Main Article Content
Students in an undergraduate applied research methods class were given the task of assisting two community organizations in doing a survey to provide data on the need for affordable housing in the local community. Students helped design and implement the survey and reported on the results. As part of the evaluation process, using a modified nominal group technique, students wrote essays about their experience in the class which they shared with all others in the class who had an opportunity to comment on each of the essays. After all had an opportunity to examine and comment on other students’ essays they were given the opportunity to write any additional comments. This peer to peer feedback provided an extensive concourse about their experiences from which a Q sample was developed. The results indicated that among the nine students there were four factors indicating that the students experienced the class in quite different ways. The different perspectives included: the Disgruntled Learners, the, Satisfied but Not Unblemished, the Sociable, and the Critical Defender. The study also suggests the benefits of this evaluation process to enhance future pedagogy and communication in the classroom.