Summer 2012 Faculty Self-Evaluation Summaries (with actions to be taken)

 

After reviewing your student evaluations, what do you think went well in this class?

 

       I had changed the assessments for the course, and had fewer complaints

       this is perhaps my most popular online class, but that is probably due to the material covered, which most art students find interesting.

       I think that the basic structure and scheduling are functional.

       only one stuedent -- did not respond

       Teaches individuals how to teach students effectively

Teaches time management skills

Text was useful for assignments and studying for tests/quizzes (3)

All class materials were helpful to increase understanding and clarification of concepts

Evaluatio

       Discussion boards were useful in expanding and applying what was read and learned

Text was useful and easy to follow (3)

Evaluation methods were fair and grades were returned in an adequate amount of time (5)

Ability to receive grades early for early

       Communication and regular student feedback on their progress in the course. Online format for instruction worked well and instructor knowledge of subject was apparent to students. Students applied content knowledge to case studies throughout course.

       projects were well prepared and meaningful to students

       Class was well organized and engaging.

       Class was well organized and engaging.

       Good discussions. Assignments turned back in a timely manner.

       I held lab hours and provided individual help.

       I posted lecture recordings online.

       I posted lecture recordings online.

       structure of the the course was improved this semester to allow students access to course materials earlier in the term. I think they appreciated this as it allowed for more flexibility in learning.

       students did not evaluate me using any online methods, so I will have to wait until traditional evaluations are returned.

       The class went very well. Students managed to keep up well with the  workload.

       The course seems to be received positively by the majority of students.  The tutoring services we provide seem to be a positive for some students.  Tele-tutoring, using Blackboard IM, seems to be helpful to students who reside off-campus. Backboard IM al

       The course seems to be received positively by the majority of students.  The tutoring services we provide seem to be a positive for some students.  Tele-tutoring, using Blackboard IM, seems to be helpful to students who reside off-campus. Backboard IM al

       The course seems to be received positively by the majority of students.  The tutoring services we provide seem to be a positive for some students.  Tele-tutoring, using Blackboard IM, seems to be helpful to students who reside off-campus. Backboard IM al

       The course seems to be received positively by the majority of students.  The tutoring services we provide seem to be a positive for some students.  Tele-tutoring, using Blackboard IM, seems to be helpful to students who reside off-campus. Backboard IM al

       It sounds like my auto-grading system hit the right target, as did the scope of the material.

       Students appreciated: the ability to submit assignments online and the user friendliness of the site.

       Material was set and available for students

       Self-paced class assignment was well received by the student

       The students felt the course objectives were met. They felt I was well organized and the material was accessible.

       students got to work independently and collaboratively

       What I thought went well were the application of content in assignments; the students, however, did not see those connections, which means I need to work on making the connections more clear for them.

       Strong subject matter knowledge, enthusiastic about the topic, provided timely feedback, and being fair, kind, and encouraging to students.

       Students expressed that they learned the course objectives. The course was well organized. Students learned how to complete the IRB process. This course prepared the students for their dissertation research.

       See NO1

       Students seemed to enjoy it and the format.

       Interacting with the students, answering emails, and providing detailed lectures and instruction for assignments and tests.

       Great interaction with the students and informative lesson plans and lectures.

       Despite multiple reminders no responses were submitted. I gave students an opportunity to complete anonymous evaluations of each learning module and received no responses as well.

       Better than Spring semester. Assessment schedule was more clear; exams were open book.

       Dissertations student don't usually bother to take evaluation serious to take them

       No responses - dissertation students

       This is a dissertation writing support, so it's not exactly a course.  I did set it up in CourseDen to give students more support, which I think this structure provided.

       My communication with the students seemed to score well, and I especially like that one student claimed that I made her feel part of the university culture for the first time. Also, the assignments seemed to go well, too.

       I think I did well in using the platform to enhance student learning.

       n/a (student did not complete survey)

       The class was well received.

       The entire class went well.

       Class was well received.

       The class was well received.

       Pretty much all.

       course organization.

       Course organization.

       Course organization.

       This was the first time the class was offered. Given that it was created from scratch, I think things went as well as can be expected. Now that I have the structure in place, I can build on that.

       This was the first time the class was offered. Given that it was created from scratch, I think things went as well as can be expected. Now that I have the structure in place, I can build on that.

       assignments requiring creativity, individual feedback

       The students seemed to like the material and its relevance to their classrooms. They also appreciated a quick turnaround to grading.

       Students seemed to be pleased with the course content and with response rate from the professor. No changes were suggested except one student suggested clearer directions needed. All comments about the professor were positive (Exemplary, Effective, Excel

       Since this is a culminating course for the SLM program, a lot of the activities involved pulling together projects and reflections into a portfolio. Students seemed pleased that they were able to bring together all projects to make "one whole piece." All

       Learning materials directly related to weekly activities and the overall project, communication with students, evaluation

       Self pacing

       I received great feedback...but the response rate was low.  I enjoyed interacting with the students!

       Everything.

       Everything.

       all that could be expected

       all that can be expected

       see 4985 version

       see the 4985 version

       The class was very engaged in the discussion groups. Many questions were asked  with responses coming from other students.

       There was much discussion. Students seemed to interact more in the online version than in the face to face class.

       The level of discussion was higher than face to face class.

       Students communicated well to me and to each other on how they carried out the experiential part for this course.

       The student project and presentation indicated great progress.  The student was able to use course den resources to increase learning and communication.

       Students learning increased and they  benefited from online learning and sharing.

       The discussion and topics chosen for the course.

       Despite multiple reminders no responses were submitted. I gave students an opportunity to complete anonymous evaluations of each learning module and received no responses as well.

       In general the course went very well. There was a single disruptive student that attempted to cause problems (discussed in the next section), but the majority of the rest of the class showed marked improvement in their writing and demonstrated knowledge

       According to most of the students not very much went well. I however based on teaching the class previously felt it was much more organized and the class in general once it got up and running ran much smoother that the course I taught previously. However

What was problematic?  What needs to be improved?

 

       nothing new in the comments

       The online student evaluations should NOT be available for such an extended period.  It works to the disadvantage of obtaining an assessment that is comparable to what is done for face-to-face courses.  Those are delivered on one day only, with only thos

       Although there are sometimes complaints about specific deadlines, with requests to make everything open and due at end of term, I do not think that this would work well for most students.

I will continue to try to make clearer explanations.

 

       Allow quizzes to be open at the beginning of each module/week (2)

       The schema project was confusing, needs more detailed explanation at the beginning of the semester

Gliffy not user friendly

Text was tricky to understand and dated

Schema project detailed and too much work for an online class

Provide a bit more scaff

       Needs to be more academically challenging. Pace of instruction was brisk but structuring materials to require greater critical thinking application could be employed.

       students felt as though the time they had to complete work was limited and that they would like have had the course meet face-to-face because of content

       Time allotment for assignments and exams.

       Time allotments for assignments and exams.

       Time allotted for assignments and exams.

       None

       Lack of face-to-face interaction

       Lack of face-to-face interaction.

       I always need to dedicate more time to reading and responding to their discussion posts. They really appreciate the feedback and I try to respond to every post, even in larger courses.

 

       Nothing that I can tell.

       None was mentioned over which I have control or would not compromised the integrity of the learning experience & the rigor needed for the course.

       None was mentioned over which I have control or would not compromised the integrity of the learning experience & the rigor needed for the course.

       None was mentioned over which I have control or would not compromised the integrity of the learning experience & the rigor needed for the course.

       None was mentioned over which I have control or would not compromised the integrity of the learning experience & the rigor needed for the course.

       More audio/visual learning components, perhaps also some more guidance on using the Internet for research in this area.

       Submitting videos was an issue. Many of the video files were too big to be uploaeded to the site.

       Organization and time of response

       Somehow I need to translate my own personality into the course, perhaps by addressing more audio

       More needed to be done to support students through the APA manual. Some of the modules could be reordered to support students.

       students wanted different levels of feedback and involvement from faculty member

       They perceived the assignments as busy work, rather than as an opportunity to apply what they learned. They also felt that I needed to be more 'present' in the course.

       Considering this is a summer course, may adjust the amount of readings and make learning modules ready earlier so that students can work ahead of the time. Require a textbook in addition to articles.

       Students expressed some specific needs about the IRB and critical friends."

       See NO1

       The only material needed for the course was the text which was available at the bookstore.  Perhaps it was one upset about not being able to use an old edition of the text?  A number of the questions lent themselves to needing the text to aid answers.

       Some of my assignments can be better explained.

       Students understanding of distance education and technology.

       N/A

       Group work - I need to give up on this!

       As chair of 5 dissertation committees, distance has not way of helping unless a time stretcher

       No responses - dissertation students

       Even though these are doctoral students doing independent work, I need to check in with them more often.

       Some claimed that I expected too much, but from my vantage point it was a much less rigorous version of the 2060 I teach F2F. Some also wanted to syllabus in advance of the course, and I could imagine allowing them to start reading the course texts befor

       I think students felt less prepared by the university for online courses, and this is a lack of preparedness that overburdens the instructor, who should be teaching the class rather than teaching students to use a relatively simple interface. I was able

       n/a

       No major problems were identified.

       There were no specific problems. Will continue to update material.

       No major problems.

       No major problems.

       Not much. Perhaps, course contents.

       communication.

       It looks that there is nothing much problematic. I took spent of time in communicating with students. It seems that students recognized my involvement.

       Giving the feeling of being cared.

       Low student responses for the course evaluations. I need to work on improving the number of responses submitted.

       Low student responses for the course evaluations. I need to work on improving the number of responses submitted.

       Not all students contributed to a group activity.

       I need to be clearer about assignment instructions in the class shell. (The syllabus has the detailed instructions; the shell had basic instructions.)

       As indicated above, 2 students made suggestions: clearer directions, and elaborate on syllabus more.

       All seemed to go well, but one comment was that the course was not very rigorous and challenging. One comment was also made that the discussions were more like busy work than necessary work. Since this is a course designed to bring closure to the program

       The length of the reflection paper.

       Some students wanted a rubric which to guage their responses rather than being forced to think about their responses. The responses from me tended to be concise and at times slowed by the volumn of assignments arriving at one time. So to spread the work

       I liked the course format, and would change very little. I would add more video.

       Nothing.

       Nothing.

       all that could be expected

       all that can be expected

       see 4985 version

       see the 4985 version

       The next time I will do more synchronous exercises with the class.

       Probably the next time I will incorporate more synchronous sessions

       Not having more synchronous sessions. Plan to set up more next time

       Probably need to add a video component  so students can see some of the mind/body disciplines demonstrated by each student.

       There were no problems.

       There were no problems. I will continue to update the course to meet student needs.

       Did not time presentations and some went too long.  That criticism was correct.

       N/A

       One student attempted to be disruptive of the class. He used the discussion board to harass and antagonize other students and I was forced to shut it down after several students complained about him to me. Supporting  free speech while still providing a

       Keeping up with grading information on line is difficult. Trying to reading information from a computer screen can be difficult and hard on your eyes. What I need to improve is developing a better way to grade assignments in a more timely manner.

 

What do you plan to change next time you teach the course?

 

       I will continue to revise the assessments

       I will continue to tweak the exams and, even more, the term project, so that it is a bettter learning tool.  In this regard, I am eager to see what the new CourseDen system wil make possible, especially in the area of online interactive communication for

       The term project is always under scrutiny and will continue to be so, with changes made in response to student feedback

 

       Maybe be more flexible on opening quizzes up at the beginning of each module/week instead of waiting until the end of the week.

Continuous reflection and improving teaching

       Find a more user friendly free software for schema assignment. Provide more assistant to the schema project early in the semester.

       Perhaps add narration to presentation. Final reflective activity could be altered to allow for greater critical thinking skills application.

       nothing at this point

       Time allotment for assignments and exams

       Time allotments for assignments and exams.

       Time allotted for assignments and exams.

       None

       Communicate with students through multiple channels

       Communicate with students through multiple channels.

       Block off time on my calendar to dedicate to the coruse and let students know when that time is scheduled so they understand that if they send an email on Thursday morning, I may be able to give a quick reply that I've received the email, but am not able

 

       Nothing if it is a Maymester class. If it is longer, I will assign a more intense research assignment.

       Based on the majority of students input, try to keep doing what I am already doing.  I anticipate natural progression and update of course material. I am planning on continuing to add to the Commentics knowledge based using students' contributions.

       Based on the majority of students input, try to keep doing what I am already doing.  I anticipate natural progression and update of course material. I am planning on continuing to add to the Commentics knowledge based using students' contributions.

       Based on the majority of students input, try to keep doing what I am already doing.  I anticipate natural progression and update of course material. I am planning on continuing to add to the Commentics knowledge based using students' contributions.

       Based on the majority of students input, try to keep doing what I am already doing.  I anticipate natural progression and update of course material. I am planning on continuing to add to the Commentics knowledge based using students' contributions.

       It's a CS course -- the material always needs a little tweaking simply due to changes in technology.  If I were to do a big overhaul I might make the capstone project more in-depth on one or two areas instead of a broad project that lightly touches on a

       the next time I teach this course, I will have students use YouTube to submit videos. This adjustment will (hopefully) lessen students' frustration at not being able to upload video.

       Change of delivery method (D2L)

       More audio

       I plan to create an APA module. For students, I will also have them submit a smaller assignment to ensure they understand APA before completing a larger project. I also plan to reorder some modules to better meet course goals.

       nothing at this time

       I will teach this class differently next time. This was my first time teaching it, and I learned a lot from doing so. I probably would  not use the same texts, and I would change some of the assignments and would make others more clear in terms of how th

       Considering this is a summer course, may adjust the amount of readings and make learning modules ready earlier so that students can work ahead of the time. Require a textbook in addition to articles.

       I plan to do a captivate session on completing the IRB. I will also limit the number of students who can be in critical friends groups.

       See NO1

       I will re-record the videos to stay current and compliant.  Some minor tweaks of numbers, possibly a change in a few topics.

       More time explaining what is expected (learning outcomes) of the course.

       I plan to spend more time introducing the learning outcomes for the course.

       N/A

       Remove group work. Develop additional field observation activities for more options and to prevent cheating. Allow more time on open book texts.

       Nothin

       No responses - dissertation students

       This isn't a course, so this question isn't applicable.

       Some assignments, though the class thought they were helpful, did not strike me as the best possible choices. I will change some of the exercises and attempt to start with more building block versions.

       I would refer students to more resources at UWG earlier in the process.

       n/a

       Material will be updated.

       Update material.

       No major changes other than updating material.

       No major changes.

       Course material. Editing required.

       more communication.

       Not much. It went very smoothly.

       More communcations.

       Since it was the first time teaching the course, I will add to the content for each module, as well as evaluate all of the assignments to see what worked and what didn't.

       Since it was the first time teaching the course, I will add to the content for each module, as well as evaluate all of the assignments to see what worked and what didn't.

       Add new tools

       I will refer students solely to the syllabus for instructions.

       Go into more detail with the directions for the project. Prepare a video covering syllabus and requirements to post on CourseDen.

       Perhaps introduce more use of web 2.0 tools.

       Ask follow-up questions to promote further dialogue.

       More voiced lectures, and interaction in discussion boards

       More video.

       The course.

       The course.

       all that could be expected

       all that can be expected

       see 4985 version

       see the 4985 version

       I plan to do more synchronous meetings

       Probably the next time I will incorporate more synchronous sessions

       Developing more synchronous sessions

       I plan to add the video component

       continue to keep the course updated

       I will continue to update the course resources and use Wimba chats.  I believe the chats are essential.

       Help students adapt to D2L.  There were complaints about the difficulty of CourseDen.  All we did was Discussion Board and assignments.
N/A

       I would plan to be much more aggressive in addressing student misconduct and harassment, hopefully by getting the College involved at a much earlier point with students who are clearly intent on being disruptive in the name of expressing their views.

       My reponse time to students in all aspects.

 

What was the largest adjustment you made in teaching a distance course, and how was this addressed?

 

       this course has been online for a long time now, so nothing different there

       Again, this course has been taught online for several years, and adjustments have been made continually to try to take better advantage of the delivery system.  I have pushed further in requiring students to use possible features such as creating hotlink

       this course has onky been taught online

 

       Be more accessible to students. Respond to students in timely fashion.

       Provide feedback on the schema project. Encourage students to have early start on the project.

       Being responsive to student needs as they emerged and developing a flexible course structure to meet those needs.

       prep for overview and information, especially the use of online videos

       Missing the personal touch. I used videos and podcasts to make this better.

       Not having that personal connection. I addressed this by using introductory videos and podcasts to make it more personal.

       Lack of personal touch. I used videos and podcasts to help this problem.

       Respond to students' emails on Weekends.

       Responded to students' emails on weekends

       Respond to students' emails on weekends.

 

 

       needing to shorten the load a bit and still get some good info to the students.

       Packaging the course for asynchronous delivery.  I normally spend the entire summer creating the course and its content.

       Packaging the course for asynchronous delivery.  I normally spend the entire summer creating the course and its content.

       Packaging the course for asynchronous delivery.  I normally spend the entire summer creating the course and its content.

       Packaging the course for asynchronous delivery.  I normally spend the entire summer creating the course and its content.

       No face to face lectures.  But these aren't really needed in this class -- instead, increased email/IM contact is appropriate.  Much of this course is hands-on, so it's better to guide students as problems crop up instead of trying to dump everything in

       The largest adjustment was trying to provide effective feedback for assignments. Summer semester was the first time I taught this course totally online. However, using the Review function in Word seemed to provide sufficient feedback for students.

       No adjustment

       student interaction

       I have always taught the course as a distance course.

       organization of the course, structure, timing of assignments

       I had not taught this course before, so it was a bit out of my experience in teaching. I thought I had adapted the course well for online learning, but students' comments indicated that i have a lot to do toward making this an effective course. Just putt

 

       Timing for this class was difficult, it was both transitioning from face to face and summer. I will need to rethink how I time the modules and when assignments are due. It was the first time teaching online so many adjustments will need to be made.

       See NO1

       I spent a significant amount of time upfront preparing for this course as I knew it would need to be pretty much self sufficient once it was up and running.

       Being more available to students. I addressed this by incorporating google chat into my class.

       Making myself more available to the students

       N/A

       Added a detailed table on assignments - when due, how to submit, etc. Chunked assignments to remove some of the choices and to require field observations to be submitted throughout the semester - to avoid a backlog of assignments at the end of the course

       This is a course which is not considered distance

       No responses - dissertation students

       This isn't a course, so this question isn't applicable.

       It's a ton of email correspondence. Definitely NOT a time saver or even an equal to teaching a regular course. I'd unfortunately have to cut back on how much correspondence I had with the students, since it just about killed me.

       Honestly, I use the CMS for my everyday teaching, so I relied on tools that had already worked for me, such as discussion forums and chat.

       n/a

       Continuing online course.

       Course taught multiple times online.

       Continuing online course.

       Course taught online multiple times.

       More communication. More instructor involvement.

       I changed lecture videos to PPT scripts. Also added more test-bank  questions.

       Communication. More instructor involvement.

       Changing video instructions to script-based instructions. No complains on that.

       Trying to figure out how to replace lectures. The textbook is the main form of instruction, but creating online content takes time, and that is why it will take a few times teaching the course to get it at the point where I feel comfortable with the onli

       Trying to figure out how to replace lectures. The textbook is the main form of instruction, but creating online content takes time, and that is why it will take a few times teaching the course to get it at the point where I feel comfortable with the onli

 

       I made screencasts to show the students how to do various things.

       None

       None

 

       Not being able to answer one question to have the entire class hear the response from me

       Setting up modules.  I took a course at UWG.  It was great!

       I taught it online rather than in person.

       I taught it online, instead of in person.  Therefore, I did everything online, rather than in person.

       I've been teaching these for years.  Why do you keep asking this?

       I've been teaching these for years.  Why do you keep asking this?

       I've been teaching these for years.  Why do you keep asking this?

       I've been teaching these for years.  Why do you keep asking this?

       The biggest adjustment was not actually seeing the students. This was more of a personal adjustment I had to make. I will probably incorporate so visual technology as part.

       The biggest adjustment for me was not physically seeing the students. I plan to use more live chat and whiteboard activities

       Not being able to see the students..plan to make more use of chat and video net time.

       Not seeing the students... will make use of more video next time.

       I continue to update my courses to meet student needs and interests.

       I continue to search for use of websites, etc. to increase my student use of technology  to increase literacy assessment and instruction.

       Changing from files to learning modules.

       N/A

 

       Using the CourseDen program was the largest adjustment. I went over to the online services office and as I built my course I asked the staff questions to improve my knowledge of  and ability to use CourseDen.

 

After reviewing student evaluation questions, what do you think of the level of non-academic support provided for this course by student services, the library, the distance education center, and the instructor?

 

       I have always had very good support form the local helpdesk, but the 800 number helpline is not useful and helpful.  I wish that there would be local help for longer hours -- especially through the evening, since so many people do their online coursework

       I have always had very good support form the local helpdesk, but the 800 number helpline is not useful and helpful.  I wish that there would be local help for longer hours -- especially through the evening, since so many people do their online coursework

       I have always had very good support form the local helpdesk, but the 800 number helpline is not useful and helpful.  I wish that there would be local help for longer hours -- especially through the evening, since so many people do their online coursework

 

       Distance learning help desk did a great job in helping the instructor and students. Keep on going!

       Distance learning help desk did a great job in support the instructor and students. Keep on going!

       Distance education provided rapid student technical support when needed, and the instructor attempted to be more responsive to student needs since there was only an initial face-to-face meeting.

       seemed great

       Excellent.

       Excellent.

       Excellent.

       Good

       Good

       Good

       Everything seemed to be fine in this area.

       Our local non-academic support is fantastic! 
I am glad to see that we are moving away from WebCT/Blackboard to Desire2Learn.  However, I hope we will not lose the use of Blackboard IM as it is integral to students' interactions and to the use of tel

       Our local non-academic support is fantastic! 
I am glad to see that we are moving away from WebCT/Blackboard to Desire2Learn.  However, I hope we will not lose the use of Blackboard IM as it is integral to students' interactions and to the use of tel

       Our local non-academic support is fantastic! 
I am glad to see that we are moving away from WebCT/Blackboard to Desire2Learn.  However, I hope we will not lose the use of Blackboard IM as it is integral to students' interactions and to the use of tel

       Our local non-academic support is fantastic! 
I am glad to see that we are moving away from WebCT/Blackboard to Desire2Learn.  However, I hope we will not lose the use of Blackboard IM as it is integral to students' interactions and to the use of tel

       Not applicable.  To the best of my knowledge these services were not used.

       The level of support was great!

       For those few that answered, they had no issues

       They seem to have no difficulties with the online services

       I think the support was excellent for these first time online doctoral students."

       seemed great

       Sounds like students got what they needed from distance learning and from the library, but not from me.  I'll do better at teaching this course the next time.

       We ran into difficult in trying to include a student in our final class in which students made presentations of their research project. Wish we could find a way to allow her to participate from Dominican Republic.

       The support was appropriate for second year online doctoral students."

       See NO1

       N/A - Seems ranged in the 3-5 range if I'm interpreting your question properly.

       The library staff were a tremendous help as well as distance education with ITS support for me and the students.

       The library staff and distance education were both very helpful to the students and myself.

       N/A

       excellent

       Too many fees is the major comments from Doctoral students

       No responses - dissertation students

       Great!

       It was good. Not sure how much my students actually needed the support, though. Some griped about the maintenance of CourseDen, but I had very few problems.

       I think that the instructor (me!) ended up providing a lot of the support, although one student mentioned having a positive experience using the CMS chat function on the library's computers.

       n/a

       They are sufficient.

       They are sufficient.

       They are sufficient.

       They are sufficient.

       Satisfied.

       Satisfied.

       Satisfactory enough.

       Satisfactory enough.

       I think the support has been comprehensive. Some students are familiar with online courses, but there are still a number who are just learning. Once they get to know the online environment, students will know what to expect.

       I think the support has been comprehensive. Some students are familiar with online courses, but there are still a number who are just learning. Once they get to know the online environment, students will know what to expect.

 

       I had to call the library to get the GALILEO password, and it was quite the adventure! (I wasn't in the system, they transferred me, etc.). Also some students did have problems logging into WebCT Vista, but that was resolved eventually.

       Very appropriate

       Very appropriate support

 

       They did not mentions any difficulties

       Students did not seem to use these services at large.  I was able to help them navigate through most issues.

       No response.

       No response.

       This was fine

       Adequate

       see 4985 version

       see the 4985 version

       From my perspective the non-academic support was very good.

       I thought the non-academic support seemed to be quite adequate.

       I thought the non-academic support was more than adequate.

       The support was more than adequate.

       Excellent help from all!

       They enjoyed and benefited from Wimba Chats-some had technology problems initially but gained confidence once they were able to understand the technology. We had great tech assistance!

       Excellent.

       N/A

       adequate

       I think students depend on the instructor far more than is realized. I don't think they seek out support from other resources and sources provided as they could.