RESEARCH ~ Project and Process

I have never participated in any such process for a research project for any university, especially for UTEP. When I witnessed the presentation of IRB committee, it appeared that the process a tedious and attention-detailed ordeal; furthermore, the information provided made it very effective with the numerous and various checklists from those that present their research to those that review the proposal. I have been part of a smaller type proposal process, and seeing that there is a need to cross all "T's" and dot every "I" means that there is no room for error or slacking of the process.

What I was a part of involved a matter of presenting a new Allied Health program for a vocational school, which had many members have their expertise indicate the purpose and use of this new program, along with the financial and educational factors in their determination. My involvement was not alone in this presentation, but because of my expertise in the medical field, I was able to devise my program much more effectively; however, the process did not end with the paperwork and then a mere quick or haste approval. It incorporated the executive management, corporate office, other educators, attorneys/legal advisers for the school, and those that were part of the actual program. This process took more time than I or others had anticipated. Because it was going to be a huge influence and impact on the school, timing and focusing on ALL details meant more revenue for the school or a financial burden for initiating it.

In this class seminar, there are reviewers for the specific research and the return time for this process seemed rather reasonable. With the proper documents and information conveyed, there is more chance of being pro active with the electronic submission rather than awaiting any errors and need for improvement or correction. I truly enjoyed how the cooperation of the IRB presenters made matters very approachable and acceptable to have those seeking funds for their research projects much more feasible. I was also impressed that not only was there a process to follow and a wealth of information, but more importantly, the enthusiasm and encouragement of those seeking to pursue their goals of this outcome.

Class Observations

Although I am not teaching yet, I have observed two faculty instructors here at UTEP from two different departments, in which I gathered lots of information that is vital and essential for my own teaching. In this event, I found it very difficult to not express my personal insight (on paper), but rather train myself to take notes and annotate what I saw from this experience. Both instructors had the students’ attention and were both focused on getting the information to the students; however, the approaches were not the same. This gave me good data to see what works and what does not work when it comes to the various and numerous teaching styles that are needed for the class diversity. One instructor was in the Electrical Engineering field; whereas, the other instructor was involved in the Nursing program. Although they were dissimilar, the intent was to pass on the knowledge, get the point across, and wait for questions & answers.

The Engineering class was not as large as the Nursing class, but the teacher did make an emphasis that each student was incorporated with the information (while taking notes) and reviewed the instruction through examples and illustrations on the board. The (brief) Q & A portion was to prepare for the next exam and as time permitted, the students were assigned to work as groups. As this process went on, the teacher went ahead, left them be, and began writing formula word-problems on the board for the next lesson. The class involvement did not seem enthusiastic, but interested enough that if it were not for the note-taking, then the lack of student interaction would have made it a one-sided affair. The instructor did keep the students aware of the material with his voice, but did not maintain eye-contact or ensure that all students were listening or could hear.

The Nursing class went with precise and detailed instruction that involved everyone from the beginning of class until it was time to go. The instructor performed a greeting for all students and initiated the class with hands-on materials to coincide with the class lecture. Afterwards, the class began with a short review of the homework and any questions pertaining to this matter. The session began with complete outline/handouts that all students followed along with accordingly, as well as demonstrated their understanding with the materials being put together for a complete project. The instructor walked around the entire class and maintained eye-contact at all times. The amazing aspects of this particular class were the order and discipline that kept all students active and wanting to learn.

These two observations made me realize that students are more active with hands-on materials more than just listening to the teacher’s words; however, the necessity of the lecture is to also give each student an opportunity to grasp the concepts needed for exams. Teaching is not an easy task, but it is easier to make note of what is happening from the back of the room or some remote area in the room versus seeing the entire class from the front or podium area.

Professional Development Plan ~ Reflection

As much as I have had many experiences in my life, the actions may not always speak louder than words. I have performed various tasks and held numerous positions/titles, but when it comes to expressing these feats on paper. The difficulties surface on what words are needed to properly illustrate who you are, what you’re about, and what your intentions are; additionally, having the documentation that will support these words makes a huge difference of just hearsay. This professional development plan has been somewhat of a challenge, but due to my previous encounters of military preparations for supervisory or promotional packets, this portfolio process has been on the same guidelines.

Taking my experiences from my military days and working in the educational field from years ago has made it hard to show what I have done versus just saying what I want to do (i.e. philosophy, beliefs, etc.). It is sometimes better that I had the exposure to these preparations because it gives me the advantage of my organizational skills; however, because I have that as a positive asset, my downfall is the time management skills that still need work on. I do find myself procrastinating compared to actually taking advantage of my time and being pro active. This action (or lack of) does not imply that I want to be that way, but has been due to my medical condition preventing me from working at it constantly or consistently.

I am not this way nor have I been brought up or trained in this manner, but because I am highly medicated, the process gets modified, put aside, or haltered until a later time. What I have learned from this is to take the time that I am okay to do the best I can and get as much done as possible. This is my portfolio, so making excuses, procrastinations, or inabilities will be the only difficulties on why it never gets done. I have planned out a schedule and outline on what gets done and how much effort is needed for this to be accomplished. Being positive is one thing, but I believe that my cockiness has gotten the best of me, which has not made this a project, but has actually caused difficulties to rise as well as bring upon obstacles rather than taking the challenge head on and knocking it out accordingly.

This portfolio is one that will reflect me in more ways than one and to not put more emphasis on what it means instead of just another assignment highlights on what I really need to do in order to buckle down and get the job done. Along with the schedule and outline, I have incorporated some assistance from friends, family, and other educators for double-checks and professional input. I have more time in my life now than I have had in so many years, and I believe that this is also a negative factor for me. I am not used to this and it feels so weird and uncomfortable, which is a possible reason why I don’t have the “fierce” attitude anymore. On the upside, I have come to realize that I have this portfolio to represent the “real” me and need to open up to handling and maintaining the involved tasks at-hand (minor and major). The efforts and challenges may be tedious, difficult, or tiresome, but the rewards will make up for that.