CUR/516

INSTRUCTIONAL PLAN

LAINE WILLKOM
AUGUST 8, 2016
PHYLLIS CARBONARO
University Scholarship
Counseling Process

TRAINING PURPOSE:
TO PROVIDE ACADEMIC COUNSELORS WITH THE
TRAINING AND RESOURCES NECESSARY TO ENABLE
THEM TO ANSWER SPECIFIC STUDENT QUESTIONS
AND ADDRESS ACADEMIC AND SCHEDULING ISSUES
THAT ARISE, WHICH PERTAIN TO AND MAY IMPACT
UNIVERSITY SCHOLARSHIP AWARDS.
PHASE I
 NEEDS ASSESSMENT

What is the learning opportunity?

What is currently available?
What should be available?
Gap analysis
What is the recommended solution?
 TARGET AUDIENCE

Tenured Academic Counselors

31 45 Years of Age

Bachelors Degree Education Minimum

Motivation
 DELIVERY MODALITY

Technology
Instructor Led
Enhanced

6 hours Materials

Instructional
Methodologies
 INSTRUCTIONAL GOALS

Participants will recognize the importance of supporting

Scholarship recipients.

Participants will learn how to find the Scholarship

departments webpage and understand Scholarship terms and
conditions to answer general student questions.

Participants will learn how scheduling and academic status

changes affect a students Scholarship.
PHASE II & III
TRAINING SESSION 1
Friday, August 12, 2016
1 pm 3 pm, Sierra Meeting Room
Training Session 1

Goal: Participants will recognize the importance of

supporting Scholarship recipients.

Objective 1:
After an explanation and discussion of the Universitys mission to
create educational opportunities by awarding Scholarships, participants
will accurately identify four out of five reasons why the University
makes Scholarships availble each year.

Objective 2:
After completion of the first training session, Academic Counselors will
explain, in 300 words or less, the basic Scholarship review and awards
process with 80% accuracy based on a rubric.
 SESSION 1 PLAN

Time Type of Learning Day 1 Agenda and Activities

1 pm Facilitator Introduction and Course Overview, Agenda for Day

1, Explanation of Learning Goals and Classroom Behavior and
Participation Expectations

1:10 Active Listening, Before listening to a brief telephone call between an Academic
Critical Thinking Counselor and student, participants will be instructed to listen
and identify if four key criteria expected within a successful call
are found and to consider the students reaction to the
outcome of the call.

1:20 1:55 Critical Thinking, The Instructor will ask each Counselor to introduce
Instructor-led Group themselves, identify his/her reaction to the call, or the perceived
Discussion student reaction, or discuss if one of the key criteria was met
or unmet. Participants will be asked to avoid duplication of
previous Counselor responses. Additionally, participants will be
asked to give one learning outcome he or she hopes to gain
upon successful completion of the training.
 SESSION 1 PLAN
Time Type of Learning Day 1 Agenda and Activities

1:55 2:00 Lecture with Instructor will explain reason for training and Day 1
multimedia visual learning objectives, using media wall and PowerPoint
presentation. Instructor will advise of upcoming break
and that there will be a speaker to present after the
break to encourage timely return from break.

2:00 2:10 Break Snacks and water will be provided; Instructor remains available
for student questions.
2:10 2:30 Speaker and The Director of the Scholarships Department will present on
Group Discussion the Universitys mission and how awarding Scholarships aligns
with its vision, the partnerships created with philanthropic
organizations, and the Scholarship application and selection
process. The group will review and discuss one graduates
testimonial, which will be read aloud and visually shown on the
media wall. Instructor will facilitate open questions for the
speaker.
 SESSION 1 PLAN

Time Type of Learning Day 1 Agenda and Activities

2:30 2:55 Collaborative Instructor will pair off students in groups of two or
Learning and three and provide each group with a marker and
Assessment large piece of paper. Participants will be given 5-7
minutes to list reasons the University makes
available Scholarships each year. Small groups will
present to the class, and the group will discuss
implications of not awarding Scholarships.

2:55 3:00 Individual Assessment Instructor will ask each Counselor to take out a pen and
and Critical Thinking sheet of paper, which will be submitted to the Instructor. The
Instructor will ask each individual to explain in writing in 300
words or less the basic Scholarship review and awards
process. The Facilitator will collect all papers at the end of
the course.
TRAINING SESSION 2
Friday, August 19, 2016
1 pm 3 pm, Sierra Meeting Room
TRAINING SESSION 2

Goal: Participants will learn how to find the Scholarship

departments webpage and understand Scholarship terms and
conditions.

Objective 3:
After completion of the second training session and using a personal desk
computer and job aid handout, Academic Counselors will accurately locate
the Scholarships webpage and Terms and Conditions given two attempts
under supervision of the Counseling Manager.

Objective 4:
Given a worksheet and job aid, Academic Counselors will compare and
contrast seven different Fiscal Years Terms and Conditions with a minimum
of 80% accuracy based on a rubric.
SESSION 2 PLAN

Time Type of Learning Day 2 Agenda and Activities

1 pm Formative Entry ticket Students are asked to fill out a ticket if there
Assessment is anything they want to revisit from session 1.

1:10 Instructor-led Review Instructor returns written assessments to participants,

which have been reviewed and commented on. Group
briefly reviews Scholarship application process. Instructor
explains session two objectives and reviews session agenda.

1:20 1:40 Speaker with Instructor introduces Enrollment representative who

multimedia visual explains the enrollment process once the University awards
a Scholarship and shows participants where to locate the
Scholarship webpage and contact information and the
Scholarship Terms and Conditions. Projection wall and Wifi
used to visually navigate to information. Job aid provided
with Scholarship website address and contact information.
SESSION 2 PLAN

Time Type of Learning Day 2 Agenda and Activities

1:40 2:00 Lecture with Instructor will review Fiscal Years 2009 2012 Terms and
multimedia visual Conditions, highlighting differences and briefly explaining
reasons for updates throughout these years. Particular
attention will be paid to Terms relating class withdrawals,
non-passing grades, Academic Probation and
Disqualification status changes, and attendance policies.
Instructor will encourage Academic Counselors who
already work with Scholarship students to elaborate on
changes made so that participants can listen to peers
insights. Job aid handouts provided to participants.

2:00 2:05 Break Snacks and water will be provided; Instructor remains available for
student questions.
2:05 2:30 Self-Directed, Critical Instructor will divide Counselors into groups of 2-3, providing each
Thinking, Collaborative participant with handouts detailing the Terms and Conditions for FY
Learning 2013 2015. The Instructor will ask groups to compare and contrast
the Terms to discuss as a large group. Group discussion will follow to
review the differences found. Instructor will facilitate discussion with
prompt questions.
SESSION 2 PLAN

Time Type of Learning Day 2 Agenda and Activities

2:30 2:45 Lecture with Using projection wall, computer, and Wifi, Instructor
multimedia visual will navigate to the Scholarship documentation system
and demonstrate how to document when a student
withdraws from a class, earns a non-passing grade, or
his/her academic status changes.
2:45 2:55 Critical Thinking, Instructor will give each Academic Counselor a matching
Individual Assessment exercise worksheet. Using the provided job aids, Academic
Counselors will match the seven Fiscal Years to significant Terms
and Conditions changes for each Year. Instructor will collect
worksheets.

2:55 3:00 Wrap Up and Instructor will explain that during each Counselors upcoming
Instructions meeting with his/her Manager and using his/her personal desk
computer and job aid handout, each Academic Counselor will
be asked to locate the Scholarships webpage and Terms and
Conditions, given two attempts under supervision of the
Counseling Manager.
TRAINING SESSION 3
Friday, August 26, 2016
1 pm 3 pm, Sierra Meeting Room
 TRAINING SESSION 3
Goal: Participants will learn how scheduling and academic status
changes affect a students Scholarship.

Objective 5:
Using one provided case scenario, Academic Counselors will present an
appropriate resolution incorporating all of the skills learned in the training.

Objective 6:
After completion of the third training session and with the assistance of provided
job aids, Academic Counselors will demonstrate how class withdrawals, non-
passing grades, extended breaks between courses, and Academic Probation and
Disqualification statuses affect a students Scholarship through an in-class
assessment with a minimum score of 80%.
 SESSION 3 PLAN
Time Type of Learning Day 3 Agenda and Activities

1 pm Critical Thinking, Instructor asks how participants felt about locating Scholarship
Discussion webpage and Terms. Review to follow, if needed.

1:10 1:20 Instructor-led Review Instructor returns matching assessments to participants, which
have been reviewed and errors marked. Instructor briefly discusses
answers and clarifies any questions. Instructor explains session
three objectives and reviews session agenda.

1:20 1:40 Role Play, Collaborative The Instructor will ask two volunteers to read a scripted scenario
Learning, Critical to the group. One volunteer will act as a student caller while the
Thinking other volunteer will play the role of the Academic Counselor.The
scenario will present an issue but not a resolution.The remaining
participants will be directed to take notes while listening for
pertinent information they must consider to find a solution. With
facilitation guidance and using handouts, computer, projection wall,
and Wifi, the participants will need to identify the steps they would
take to solve the issue and document the students file properly.
 SESSION 3 PLAN
Time Type of Learning Day 3 Agenda and Activities

1:40 2:00 Collaborative Instructor will provide case scenarios and explain that
Learning, Critical groups will be assessed for accuracy of devised
Thinking resolution. Using provided case scenarios, Academic
Counselors in groups of 2-3 will analyze student
scenario to be explained to large group. Proposed
resolution must be included and all steps involved
must be explained. Instructor and remainder of class
will provide feedback.

2:00 2:05 Break Snacks and water will be provided; Instructor remains
available for student questions.
2:05 2:15 Collaborative Remaining groups will present analysis of case scenarios.
Learning, Critical
Thinking
 SESSION 3 PLAN
Time Type of Learning Day 3 Agenda and Activities

2:15 2:40 Collaborative The facilitator will explain that the remainder of the
Learning, Critical training session will be on-the-job. Counselors will be
Thinking instructed that they can go back to their desks to pair
up to practice the skills learned. They can use
additional case scenarios provided by the Instructor or
create their own scenarios with which to call their
partner. Each Counselor will be advised that he/she
should play the role of Counselor once and the role of
student caller once so that every participant has the
opportunity to utilize learned skills from the training.
Management will monitor calls.

2:40 - 3:00 Individual Assessment, Instructor will introduce individual assessment, which will be
Critical Thinking taken with the use of the provided handouts. Students will be
advised that if they do not pass the 20-question multiple
choice quiz, they will be allowed to retake it once. The
Instructor will advise that the participants have between 15-20
minutes to complete the online assessment.
TIMELINE

Anticipated Start Date: Friday, August 12, 2016

6 total hours 3 training sessions
Classroom, Instructor-led Facilitation
On-the-Job Training OJT
Case
Studies

Instructor-
led
 STAKEHOLDERS

Facilitator

Training Counseling
Director Manager

Academic
Speakers
Counselors
INSTRUCTIONAL RESOURCES AND MATERIALS

Computer Job Aids Internet

 PLAN FOR IMPLEMENTATION

Communicating the Plan

Building Interest

Participant Selection
 FORMATIVE ASSESSMENT

Pair and Share Activity

Compare and Contrast
Individual Writing Exercise

Case Scenarios
Entry Tickets

Question and Discussion

Matching Worksheet
 SUMMATIVE
ASSESSMENT

Since the final assessment will be completed

individually and shared with management for
coaching and development purposes, this
would be considered a summative assessment.
PHASE IV
 EVALUATION STRATEGIES

Smith and Ragan Model

Participant Survey and Feedback

Manager Feedback

Instructor Feedback
 RECOMMENDATIONS FOR THE FUTURE

Based on the data collected, decisions will be made to

determine if revisions are needed and if the training proved
effective (Brown & Green, 2011, p. 162).

Evaluate Revise Continue

 REFERENCES

Armstrong, P. (2016). Blooms taxonomy. Retrieved from

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Brown, A. H., & Green, T. D. (2011). The essentials of instructional design:
Connecting fundamental principles with process and practice (2nd ed.).
Retrieved from The University of Phoenix eBook Collection.
McGlynn, A. P. (2005, December).Teaching millenials, our newest cultural
cohort. The Education Digest, 71(4), 12-16. Retrieved from ProQuest.
McLeod, S. (2008). Simply psychology. Retrieved from
http://www.simplypsychology.org/likert-scale.html