Formal Report Outline for How to Better Support Note-Takers to Improve Learning Experience for Students at UBC
I. INTRODUCTION
A. Definition of Note-Takers
B. Background on Note-Takers at the UBC Centre for Accessibility
C. Description of the Role of Note-Takers at the UBC Centre for Accessibility
D. Purpose and Intended Audience of Formal Report
E. Brief Description of Data Sources
F. Scope of Inquiry
II. DATA SECTION [BODY]
A. Overview of Note-Takers and Note-Taking Program
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- Role of Note-takers in Course Notes Deliveries to Clients
- The Expectations for Quality Note-Taking by the Centre for Accessibility
- Importance of Program Support for Note-Takers and Clients
- Status of Current Resources Available for Note-Takers and Clients
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B. Study of Note-Taker’s Perspectives
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- Anonymous Survey with Current and Former Note-Takers
- Blank Copy of Anonymous Note-Taker Survey
- Data Visualization from Anonymous Note-Taker Survey
- Interview with Current Note-Taker for In-Depth Perspective
- Analysis of Note Taker’s Perspectives on Note-Taking Program and Resources
- Overview of Anonymous Note-Taker Survey Data (Include Answers from Interview)
- Statistical Analysis of Note-Taker Survey Data
- Anonymous Survey with Current and Former Note-Takers
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C. Study of Client’s Perspectives
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- Anonymous Survey with Current and Former Clients
- Blank Copy of Anonymous Client Survey
- Data Visualization from Anonymous Client Survey
- Interview with Current Client for In-Depth Perspective
- Analysis of Clients Perspectives on Note-Taking Program and Resources
- Overview of Anonymous Client Survey Data (Include Answers from Interview)
- Statistical Analysis of Client Survey Data
- Anonymous Survey with Current and Former Clients
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D. Improving Overall Resources for Note-Taking Program
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- Analysis of What Current Resources Lack for Note-Takers and Clients
- Impact of What Current Resources Lack for Note-Takers and Clients
- Importance of Improving Resources to Further Support Note-Takers and Clients
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E. Feasibility of Recommendations
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- More interest in joining the note-taking program by increasing pay for note-takers (hourly or term).
- Benefits of limiting the number of clients per note-taker for a course.
- Benefits of increasing the number of note-takers per course for clients.
- Improve quality of note-taking program by implementing training or feedback sessions.
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III. CONCLUSION
A. Discussion and Interpretation of Findings
B. Final Recommendations Based on Findings
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