The document summarizes student feedback on the Aspire post-survey. It includes complaints that the facilitators read directly from the screen and lacked energy. Students also felt shy and unwilling to share. Some comments suggested the course was boring, a waste of time, or too long. Suggestions were given to make the course more engaging by adding interactive activities, a PowerPoint, and condensed information on other health topics. It was also suggested to allow electronic answers to questions to encourage participation.

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 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.

2. Galliera
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 for Aspire:
 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.