The grant request was for digital recording equipment to support focus group instruction in COMS courses.  The actual cost for the equipment was less than anticipated. Surplus funds from the grant were used to purchase additional supplies such as flip charts, note pads, paper for demographic surveys, etc.  The initial plan was to use these supplies and equipment for instruction and data collection as a part of a service learning project for our Training and Development class.
 
The semester-long assignment was to provide a 60 minute research-based communication training session for Montevallo city department heads. The class conducted focus group research to assess communication needs of the client, thereby enabling the class to prepare relevant training.

Unfortunately, city leadership did not allow students to audio-record their focus group sessions. It should be noted that the equipment purchased will be used in future COMS courses for focus group and interview research projects. Also, the flip charts, notepads, and other supplies purchases were vital to students’ ability to document comments made during the focus group sessions. A key un-anticipated learning opportunity from this constraint was that students had to learn how to adapt to the demands of the client.

UM’s IL Student Learning Outcomes & Project Outcomes:
SLO 1a project outcomes: Students created interview guides and used the focus group data to create training plans.
SLO1c project outcomes: Focus group notes captured on discussion flip charts as well as field notes from multiple researchers were analyzed to determine common themes in participant feedback. These data were useful in selecting a “manageable” set of communication issues to focus on in the development of the training plans.
SLO2b project outcomes: Students conducted several focus group sessions to establish patterns and corroborate findings. Focus group interview guides were informed by communication literature.
SLO2d project outcomes: Although students were not able to have the ideal experience of audio recording their focus group sessions, they were able to practice discipline standards for conduction the sessions. They also utilized discipline standards for writing and analyzing field notes.
SLO’s 2c, 3a, 4a, & 4b project outcomes: Student work was presented in the form of a training session for city leaders. Preparation for the presentation required collecting and evaluating relevant data. Students scheduled all stages of data collection. They also created specific timelines for delivery of training materials.
SLO3b project outcomes: Students used the concept of theoretical saturation to determine when they collected sufficient data.
SLA5a project outcomes: Students demonstrated knowledge, understanding, and practice of concepts related to informed consent and confidentiality. Students also completed confidentiality contracts, which are on file in city hall.