Patricia Rodriguez & Carly Lehman

The University of Tampa

EME 620 Systematic Instructional Design
Objectives, Sequencing & Instructional Strategies
Learner Related Sequencing Description: We chose to sequence our objectives in accordance
with the Posner and Strike Learner Related Sequencing because it emphasizes the characteristics
of the learner. It is important that we present the information in a way that draws attention to our
learners prerequisite skills, their familiarity with the concept and that the content is being
presented in a way that best matches their development.
1. Student employees will be able to demonstrate knowledge of office procedures and
departments within the university when answering questions on the front line.
Initial Presentation: Present the name and description of applicable departments within the
university. List five common office scenarios and demonstrate appropriate office procedures that
coincide with them.
Generative Strategy: Ask the student employees to list three characterizations of each
department. Students will demonstrate department knowledge by identifying when an office
procedure needs to be implemented based on five common scenarios.

2. To demonstrate a positive attitude, student employees will exhibit customer service skills such
as smiling when engaging with patrons, providing accurate information and asking for help when
needed.

Initial Presentation: Show students video of appropriate student employee and patron
interactions.
Generative Strategy: Ask students to participate in an online simulation in which an avatar
mimics a patron interaction with a student employee. Students will answer the avatar by typing
in their response to three different interactions.
Generative Strategy: Supervisor provides opportunities for student to display their ability to
successfully interact with patrons. They will have the chance to demonstrate their abilities at
least two times.
3. When provided with a Registrars Office form, student employees will be able to evaluate if it
was filled out accurately.
Initial Presentation: Show students correctly labeled and completed Registrar Office forms
including: FERPA Release, Withdraw from Course, and Transient forms.
Generative Strategy: Students are given partially completed forms and asked to identify what is
missing. Students will complete three partially completed forms.
4. Given a first and last name, the student employee will be able to demonstrate whether there is
a FERPA Release on file.
Initial Presentation: Students are presented with three screenshots of how to appropriately
locate if a FERPA Release is on file.
Generative Strategy: Supervisor provides opportunities for students to demonstrate ability to
successfully identify if a student has a FERPA on file. Students will be provided with at least two
opportunities.

5. Student employees will demonstrate good customer service by predicting the needs of patrons
and determining the most effective form of assistance.
Initial Presentation: Present students with standardized case scenarios of common patron and
student employee interactions.
Generative Strategy: Students will break into groups of twos. One student will act as the patron
as they read the case scenario. The other student will offer their best response. A supervisor will
watch the interaction and take notes for feedback.
6. Using information collected from an individual seeking help, student employees will
successfully operate CX and Nolij web (enrollment management system) to locate proper
information in regards to Transient forms, FERPA Releases, Withdraw from Class forms and
graduation.
Initial Presentation: Present students with online simulation of CX system, mock student files,
and scenarios to navigate the enrollment management system.
Generative Strategy: Student employees will use the simulation to locate the students FERPA
Release, Withdrawal from Class form and anticipated graduation date by inputting the
appropriate profile information including first name, last name, and student identification
number.