Coding of Aspire

1. Galliera
Coding of Aspire Post-Survey
Comments about instruction/design of Aspire course (ex: reading directly off of
paper) and about facilitators in general
 Complaints about facilitators
o “I believe it should have been more than reading a screen to us the
entire time. I was very bored and the only reason I gave them any
attention, which they did not deserve, was because I knew that the
subject material was serious. They were quite monotone and
frankly unprepared, and made it very clear because of the multiple
admissions of “sorry it has been a while.” I believe if you want
students to take it seriously, the presenters should take it seriously.
Almost everything I have seen at Clemson has been full of energy,
which has made me excited to learn and participate. This made me
want to stand up and walk out of the room immediately. I was
better off reading the website at home.”
o “I wasn’t a fan of how lighthearted the conversations felt. These
topics are serious, and one of my ‘conversation leaders’ in my
session came across as very sarcastic and joking, which put me off
to the things that she said.”
 Students felt shy and unwilling to share
o “It was a nice meeting but still a little awkward in presenting due
to the lack of participation.”
 General comments about course
o “I think the discussion was successful, although I’m not sure that
everyone in my group understood the seriousness/relevance of the
subjects we covered. For example, a student made an insensitive,
domestic violence-related joke and faced no consequences for it.”
o “Program spent too much time on name game.”
The course was boring, a waste of time, and/or too long
 “There wasn’t anything eye-catching or interesting about the talk.
Everything was very monotone and sleep-inducing.”
Suggestions given for improving the course or suggestions for adding/altering
content presented
 Add content
o “Great session! Possibly add more about healthy eating as a part
of the program.”
 Different strategies
o “I think instead of asking people to answer questions verbally,
there should be a way people can type them in and facilitators can
project answers on a big screen for everyone to see. Maybe this
way people will be more willing to participate in a discussion.”
 Attention to religious/race issues
o “It’s got a lot of good information about CARE and CAPS that I
didn’t know about earlier but it did say that sex was fine for a guy
and girl who weren’t married and I believe that sex between two

2. Galliera
people not married to each other is a sin and that it is an act of
disobedience to God.”
 Have online class instead
o “I would have preferred exploring the website on my own or
watching a video, rather than going to a class.
Comments about redundancy or non-relatable
 Not relevant for older adults
o “As a non-traditional student, most of the topics in Aspire are not
as relevant as they are for younger students.”
 Title IX repetition
o “I thought it was redundant because we also have to do the Title
IX training that covers the same material.”
Positive comments
 “I learned a lot about where to get help for friends who are in trouble
using tools like CARE, CAPS, etc.”
 “I love what Aspire is all about.”
 “I think the infromation provided in the session was informative and
helpful. I think it was definitely worth the hour and a half of my time.”
My suggestions:
 When questions are asked, they should be done so through software/website that allows
students to answer electronically, and have their results show up on the screens. This way,
students will see how others are answering without having to openly disclose their true
feelings/opinions for fear of judgment. It also might promote more discussion because they
can see how others are feeling.
 A PowerPoint should be used instead of just scrolling through the website. The PowerPoint
can feature the key facts about each module/topic, and also show screenshot pictures of the
website instead. Another good thing about PowerPoints is that students will be able to better
obtain the information with the visual, and facilitators won’t have to be reading off of a piece
of paper. They will have the key points in front of them, and can expand off of those.
 Students should take a pre-test before the session actually starts, so Healthy Campus can
monitor the impact it’s making on the students’ knowledge.
 More interactive activities need to be added instead of just reading from the guide.
 Add more content to presentation including sexual health, eating right, sleep, stress, etc. The
presentation should still remain 90 minutes, so condensed versions of these topics with key
facts will need to be used.
 When beginning the session, it is important to address the fact that they understand people
may have conflicting religious/cultural views, but that they need to address the topics in an
open manner. A student complained about the fact that drinking under 21 is illegal, and that
the session only emphasizes how to drink safely. It should be emphasized that drinking
underage is in fact illegal, but these measures are here for safety because a majority of
college students engage in these illegal behaviors.