1. Instructional Design: HTC101 Slide 1 HTC 101 Instructional Plan Ingrid S. Tutt

2. Instructional Plan: HTC 101 | Slide 2 The City of Kelsey relies heavily on the revenue produced through it’s resorts, public golf courses and parks; however, neither the college or university located within the city offer courses in any aspect of the hospitality industry besides basic customer and food service. A collaborative effort has been formed between the schools (Northwest Valley Community College (NVCC) and the Boardman Corporate University (BCU) and the City of Kelsey that would afford interested, qualified students several short and long term offerings in Hospitality. That program will encompass all aspects of the hospitality industry to include Hotel Science, Food Service and Golf Course Management. PART I Needs Assessment

3. Instructional Plan: HTC 101 | Slide 3 Gap Analysis Current Offerings Programs at BCU and NVCC lack the courses necessary to provide students a well rounded educational experience in the field of Hospitality. Currently, students are limited to basic customer and food service courses – there is no opportunity for students interested in Golf Course Management. Proposed Solution Form a collaborative relationship between the City, BCU and NVCC to offer classes in Golf Course Management. By providing students short or long term training opportunities, the city and local businesses gain a skilled workforce and better economic outcome.

4. Instructional Plan: HTC 101 | Slide 4 Instructional Goal After completion of the program requirements, students will receive either a Certificate or Associate’s Degree in Golf Course Management.

5. Instructional Plan: HTC 101 | Slide 5 Performance-Based Objectives Objective 1 Upon successful completion of Horticulture (HTC) Series students will, with 90% accuracy, demonstrate knowledge of soil management, the plant growth cycle and the effects of the environment on plants indigenous to the region. Objective 2 Upon successful completion of the HTC Series, students demonstrating subject matter mastery at a level of 90% or better, qualify for the mandatory Internship Program.

6. Instructional Plan: HTC 101 | Slide 6 Summative Assessment and Learning Outcomes Assessment Tools Program ensures student engagement and success by using a blend of the traditional classroom, computer aided instruction (simulation labs) and team field training. Students will be able to conduct self assessments during the course using simulations designed to test their knowledge of curriculum (i.e., best practices, soil management, etc.). Learning Outcomes After successful program completion, students qualify to complete a mandatory IP that will assist them in demonstrating their skills to industry employers.

7. Instructional Plan: HTC 101 | Slide 7 Learner Characteristics Age: Between 18 and 50 Gender: 85% male and 15% female Education and Experience: There are varying levels of experience and education within the group. Younger students generally have less education and training. A great number of the older students are currently employed within the industry; however, most lack the necessary credentials to advance into management positions. All have at least HS Diploma or GED. 95% speak English as their first language. Learning Style: When surveyed, most of the students, regardless of age, indicated they preferred programs tailored to the kinesthetic learner. Courses have been developed that will allow students a blend of the traditional classroom experience while incorporating field experiences and simulations.

8. Instructional Plan: HTC 101 | Slide 8 Instructional Setting Traditional classroom techniques will be employed using a blend of educational tools (e.g., training manuals, computer based simulations, hands on training and on the job training) and settings. Classroom Setting Comfortable, well lit, classroom with desks that are easily movable as students will be required to work in teams frequently. Room will be equipped with computers, smart boards, projectors, industry guides and textbooks. All tools will be used to create a space that inspires students to communicate with the professor as well as with each other in constructive ways. Students will use a combination of online resources and textbooks while in the classroom. Learning Context

9. Instructional Plan: HTC 101 | Slide 9 Delivery Modality After compiling the data gathered from prospective student interviews, it has been determined the most effective way to ensure student engagement and success is to use a blend of instructor-led and guest lectures, individual and cooperative learning activities for the indoor and outdoor classrooms (Field) and computer based simulations.

10. Instructional Plan: HTC 101 | Slide 10 Instructional Strategies While in the traditional classroom, students will through instructor led discussion, team projects, computer simulations and peer to peer problem solving sessions gain the necessary skills to take into their field training. (Sample Project: Students will research and describe a plant that is indigenous to the region.) While in the field students gain practical, hands on, industry specific knowledge about the effects of the environment on indigenous plants. Field expert will assess students’ ability to take a specimen from a list of indigenous plants and apply the principles learned to raise a healthy specimen.

11. Instructional Plan: HTC 101 | Slide 11 Plan for Implementation Length of Course: 12 weeks Date: March 1 - May 17, 2017 Days: M, W, R Time: 9:00 - 10:30 Introduction to Indoor Classroom 3-1 (3 Hours) Introduction to Vegetation Simulator (V-Sim) 3-8 (3 Hours) Introduction to Outdoor Classroom 3-22 (3 Hours) Study of our Environment3-24 (3 Weeks) Discovery of Indigenous Plants 4-16 (1 Week) Field Team Project: Plant Portfolio4-23(3 Weeks) Begin Portfolio and Oral Presentation5-15 (1.5 hours) End Portfolio and Oral Presentation5-17(1.5 hours)

12. Instructional Plan: HTC 101 | Slide 12 Plan for Implementation (Continued) c Involved: Instructors, industry experts and qualified students Tools: Instructor and learners will utilize computers, subject matter examinations, computer simulations and live specimens Locations: Indoor and outdoor classrooms, green house, local businesses (tours) Gaining learner buy-in: Students selected have passed basic enrollment requirements and have made the steps necessary to be accepted into the program. The most effective way to ensure continued student engagement and success is to use a blend of classroom and field experience that assists them in building on the experience they had before joining the class.

13. Instructional Plan: HTC 101 | Slide 13 Instructional Resources Indoor Classroom: Whiteboard, computers, V-Sim software, internet access, (Lectures and plant life simulation lessons), textbooks Field Classroom: Greenhouse, tables, chairs, knives, gloves, aprons, whiteboard, screen, projector, computer (Field experience and hands on training and lectures), textbooks Supplemental Materials: Examples of former student portfolios, at- a-glance “plant bio” cards, basic classroom supplies Indoor and field classroom resources, when used in conjunction, create an environment that provides students with the practical information and skills necessary to successfully complete their coursework and gain eligibility to work at a nursery, resort, park or golf course within the City of Kelsey.

14. Instructional Plan: HTC 101 | Slide 14 Formative Assessment First day student survey Required end of unit question and answer from textbook Successful completion of V-Sim program Portfolio and oral presentations End of class survey

15. Instructional Plan: HTC 101 | Slide 15 End of the course Student Survey End of the course Faculty Survey Analysis of Student Success Markers (Benchmarks) Evaluation Strategies

16. Instructional Plan: HTC 101 | Slide 16 Outcome Review Identification Of Indigenous Plants Lists Steps of Plant Growth Cycle Demonstrate Oral Portfolio Presentation Excellent (A) 90% or more accuracy 90% or more accuracy 90% or more accuracy. Good (B) 80% accuracy Fair (C) 70% accuracy Poor (D) 60% or below

17. Instructional Plan: HTC 101 | Slide 17 Recommendations The review of the program outcomes illustrates that 80% of students have been able to successfully complete their coursework. It was recommended the remaining students be counseled and paired with a tutor to ensure their success.

18. Instructional Plan: HTC 101 | Slide 18 References (After reading the information below, delete and insert your information.) Allen, L. (n.d.). Performance Objectives in Instructional Design. Retrieved from http://www.businessperform.com/workplace-training/performance- objectives-instructional-design.html Assessment in Mathematics. (2008). Retrieved from http://www.learnalberta.ca/content/mewa/html/assessment/checklis ts.html Bright Hub Education: Simplifying the Likert Scale. (2012). Retrieved from http://www.brighthubeducation.com/special-ed-law/13507-likert- scale-questionnaire-format-and-sample-questions/ Buzzle: Different Types of Plants. (2014). Retrieved from http://www.buzzle.com/articles/different-types-of-plants.html

19. Instructional Plan: HTC 101 | Slide 19 References (After reading the information below, delete and insert your information.) Introduction to Instructional Design. (Spring 2003). Retrieved from www.itma.vt.edu/modules/spring03/instrdes/introduction.htm Regan, P. (2008). Bloom's Taxonomy- Action Verbs Requiring Cognitive Outcomes. Retrieved from http://highperformancetrainingworks.com/EPSS/TechNotes/Bloom.htm Florida Community College at Jacksonville. (n.d.). Retrieved from http://www1.fccj.org/program_development/PDHandbook_tab4.doc