1. Instructional Plan and Presentation on New Student OrientationBy
Gabriel Moore
CUR/516
7/31/2017
Dr. Shirley Burnett

2. Phase I: Program and audience characteristics, training description and training projected goals.
Phase II: Expected learning objectives and goals in a A-B-C-D format.
Phase III: Instruction deliver method and implementation plan.
Phase IV: Determination of goals and objectives, evaluation model, and overview.
Conclusion:
Reference:
Introduction

3. Phase I.
Program and audience characteristics, training description and training projected goals.

4. Program: NSO
The program new student orientation. This design is to inform incoming students about the requirements of college as a new student. In addition, the NSO design is to inform incoming student a campus tour, one on one assistance with advisor on step to enroll into classes, and expectation on the first day of class at the community college. Next the community college NSO room will provide students with the resources that they will need to maximize their college experience and encourage further success.
The program new student orientation. This design is to inform incoming students about the requirements of college as a new student (Mullendore, Richard,1996). In addition, the NSO design is to inform incoming student a campus tour, one on one assistance with advisor on step to enroll into classes, and expectation on the first day of class at the community college (Mullendore, Richard,1996). Next the community college NSO room will provide students with the resources that they will need to maximize their college experience and encourage further success.
Reference:
Mullendore, Richard H. (1996). Orientation as a component of institutional retention efforts. In the 1996 Orientation Director's Manual.

5. Audience characteristics
Identify various dimensions of diversity that include race, class, ethnicity, gender, sexual orientation, religion, ability, body size, and age.
Be aware of multiple cultures in the community that are different from one’s own.
Educate students to redefine the term ‘diversity’ to include aspects other than race or ethnicity. Allow students to think critically about their own identities.
Illustrate that everyone on campus not just minority students are a part of the diversity concept.
Identify various dimensions of diversity that include race, class, ethnicity, gender, sexual orientation, religion, ability, body size, and age.
Be aware of multiple cultures in the community that are different from one’s own.
Educate students to redefine the term ‘diversity’ to include aspects other than race or ethnicity. Allow students to think critically about their own identities.
Illustrate that everyone on campus not just minority students are a part of the diversity concept.
( Robinson, Debra, Burns, Carl, Gaw, Kevin, 1996)
Reference:
ROBINSON, DEBRA A.; BURNS, CARL F.; and GAW, KEVIN F "Orientation Programs: The Foundation for Student Learning and Success." New Directions for Student Services 75:55–68.

6. Training description and training projected goals
The advisor will have two week training before the New Orientation session.
The training schedule will be Monday and Wednesday from 9am-1pm and Tuesdays and Thursday from 10am-1pm.
Next the students must attend a Priority Advisement workshop (PAW) first week of school prior to attending the new student Orientation.
The advisement workshops are Monday and Wednesday 11am-1pm then next session Tuesday and Thursday 9am-11am with both session having 30min breaks.
In addition, we encourage students to schedule these mandated session on the days you don’t have classes.
The advisor will have two week training before the New Orientation session.
The training schedule will be Monday and Wednesday from 9am-1pm and Tuesdays and Thursday from 10am-1pm.
Next the students must attend a Priority Advisement workshop (PAW) first week of school prior to attending the new student Orientation.
The advisement workshops are Monday and Wednesday 11am-1pm then next session Tuesday and Thursday 9am-11am with both session having 30min breaks.
In addition, we encourage students to schedule these mandated session on the days you don’t have classes.

7. Expected learning objectives and goals in a A-B-C-D format.
Phase II
Expected learning objectives and goals in a A-B-C-D format.

8. Expected learning objectives and goals
Goals and objectives are clear statements and general aims that introduces the students to college services that will support their understanding and purpose of student learning objectives within the learning communities. As a result students will articulate that diversity involves all members of the community; not just minority populations. Students will reflect on at least one new aspect of their own self-identity. And lastly, students will be encouraged to explore their various identities.
Goals and objectives are clear statements and general aims that introduces the students to college services that will support their understanding and purpose of student learning objectives within the learning communities (Smith, Brackin,1993). As a result students will articulate that diversity involves all members of the community; not just minority populations (Smith, Brackin, 1993). Students will reflect on at least one new aspect of their own self-identity (Smith, Brakin, 1993). And lastly, students will be encouraged to explore their various identities.
Reference:
Smith, B. F., & Brackin, R. (1993) Components of a comprehensive orientation program. In M. L Upcraft, R.H. Mullendore, B.O. Barefoot, & D. S. Fidler (Eds). Designing Successful Transitions: A Guide for Orienting Students to College. (Monograph Series No. 13). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.

9. A-B-C-D format Audience: selected students and advisors
Behavior: The objectives is designed provide a welcoming atmosphere for students and families to meet faculty, staff, and continuing students, as well as other new students.
Condition: This program at the community college NSO room will provide students with the resources that they will need to maximize their college experience and encourage further success.
Degree: The advisor will have two week training before the New Orientation session. The training schedule will be Monday and Wednesday from 9am-1pm, Tuesdays, and Thursday from 10am-1pm.
Audience: selected students and advisors
Behavior: The objectives is designed provide a welcoming atmosphere for students and families to meet faculty, staff, and continuing students, as well as other new students.
Condition: This program at the community college NSO room will provide students with the resources that they will need to maximize their college experience and encourage further success.
Degree: The advisor will have two week training before the New Orientation session. The training schedule will be Monday and Wednesday from 9am-1pm, Tuesdays, and Thursday from 10am-1pm.

10. Instruction deliver method and implementation plan.
Phase III
Instruction deliver method and implementation plan.

11. Details on plan implemented
These five outcomes that NSO will provided students with the resources that they need to maximize their college experience and encourage further success.
An environment of personal responsibility.
Fostering inclusivity through a shared campus identity.
Partnering with parents and families.
Preparing and empowering student leaders to serve the campus.
Striving to be innovative in meeting the needs of our community.
At the end of the NSO students will be asked to fill out a survey providing feedback on the NSO session.
NSO design is to inform incoming student about the campus. Furthermore, the NSO will provided one on one assistance with advisor on the many steps to enroll into classes, and inform new student’s expectation on the first day of class at the community college (Fox,Zakely,Morris & Jundt, 1993).Next the NSO programs will addresses the holistic needs of each new student. By create a foundation of success will be based on the core value that people matte (Fox,Zakely, Morris & Jundt,1993). The new student programs will achieves this through cultivating strategic partnerships across the community college. These five outcomes of NSO will promote:
An environment of personal responsibility,
Fostering inclusivity through a shared campus identity,
Partnering with parents and families.
Preparing and empowering student leaders to serve the campus,
Striving to be innovative in meeting the needs of our community.
These five outcomes that NSO will provided students with the resources that they need to maximize their college experience and encourage further success. . At the end of the NSO students will be asked to fill out a survey to provide feedback on the NSO session.
( Fox,Zakely, Morris & Jundt, 1993)
References:
Fox, L, Zakely, J., Morris, R, & Jundt, M. (1993). Orientation as a catalyst: Effective retention through academic and social integration. In M. L Upcraft, R.H. Mullendore, B.O. Barefoot, & D. S. Fidler (Eds). Designing Successful Transitions: A Guide for Orienting Students to College. (Monograph Series No. 13). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.

12. Resources and materials needed
The three resource and materials will be advertised :
Sandwich Boards, Facebook, College Website.
The instruments used: Power Point, Jigsaw learning Strategy, Hands on learning.
Students after the NSO will receive a survey through . The instrument that they will use to evaluate on the NSO program is the School Staff survey.
The three resource and materials will be advertised through the use of sandwich boards, Facebook, and the college website.
The first will a presentation software PowerPoint. The presentation PowerPoint will be a lecture on how to assist new student to understand general education, major, and graduation requirements. This lecture will also receive essential academic planning and course registration assistance. The second source of material is the jigsaw learning strategy. The Jigsaw is a cooperative learning strategy that NSO will provided to enables each student from other groups who are assigned the same aspect, and after mastering the material to teach one another. The third resource hands on learning. The NSO Advisors will demonstrate hands-on learning is an educational strategy that directly involves learners by encouraging them to do something in order to learn about it. These resources and materials will help gauge and assess learning.
The instrument that I will to evaluate the effectiveness on our programs is the school staff survey. I will send an to all the participants after the NSO is complete. The purpose of the school staff survey is to rate project's appropriateness for classroom use, user friendliness, effect on teaching, effect on parent involvement, strengths and weaknesses of the project, and project benefits. This instrument will provided the feedback from the students that attended the NSO. This type of instrument also gives the NSO the curriculum creators, website designers, coding managers and the education board of directors the abilities to improve upon the strengths and weakness of the NSO program.

13. Individuals involved (facilitators, learners) with implementation
The curriculum creators, website designers, coding managers and the education board of directors. These individuals will implement two instruments.
Instrument 1: Supplementary Survey: purpose to gathers background data on each workshop participant and evaluate the workshop.
Instrument 2: Program Evaluation: purpose to evaluate the workshop and use the results for future program planning.
The curriculum creators, website designers, coding managers and the education board of directors. These individuals will implement two instruments. The first instrument will consist of a supplementary survey. This instrument purpose is to gather background data on each workshop participant and to evaluate the workshop. The topics that are covered are institutional context, plans & expectations, workshop evaluation and background characteristic & activities. The second instrument is the program evaluation. This instrument purpose is to evaluate the workshop and use of the result for the future program planning. The topics covered facilities accommodations, plans & expectations, project development continuation, workshop evaluation activities, areas for program improvement, content, and background characteristic & activities. Furthermore, by implementing these two instruments will provide the individuals that I noted above feedback on how to provide the best possible programs during the NSO.

14. Total length of time
The advisor training will be a two weeks before the New Orientation session begins.
The training schedule will consist from Monday and Wednesday from 9am- 1pm and from Tuesday to Thursday from 10am-1pm.
The training will consist of 3 hours daily from Monday-Thursday.
The advisor training will be a two weeks before the New Orientation session begins. The training schedule will consist from Monday and Wednesday from 9am-1pm and from Tuesday to Thursday from 10am-1pm. The training will consist of 3 hours daily from Monday-Thursday

15. Details on how the plan will be implemented
NSO design is a strategic plan that will inform incoming students on priorities that is developed to outline and better serve our new students and to maintain the CAS standards for orientation programs.
The five priorities listed are detailed strategic plaining to assist incoming student.
This strategic plan will provide students with the resources that they will need to maximize their college experience and encourage further success.
NSO design is a strategic plan that will inform incoming students on priorities that is developed to outline and better serve our new students and to maintain the CAS standards for orientation programs (CAS). The five priorities listed are detailed strategic plaining to assist incoming student. The first priority is continue to expand a comprehensive orientation experience program. Second priority to implement a transitional process for new students to address transition events, issues and needs (Tinto,Vincent,1993). Third priority is to continue to expand on a comprehensive transfer experience. The fourth priority will provide knowledge and support for family and parent programming (Tinto, Vincent,1993). The five priority: The office for NSO will continue the leadership and development of the office student and professional staff members (Tinto,Vincent,1993). Furthermore, this strategic plan will provide students with the resources that they will need to maximize their college experience and encourage further success (Tinto &Vincent,1993).
References:
TINTO, VINCENT  Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: University of Chicago Press.

16. Determination of evaluation instruments, methods and learning criteria
Phase IV
Determination of evaluation instruments, methods and learning criteria

17. Evaluation instruments
The primary purposes of this program evaluation were to:
Determine if the current New Student Orientation program is meeting the needs of incoming students.
Reassess the goals of orientation, and understand the impacts of orientation on student participants’ knowledge levels, attitudes, and behaviors.
This evaluation was designed to help provide an informed perspective about the major strengths and weakness of the New Student Orientation process.
The instrument used are: attitude survey, student content assessments, Students as Agents of Change, Student Survey B, and Building for Tomorrow - Telephone Follow-up Survey.
The primary purposes of this program evaluation were to: 1) determine if the current New Student Orientation program is meeting the needs of incoming students, 2) reassess the goals of orientation, and 3) understand the impacts of orientation on student participants’ knowledge levels, attitudes, and behaviors (Fox, Zakely,Morris, & Jundt, 1993). This evaluation was designed to help provide an informed perspective about the major strengths and weakness of the New Student Orientation process. Ideally, the evaluation results can be used to make data driven decisions regarding the improvement of program goals and implementation strategies (Fox,Zakely, Morris, & Jundt, 1993). The instruments that I will include in the plan are: attitude survey, student content assessments, Students as Agents of Change, Student Survey B, and Building for Tomorrow - Telephone Follow-up Survey. These four approaches will determine if the current NSO program is meeting the needs of the new students
References:
Fox, L, Zakely, J., Morris, R, & Jundt, M. (1993). Orientation as a catalyst: Effective retention through academic and social integration. In M. L Upcraft, R.H. Mullendore, B.O. Barefoot, & D. S. Fidler (Eds). Designing Successful Transitions: A Guide for Orienting Students to College. (Monograph Series No. 13). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.

18. Methods
These four instruments that I chose to use are to determine on whether or not the current NSO programs meet the needs of the incoming students.
Instrument 1: Attitude survey- To gather attitudinal information about science, math, and teaching before and after course.
Instrument 2: Student Content assessments- To determine significant changes in student content knowledge of ecosystems management (issues, facts, problems) via classroom concept-mapping evaluation
Instrument 3:  Students as Agents of Change, Student Survey B- To solicit reports from each student about computer usage, ease of use, skill level, technology tasks skill level, and judgements about the project
Instrument 4: Building for Tomorrow - Telephone Follow-up Survey: To gather information about what follow-up activities workshop participants have pursued.
These four instruments that I chose to use are to determine on whether or not the current NSO programs meet the needs of the incoming students.
Instrument 1: Attitude survey- To gather attitudinal information about science, math, and teaching before and after course.
Instrument 2: Student Content assessments- To determine significant changes in student content knowledge of ecosystems management (issues, facts, problems) via classroom concept-mapping evaluation
Instrument 3:  Students as Agents of Change, Student Survey B- To solicit reports from each student about computer usage, ease of use, skill level, technology tasks skill level, and judgements about the project
Instrument 4: Building for Tomorrow - Telephone Follow-up Survey: To gather information about what follow-up activities workshop participants have pursued.
Reference:

19. Learning Criteria
The criteria used to determine whether participants met the learning goals and objectives will capture for our advisors the important issues surrounding which skills will be learned and how NSO can better facilitate that learning.
The NSO program evaluation will conduct if the goals of the New Student Orientation in its current format, to understand how orientation is meeting the needs of incoming students, and to increase understanding of the impacts of orientation on student participants’ knowledge levels, attitudes, and behaviors.
The criteria used to determine whether participants met the learning goals and objectives will capture for our advisors the important issues surrounding which skills will be learned and how NSO can better facilitate that learning (Jacobs,1993). Furthermore, by having the NSO program evaluation will conduct if the goals of the New Student Orientation in its current format, to understand how orientation is meeting the needs of incoming students, and to increase understanding of the impacts of orientation on student participants’ knowledge levels, attitudes, and behaviors (Jacobs,1993). The four instruments that I stated earlier will determine if the NSO created a welcoming environment, the instruments will also determine if the student were able to articulate the academic expectations, create a balanced schedule which includes an array of courses and subjects (Jacobs,1993). Developing a connection to the community college campus through interacting with fellow students, orientation assistants, faculty and staff. And lastly, feel comfortable on the campus (Jacobs,1993).
Reference:
Jacobs, B. (1993) Orienting diverse populations. In M. L Upcraft, R.H. Mullendore, B.O. Barefoot, & D. S. Fidler (Eds). Designing Successful Transitions: A Guide for Orienting Students to College. (Monograph Series No. 13). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.

20. Conclusion
Overall, when designing an orientation program, one must first understand the culture of the institution and the students. A good orientation programs creates a lasting impression for new students and their families. Furthermore, by planning an appropriately and using all the campus resources, the orientation should relive anxieties and prepare the new students for success.
Overall, when designing an orientation program, one must first understand the culture of the institution and the students (Astin,1993). A good orientation programs creates a lasting impression for new students and their families. Furthermore, by planning an appropriately and using all the campus resources, the orientation should relive anxieties and prepare the new students for success ( Astin, 1993).
Reference:
ASTIN, ALEXANDER W  What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass.

21. References
Astin, Alexander W  What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass. Fox, L, Zakely, J., Morris, R, & Jundt, M. (1993). Orientation as a catalyst: Effective retention through academic and social integration. In M. L Upcraft, R.H. Mullendore, B.O. Barefoot, & D. S. Fidler (Eds). Designing Successful Transitions: A Guide for Orienting Students to College. (Monograph Series No. 13). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.
Jacobs, B. (1993) Orienting diverse populations. In M. L Upcraft, R.H. Mullendore, B.O. Barefoot, & D. S. Fidler (Eds). Designing Successful Transitions: A Guide for Orienting Students to College. (Monograph Series No. 13). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.
Mullendore, Richard H. (1996). Orientation as a component of institutional retention efforts. In the 1996 Orientation Director's Manual.
Tinto, Vincent  Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: University of Chicago Press.
References:
Astin, Alexander W  What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass. Fox, L, Zakely, J., Morris, R, & Jundt, M. (1993). Orientation as a catalyst: Effective retention through academic and social integration. In M. L Upcraft, R.H. Mullendore, B.O. Barefoot, & D. S. Fidler (Eds). Designing Successful Transitions: A Guide for Orienting Students to College. (Monograph Series No. 13). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.
Jacobs, B. (1993) Orienting diverse populations. In M. L Upcraft, R.H. Mullendore, B.O. Barefoot, & D. S. Fidler (Eds). Designing Successful Transitions: A Guide for Orienting Students to College. (Monograph Series No. 13). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.
Mullendore, Richard H. (1996). Orientation as a component of institutional retention efforts. In the 1996 Orientation Director's Manual.
Tinto, Vincent  Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: University of Chicago Press.