Running head: CURRICULUM UNIT 1

Curriculum Unit

Amanda Huisman

Northern Illinois University

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Positionality Statement

Although being a teacher was never my main aspiration as a child, there were many times

that I have thought it would be really fun and something that I could be good at. In my current

professional position, I would not call myself a teacher. I do consider myself a trainer, as I often

work with our new admissions counselors to help train them on the university and the position.

Since starting graduate school a couple years ago, my interest in teaching in the future has spiked

and I have really enjoyed the classes in which we discuss our personal approaches to learning.

With our recent class discussions regarding some of approaches to learning, I find that I

like a mix of the approaches and I see the importance in all of them in different situations across

the span of lifelong learning. I personally do not believe that in a classroom setting I would use

behaviorism a lot, but when I think back to training new counselors I utilize this approach for the

bulk of the training because there is a lot of memorization of information such as university

statistics and admissions requirements. With that type of information there is a right and wrong

answer and we do sometimes quiz new counselors on the information to make sure they will be

repeating the correct information in presentations and at events in the future.

I personally relate more with John Dewey and his problem solving and insight approach.

I am a big believer in activities such as experiential and service learning, and the importance of

reflecting on the experiences to make meaning. Depending on the subject being taught, depends

on how I see this approach being used. In my construction classes in college, learning about

plumbing or electrical problems through actually recreating these issues and solving them on our

own was much more impactful than reading about the problem in a book and trying to picture

solutions.
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I also think that constructivism should be recognized and utilized if possible. I believe

that every student is going to come into the classroom with some type of knowledge whether that

be something that learned through an educational avenue or something they learned more in a

social setting. It can be helpful to build off of this knowledge and have students accommodate or

assimilate new information through their previous experiences. With constructivism, the teacher

is more of a facilitator and does not dictate the students learning, which is something I would

prefer.

The cognitive science approach has some areas of interest to me but also does not, so I

am struggling to decide how and if this approach fits in to my philosophy. I think that students

should not just be memorizing information in the classroom, but actually making sense of it. It is

hard to read four chapters of a book and comprehend the material without ever reflecting on the

information. Actually spending time with students to explain the meaning behind the material

and why it is important to what they are doing or will be doing in the future is significant. What I

found to be my struggle with this approach is that it does not care if the student wants to be there

learning about that topic. Helping to make sense of material without the student actually caring

can be difficult for that student to make meaning and therefore really understand the subject.

I believe that learning can happen in a variety of different spaces, it does not have to

necessarily be a traditional classroom. I prefer a learning space where students can sit in an open

circle or square, so that discussions can take place not only with the teacher, but also with other

students. Like mentioned before, I believe that students come in with different knowledge

foundations and so although I would love it if each student started on an even playing field, I

know they do not. With that being said, I do believe that in my classroom, every student would

be given opportunities for growth and the ability to obtain more knowledge.
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My personal philosophy or approaches may not be the best for all students, but I do

believe that it helps when the information is not just shoved into their heads. Instead, the student

needs to make meaning of the information in some sort of way. For me, the struggle seems to be

that every student is different and that not all students learn best through hands-on approaches. I

believe that different stages in a students life may need different approaches. I think that my

style would work better with college undergraduate or graduate populations rather than younger

populations. I construct learning based off of my own experiences, and those experiences that

resonated most with me were always the ones in which you gained hands-on experience and

reflected to make meaning.

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Learning Theories Synthesis Paper

I like to think that behind every great teacher, is a learning theory. Learning theories

provide the context behind why we facilitate and educate students the way we do. I believe that

students need to be active participants throughout their learning, therefore, I am building my

curriculum off of the foundation of constructivism. This paper will discuss the learning theories

utilized to create my curriculum unit. It will define those theories, clarify how the theories will

be used, and explain why I believe these are the best foundational theories to build my

curriculum unit on.

Constructivism

Packer and Goicoechea (2000) describe constructivism as having a focus on the active

character of the learner, interacting with the environment either singly or with others; learning is

the resulting construction and qualitative reorganization of knowledge structures (p. 228). In

other words, constructivism takes previous knowledge and builds off of it either individually or

through a social activity. I believe that students can learn from both psychological and social

constructivism.

Psychological Constructivism

Psychological constructivism focuses more on individualization and how internal

cognitive or memory or knowledge structures are built up or constructed (Phillips & Soltis,

2009, p. 50). Information is organized through schemas and when new information is learned,

the individual can process the information through assimilation or accommodation. Assimilation

would require the individual to process the material and be able to organize the new knowledge

into an existing area. If the individual accommodates the information, they would have to change

or alter a current schema for the new material.

Social Constructivism
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Phillips and Soltis (2009) state that social constructivists oppose the view that

knowledge is built up by isolated individuals (p. 50). Instead, they believe that knowledge is

constructed through social interactions. People gain knowledge through being a part of society

and getting involved in activities. Unlike psychological constructivism, learning occurs together

through peers, mentors, parents, or in groups. Knowledge is constantly being learned and

relearned.

In My Curriculum

With my current role in the Office of Undergraduate Admissions at Northern Illinois

University (NIU), I have the opportunity to help train our new admissions counselors. My

curriculum unit will be directed towards these trainings and I will utilize a constructivist

approach to educate our new staff members. Although I have not created any official lesson

plans, I do have some ideas on how I can apply constructivism through my sessions.

As an admissions counselor, there is a lot of information that must be memorized so that

we can be the most knowledgeable resource for prospective students and their families. Often

times, our initial trainings discuss the general admissions requirements and the proper

documentation that is necessary for both freshman and transfer students to be considered for

admission. One of the ways to apply constructivism to this process is by explaining why we have

these standards for our admission process. Our counselors should know that we have admissions

requirements to make sure that we are admitting students who are academically prepared for the

rigors of college coursework. Sure, we want our students to be challenged, but we do not want

them to fail and be underprepared.

Another topic of training new counselors is in regards to our academic programs.

Although we do not expect our counselors to know everything about every program, it is good
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that they know a little bit about each. With these exercises, it is important for our counselors to

realize why we need them to know about the majors and understand that they will receive a lot of

questions about different programs.

Resources both academic and non-academic are another big area of knowledge for our

counselors. It is crucial for them to know what opportunities are available to students both in and

outside of the classroom. One of my ideas for this area of training, is to utilize different

departments around campus and then apply some of the counselors own experiences to what NIU

has to offer. For example, if the counselor needs to know more information about our residence

halls, they could tour the halls and then compare and contrast the halls to their own collegiate

housing experience. Through this type of activity, they would be assimilating or accommodating

the information to their previous knowledge.

Why Constructivism?

Originally I had been thinking that behaviorism was the only way that the information

that needed to be memorized could be approached. After some wonderful conversations, I

realized that behaviorism is, in no way, the approach I would take. To me, there is no

conditioning method that would be appropriate. I believe that people should understand the

meaning behind the things we do and the way we do them.

People should be active participants in the learning process and constructivism believes

in that. Each of our admissions counselors will be out in the real world talking to prospective

students each and every day. To become a counselor, a bachelors degree is required. I know that

not all institutions are the same, but each of those counselors have their own experiences of what

it is like to be an undergraduate student. I believe that each of them has the ability to assimilate
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or accommodate their experiences to the NIU student experience. Building off of those

experiences can help the counselor connect with the students they speak with on a daily basis.

Conclusion

Overall, I believe that there is no right or wrong answer on how to prepare my curriculum

unit. There are different ways that learning theories can be used to help train admissions

counselors, but constructivism is my ideal foundation for this curriculum. It utilizes a little bit of

John Deweys insight and reflection and some of Jean Piagets work that knowledge is built up.

With the experiences that these individuals come into the workplace with, constructivism seems

like the next best step to help them understand and engage in the college admissions process.
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Lesson Plans with Assessments

Admissions Criteria & College Information

Session Time Frame:

8 hours (with group)
7 work days (individual)

Course Objectives:
1.) Identify the different colleges at Northern Illinois University (NIU) to be able to better
apply the information when talking to prospective students.
2.) Create a cheat sheet by filling out the college worksheet to better understand the
different programs at NIU and be able to apply this knowledge when talking to
prospective students.
3.) Reflect on own experiences in areas that may be similar to counselors own undergraduate
time and evaluate college worksheets through discussion with supervisor and other
counselors.

Materials Needed:
Computer with internet access, Admissions information handout, College worksheets

Outline:
1 Hour This time is utilized to explain the mission of NIU and provide information about
admissions criteria through Admissions information handout. This will also be the time to
explain the goals of the college worksheets and give counselors directions on how to complete
the worksheets.

7 Work days Each counselor will be given 1 day to complete each college worksheet (6
undergraduate colleges plus Academic Advising Center).

7 Hours Each college worksheet receives an hour to discuss what counselors have learned
about the different programs. This will provide counselors with additional information that they
may not have found in their research.
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Assessment:
Please answer the following questions regarding academic programs at NIU:

1. List the 6 undergraduate colleges at NIU:

2. What does it mean to be a limited admissions major?

3. What does it mean to be a limited retention major?

Below are prospective student admission scenarios. Please give the appropriate admissions
decision based on NIU admission requirements. If the student cannot be admitted, please
explain their possible next steps and why this decision has been made.

4. A freshman student with a 3.2 cumulative GPA on a 4.0 scale and 1140 on the SAT

5. A transfer student from Waubonsee Community College with 23 college credits and a 3.4
cumulative college GPA on a 4.0 scale

6. A first generation freshman student with a 3.8 cumulative GPA on a 4.0 scale and 17 on
the ACT

7. A transfer student with their Associates in Arts degree and a 2.0 cumulative college GPA
on a 4.0 scale

8. A student athlete with a 1.9 cumulative GPA on a 4.0 scale and a 990 on the SAT
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Admissions Counselor Presentation Skills Training

Session Time Frame:
1 hours (with group)
4 work days (individual)
1.5 hours presenting

Course Objectives:
1.) Identify the goals of the Admissions Presentation that is given during the daily
presentations and tours, Monday Friday and apply current knowledge of Northern
Illinois University (NIU) to the PowerPoint presentation.
2.) Create a way in which the counselors own college experiences may be applied to the
presentation whether or not they attended NIU for undergraduate work.
3.) Admissions Counselors will present out to supervisor and should use reflection once
presentation is complete. Supervisor will have discussion about evaluation and using
counselors reflection.

Materials Needed:
Computer, PowerPoint Presentation, Presentation Script

Outline:
1 Hour Go over Admissions Presentation and script so that counselors understand the purpose
of the event and ways in which they can integrate their own experiences.

4 Work days Opportunity for counselors to create their own script which incorporates their
college experiences. Gives time for counselors to practice and reflect on current form of the
presentation.

1.5 Hours Counselor will present information to supervisor as if it were a normal presentation.
Supervisor will have discussion about how the counselor feels about their current presentation,
how they can get better, and any additional information the counselor needs.
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Assessment:
Presentation Evaluation Criteria
Excellent Good Fair Needs Work

Eye Contact & Body

Language
Presenter made eye
contact with audience
throughout presentation
and used appropriate
body language (i.e., no
leaning, folded arms,
waving of arms and
hands)

Enthusiasm
Presenter shows
enthusiasm to audience
throughout the
presentation regarding
student opportunities
and processes

Subject Knowledge
Presenter provides
accurate information to
audience to ensure
clarity and
understanding

Elocution, Volume, &

Length
Presenter used no filler
words (i.e., um,
like), spoke at the
appropriate volume for
audience and room size,
and did not surpass the
45 minute time limit.
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Admissions Counselor Travel Planning Training

Session Time Frame:
2 hours (with group)
4 work days (individual)

Course Objectives:
1.) Identify the goals of territory management and the requirements of travel season for an
Admissions Counselor.
2.) Create a territory travel plan by applying the knowledge gained through the initial travel
meeting.
3.) Implement the initial travel plan by setting up visits with high schools and/or community
colleges in your territory.
4.) Evaluate initial travel plan and collaborate with other counselors to gain creative and
helpful ideas.

Materials Needed:
Computer with internet access, calendar (Outlook), Territory Assignment

Outline:
1 Hour Discuss territory management and travel season requirements so Admissions
Counselors understand and can apply discussion to their travel needs.

4 Work days These days are available so counselors can create and apply the information to
their own specific territories and travel needs. They will also utilize this time to implement what
they have learned and evaluate how they are doing and if there is any additional information they
need.

1 Hour Reflection and discussion about what worked or may not have worked. This will give
the counselors time to learn about other methods and reevaluate their current techniques.
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Assessment:

Instructions:
Please fill out the following survey based on your experience with travel planning.

1. On a scale of 1 4, please rate your level of comfort with the following:

1 - Not comfortable, 2 somewhat comfortable, 3 comfortable, 4 very comfortable

1 2 3 4
Territory
Management

Scheduling
Visits with
Schools

Traveling to
Schools

2. What part of the training did you find most helpful as you prepared to plan your
travel schedule?

3. What part of training did you find to be the least helpful as you prepared to plan
your travel schedule?

4. Is there anything that you would like more training on?

5. If you had to start your travel tomorrow, would you be ready? Why or why not?