think I should have reiterated the class work connections more often."

Quince Gilbert - " The changes were minor, educationally sound, exciting and fun. The greatest difficulty was trying to introduce and develop the SCANS competencies in a 45 hour course."

Dennis Hendrickson - "The greatest difficulty I had was getting the shy students to help me lead the class discussion when it was their group's turn to lead the discussion. I plan to meet each group separately next semester before the class discussion. I think this will help the shy students to overcome their problem."

Abdul Jabbar - "The most difficult change was dividing students into study groups to hold short preparation sessions before a quiz or to review the assignments. The difficulty, however, was because of the circular seating arrangement in the classroom - not conducive to breaking up students into small groups."

Elaine Johnson - "The most difficult part was scheduling group reports and fitting in the reports into the time frame of the class."

Matthew Kennedy - "None of them were difficult at all."

Sharyn Kuusisto - "The most difficult step was just taking the time for technology and evaluation of work skills when there were so many interesting authors to read."

Joani Marinoff - "None. The changes I made were not difficult."

Clark Taylor - "I can not honestly say that any of the changes were difficult."

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Rosemary Bergin - "I will continue to use them all but will include more explanation with some."

Christina Boufis - "I would continue to do everything I have done this semester: group work, discussions about how the course relates to the workplace, an emphasis on interpersonal skills."

Cynthia Dewar - "All of the changes will stay in my courses."

Ron Drucker - "I think that I would continue to use all of these techniques, at least in small classes."

Rose Endres - "One technique that I used that I will try to continue is having students in a term review each other's work. I found that this helped both the better students (who sometimes rated themselves too harshly) and the poorer students (who do not seem to rate themselves at all)."

Quince Gilbert - "I have found that the SCANS competencies were so well received by the students, generated such valuable discussions of workplace skills, and required so few changes that I will try to incorporate them in my future courses. I will try to include at least one SCANS competency project that will lend itself to a group/cooperative learning focus."

Dennis Hendrickson - "I plan to adopt all the changes I initiated this semester. Each change created a new dynamic in the classroom, and I plan to use this new dynamic to the class's benefit in the future."

Abdul Jabbar - "I will continue everything ."

Elaine Johnson - "I will continue the have an interactive presentation of the digestive system with all class member speaking during the hour. I will continue to have group reports. I will continue to include the team body composition exercise. I will continue to include SCANS definitions in the class. I will continue to include technology, both diet survey and internet activities."

Matthew Kennedy - "I plan to continue all the changes made, add more to this class and others."

Sharyn Kuusisto - "I would continue emphasis on diversity, initiative, group work and technology."

Joani Marinoff - "I will continue the above changes in the course curriculum."

Clark Taylor - "I do not plan to delete any of the changes I have made. Rather, I will build more SCANS activities into my curriculum."

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Rosemary Bergin - "Nothing."

Christina Boufis - "The is nothing I would discontinue."

Cynthia Dewar - "Nothing."

Ron Drucker - "I wouldn't drop anything from the list."

Rose Endres - "There is no specific technique that I would discontinue-but if I were to use team projects in an introductory class I would need to seriously work on developing teams that had a chance of surviving."

Quince Gilbert - "In the classroom, I would discontinue the use of the term "SCANS". After a brief explanation of the origin of the SCANS competencies, I would refer to the competencies as school to work skills", of "life/work skills" or something more descriptive than the bureau-cryptic acronym, SCANS."

Dennis Hendrickson - "The class complained that I should not have begun the SCANS project so soon, that they were pushed forward into their projects too quickly. I do not agree with them, however. After the first three weeks the projects were all completed, and we could all sit back and enjoy the fruits of our labors."

Abdul Jabbar - "I will not try dividing the class into small groups unless I have a room with the right seating arrangement - not a circular one."

Elaine Johnson - "I will discontinue some of the less structured assignments and take more care in designing assignments that clearly tie in SCANS."

Matthew Kennedy - "Nothing."

Sharyn Kuusisto - "Nothing. They were all valuable aspects of the process."

Joani Marinoff - "Nothing."

Clark Taylor - "Nothing."

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Rosemary Bergin - "They were very interested in learning what employers consider necessary for job success. They seemed to enjoy the activities that I gave them to use in and out of class. However, some students didn't seem to grasp the application of the SCANS competencies as quickly as the majority. All especially liked the sample test I gave them prior to a difficult exam to help them interpret and evaluate information."

Christina Boufis - "My students responded enthusiastically to SCANS. The first time I introduced the SCANS competencies, they even took notes! This was the first time this had ever happened in the jail classroom. Usually, the students take notes only when I instruct them to. But the language of SCANS gave them a language of possibility and hope. I could see that, once given the lingo, they thought of the classroom and themselves in a whole new way."

Cynthia Dewar - "Very favorable and thoughtful."

Ron Drucker - "Students responded in a mixed way. I would say that most found the internet assignment intriguing, perhaps for its novelty. About half were quite animated about participating in the small group exercises, while the rest showed limited enthusiasm, tolerated the work, or in the case of one, just turned out. I was very pleased that one very diffident student really blossomed once I gave him the chance to present a topic to the group."

Rose Endres - "I found that students who were thinking in term of employment were generally favorable to the project and were able to grasp the competencies. These students did well in their team projects and worked hard at dealing with the problems caused by a team member who did not feel that class attendance mattered."

Quince Gilbert - "When the students understood the nature of the SCANS project, they embraced it with enthusiasm. The project invoked many discussions of school/workplace skills as well as many personal anecdotes drawn from life or work experiences. The students seemed to enjoy the group activities surrounding the project."

Dennis Hendrickson - "The students responded well to the SCANS project, far better than I had expected. The project made each of them more involved in the class, both in terms of content and participation."

Abdul Jabbar - "Only one of the thirty said that the project was a waste of time. An overwhelming majority of them liked participating in it. A few were indifferent as always."

Elaine Johnson - "I specifically observed that one group of students excelled in the exam on the section that they had worked on as a team. I noticed that the students were enthusiastic about working together on a project. They seemed to enjoy the team work."

Matthew Kennedy - "The students are accepting but, I must say, they seem somewhat indifferent. They like the assignments, but the SCANS portions do not fill them with gladness. But they are by no means hostile to it either."

Sharyn Kuusisto - "They became more interested as they became involved in their final projects."

Joani Marinoff - "Overall I believe that student response has been positive. It has been my experience that there is often some initial resistance from students when the typical lecture format of classroom learning is changed to one that demands increased participation (more work and corresponding accountability) from students. This is usually overcome in my classroom with activities that are interesting and relevant to students."

Clark Taylor - "No one complained. In fact, a colleague inquired of my better students what they liked most about my course and the students answered that the SCANS skills exercises were the best."

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Rosemary Bergin - "By the end of the course the students were able to identify the SCANS competencies. However, the application of them to a given theoretical problem was uneven. For example, most of the class learned how to select goal relevant activities, rank them and allocate time. A few never did figure how to do this consistently."

Christina Boufis - "Students are more motivated, it seems, and they are more aware of the classroom as a training ground rather than just a place to pass time."

Cynthia Dewar - "Yes. Less excuses from students and they were on time to class!"

Ron Drucker - "I don't think that I can claim measurable differences in student performance."

Rose Endres - "I have 4 sections of CIS 100P this semester. An analysis of some specific evaluation numbers as of 5/5/98 is included:
 
Section TR12:30 TR2PM TPM WPM
Designated as SCANS yes yes no no
Campus Phelan Phelan Phelan JAD
Delivery mode includes hands-on w/computer yes yes no no
Quiz points - avg 139 131 130 110
Lab assignment points  197 181 175 175
Avg. # of lab assignments turned in 10.3 9.9 9.3 9.5

There is a consistent improvement in scores for the first two sections compared to the second two. It would be difficult to determine which component of this increase is due to the SCANS project and which is due to the delivery mode since these two classes were taught in a room where students had access to computers during the class while the two evening sections are taught in the lecture & instructor-demo mode. The scores reported are based on the number of students still actively participating as defined by the student having taken one of the last two quizzes.

Quince Gilbert - "Because acquisition and use of SCANS competencies were not evaluated as part of the course, I cannot relate them to the academic performance of my students."

Dennis Hendrickson - "The measurable differences were attendance and class participation, each of which was up during the semester."

Abdul Jabbar - "One notable difference - an important one - is that students benefited from collaborative learning. They were less afraid of the quizzes and liked the support system."

Elaine Johnson - "There was a marked improvement in the willingness of students to participate in class activities and to enter into discussion. Test scores did not improve. However, other skills such as oral presentation of material and accessing information on the internet were added to the course."

Matthew Kennedy - "Not yet."

Sharyn Kuusisto - "Some students demonstrated a great deal of initiative by searching for several of the authors on the internet. I always encourage students to work as a group and to share their information. But these students were wonderfully motivated to do so. It helped that we went to the electronic classroom together on three occasions, and those who had not used the internet were introduced to many new sources by the lab assistant, Carol Reitan, who had placed several sites on the CCSF page specifically for us. She spent an entire hour with us for the first session and explored possible search paths for several of the authors and themes. This group activity stimulated interest for all of us. Also, some students read several extra works by a given author. This is not typical of a Spanish 4 class! Interest and motivation were high. The socio-political-psychological approach to the readings stimulates lively discussions on themes that were closely related to the students' lives."

Joani Marinoff - "In my case it's hard to say of there are differences in student performance due to implementation of SCANS. Since the primary changes I've made in the classroom have to do with identifying the specific SCANS skills learned/used in activities that I already use in teaching, it will be difficult to access if student performance changes can be attributed to SCANS. I can say that I have found that more students receive higher grades when I use teaching methods that emphasize participation and interaction in classroom activities. Perhaps the student self survey will reveal and increase in students self perception of acquired skills and expertise."

Clark Taylor - "They were better able to measure their skills acquisition, more attuned to their growth."

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Rosemary Bergin - "Not really. I would have liked to compare notes with another Nursing instructor for planning and implementing my activities."

Christina Boufis - "I could have used additional discussions of strategies about SCANS from people in others departments. I loved our monthly meetings, and they were certainly helpful, I only wanted them more often!"

Cynthia Dewar - "No. All of the support given was wonderful."

Ron Drucker - "I think that if there had been a designated "expert" to whom I could have turned for advice, that I might have done so, although my mentor and the other participants were certainly helpful."

Rose Endres - "I think it would be helpful to have a schedule of other instructor's classes and any specific times they were utilizing SCANS techniques. Trying to find an instructor to visit whose class times did not conflict with mine was at best difficult."

Quince Gilbert - "Assistance in technical planning and implementation was sufficient."

Dennis Hendrickson - "I may need more technical assistance in the future, when and if I get more ambitious in regard to incorporating SCANS competencies into the classroom. Given what I did. However, everything went perfectly."

Elaine Johnson - "I think that I was just fine in my planning for the first year. As I incorporate SCANS in the future, I think additional technical assistance would be useful in planning and implementation. I would like a workshop on creating a lesson. I have been to such a workshop and thought it was really helpful. I think that our entire group could benefit from such a group activity of our own."

Matthew Kennedy - "Technical assistance not necessary."

Sharyn Kuusisto - "I have worked with Carol Reitan for three semesters, and she is very helpful. She provided an orientation for my class which encouraged exploration and initiative. This assistance was integral to our success. I would like to have continued assistance next year."

Joani Marinoff - "What I found the most useful in both planning and implementation is ongoing discussions with peers to share experiences of what works and what doesn't in their own classrooms. This type of dialog generates new ideas and provides needed support."

Clark Taylor - "Technical assistance in planning was very adequate and implementation was very easy."

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Rosemary Bergin - "I felt that the SCANS meetings were well-coordinated and the hand-outs were helpful. I like having the meetings on the first Monday, as that was the only day I could have done it. "

Christina Boufis - "I would publicize SCANS more in other departments, as I know you are trying to do. I might add more classroom visits so we can see what other instructors are doing."

Cynthia Dewar - "It's fine. I particularly enjoyed the monthly meetings and the mentor program."

Ron Drucker - "I feel that the core description of the SCANS competencies lacks the sharp focus that such a document should have, certainly for neophytes. I gained more of a sense of what could be done by reading individual project accounts, but if the specific examples from these could be incorporated into an orientation, it would be very helpful."

Rose Endres - "I think the group meetings with instructors from other departments are essential. Some of our best ideas come from trying to implement a technique presented by an instructor in a completely different discipline. It forces us to think differently about what we do and how we do it. I think more printed material regarding SCANS and the overall SCANS concepts would have been helpful to those of us who found it difficult to visit classes. Perhaps the library could have a reserve section for SCANS instructors reference material. While I do not believe in forcing email on anyone, I think the instructors could benefit from using email/newsgroup to share ideas, scheduled, etc. It is often difficult to leave messages for other instructors via mail or through campus mail. I think a brief introduction to the CCSF email program would be of use to many instructors. (Actually I find it useful enough that I would even volunteer (!) to hold such a session.) At the minimum you could include email addresses on the instructor lists to let us know who uses the system."

Quince Gilbert - "There is nothing that I would do differently nor add. The monthly faculty meetings worked very well. Much information and many ideas were exchanged during these sessions. These meetings provided opportunities to share, to compare, to reflect."

Dennis Hendrickson - "I would do the best to make sure that the faculty members who are not involved in the SCANS project at least know what the project is. I would do this by sending each faculty member a letter explaining the project and the manner in which it is being implemented here at City College. I would advertise the SCANS Flex-Day as thoroughly as I could and maybe even give a short presentation at the departmental meetings the beginning of the school year."

Elaine Johnson - "I think the monthly meetings are terrific. I love the interaction and sharing. The positive energy from the participating faculty was contagious. I always leave the meetings with new ideas. The mentoring concept is great. I particularly liked visiting my mentor's class and experiencing the process that she used for integrating SCANS. I appreciated having the notebook of other SCANS faculty schedules and handouts available. I think that one of the weakest parts of the project is the evaluation that the students participated in at the beginning and at the end of the course. The data gathered from their input seems to be of minimal use. This is particularly true for some of the courses that have completely different students at the beginning and end."

Matthew Kennedy - "I would devote more time during the faculty meetings to sharing our classroom methods, share handouts, etc."

Sharyn Kuusisto - "I found all of the activities and meetings stimulating and useful. The most useful to me were the small group sessions where we shared specifics on implementation of the project."

Joani Marinoff - "In the first semester-during project development, I would focus more on sharing the experiences of previous SCANS participants. I would spend some time during every meeting to share ideas about classroom activities or exercises and facilitation tips. I would also like to seem some information presented about educational pedagogy. Just the basics ...a great selling point of SCANS is its relevance to putting into place teaching methods that research has shown correspond to how adults learn."

Clark Taylor - "Attendance improved greatly and students were on time! Midterm activity logs were more organized and professional."

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Rosemary Bergin - "I loved my mentor. She and I had much in common and our fields overlapped in a few areas. However, our schedules were not very compatible. It was very hard for us to visit each others classes. She ended up catching the end of mine and I only went to one of hers. I think some attention should be given to schedules if proper mentoring is to take place. However, she was very supportive and full of information in all others respects. Also, I would like to see a few more Nursing instructors included from RN, LVN or Nurse Assistant Programs. There were many ESL teachers to share their ideas at our meetings. I missed the opportunity to bounce idea off of someone in the group who knew both my field and what the SCANS project was trying to do. It would not be necessary to have a nurse be my actual mentor, just as part of the group."

Christina Boufis - "I was happy with the mentoring in this project. I enjoyed our weekly conversations, and it helped to have a mentor who teaches a similar population to me. But I would still like to know what others are doing, partly because I'm always looking for ways to improve my teaching, and partly because I think there are a lot of different ways on integrating SCANS."

Cynthia Dewar - "The mentoring program was great. I had the chance to meet faculty across the campus."

Ron Drucker - "My mentor was very supportive and shared a number of his course innovations. Since his subject areas - social science and language - were quite different from mine, there were some limitations in the portability of the information, although on the whole his advice was very helpful."

Rose Endres - "This is a difficult area for me because in my case the mentoring did not work well. There is a definite need to coordinate mentor-mentees so that scheduling problems can be addressed and mentors be assigned with some attention paid to scheduling conflicts. I had difficulties finding classes to visit, reaching other instructors, etc. I have come to the conclusion that I am not a particularly good mentee. Possibly there could be more informal break-out sessions during the meeting where instructors who have been through this project share lesson plans and assignments with the new members. The breakout session I participated in seemed to have trouble getting focused and sometimes had trouble getting around to all participants."

Quince Gilbert - "Knowing that the mentor was there and available whenever I needed her was important! The fact that she didn't smother me with constant and anxious attention was also very important. I believe that a good mentor should be available to provide information, feedback, suggestions, and encouragement when needed."

Dennis Hendrickson - "The mentoring component of the project was wonderful. It went so well because my mentor was so helpful without being overly helpful. If I had not been able to work with my mentor, I do not know how well things would have gone. Some people have amazing interpersonal skills, and my mentor is one of them. It is important to choose the mentor wisely and to make sure it is a match."

Abdul Jabbar - "Classroom visits are the most difficult part to arrange. Perhaps compatibility between the mentor's and the mentee's instructional schedule should be considered in making the assignments. My mentor gave me clear guidelines and helped me refine my syllabus. He was easily accessible by telephone, and that factor alone contributed greatly to my comfort."

Elaine Johnson - "The mentoring component of this project is one of the major strengths. Because of the interpersonal relationship between mentor and mentee, it is also one of the most challenging. Scheduling classroom visits is a particular problem. We had to re-schedule. I guess it is essential to be flexible. I think that I could have taken advantage of my mentor more frequently. Just taking the time for consultation was a big issue for me. When I did meet with her, I learned a great deal and also enjoyed these interchanges."

Matthew Kennedy - "Mentors could be chosen from related disciplines so that there is some degree of sympathy and sharing of knowledge. The diversity of the group comes through in the meetings."

Sharyn Kuusisto - "I believe the "mentoring" took place as much at the meetings as by pairs. The group meetings offered many good ideas and access to a large group of creative faculty. It was useful to read the syllabi of other instructors to determine various approaches of implementation. I adapted ideas from several faculty. The class visitations were not useful in the case of Fumiko and myself since each of us conducted the classes in a language unfamiliar to the other person."

Joani Marinoff - "The mentoring component worked very well for me. My mentor and I were well matched (was it planned of just random?) and just hit it off. Since many SCANS participants expressed the usefulness of working with someone from their own discipline, maybe it would enhance the experience to allow participants to choose their mentors based on some brief information provided by mentors regarding experience, interest, style, and discipline."

Clark Taylor - "I had a very knowledgeable mentor who was always available to me. It was affirming to learn that we were teaching in much the same ways and that the enhancements he had would help me. I also got the feeling that he grew from the process of mentoring as well."

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