University of Southern California Dissertations and Theses

My college coach: An online college admission counseling program for high school students

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My college coach: An online college admission counseling program for high school students

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Running head: MY COLLEGE COACH

MY COLLEGE COACH: AN ONLINE COLLEGE ADMISSION COUNSELING PROGRAM
FOR HIGH SCHOOL STUDENTS

by

Berice Mareth Simbol Castro

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright 2018 Berice Mareth Simbol Castro

MY COLLEGE COACH 1

Acknowledgements

They say it takes a village to raise a child; I would argue the same of finishing a
dissertation. This document would not exist without the support of my family, friends,
colleagues, and professors. I will forever be thankful to my dissertation chair, Dr. Kenneth
Yates, who patiently scaffolded my learning and showed me the meaning of a true educator; my
committee members, Dr. Kimberly Hirabayashi and Dr. Rebecca Lundeen, whose thoughtful
feedback is evidenced on each page; and of course, my classmates-turned-dearest-friends, Dr.
Melissa Miller and Dr. Ginger Li, who endured endless group projects and group texts to bring
us to the finish line. As colleagues, I appreciated their commitment to educating the next
generation of leaders – as friends, I could not have done this without them.
To my Trojan Family: as I reflect on this experience and my time at USC, my heart is
filled with gratitude for the men and women who graciously shared their wisdom and vision with
me – Samantha Graves, Randy Zuniga, Gabriela Vazquez, Dr. Geoffrey Shiflett, Dr. Marcedes
Butler, Dr. Jane Rosenthal, and countless others. Thank you for contributing to my personal and
professional growth. It has been and always will be a pleasure to work with each of you.
To my colleagues: Carlos Solorio, who taught me everything I know, Rhonda Ker, who is
a wealth of information, and Jennifer Welti, who showed me the light at the end of the tunnel – a
profound thank you to you all.
Finally, my tribe: my parents, Rommel and Elizabeth Simbol, whose unending support is
why I am here today, my brother, Jae Matthew Simbol, whose educational pathway continues to
inspire me, and last, but not least, Jerwin Castro, whose belief in me surpasses my belief in
myself. I love you and I like you – thank you for everything.

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Table of Contents
Acknowledgements……………………………………………………………………………......1
List of Tables……………………………………………………………………………………...4
Abstract…………………………………………………………………………………………....5
CHAPTER ONE: INTRODUCTION……………………………………………………………..6
Statement of the Problem…………………………………………………………….........6
Environmental Problem of Practice……………………………………………….6
Evidence for the Problem of Practice……………………………………….…….7
Importance of the Problem …………………………………..……………………9
Instructional Needs Assessment……………………………………………..……………9
Curriculum Description and Purpose……………………………………….……10
Curriculum Goal, Outcomes and Capstone Assessment…………………………11
Definitions………………………………………………………………………..12
Potential Designer Biases………………………………………………………..12
Organization of the Design Blueprint……………………………………………13
CHAPTER TWO: REVIEW OF THE LITERATURE………………………………………….14
The Curriculum…………………………………………………………………………..14
General Theoretical Approaches…………………………………………………14
Content………………………………………………………………………...…19
Prior Attempts……………………………………………………………………21
Approaches to the Curriculum Design…………………………………………………...25
Theoretical Foundations to the Curriculum Design……………………………...25
CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT……………………….28
Learner Profile…………………………………………………………………………...28
Ability……………………………………………………………………………28
Self-Efficacy……………………………………………………………………..29
Prior Knowledge…………………………………………………………………31
Description of the Learning Environment……………………………………………….31
Facilitator Characteristics………………………………………………………..31
Existing Curricula/Programs……………………………………………………..32
Available Equipment and Technology…………………………………………...32
Classroom Facilities and Learning Climate……………………………………...32
CHAPTER FOUR: THE CURRICULUM………………………………………………………33
Overall Curriculum Goal, Outcomes and Summative Assessment……………………...33
Curriculum Goal…………………………………………………………………33
Curriculum Outcomes……………………………………………………………33
Cognitive Task Analysis (Information Processing Analysis)……………………………34
Major Steps………………………………………………………………………35
General Instructional Methods Approach………………………………………………..36
Description of Specific Learning Activities……………………………………………..36
Overview of the Units……………………………………………………………………37
Delivery Media Selection………………………………………………………………..51
Key Considerations in Choosing Media…………………………………………51
General Instructional Platform Selection………………………………………...52

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CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN…………………….....54
Implementation of the Course……………………………………………………………54
Implementation of the Evaluation Plan…………………………………………………..56
Curriculum Purpose, Need and Expectations……………………………………56
Evaluation Framework…………………………………………………………...57
Level 4: Results and Leading Indicators…………………………………………57
Level 3: Behavior………………………………………………………………...59
Level 2: Learning……………………………………………………………...…65
Level 1: Reaction………………………………………………………………...67
Evaluation Tools…………………………………………………………………………68
Conclusion to the Curriculum Design……………………………………………………70
REFERENCES…………………………………………………………………………………..71
APPENDICES…………………………………………………………………………………...81
Appendix A: Lesson Plans……………………………………………………………….81
Appendix B: Unit Materials and Curriculum…………………………………………...146
Appendix C: Evaluations Instruments (Immediate and Delayed)……………………...311

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List of Tables

Table 1 Scope and Sequence Chart………………………………………………………………50
Table 2 Media Selection and Curriculum………………………………………………………..51
Table 3 Specific Media Choices…………………………………………………………………52
Table 4 Indicators, Metrics, and Methods for External and Internal Outcomes…………………58
Table 5 Critical Behaviors, Metrics, Methods, and Timing for Evaluation……………………..59
Table 6 Required Drivers to Support Critical Behaviors………………………………………...62
Table 7 Evaluation of the Components of Learning for the Program……………………………66
Table 8 Components to Measure Reactions to the Program……………………………………..68

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Abstract

Educational attainment is an avenue for success, but low-income students face multiple
barriers to college access, including lack of social support, financial knowledge, and college
knowledge. Access to college counseling can overcome these barriers, but low-income students
are typically underserved by high school guidance counselors, despite the positive impact of
counseling on college-going rates. The purpose of this curriculum dissertation is to provide low-
income and first generation students with the guidance they need to reflect on their future and
prepare a plan to achieve their goals by attending college. Using a combination of online and in-
person methods, the hope is to bridge the gap between services provided and information
attained. Applying social capital theory as a framework, the online portion of the curriculum is
eight units long and is meant to connect students to knowledge translators and build capacity
within communities where attending college is not the norm. After successful completion of this
curriculum, learners will be able to fully understand the college admissions process, articulate
their college plans, and create an advance organizer they can utilize to complete their college
applications. This curriculum addresses only a small piece of the systemic inequities in access to
higher education, but fills an urgent need to provide services to those who need it most.

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CHAPTER ONE: INTRODUCTION

Statement of the Problem

Environmental Problem of Practice
American ideals emphasize equal opportunity for success. Even today, 40% of the
population of the United States believes it is entirely possible to become wealthy through hard
work and determination (The Pew Charitable Trusts, 2013). Educational attainment is an avenue
for success, but the vast majority of low-income students do not apply to or attend college at the
same rates as their higher-income counterparts. For example, only 50 percent of low-income
students continue on to some form of higher education while 64.7 percent of middle-income
students and 80.7 percent of high-income students enroll in two- or four-year colleges (National
Center of Education Statistics, 2013).
Low-income students face barriers such as lack of social support and financial savvy, and
since many are also first-generation college students, lack the college knowledge they need in
order to navigate the admissions process (Hooker & Brand, 2010; Hoxby & Avery, 2013).
College knowledge specifically refers to having an “understanding of the complex college
admission and selection processes, the options available to help pay for postsecondary education,
the academic requirements for college-level work, and the cultural differences between
secondary and postsecondary education” (Hooker & Brand, 2010, p. 77). Unlike their higher-
income counterparts whose family members have likely attended college, most low-income
students do not have direct knowledge of how to navigate the college-going process and are
unfamiliar with the decision-making process involved with applying to and attending college
(Engle & Tinto, 2008). Estimates indicate that nearly one in four low-income students apply to
college without the help of parents or school officials like teachers and counselors (Glynn, 2017).

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Some assert that with the advent of the Internet and widespread use of social media,
information about the college-going process is readily available and thus, a curriculum focusing
on increasing college knowledge is unnecessary. However, while information is readily
available online, students and their families are not always able to determine what information
applies to them given their academic background and financial resources (Perna, 2010).
Students also cite the overwhelming nature of information that can be found online, often
preferring authoritative sources like university websites to glean information or contacting their
counselors for information that was tailored to their situation (Brown, Wohn, & Ellison, 2016).
Online access also was not enough to warrant making important life decisions based on a
website, but students needed to develop digital literacy skills while being able to access
“knowledgeable translators with specific content knowledge to facilitate interpretation and
application” (p. 113).
Goal. Based on the described problem of practice, the goal is to provide low-income and
first generation students with the guidance the need to reflect on their future and prepare a plan
to achieve their goals by attending college. They will also have the opportunity to build their
support system by educating their families and communities about the benefits of higher
education so that they can make informed decisions about college choice and finances.
Evidence for the Problem of Practice
The argument that a college education is no longer worth its cost is moot since
projections indicate that 65 percent of jobs in the United States will require postsecondary
education by the year 2020, but as of 2012, only 39 percent of adults hold a degree (Georgetown
Public Policy Institute, 2013). Given the inequity of the educational system and the projected
demand of an educated workforce, a large gap will continue to exist between minimum job

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requirements and a workforce educated enough to meet its needs. National organizations such as
the Lumina Foundation (2017) and The Pell Institute for the Study of Opportunity in Higher
Education (Nichols, 2011) pinpoint education as a pathway to close this gap and encourage
policymakers, educators, and other stakeholders to increase college access and graduation rates.
Focusing on low-income and first generation students is a good step towards addressing
systemic inequity in the educational system. Social, informational, and financial obstacles have
been cited as the reasons why low-income students do not apply to nor complete college at the
same rate as their middle- and high-income peers (Hooker & Brand, 2010; Kena et al., 2015).
Also, a determining factor for educational success is parental involvement, but low-income
parents in particular do not have the “college knowledge” to assist their children with their
applications (Fann, McClafferty Jarsky, & McDonough, 2009). This is especially salient for
low-income immigrant parents who have never attended college and may not be aware of the
role they should take as an advocate for their children (Torrez, 2004). At the same time, parents
rely on high school counselors and school resources in general to assist their students, but
counselors oftentimes act as gatekeepers, essentially steering low-income students to apply to a
less rigorous school, vocational school, or to community college (Bryan, Moore-Thomas, Day-
Vines, & Holcomb-McCoy, 2010).
High school counselors have also been criticized for their lack of availability and
inadequate advisement (Vela-Gude et al., 2009) when individual counseling has been found to
positively influence students during the application process (Avery, 2010; Clinedist, Hurley, &
Hawkins, 2013). The absence of social support is a significant issue that must be addressed
because social barriers are one of the main drawbacks low-income students face (Stephan &
Rosenbaum, 2013).

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Therefore, a comprehensive approach that addresses the following components is key:
finding and sustaining financial resources, ensuring academic preparation, understanding of
college-related requirements and processes, and making appropriate decisions about college
choices that affect access and completion of a postsecondary education (Perna, 2015).
Importance of the Problem
It is important to solve this problem because the benefits of attending college continue to
outweigh its perceived financial cost. Researchers argue that there is still great economic value
attached to attending college despite unemployment rates (Taylor, Fry, & Oates, 2014). While
the recession of 2008 resulted in an overall loss of jobs across the country, recent college
graduates were less impacted in comparison to those who held only high school or associate’s
degrees (The Pew Charitable Trusts, 2013). High school graduates experienced a 16 percent
reduction in employment and associate’s degree graduates sustained an 11 percent drop, but the
rate of unemployment for college graduates lowered by only seven percent (2013).
Moreover, the long-term effects of attaining a college degree include upward mobility,
stability, and job satisfaction (Taylor et al., 2014). Not only do individuals benefit from
completing an advanced degree, but society as a whole benefits from an educated populace. An
educated workforce can positively impact the economy by relying less on government assistance
and improving rates of charitable giving and civic engagement (Baum, Ma, & Payea, 2013).
Instructional Needs Assessment
The majority of high schools in the United States pride themselves on creating an
environment that emphasizes college and career readiness. Guidance counselors are imperative
to this mission, but are often stretched thin with estimates indicating that the average high school
guidance counselor in the United States will have a caseload of 491-to-1 (U.S. Department of

MY COLLEGE COACH 10

Education, 2013). The recommended caseload, according to the American School Counselor
Association (2013) is 250-to-1. This means that in the state of California alone, an additional
17,000 counselors would have to be hired to meet the recommended caseload.
This shortage is also reflected in anecdotal evidence from teachers, especially those
working in low-income and high poverty areas, where discussions surrounding college majors
and financial aid may occur in informal classroom settings rather than a dedicated effort from the
school’s guidance counseling office. Low-income students are not alone in their search for
information; even middle-income students echo the lack of information they receive from their
schools. Some cobble together a college plan because they may simply be intrinsically
motivated or expected to attend college, but for others, the alternative is oftentimes community
college, vocational school, or direct entry into the workforce if they miss the application
deadlines.
This situation is a far cry from the private school sector where expectations are vastly
different. In these affluent pockets, students not only have access to family and friends who have
gone through the process of applying to and attending college, but oftentimes, many are able to
afford private college counseling to increase their chances of admission to elite universities;
some high schools are even considered “feeders” to Ivy Leagues. The discrepancy is immense
depending on a student’s income level and a mechanism should be in place to level the playing
field.
Curriculum Description and Purpose
The purpose of the curriculum is to provide low-income and first generation students
with the guidance they need to reflect on their future and prepare a plan to achieve their goals by
attending college. Along with their families, they will be able to dispel myths that college is “not

MY COLLEGE COACH 11

for them” and that college is only for “the rich.” By developing an understanding of the
interplay between academic preparation, school choice, and advocacy, families will be able to
support each other through the process and make informed decisions about the student’s future.
Through a series of workshops and one-on-one guidance, students and their families will be able
to understand the long-term benefits of higher education, dispel the myths surrounding the cost
of college, and will be able to make appropriate choices as related to enrolling in the correct
college preparatory coursework, taking the correct exams for admission, choosing a major, and
choosing to which schools to apply.
The curriculum will focus on students who have already decided that college is a
pathway, but may not have the social capital to fully realize that dream. Using a combination of
online and community workshops, this curriculum attempts to address the lack of college
counseling and social support that low-income and first generation students may face. Ideally,
students will complete the curriculum in either their freshman or sophomore year in order to give
them ample time to reflect on their goals, as well as make changes to the classes in which they
enroll and the extracurricular activities in which they will participate.
Curriculum Goal, Outcomes and Capstone Assessment
The goal of this curriculum is to address the knowledge gap that exists in communities
where college completion is not the norm. An online platform will be utilized as a knowledge
translator to disseminate and help students interpret information about the college admissions
process; an in-person workshop will then be conducted to address the questions and concerns of
students and their families. This flipped classroom method will allow students to work through
the material at their own pace and then receive personalized guidance when they attend the in-
person workshop.

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At the end of the program, students will be able to demonstrate what they have learned by
producing an action plan they will eventually use as a guide to apply to the college of their
choice. Students’ families will also be able to fully understand the college application process
and therefore will be able to provide the appropriate support to help their students make
decisions.
Definitions
Terminology relating to college access, choice, and success will be used throughout this
curriculum design. For the purpose of clarity, they are defined as follows:
College knowledge. Refers not only to the knowledge that students and parents need in order
to prepare for and apply to college, but also understanding the financial, social, and informational
barriers that may prevent students from applying in the first place (Hooker & Brand, 2010)
Cultural capital. Attributes, such as language skills, cultural knowledge, and mannerisms
that someone gains from their family and can define his or her class status (Bourdieu, 1986)
Knowledgeable translator. A person with specialized knowledge about the college
admissions process who can help a student interpret and apply information to their specific situation
(Brown et al., 2016)
Social capital. Resources that can be accessed through social networks and structures, which
a person can use to successfully complete a task (Lin, 2008)
Summer melt. A term used to describe a phenomenon where students who intend to go to
college and who took the correct steps to secure their place in an incoming class change their
postsecondary plans (Castleman & Page, 2014)
Potential Designer Biases
The author of this curriculum design is decidedly biased, given that she is currently

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pursuing a doctoral degree and is currently employed at a private, tier one research institution as
an academic advisor. The power of education is clearly important to her and, admittedly, she
comes from a position of privilege. Though she immigrated to the United States at a young age,
education was a value in her family and she had the full financial support of her parents
throughout undergraduate and graduate school. However, neither the author nor any members of
her family had any experience applying to college in the United States. What she lacked in
knowledge, she made up for in cultural capital. She was able to navigate the college application
process by reaching out to more experienced others in the form of her teachers, counselors, and
former classmates to understand the process and ultimately attend college.
Another factor that influences this design is the fact that the author also worked as an
independent college counselor for a number of years, helping students apply to Ivy League
universities and other elite institutions. The curriculum is meant to translate her knowledge of
the college preparatory process and make it accessible particularly to low-income students.
Organization of the Design Blueprint
The design blueprint consists of five sections. Chapter One discusses the problem of
practice. Chapter Two is a literature review that outlines the theoretical approaches that will be
applied to the curriculum. Chapter Three is the description of the learners and the learning
environment. Chapter Four outlines the curriculum itself, and finally, Chapter Five includes an
explanation of the implementation and evaluation of the material.

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CHAPTER TWO: REVIEW OF THE LITERATURE

The Curriculum

This literature review is divided into two parts: first, the theoretical approaches that
inform the curriculum and second, the overall instructional design approach used to create the
curriculum.
General Theoretical Approaches
The general theoretical approach to this curriculum is rooted in social capital theory,
which emphasizes learning from a network of peers and more knowledgeable others. The crux of
the knowledge gap is that low-income students are more likely to be first generation students
who do not know what they do not know - they are unaware that they must take certain steps to
be college ready, namely preparing a strategy for college admissions and applying for financial
aid to be eligible for federal funding (Kezar, 2011). Without a guide, students may be left
scrambling at the last minute or, more often than not, follow the path of least resistance and
enroll in a school which may not be the best fit for their goals or their needs (Dillon & Smith,
2017).
Defining social capital in the context of this curriculum. Social capital can be
described in a variety of ways, but in this design, the term is used to refer to, “social relations
that constitute a form of social capital that provides information that facilitates action” (Coleman,
1988, p. S104). Essentially, an individual can tap into the community he or she is affiliated with
in order to gain knowledge or information that causes him or her to act. In considering the
college-going process, low-income students are typically surrounded by others in the same
socioeconomic status, and thus have had the same limited opportunities (Farmer-Hinton, 2008).
These limited opportunities means that it is unlikely that others in their social network have had

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the chance to go to college. However, this does not mean that potential social capital does not
exist in the form of family encouragement, peer influence, and existing school resources. This
curriculum aims to harness potential social capital so that a student may access it in order to act -
namely, apply to college. Researchers have pointed to the importance of guidance counselors or
those considered “knowledgeable translators” during the college admissions process (Avery,
2010; Clinedist et al., 2013; Brown et al., 2016), so this curriculum acts as a stand-in for a
knowledgeable translator or, at the very least, provides students with a method of tapping into
social capital.
Sources of social capital. Social capital comes in a variety of forms, including
encouragement from family members and parental engagement (Oyserman, Brickman, &
Rhodes, 2007), adult advocates in the form of teachers and guidance counselors (Bryan et al.,
2011), and even peers (Crosnoe & Muller, 2014). The challenge for low-income groups,
however, is that they usually are unable to maximize these sources of social capital due to either
limited resources or a knowledge gap.
Family and social capital. Parental involvement in education is recognized as a key
strategy for improving underrepresented students’ academic engagement behaviors and that
educational success is contingent on positive parental involvement (Tierney & Auerbach, 2005).
Parental involvement in school was linked to “higher grades, fewer absences, and higher high
school graduation rates across grades, and racial and ethnic groups” (Oyserman, Brickman &
Rhodes, 2007, p. 480). Oyserman, Brickman, and Rhodes theorized that when parents
participated in the school system, they communicated to their children that engaging in school
was a way to avoid failure and that school was a place of value in which students should invest.

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However, encouragement and emotional support only goes so far and it is not sufficient
to help students gain the opportunity to attend college (Gonzalez, Stoner, & Jovel, 2003).
Compounding barriers for low-income families include class, race/ethnicity, lack of English
fluency and familiarity with the American educational system, so while parents are supportive,
they do not necessarily have the time nor the resources to give their students concrete assistance
like advice about classes in which to enroll or help with homework (Auerbach, 2006).
Furthermore, the fundamentals of applying to college remain a mystery to them (Tornatzky,
Cutler, & Lee, 2002).
The My College Coach (MCC) program harnesses parental strengths and focuses it on
postsecondary access and success. The program engages parents and utilizes their desire to
support and encourage their child, while providing the necessary information about the college
admissions process. The live component then connects the entire family to a more
knowledgeable, accessible facilitator to form a support network around the student. Essentially,
the combination of encouragement (parents) and knowledge (MCC) becomes a source of social
capital for the student.
School network and social capital. While parental involvement in education leads to
positive outcomes for their children, parental involvement also tends to taper off as children get
older (Oyserman et al., 2007). School-based interventions can offset this lack of support and
research indicates that school-based adult advocates are beneficial for students and can provide
social capital that is otherwise missing from students’ lives (Bryan et al., 2011). Guidance
counselors in particular are examined as agents of social capital given the role they play when it
comes to accessing opportunities for postsecondary education. Activities like providing
information and activities that support college aspirations, assisting parents and families in

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understanding the college admissions process, helping students prepare for and make decisions
about college, and reinforcing their school’s college-going mission are crucial activities that
make an impact on students’ lives (McDonough, 2005). Research supports the efficacy of their
role and ideally, guidance counselors would be readily accessible to students, but this is not
always the case (Perna, 2015).
A variety of factors negatively impact student access to guidance counselors: insufficient
staffing, multiple responsibilities, and low expectations (Bryan, Holcomb-McCoy, Moore-
Thomas & Day-Vines, 2009). For example, the American School Counselor Association
recommends a student-to-guidance counselor ratio of 250:1, but the national average is 491:1,
with estimates in states like California increasing to nearly 1000:1 (Clinedist & Koranteng,
2017). Counselors spent only about 30% of their time advising students on the college
admissions process, though the majority believed it to be an integral part of their job. Gonzalez,
Stoner, and Jovel (2003) found that low-income students were particularly vulnerable to poor
counseling as they were more likely to experience institutional neglect in the form of low
expectations and no encouragement, to abuse, defined as withholding critical information or
discouraging students outright. Though federally funded TRIO programs can provide access to
social capital in the way of emotional support, information, and opportunity for college access,
not all schools will receive funding to provide these services to students (United States
Department of Education, 2013b).
The MCC program, when scaled to its full potential, will fill the knowledge gap that
guidance counselors are meant to provide in a school setting. When partnering with high
schools, the MCC program will tailor the information to a school’s needs and secure buy-in so
that adults affiliated with the school will be incorporated into the program as live facilitators.

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The MCC program will also provide a liaison/live facilitator to provide support and leadership
for the rollout and implementation of the MCC program in order to provide the curriculum
students need to be ready for college.
Peer influence and social capital. Research suggests that peer influences have a
significant impact on academic achievement (Sokatch, 2006; Ongaga, 2010; Alvarado & Turley,
2012; Crosnoe & Muller, 2014). Sokatch (2006) found that in general, peers’ plans are the most
significant predictor of college enrollment, even after controlling for socioeconomic status,
family, and academic ability. In this case, the probability of college attendance was 24.6% for
the group as a whole (with no influence from friends), but the number rose to 39.5% if most or
all friends planned to attend college. However, low-income students were more influenced by
their peers in this regard, where the probability of college attendance was 2.6% for students
whose friends have no plans to go to college to 29.1% for students whose friends plan to attend
college and encouraged the student to attend, as well.
College plans are one component of social capital in the form of a supportive friend
network, but there is evidence that choosing classes in which to enroll can also be influenced by
peer groups. Depending on the composition of his or her peer group, a student’s academic
progress and academic behaviors can be shaped for better or worse (Crosnoe & Muller, 2014).
While a student may be negatively influenced depending on who they surround themselves with,
this means that a student can also be influenced to take college-preparatory coursework and
make progress towards applying to college if they are surrounded by like-minded peers. The
MCC program attempts to harness peer influences by connecting learners to others who share the
same goals (e.g. applying to and attending college).
The content of the curriculum speaks to the components outlined above: the importance

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of familial support, the necessity of a more knowledgeable other who can assist in interpreting
information, and a network of peers to positively influence the completion of goals. After
consulting with a multitude of resources, themes emerged and are reflected in the units discussed
below.
Content
Content of the Curriculum
The content of the curriculum is taken from a variety of online sources, non-profit
agencies, government sources, and college counseling professionals. The program was then
tailored to address the needs of low-income and first generation students, with particular
attention paid to the decision-making process behind deciding to apply to and attend college.
College aspirations and motivation to attend. Research indicates that aspiring to
attend college is typically the first step a student takes in the college application process (Klasik,
2012) and national associations like the National Association for College Admission Counseling
(2017) consider this an important step to have students buy into the college admissions process.
Independent counseling consultants note that these plans are what drive clients to sign with them
in the first place, so aspirations are a strong source of motivation for the students with whom
they work (C. Solorio & R. Ker, personal communication, June 3, 2017). Learners will be able
to explore their personal interests and academic strengths to come to a decision about their
potential careers. College completion will be examined as a viable pathway to achieve their
dreams and emphasis will be placed on finding a college that fits not only a potential major, but
their extracurricular and personal preferences, as well. For example, a student with an interest in
the legal field may want to research schools that include criminology in their list of majors.
Financing college. Dispelling myths about college costs is a primary concern when

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working with low-income students as the vast majority of research cites cost as a barrier to
higher education (Sokatch, 2006; Nichols, 2011; Hoxby & Avery, 2013; The Pew Charitable
Trusts, 2013; Taylor et al., 2014; Perna, 2015). The perceived cost of college needs to be
examined and clarified so that students have a clear idea of how to not only finance their
educations, but access federal funds, scholarships, and institutional funds to do so. Students will
learn how to differentiate between different funding sources and create a personalized plan to
help them afford college.
Decision-making and the college preparation process.. It can be argued that
information on how to complete these steps are easily accessed online through sites like
collegeboard.com or commonapp.org. For example, a quick Google search of “how to apply to
college” can bring up checklists and deadlines to be mindful of, but these are largely procedural,
step-by-step instructions. While this information is useful, little is mentioned about the decision-
making process that goes into these steps or how to make use of the information given.
Furthermore, conflicting information exists online and may cause confusion if a student is unable
to seek help with interpreting the information.
Research suggests that first generation students perceive themselves at an information
deficit in comparison to their peers whose parents have attended college because they feel like
their parents are unable to help them make sense of the information they found online
(Brinkman, Gibson, & Presnell, 2013). Therefore, students will be taught how to make decisions
about the college preparation process and how these decisions impact their college experience.
For example, instead of learning how to fill out a form that lists their extracurricular activities,
they will be taught that their extracurricular activities inform the college majors they will
eventually declare, so they should choose their activities to match their career interests. This

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way, they will have a better idea of what their future career entails and will also be able to write
a thoughtful response if a college asks why they want to declare a particular major.
Avoiding summer melt. Summer “melt” describes a phenomenon that may occur after a
student is admitted to and commits to attend a college, but fails to enroll (Castleman & Page,
2014). Low-income students are particularly vulnerable to summer melt, with estimates of up to
44 percent of students failing to matriculate due to barriers they encounter after separating from
systems that expect them to continue their education, namely their high school and the social
network it entails (Arnold, Chewning, Castleman, & Page, 2015). Researchers theorize that
because students and their families are essentially on their own after graduation, they are less
likely to persevere when they encounter challenges. To address the potential of this happening,
students will be taught problem-solving skills and how to involve their family and community
early in the process. By encouraging applicants to build this network early on and recruit the
help of those closest to them, they will have the support they need to not only finish the
application process, but continue on to enroll, attend, and succeed.
Prior Attempts

There have been many attempts to address inequity in the college preparation and
admissions process in the form of federally funded programs and non-profit organizations
providing in-school and out-of-school services to underserved populations. Existing efforts are
crucial to improving the educational outcomes of low-income students and a snapshot of
established programs are discussed below.
Federally funded programs. First conceptualized over half a century ago, the first of
the federally funded TRIO programs, Upward Bound, was borne out of the Economic
Opportunity Act of 1964 as a reaction to the government’s War on Poverty (“History of the

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federal TRIO programs,” n.d.). Over time, TRIO programs expanded to include outreach
programs such as Talent Search, Student Support Services, and Educational Opportunity Centers,
among several others. The purpose of the eight programs under the TRIO umbrella is to provide
assistance to low-income and first-generation students, including individuals with disabilities.
TRIO programs provide grant funding to public, private, and community-based organizations to
support students in middle school, high school, and college, essentially guiding them through the
academic pipeline.
These programs vary greatly in the age range they serve, as well as their targeted group.
For example, Talent Search provides information about college and finances to students in
middle and high school, while Upward Bound focuses on academic preparation, mentoring, and
the college and financial aid process (Perna, 2015). A systematic review of the TRIO programs
indicates that participation in these programs, particularly Talent Search and Upward Bound,
increased college enrollment (Harvill, Maynard, Nguyen, Roberson-Kraft, & Tognatta, 2012).
Other programs under the TRIO umbrella were also proven to be effective: Student Support
Services promoted persistence in college and Upward Bound Math-Science positively impacted
enrollment in four-year institutions, as well completion of a STEM degree (The Pell Institute,
2009).
Programs sponsored by non-profits, foundations, or private sources. The Bill and
Melinda Gates Foundation has a plethora of projects that support college access and success, one
of them an investment in the early college high schools program, which, in partnership with
community colleges, recruits low-income high school students to complete high school while
also earning college credit (Ongaga, 2010). The purpose of the program is to reduce dropout and
increase college completion for traditionally at-risk youth. Now managed by non-profit

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organization, Jobs for the Future, early college has been shown to be effective. Early college
students were more likely to enroll in college and finish a degree in comparison to students who
were not placed in the early college program (Berger, Turk-Bicakci, Garet, Knudson, & Hoshen,
2014). While the curriculum of such a program proved to be incredibly rigorous, students cited
the importance of strong student-teacher relationships, student-parent relationships, and peer-to-
peer relationships (Ongaga, 2010). The high expectations students faced were buffered by a
caring and supportive school and peer network, as well as continuous engagement of their
families.
Another college preparatory program of note is AVID (Advancement Via Individual
Determination), a program established in the early 1980s initially encouraging strong writing and
critical thinking skills in the classroom. Over time, AVID’s mission to academically prepare all
students for postsecondary education spread to a global scale. College readiness is a central
theme for schools adopting the AVID method and includes individualized learning, goal setting,
and teachers as advocates.
There are plenty other of non-profit organizations that support low-income communities
with college preparation programs, like ScholarMatch and Breakthrough Collaborative.
ScholarMatch uses the power of crowdfunding (similar to Kickstarter) to fund scholarships for
low-income students and provides a plethora of online resources for them to access. They also
recruit and train volunteers to help high school seniors prepare to apply to college. This is
typically done virtually, while other programs, like the aforementioned Breakthrough
Collaborative, have several programs under their umbrella organization. For example, one of
their partner sites is Breakthrough San Juan Capistrano, an organization that provides academic
enrichment programs for underserved youth starting in middle school.

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Online programs. A simple Google search with the phrase “how to prepare for college”
brings up nearly 23 million results, so online resources are not scarce. With the prevalence of
information about anything and everything related to college, some may argue that a student
simply needs to read and follow instructions. However, the college application process is so
much more involved than that; it requires a student to determine what his or her situation is and
adapt it to the multitudes of options in higher education. Online programs have expanded
beyond step-by-step instructions and now include how to make decisions about the college
application process and also attempts to engage and motivate students.
An example of a curriculum that is reflective of modern programs is Coursera’s How to
Apply to College created by the University of Pennsylvania. Aimed at students who do not have
access to traditional counseling services, the curriculum is meant to debunk myths about
applying to college and make sense of the college search and selection process. The University
of Southern California (USC) has also made strides to impact college enrollment through online
game play. Using an online, game-based college access intervention called Mission: Admission,
USC researchers are examining the impact of a strategy game on FAFSA and Dream Act
submissions, college application submissions, and college enrollment.
Analysis of prior attempts. There are many valuable programs focusing on college
preparation, access, and success, but central to these programs is the importance of support
systems in the form of school advocates (teachers, in particular), family involvement, and
positive peer influences. These programs are essential to closing the achievement gap in the
United States and the MCC curriculum aims to add to this goal by providing a free resource to
underserved populations. Moreover, the MCC program takes the best components of in-person
interventions, like support systems, and combines them with the flexibility of an online

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curriculum.
This curriculum is meant to target low-income students who may be in high schools
without formal structures in place to encourage a college-going culture. Therefore, the proposed
curriculum addresses the problem of scope in prior attempts. The curriculum will include the
content above, but will also emphasize a generalized view of college counseling, making it
applicable to a variety of students, regardless of geographic location and access to formal school
resources.
Approaches to the Curriculum Design
A variety of learning theories form the theoretical approach of the curriculum.

Theoretical Foundations to the Curriculum Design

The content of the curriculum is based on methods found in practical settings and is
supported by research findings of how students typically apply to college. The theoretical
approach to the design, however, is rooted in learning and motivation theories that consider
students’ developmental stage.
With the advent of the Internet, some may assume that since information can be readily
accessed, guidance is no longer needed. Technology may be an important tool to gain a
student’s attention, but for meaningful learning to occur, properly designed instructional methods
and learning outcomes cannot be discounted (Clark, Yates, Early & Moulton, 2010).
Furthermore, the Internet and other modes of media can deliver information, but it cannot replace
sound instruction, nor does it cause learning.
In relation to information regarding college preparation, students actually feel inundated
with the amount of information online and have difficulty discerning fact from fiction without a
trusted source to guide them through the decision-making process (Brinkman et al., 2013). The

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MCC curriculum addresses these concerns by considering the cognitive architecture of the mind,
reducing cognitive load, and incorporating social cognitive theory into the design of its online
units and in-person workshop.
Information processing theory. Information processing theory posits that instead of
responding solely to stimuli, learners process information like a computer and produce an output
(Schraw & McCrudden, 2013). The process is made up of three parts: sensory memory, where
information is gathered by the learner’s sense, working memory, where relevant information is
sent to be processed, and long term memory, where information is stored. Given these
parameters, it is important to activate learners’ prior knowledge, focus their attention on specific
tasks, and engage automated processing to learn new tasks. For these reasons, the online units
always begin with an activity that stimulates what learners already know and builds on that
information as the course progresses. This happens slowly and over the course of the program so
that learners do not get overwhelmed and cognitive load is respected.
Cognitive load theory. Cognitive load refers to the limited information a learner can
hold when processing new information (Kirschner, 2002). In reference to the online units,
attention is paid to the amount of information that students need to process all at once. For the
most part, the intrinsic load of applying to college, or inherent difficulty of applying to college, is
relatively high given the audience the program is meant to serve. Low-income students are
typically also first-generation students, so assistance from immediate family members is scarce
(Kezar, 2011). However, the MCC dismantles the complexity of the process and breaks it down
into multiple parts. Each unit then focuses only on relevant material and excludes excess or
extraneous information that may make it difficult for students to comprehend. By following
these guidelines, germane load increases and schema construction, where actual learning occurs,

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is activated. The construction of the online units is carefully considered, but learning does not
occur in a vacuum, so social support is also provided.
Social cognitive theory. Social cognitive theory assumes that learning occurs in a social
context and encompasses several constructs, including goal setting, learning vicariously, and
increasing self-efficacy, or the belief about one’s ability to complete a certain task (Denler,
Wolters & Benzon, 2013). The MCC curriculum incorporates these tenets into the online units
as they are closely related to the overall goal of the curriculum, which is to have a student set a
goal (apply to college), learn by example, and increase his or her confidence that he or she can
successfully apply to college. The first of the online units engages the students in goal setting
and each unit includes examples of others who are experiencing the same situation as they are.
Each unit also asks the student to then apply the information they learned to their own situation,
which will help increase their self-efficacy. Furthermore, learners will have the opportunity to
interact with their peers who are going through the same program, creating a resource from
which to draw on. The MCC program aims to build community among learners and more
knowledgeable others (live facilitators), so that all learners feel supported, motivated, and
engaged.
Essentially, the design of the curriculum will incorporate these ideas to reduce cognitive
load and increase germane load, use peer collaboration to learn new tasks, and help learners
increase self-efficacy. The design of the curriculum will also incorporate the needs of the
intended learners.

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CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT
Learner Profile
The primary audience for this curriculum is low-income, high-achieving high school
students who are considering postsecondary education. This voluntary program also includes a
family component so that students can share information about the college-going process with
their families. Ideally, students will be able to finish this program in either their first or second
year of high school so they can thoroughly plan for the college admissions process which takes
place the first semester of their senior year. As the students will be taking the lead in exploring
their college options, an overview of the students’ general ability, self-efficacy, and prior
knowledge will be discussed.
Ability
Two components of ability will be addressed in the design of the college application
program: cognitive and physiological characteristics.
Cognitive characteristics. The learners in this program are high-achieving high school
students who have expressed an interest in pursuing postsecondary education. They are either
planning to complete or have completed college preparatory classes, are proficient at reading and
writing, and are computer literate. While their skills vary, they can generally follow instructions,
stay on task, and ask questions should the need arise. However, their familiarity with the college
application process can range from complete novices, in the case of first generation college
students, to those who may have secondhand experience with the process because a family
member attended college in the past. They are abstract thinkers who are in the formal operations
stage and can understand that their past decisions and experiences will impact their admissions
decisions.

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Physiological characteristics. The learners are adolescents who are able to physically
manipulate computer equipment and see small print on a standard screen. They can also
manipulate technology on a smaller scale like a smartphone or tablet and can easily navigate the
Internet. The course will also provide digital readings for text to speech conversion and screen
zooming, thus aligning with ADA Section 508.
Self-Efficacy
Affective and social characteristics will be addressed in the design of the college
application program.
Affective characteristics. The interest, motivation, and academic self-concept of learners
will be examined.
Interest. The majority of learners who elect to participate in the college application
program are interested in learning about the college application process and the strategies they
can employ to gain admission to their university of their choice. There may be some learners
who are participating because of their peers, while others may be participating because they are
encouraged to do so either by their families or school staff.
Motivation. Research suggests that low-income and minority students may be
specifically motivated by family responsibilities, the drive to prove their self-worth, and
encouragement from significant others to apply to and attend college (Phinney et al., 2006). The
curriculum was created in response to a lack of resources in the majority of US urban public high
schools, so the learners who elect into this program already recognize the importance of seeking
guidance to complete their college applications. Furthermore, with reference to self-worth, some
students may be completing this program as a reaction to those who discouraged their future
plans.

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Academic self-concept. Learners will have a positive academic self-concept because
they have met or plan to meet college entrance requirements and are ready to further their
education and embark on a chosen career path. However, since they may or may not have
completed standardized exams like the Scholastic Aptitude Test (SAT) or American College Test
(ACT), they may or may not be confident in their ability to gain admission into competitive
institutions. Their score on standardized exams may positively or negatively impact their
academic self-concept, so they will need to adjust their expectations and craft a plan that takes
their grades, test scores, and preferences into account.
Social characteristics. Learner's relationship to their peers, their moral development, and
their socioeconomic background will be considered in the context of completing this program.
Relationship to peers. Learners may be encouraged by the presence of their peers in the
program, but may also experience some anxiety during the application process because gaining
admission to college is a competitive process. While learners may be inspired by their peers
when building prospective college lists, they may also feel uncomfortable about showcasing
personal achievements or lack thereof.
Psychosocial development. The primary audience of this program are adolescents about
17-18 years of age and in the identity versus identity confusion stage of development (Santrock,
2011). Erikson’s fifth developmental stage indicates that adolescents are facing questions about
who they are and their future paths, so it is important to promote the achievement of a positive
identity. This is important to bear in mind because choosing a college to apply to can be a very
confusing time and for learners who are still developing their sense of who they are and who
they want to be, they may feel overwhelmed with needing to make a decision that will impact
their immediate and long-term futures.

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Socioeconomic background. Learners are typically of low socioeconomic status and
may have concerns about financing their college application. They will receive thorough
information on scholarships, grants, and loans, so they will have a full understanding of their
options.
Prior Knowledge
Specific prior knowledge. Learners will need to have specific prior knowledge of
technology/Internet use and also writing standard five-paragraph essays. The majority of college
applications are accessible online and students will need to be able to navigate email, the creation
of a college application account, such as the Common Application, creation of a FAFSA
account, and creation of an account to apply to scholarships (e.g., FastWeb). They will also be
well-versed in writing essays to answer short and long answer prompts given that they have
completed at least three years of high school English.
Description of the Learning Environment
Facilitator Characteristics
There is no intended facilitator of the online component of the curriculum because it is
designed to be a standalone program that learners can utilize if they do not have the appropriate
support on their school campus. The program will employ videos, self-assessment tools, and
open forum discussions to gain feedback from peers. The live component of the program,
however, will employ a facilitator who has completed college and is passionate about assisting
students in underserved areas gain the opportunity to access college. Furthermore, the students
who are in the program together will be able to collaborate and form a community to support
each other’s goals. The program will also encourage students to reach out to more
knowledgeable others at home or at school as they fill out applications and write essays.

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Ideally, the MCC program will grow to encompass high schools without a formal college
counseling program. Instead of an MCC facilitator, an in-house counselor can lead components
of the program to directly address questions that students may have. Depending on the guidance
counselor’s years of experience, he or she may be comfortable with working with the MCC
curriculum developer to implement these online workshops and adding school-specific items to
existing curriculum (for example, how letters of recommendation need to be solicited).
Existing Curricula/Programs
This program may supplement an existing program or be the sole source of information
for learners. Given that it is meant to be a standalone online program to fill a gap in the
curriculum of most high schools, there is likely no existing program that students are following
or are being required to follow.
Available Equipment and Technology
Learners can utilize an Internet connection and their current method of accessing the
Internet (e.g., home computer, computer lab at school) to gain entry to the online workshops and
to also fill out their applications.
Classroom Facilities and Learning Climate
Learners will have the ability to choose where they would like to complete their program
as long as those locations have an Internet connection and they have equipment to access the
Internet. Ideally, they will choose a quiet place where they can focus on the content and
complete the tasks that are required in each module. Live workshops will take place in areas that
are easily accessible to the community, like local schools, libraries, and recreation centers.

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CHAPTER FOUR: THE CURRICULUM

Overall Curriculum Goal, Outcomes and Summative Assessment

Curriculum Goal
The goal of this curriculum is to address the knowledge gap that exists in communities
where college completion is not the norm. This lack of knowledge may lead to incorrect beliefs
about the process or a misunderstanding about the steps students need to take in order to be
prepared for college. By combining knowledgeable translators and a dedicated support system,
low-income students will have the same guidance and encouragement to apply to college as their
higher income peers. Some may argue that guidance counselors are responsible for this aspect of
students’ education, but guidance counselors are oftentimes inundated with tasks outside of
college readiness (McDonough, 2005; McKillip et al., 2012). Furthermore, feedback from low-
income, minority students indicates that counselors could at times withhold information or
discourage them outright from applying to college (Gonzalez et al., 2003). All students should
have the opportunity to apply to college should they choose, so this curriculum provides them
with the means to do so.
Curriculum Outcomes
Students will be able to create a college application organizer that highlights their unique
personalities, achievements, and future plans. Using this organizer, they will be able to use the
information they gathered to apply to colleges when the applications are due. They will also be
able to analyze their college options to maximize their future experiences, namely choosing an
institution that fits them best and will support them through graduation and an eventual career.
Throughout the program, learners will have the opportunity to engage with peers through
message boards moderated by the live facilitators and through chat rooms or direct messaging.

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There will also be a game-like component to the program where completed units and
participation in tasks like answering questions using the message board will be assigned point
values. There will be a leaderboard available for all participants to view in order to track their
progress and encourage them to stay engaged throughout the program.
Summative assessment. The summative assessment is the student’s creation of a
college application advance organizer that contains information on why they want to attend
college, their course completion and standardized testing plan, their college list and ideas for
their personal statement, and financial information on funding their college education.
Cognitive Task Analysis (Information Processing Analysis)

Cognitive task analysis (CTA) is a method used to uncover the unconscious steps a
subject matter expert (SME) takes to complete a particular task. Information about applying to
college from sources like Khan Academy, College Board, and “how to apply” webpages of
universities was reviewed, in addition to online resources like Coursera and materials from local
high schools to understand how information was currently being disseminated to high school
students. Guidelines listed by the National Association for College Admission were consulted,
as well.With this understanding, SMEs that have specialized knowledge in college admission
who were familiar with the role of a guidance counselor and also understood the challenges of
low-income students applying to college were consulted.
For the purpose of this curriculum design, experts in the field of college counseling were
consulted and distilled into a series of steps that the SMEs have found to be most effective for
students applying to college, regardless of economic status. The SMEs emphasized preparation
and the importance of guidance throughout the process. The steps they outlined were combined
with the idea that students could potentially follow a college guidance curriculum and create

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their own college plan outlined below:
● Objective: Create a college admissions advance organizer that reflects the student’s
interests and strengths.
● Cue: Students will begin planning their college admissions packet after completing
the college coaching program.
● Condition: Students completing high school will be primed to start thinking about the
college applications process which will begin in earnest the first few months of their
senior year.
● Standards: Students will need to meet previously agreed-upon deadlines and
complete certain classes/tasks in order to meet college entrance requirements.
● Equipment: Students will need an Internet connection and a computer.
Major Steps

The major steps are as follows:
● Learn how their academic and personal goals can include higher education. (CTA,
Literature Review)
● Understand how to finance their education (CTA, Literature Review)
● Understand the variety of options when it comes to postsecondary education.
(CTA, Literature Review)
● Plan the high school curriculum they will complete and their standardized testing
schedule. (CTA, Literature Review)
● Plan the extracurricular activities they will complete. (CTA)
● Review college applications process and determine what materials are needed in
order to apply. (CTA, Literature Review)

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● Build problem-solving skills by identifying success agents to assist them
throughout their high school years. (CTA)
● Share the information they learned with their families. (CTA, Literature Review)
In addition, two students were consulted about the steps they took to apply for college.
As a result of the conversations, no new steps were identified and all of the above steps were
confirmed.
General Instructional Methods Approach

The general instructional methods of the program are informed by the ideas of Smith and
Ragan (2005), as well as Clark, Yates, Early, and Moulton (2008). Both methods emphasize
respecting the learner’s cognitive architecture and the importance of reducing cognitive load.
Smith and Ragan (2005) use a general structure in the context of generative or supplantive
instruction and consists of an introduction, the body or content of the instruction, conclusion, and
assessment. Clark et al. (2008) use guided experiential learning (GEL) to design instruction in
the following way: select goals and choose a subject matter expert, identify the task and conduct
a cognitive task analysis, and using the CTA information, create a design blueprint, select the
delivery media, and evaluate. The overarching design of this curriculum was largely based on
GEL principles because of the inclusion of an SME as well as information gleaned from the CTA
conducted with the SME. The GEL method also considers the broader context of what needs to
be taught, while Smith and Ragan (2005) focus more on what Clark et al. consider the design
blueprint. Therefore, the specific learning activities will be more closely aligned to the Smith
and Ragan (2005) framework for instructional strategy design.
Description of Specific Learning Activities

Each unit will follow the Clark et al. (2008) guided experiential learning model. First,

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the instructional activities will be organized so that learning is scaffolded and each unit will draw
on the one previous in order to activate prior knowledge. Also, because the college application
process has many moving parts, the overall task of applying will be broken down into small,
achievable goals. While a generative or student-generated instructional strategy often leads to
deeper learning, for the purpose of time and the content being taught, the curriculum will
emphasize supplantive strategies or highly scaffolded strategies (Smith & Ragan, 2005). Each
unit will include an introduction meant to establish a purpose and provide an overview of what
students will learn in that unit. There will be certain parts of the curriculum with low scaffolding
or more generative instructional methods because it requires students to generate ideas of what
college means to them and how their experiences will impact their college choices. The body of
each unit will require students to activate their prior knowledge, study examples and review job
aids, and practice what they learned. Each unit will also provide a form of feedback through
peer collaboration and speaking to more knowledgeable others in the participants’ lives.
Participants will then have the opportunity to review the information they learned and apply it to
parts of the application process. While assessment will not occur during each unit, there will be
a summative assessment in the form of the submission of the application and subsequent
admission to a college.
Overview of the Units

Units for this course are structured to follow the steps of the CTA as follows:

1. Learn how their academic and personal goals can include higher education. (CTA,
Literature Review)
2. Understand how to finance their education. (CTA, Literature Review)
3. Understand the variety of options when it comes to postsecondary education.

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(CTA, Literature Review)
4. Plan the curriculum they will complete and their standardized testing schedule.
(CTA, Literature Review)
5. Plan the extracurricular activities they will complete. (CTA)
6. Review college applications process and determine what materials are needed in
order to apply. (CTA, Literature Review)
7. Build problem-solving skills by identifying success agents to assist them
throughout their high school years. (CTA)
8. Share the information they learned with their families. (CTA, Literature Review)
Unit 1: Aspirations and Why College - How your academic and personal goals can
include higher education (CTA Step 1)
Terminal learning objective.
● Given their interests and experiences, learners will complete the “Why
college” section of their advance organizer.
Prerequisite analysis (enabling objectives).
● Know what academic and personal goals mean
● Know what a college admission advanced organizer is
● Be able to generate a set of reasons why/how completing college can help
them with their future goals
● Be able to complete the first part of the college advance organizer.
Learning activities.
● After introductions and attention activities, assess prior knowledge of the
meaning of academic and personal goals and a college admission advance

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organizer.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for generating a set of reasons why and how
completing college can help them with their future goals
● Provide practice and feedback for generating a set of reasons why and how
completing college can help them with their future goals using a rubric.
● Model the procedure for generating reasons why and how completing
college can help them with their future goals.
● Provide opportunities to transfer knowledge to complete the first part of
their college advance organizer.
Assessment.
● Students will fill out the first section of their advance organizer where they
will articulate their goals and college plans.
Unit 2: Financing your education - How to finance your college education (CTA
Step 2)
Terminal learning objective.
● Given their financial situation, students will know how to finance their
college education by creating a plan.
Prerequisite analysis (enabling objectives).
● Know what their family’s financial situation is and how much they can

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reasonably afford
● Know how much college costs
● Know what financial aid is
● Know the cost of public school versus private school
● Know the cost of in-state versus out-of-state tuition
● Know the difference between grants, loans, and scholarships
● Know what other costs are associated with college
● Be able to create a college financing plan
Learning activities.
● After introductions and attention activities, assess prior knowledge of the
cost of college, the associated costs of college, and their family’s ability to
finance their college plans.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for creating a plan to apply for financial aid,
scholarships, and grants.
● Provide practice and feedback for creating a plan and applying for
financial aid, scholarships, and grants using the template provided.
● Provide opportunities to transfer knowledge by creating their own college
financing plan.

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Assessment.
● Students will complete their own college financing plan using their
advance organizer.
Unit 3: Finding “fit”- how to conduct a purposeful college search (CTA Step 3)
Terminal learning objective.
● Given their interests, experiences, academic performance, and financial
situation, learners will be able to conduct a purposeful college search
based on the personal preferences they established and create a college list
based on “meets all of my needs,” “meets most of my needs,” and “meets
some of my needs” categories.
Prerequisite analysis (enabling objectives).
● Know what their interests, experiences, academic performance, and
financial situation are
● Know what a purposeful college search is
● Know what their personal preferences are
● Know what a personal college search is
● Know what their personal academic profile consists of
● Know if a school “meets all of my needs,” “meets most of my needs,” and
“meets some of my needs” based on their academic profile
● Be able to generate a set of college selection criteria based on their
personal preferences
● Be able to conduct a purposeful college search by combining their
academic profile and personal preferences

MY COLLEGE COACH 42

Learning activities.
● After introductions and attention activities, assess prior knowledge of the
meaning of interests, experiences, financial situation, and a purposeful
college search.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for establishing their personal preferences and
academic profile.
● Model the procedure for conducting a purposeful college search based on
their personal preferences and academic profile.
● Provide practice and feedback for conducting a purposeful college search
based on their personal preferences and academic profile.
● Provide opportunities to transfer knowledge to create their own college
search based on their personal preferences and academic profile.
Assessment.
● Students will create and rank a list of schools that “meets all of my needs,”
“meets most of my needs,” and “meets some of my needs” based on the
results of their purposeful college search.
Unit 4: How to plan the curriculum they will complete and the extracurricular
activities in which they will participate (CTA Steps 4 and 5)

MY COLLEGE COACH 43

Terminal learning objective.
● Given their college list and career aspirations, students will be able to plan
the classes and extracurricular activities they will participate in during
high school.
Prerequisite analysis (enabling objectives).
● Know what their college major and/or career aspirations are
● Know what colleges on their list match those college major and/or career
aspirations
● Know what college preparatory classes they need to complete to match
their college major and/or career aspirations
● Know what extracurricular activities they need to complete to match their
college major and/or career aspirations
● Be able to create a list of college preparatory classes and extracurricular
activities they will participate in to match their aspirations
● Be able to create a roadmap of their high school coursework
● Be able to create a roadmap of their extracurricular activities
Learning activities.
● After introductions and attention activities, assess prior knowledge of their
college major and/or career aspirations, their college list, college
preparatory classes, and extracurricular interests.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-

MY COLLEGE COACH 44

examples.
● Model the procedure for creating a plan that combines their coursework
and activities to reflect their college major and/or career aspirations and
college list.
● Provide practice and feedback for creating a comprehensive plan that
combines their coursework and activities to reflect their aspirations.
● Provide opportunities to transfer knowledge to create their plan using the
advance organizer.
Assessment.
● Students will complete the course plan and extracurricular activity plan
using their advance organizer.
Unit 5: How to prepare for standardized exams (CTA Step 4)
Terminal learning objective.
● Given their college list, students will be able to create a plan to prepare to
take standardized tests.
Prerequisite analysis (enabling objectives).
● Know what their college list consists of
● Know what standardized tests are required for the application to the
schools of their choice
● Know how to differentiate between the different types of standardized
tests
● Know how and when to register for the different tests
● Know how to prepare to take the standardized tests

MY COLLEGE COACH 45

● Be able to create a plan to complete and prepare for standardized tests
Learning activities.
● After introductions and attention activities, assess prior knowledge of
college list and the standardized tests needed for the applications.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for preparing to take standardized tests.
● Provide practice and feedback for creating a plan to take the tests using the
advance organizer.
● Provide opportunities to transfer knowledge to create a plan to prepare for
standardized tests using the advance organizer.
Assessment.
● Students will complete their standardized testing plan using the advance
organizer.
Unit 6: An overview of the application process - how to follow the college application
process (CTA Step 5)
Terminal learning objective.
● Given their college list, learners will create a college admission plan using
their advance organizer.
Prerequisite analysis (enabling objectives).
● Know what a college list is

MY COLLEGE COACH 46

● Know what a college admission plan is
● Know what deadlines are
● Know what personal deadlines are
● Know what materials they need to apply to college
● Be able to create a college admission plan
● Be able to gather the materials needed in order to apply to college
Learning activities.
● After introductions and attention activities, assess prior knowledge of what
a college list, college admission plan, and deadlines are. Also assess prior
knowledge of what materials they need to apply to college.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for creating an admission plan.
● Provide practice and feedback for creating an admission plan.
● Model gathering the materials needed in order to apply to college.
● Provide practice and feedback for gathering the materials they need in
order to apply to college.
● Provide opportunities to transfer knowledge to create their own college
admission plan and gather the materials they need in order to apply to
college.

MY COLLEGE COACH 47

Assessment.
● Students will create a college admission plan using their advance
organizer.
Unit 7: Developing problem-solving skills - how to seek help from more
knowledgeable others.
Terminal learning objective.
● Given their college plan, learners will create a resource sheet that
identifies individuals or organizations to assist them throughout the
college application process.
Prerequisite analysis (enabling objectives).
● Know what their college plan is
● Know what resources are available in their schools
● Know who can assist them with the college application at school and at
home
● Be able to generate a list of resources they can access to help with the
college admissions process
● Be able to generate a list of people they can ask to help with the college
admissions process
● Be able to seek help from resources or people regarding the college
admissions process
Learning activities.
● After introductions and attention activities, assess prior knowledge of
resources and people who may be able to give them guidance with the

MY COLLEGE COACH 48

college admissions process.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for identifying resources and more knowledgeable
others
● Provide practice and feedback for identifying resources and more
knowledgeable others.
● Model the procedure for seeking help with the college application process.
● Provide practice and feedback for developing help-seeking behaviors.
● Provide opportunities to transfer knowledge by having students create a
resource sheet.
Assessment.
● Students will create a resource sheet that outlines who to ask for help and
how to get in contact with people and/or organizations if and when they
encounter problems during the application process.
Unit 8: Completing and sharing the advance organizer
Terminal learning objective.
● Given their college application plans, learners will be able to share their
completed advance organizer with family and/or significant people in their
lives and apply the contents of the advance organizer to a variety of
situations.

MY COLLEGE COACH 49

Prerequisite analysis (enabling objectives).
● Know what their college application plans are
● Know the contents of their advance organizer
● Know who the significant people are in their lives
● Know how and when to use the advance organizer
● Be able to share their advance organizer and explain their future plans to
others
● Be able to apply to contents of the advance organizer to different
situations.
Learning activities.
● After introductions and attention activities, assess prior knowledge of their
advance organizer and identify significant individuals in their lives.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for explaining the function and use of the college
application advance organizer to others.
● Model the procedure for applying the content of their advance organizer
● Provide practice and feedback for how to explain the function and use of
the college application advance organizer.
● Provide practice and feedback for applying the content of their advance
organizer.

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● Provide opportunities to transfer knowledge by applying the content of
their advance organizer in a variety of situations.
Assessment.
● Students will be able to explain the components of their completed
advance organizer to others and apply its contents in a variety of
situations.
Scope and Sequence Chart
Table 1
Scope and Sequence Chart
I = Introduce, R = Reinforce, M = Master
Curriculum Outcomes:
By the end of this curriculum, high
school students interested in applying
to college should be able to:

Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
Unit
7
Unit
8
1. Reflect on and synthesize their
reasons for attending college.
I R R R R R R M
2. Analyze and evaluate financial
information to make an educated
decision about attending college.
I R R R R M
3. Compose personal statements and
supplemental essays that reflect their
academic/personal interests and
goals.
I R R M
4. Determine how to seek help and
reach out to more knowledgeable
others regarding the completion of
their applications.
I R R R R R R M
5. Prepare and execute a strategy to
apply to college.
I R R R R R R M
6. Understand the college application
process and explain its intricacies to
another person.
I R R R R R M M

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Delivery Media Selection

The theoretical framework of this curriculum was based on guided experiential learning,
so the delivery media selection was also founded on Clark et al.’s (2010) method to choosing a
platform to deliver the instruction. Generally, they suggest that the media delivering the
instruction does not impact learning, but instructional methods mattered most. The content to be
learned needs to be presented in a manner compatible with human cognitive architecture, so this
means minimizing extraneous information and organizing information to help students learn the
content correctly. Therefore, they recommend a two-step process to selecting media by first
determining the instructional methods which will be used to deliver the content and then
choosing the media that best support these methods.
Key Considerations in Choosing Media

As shown in Table 2, there are three key factors to consider when choosing media (Clark
et al., 2010):
Table 2

Media Selection and Curriculum

Key Factors for Media Selection Relation to MCC Curriculum
Conceptual authenticity - can the media
adequately depict the conditions required for
learners to apply new learning?
Yes, the summative assessment is a web-
based tool that students can interact with, so
the choice to deliver the information online
makes the most sense.
Immediate feedback - is there a need for
immediate corrective feedback?
Not necessarily, but feedback will be given
using the interactive tutorials that provide
students with guidance. Since the platform is
online, forums/chat will be used so that
students can connect with others using the
MCC.
Special sensory requirements - does No, all sensory information is limited to visual

MY COLLEGE COACH 52

instruction require sensory information
beyond visual and aural?
and aural.

General Instructional Platform Selection
Based on the three considerations in the previous section, either in-person or online
methods can be employed to teach the My College Coach (MCC) content. However, the purpose
of this curriculum is to provide as many students with the guidance they need to ensure that they
can apply to college, so it is important to consider scale and cost in media selection. The most
cost-effective way to deliver the information will be to use an online platform that employs a
mixture of videos and interactive tutorials that can provide corrective feedback to students as
needed.
Table 3
Specific Media Choices
Media Purpose Benefits
Online Delivery MCC is online to mimic the college
application process. The majority of
college applications are completed
online.
The content will be delivered
online to increase the amount
of students that can access the
information.
Videos Short video clips will be shown at
the beginning of each unit to
introduce students to the
information they will be covering.
Prerequisite knowledge will be
covered in these videos.
The use of videos will help
address the following
principles: segmenting
principle, pre-training
principle, and modality
principle. By segmenting the
videos to match the pace of
the students, they will be able
to learn the concepts more
thoroughly (Mayer &
Chandler, 2001). By using
the videos to pre-train
students on concepts, they

MY COLLEGE COACH 53

will better understand
subsequent narrations. The
benefit of the videos is that
they can present graphics and
narration at the same time.
Interactive tutorial for
completing summative
assessment
The summative assessment is the
completion of the advance organizer
(AO). Each component will be
broken down using an interactive
tutorial that specifically tells
students how to fill out each section.
The interactive tutorial can
provide students with
immediate corrective
feedback as needed.

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CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN

Implementation of the Course
The implementation of an innovation occurs in six stages: awareness, interest, evaluation,
trial, adoption, and integration (Smith & Ragan, 2005). The first stage, awareness, refers to
exposure to an innovation - essentially, learners will be informed that the MCC program exists
and is available for them to use. The second stage, interest, occurs when learners seek out
additional information about the innovation. For example, learners may ask questions pertaining
to the content of the MCC and perhaps access to the MCC. In the third stage, evaluation,
learners will decide whether or not the program can be of use to their particular situation. If they
decide that the outcome will be worth their effort, they may enter the trial stage and try out the
MCC program for themselves. If they decide that they will complete the program, then they
have entered the adoption stage. The final stage, integration, would be the regular use of the
innovation. Since the primary consumer is an individual and not necessarily an organization that
will integrate this program into a required curriculum, integration in this situation would be if all
learners who were offered the program completed the program and encouraged others to
complete the program, as well. This is not to say that an organization like a high school would
not want to adopt the MCC program, but if the adoption stage proves to be successful, then
integration into more traditional, established settings would be the next logical step.
The MCC program will be launched using the six steps that Smith and Ragan (2005)
outlined, but will be introduced at a very small scale in order to ensure quality and to also
incorporate feedback from learners for the next iteration. Also, given that a live workshop is a
component of the program, the curriculum designer will act as the workshop facilitator for at
least the first implementation. This way, any problems that occur can be resolved and prevented

MY COLLEGE COACH 55

in the future.
As far as the launch itself, for learners to first become aware of the MCC program, the
curriculum designer will contact the principal, as well as honors and International Baccalaureate
(IB)/Advanced Placement (AP) teachers from the high school from which she graduated. The
reason for returning to her high school is twofold: first, she has established contacts and can
easily recruit the help of school officials to market the program and two, the high school is
considered a Title 1 school, which means that the high school enrolls a large concentration of
low-income students. The MCC will be first introduced to rising sophomores, juniors, and
seniors in honors/IB/AP courses. In all likelihood, these students are not only thinking about
applying to college, but also on track to be academically prepared for college. Again, to ensure a
high level of quality, only a few students from each grade will be recruited into the program.
Feedback across grade levels will be used to tweak portions of the MCC in future iterations.
As part of stage 1, with the permission of the school administration and teachers, the
curriculum developer will visit the honors section of one freshman, one sophomore, and one
junior English class during the second semester of the academic year. She will pass out flyers
and her contact info to students, encouraging them to join the program. It will be free of charge
and she will be available for questions after class is dismissed. The second stage, interest, will
occur when students approach her or contact her, seeking more information about the MCC.
After she explains the program further, students will enter stage three and will decide whether or
not to try out the program. A trial of the program (Course Overview and Unit 1) will be offered
in a computer lab on campus shortly after the visits. As part of the trial, feedback from students
will be solicited. Questions regarding ease of use, perceived usefulness of the content, and,
among other things, length of time needed to complete sections of the program, will be asked via

MY COLLEGE COACH 56

a short online survey. Depending on the complexity of the changes, revisions may already be
made to the program materials.
After this trial period, any students who sign up for full access to the program will enter
adoption or stage 5. Enrollment will be limited to no more than five students per grade level and
feedback will be solicited after each unit to improve user experience. Rising seniors will also be
surveyed in their senior year, after they complete their college applications. This evaluation is
most important because it will measure the usefulness of the innovation and will inform stage 6:
integration. A successful launch could mean offering the innovation school-wide, with the
ultimate goal to offer the innovation nationally or even globally, given that learners are interested
in studying in the United States.
Scaling the innovation to a larger audience may prove to be challenging, given the live
component, but the content of the units will remain true to what was initially intended since only
the developer has access to change the content. After the initial iteration of the MCC program, a
frequently asked questions manuscript will be created to assist future facilitators of live
workshops. Given the nature of the college admissions process, future facilitators will only need
to have completed college in order to give valuable advice and guidance to the learners in the
program. Their personal experiences, knowledge of the college admissions process, and
familiarity with the online units will be all they need to provide assistance to learners. However,
the curriculum developer will relay as much information as possible to them and provide support
as they lead their own live workshops.
Implementation of the Evaluation Plan
Curriculum Purpose, Need and Expectations
The goal of this curriculum is to address the knowledge gap that exists in communities

MY COLLEGE COACH 57

where college completion is not the norm. An online platform will be utilized to teach students
how to interpret and apply information about the college admissions process. Through online
workshops and an in-person meeting, students will be able to produce an action plan they will
eventually be able to use as a guide to apply to the college of their choice. Students’ families
will also be able to fully understand the college application process and therefore will be able to
provide the appropriate support to help their students make decisions.
Evaluation Framework

In order to provide the highest level of quality and utilization, the MCC program will
employ the New World Kirkpatrick Model to establish an integrated implementation and
evaluation plan. The New World Kirkpatrick Model is an evaluation model designed to gather
data across four levels: Level 4 Results, Level 3 Behavior, Level 2 Learning, and Level 1
Reaction (Kirkpatrick & Kirkpatrick, 2015). The New World Model evaluates from top-down,
examining the broadest level first, Level 4 Results, in order to focus on overarching outcomes
and hone in on what is most important. The following sections elaborate on the four levels as
applied to the MCC program.
Level 4: Results and Leading Indicators
Level 4 Results examine whether or not a training resulted in achieving an organization’s
targeted outcomes (Kirkpatrick & Kirkpatrick, 2016). For the purposes of the MCC, the targeted
outcome is to fully educate low-income students on the college admissions process, thereby
increasing the number of students who apply to college. In order to determine if a targeted
outcome will be achieved, leading indicators need to be identified and monitored. Leading
indicators are “short-term observations and measurements that suggest that critical behaviors are
on track to create a positive impact on the desired results” (Kirkpatrick & Kirkpatrick, 2016, p.

MY COLLEGE COACH 58

66). The subsequent table outlines the outcomes, metrics, and methods that will be used to
monitor internal and external leading indicators.
Table 4
Indicators, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increased number of
schools without formal
counseling programs that
implement the use of the
MCC
Number of schools that
partner with MCC
curriculum designer
Curriculum designer’s record of
partnerships with schools
Increased awareness of the
MCC as a tool to use when
thinking about applying to
college
Number of students
registered to use the MCC
Record of total registered
participants
Increased use of MCC as an
effective tool in completing
the college admissions
process
Number of students who
provide a positive review
of the MCC program after
they complete the college
admissions process
Record of participants who replied
positively to course evaluation at
the end of their senior year
Internal Outcomes
Increased learner satisfaction Positive feedback on
course evaluations
Record of feedback from surveys
collected via MCC platform and
email
Increased learner
engagement
Number of units
completed and
participation in live
workshop
Record of completed units via
MCC platform data and record of
attendance at live workshop

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Increased number of learners
who submit a college
application with the help of
their advance organizer
Percentage of learners
who complete the MCC
program and submit a
college application
Record of learner responses on
course evaluation conducted at the
end of the senior year

Level 3: Behavior
Critical behaviors. Perhaps the most important level of the four, Level 3 Behavior is the
result of learners applying what they learned during the training in their day-to-day lives.
Coupled with critical behaviors are required drivers that monitor, reinforce, encourage, and
reward the completion of the behaviors (Kirkpatrick & Kirkpatrick, 2016). Level 3 Behaviors
are essential, observable steps learners must take to complete an objective, while required drivers
are the methods needed to be implemented in order to support the continuation of the behaviors.
This cycle of continuous improvement will ultimately lead to the achievement of Level 4
Results. In the case of the MCC program, the result of a critical behavior is the completion of an
advance organizer that outlines what they need to do in order to be prepared to apply to college.
This critical behavior, along with other critical behaviors that support the completion of the
college application process, will be supported by a variety of methods or required drivers. Table
5 outlines the critical behaviors learners must execute as they prepare and eventually apply to
college.
Table 5

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Complete the advance
organizer
1. Completion
of all online
1. Record of
advance
1. Weekly
reminders to

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units,
attendance in
live workshop,
and completion
of all sections
on MCC
platform
organizer
progress on MCC
platform
complete online
units until
scheduled live
workshop
2. Register for and earn
passing grades in college
preparatory coursework
2a. Number of
successfully
registered
college
preparatory
courses

2b. Number of
successfully
completed
courses
2a. Self-report
from learners via
upload of course
schedule to MCC
platform

2b. Self-report
from learners via
upload of grade
reports to MCC
platform
2a. Prior to the start
of each semester

2b. At the end of
each completed
semester
3. Sign up for and
participate in
extracurricular activities
3a. Number of
successfully
registered
extracurricular
activities

3b. Number of
times learners
participated in
meetings and/or
events
3ab. Self-report
from learners via
upload of
participation
form (signed by
faculty advisor of
activity) to MCC
platform

3a. Prior to start of
each semester

3b. At the end of
each semester

4. Register and prepare for
standardized exams
4a. Successfully
registered SAT
and/or ACT
exam, SAT II
subject exams
as needed

4a. Self-report
from learners via
upload of test
registration
confirmation to
MCC portal

4a. Every month
until learner
uploads exam
confirmation(s) to
MCC portal

MY COLLEGE COACH 61

4b. Number of
times learner
studies/reviews
concepts for the
exam(s)
4b. Record of
how many times
learner uses test
preparation
materials (link
MCC portal to
independent test
sites like College
Board’s Daily
Practice for the
SAT)
4b. Weekly
reminders until the
learner’s exam date
5. Register for and
complete college
applications
5a. Number of
successfully
opened college
application
accounts

5b. Number of
successfully
completed
college
applications
5a. Self-report
from learners via
upload of college
application
registration
confirmation to
MCC portal

5b. Self-report
from learners via
upload of college
application
submission
confirmation(s)
to MCC portal
5a. Monthly until
the learner enters
their college
application(s)
information into the
MCC portal

5b. Weekly until
their applications
are submitted

Required drivers. Table 6 outlines the required drivers or methods to support the
completion or continuation of critical behaviors. These methods fall under either the umbrella of
support (reinforce, encourage, reward) or accountability (monitor). Kirkpatrick and Kirkpatrick
(2016) explain that support methods are meant for learners who try, but fail to complete critical
behaviors, and accountability methods are directed at learners who did not try at all. Though the
MCC is largely online, participants will be supported through a variety of personalized online
messages, online support groups in the form of chat rooms and message boards, and check-ins

MY COLLEGE COACH 62

with live workshop facilitators. Required drivers are especially important for high school
students as they typically require encouragement to complete tasks. Research indicates that they
are particularly responsive to peer influences (Sokatch, 2006; Crosnoe & Muller, 2014) and trust
established sources of information (Brown et al., 2016). In the case of the MCC, participants
will have the opportunity to collaborate with their peers online and will have access to workshop
facilitators who have completed college and thus, are a trustworthy source of information.
Table 6
Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Emails reminding
learners to work on
their materials and
meet deadlines
Weekly or
monthly
All
Personal check-ins
from live facilitator
Two weeks
after live
workshop, once
during the
summer,
monthly once
learners begin
their senior year
All
Use of message
boards on MCC
portal to “meet” and
collaborate with
other participants in
the MCC program
Ongoing All

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Job aids in the form
of checklists
utilized during the
online units
Ongoing (can
be used to
revise their
advance
organizer
leading up to
the actual time
of application)
All
Encouraging
Video testimonials
about the positive
impact MCC had on
the college
application process
sent to participants
once a month after
completion of the
program
Monthly,
starting one
month after
completion of
the program
All
Use of chat rooms
on MCC portal with
current college
students and live
facilitator
Ongoing All
Rewarding
Learners can earn
points for
completing tasks
when they track
their progress on
the MCC portal.
Points earned is
tracked using a
leaderboard
viewable by all
participants.
Ongoing All

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Monitoring
Learners can self-
monitor their
progress using the
MCC portal.
Ongoing All
Use of chat rooms
on MCC portal with
current college
students and live
facilitator
Ongoing All

Organizational support. At its core, the MCC is meant to be a standalone program to
not only fill a knowledge gap, but to also teach learners to appropriately identify, seek out, and
obtain help from more knowledgeable others. However, the program would work best in an
environment where there are well-meaning adults who want to support learners, but may not
have all of the information they need to successfully assist learners in achieving their college
dreams. For learners who are not affiliated with a broader organization like a school or a non-
profit, their families will be their main source of support. Incorporating families into the college
admission process is built into the MCC as there are several units that encourage sharing
information with family members and other trusted individuals. The live facilitators will work
closely with families and will be available for consultation.
Ideally, the MCC program will be incorporated into a school which does not have a
formal counseling program, but is looking to introduce one. In these situations, buy-in will
negotiated by offering to customize the MCC program to the interested school or organization.
The MCC program will be released to schools and organizations only after an agreement has
been made as to how learners will be supported and held accountable.

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Level 2: Learning
Learning goals. Level 2: Learning aims to measure how much participants actually
learned as a result of completing a program. As previously mentioned, the goal of the MCC
program is to help low-income and first generation students develop a full understanding of the
benefits of attending college and how to navigate the admissions process so they can
appropriately plan for their future. Through this curriculum, they will be able to:
1. Articulate their goals and the reasons why they want to attend college, as well as
generate a list of how completing college can help them attain their goals
2. Know how to finance their education
3. Conduct a purposeful college search
4. Plan the classes and extracurricular activities in which they will participate
5. Plan and prepare for standardized exams
6. Create a college admission plan
7. Create a resource sheet and build their support network
8. Share their college plans and use their knowledge to help others
Components of learning evaluation. Since the majority of the MCC program is
asynchronous, a variety of methods tailored to e-learning need to be employed. For example,
instead of a teacher giving a quiz or having small group discussions in class, learners in the MCC
program will participate in online knowledge checks or quizzes via the interactive platform, short
surveys assessing their engagement, and pre- and post-course evaluations. The feedback
garnered from these assessments will help the curriculum developer improve the program for
future iterations. Table 7 further explains how and when learners will be evaluated.

MY COLLEGE COACH 66

Table 7
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using the interactive
platform of the MCC portal
During each online unit
Knowledge checks during live workshop During live workshop
Procedural Skills “I can do it right now.”
Transfer of what learners learned in each unit
- applying it to their own situation
At the end of each online unit, where
learners will fill out portions of their
advance organizer using the checklists
provided
During the course when learners answer
questions using the interactive platform
During each online unit
Attitude “I believe this is worthwhile.”
Pre- and post-tests of learners’ attitudes
towards the MCC program
Before and after completion of the MCC
program
Utilization of the MCC portal outside of
using the course materials
Each time learners log on to the MCC
portal to use the available resources (chat
room, message boards, etc.)
Confidence “I think I can do it on the
job.”

Pre- and post-tests of learners’ attitudes
towards applying to college to see if they feel
more confident after completing the MCC
program
Before and after completion of the MCC
program

MY COLLEGE COACH 67

Commitment “I will do it on the job.”
During the course when learners fill out their
advance organizer
During each online unit
Discussion/brainstorm during live workshop
about how to manage their time when
applying to college while finishing their
senior year
During the live workshop
Ask learners how they will apply what
they’ve learned
At end of each online unit

Level 1: Reaction
Level 1 Reaction methods measure engagement, relevance, and participation satisfaction.
These initial reactions are important to note so that materials can be optimally revised for the
next iteration. It is also important to determine if participants liked the program, felt that it was
worth their time, and felt that they can use the skills and knowledge covered in the program.
Without these indicators, it would be difficult to encourage future participants to “buy in” to a
program.
To measure these components, course evaluations will be collected after completion of
the MCC and also at the end of the learner’s senior year, when they have utilized the knowledge
they learned to apply to colleges. One- and two-item surveys will also be administered
throughout the online units to measure the engagement of learners and to gauge the clarity of the
materials presented. Table 8 lists methods of engagement, relevance, and customer satisfaction,
as well as timing of the instruments to be used.

MY COLLEGE COACH 68

Table 8
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Completion of online units Ongoing during the online portion of the
MCC
Attendance in live workshop After completion of online units
Two-item survey After each online unit
Course evaluation At end of MCC program, then at end of
learner’s college application season
Relevance
One-item survey Halfway through each unit
Course evaluation At end of MCC program, then at end of
learner’s college application season
Customer Satisfaction
Two-item survey After each online unit
Course evaluation At end of MCC program, then at end of
learner’s college application season

Evaluation Tools
To assess the efficacy of the MCC program, evaluation instruments will be administered
to the participants immediately following and delayed for a period of time after the program
implementation. Feedback from course evaluations will help the curriculum developer gauge the
program on all four levels of the New World Kirkpatrick method, but particular attention will be

MY COLLEGE COACH 69

paid to ease of use/clarity of information and usefulness of content in the first iteration.
Kirkpatrick and Kirkpatrick (2016) suggest a Blended Evaluation approach in order to maximize
survey results and prevent survey fatigue, so questions will be crafted to address as many of the
levels as possible.
As far as administration of the course evaluations, one will be administered immediately
following the program implementation (see Appendix D), and a second after the participant has
completed his or her college applications (see Appendix E). The administration of the second
evaluation will occur in the second semester of the senior year, but before admissions decisions
are released.
Immediately following the program implementation. The course evaluation that is
administered immediately following the program implementation focuses on Levels 1 and 2
because these levels gauge immediate reactions and whether or not learners actually acquired the
skills they were meant to acquire during the program. The evaluation contains statements about
usefulness of the content and enjoyment of the program. A Likert scale from 1 to 7, ranging
from strongly disagree (1) to strongly agree (7), is used, as well as a section for an open-ended
question where participants can comment or elaborate on any aspect of the program. The
feedback from this evaluation can be quickly implemented for the next iteration.
Delayed for a period after the program implementation. The course evaluation that is
delayed for roughly six months after the program implementation encompasses all four levels of
the New World Kirkpatrick method because sufficient time has passed to evaluate Levels 3 and
4. The evaluation contains reflective statements to gauge Levels 1 and 2, but also includes
statements that rate how well the program content was applied (Level 3) and positive outcomes
after completion of the program (Level 4). A Likert scale from 1 to 7, ranging from strongly

MY COLLEGE COACH 70

disagree (1) to strongly agree (7), is used, as well as a section for an open-ended question where
participants can comment or elaborate on any aspect of the program. The feedback from this
evaluation will inform the curriculum designer about whether or not the program was effective.
These results will be incorporated into the next iteration of the program.
Conclusion to the Curriculum Design
Educational inequity is a long-standing problem in the United States that needs to be
addressed on multiple levels. Though policy and funding are systemic issues many point to
when examining access to higher education, they remain outside the scope of this document.
This curriculum aims to provide the basics to underserved communities: knowledge, guidance
and access to encouragement and support. All individuals should have the option to pursue
higher education not only to be prepared to contribute to society and better their lives and the
lives of their families, but to also be able to explore their academic interests and develop their
critical thinking and social skills. The hope is that access to this curriculum will remove at least
one of the many barriers to higher education and level the playing field.

MY COLLEGE COACH 71

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Appendices

Appendix A

Lesson Plans

My College Coach
Course Overview

Overview of units:

1. Learn how their academic and personal goals can include higher education. (CTA,
Literature Review)
2. Understand how to finance their education. (CTA, Literature Review)
3. Understand the variety of options when it comes to postsecondary education.
(CTA, Literature Review)
4. Plan the curriculum they will complete and their standardized testing schedule.
(CTA, Literature Review)
5. Plan the extracurricular activities they will complete. (CTA)
6. Review college applications process and determine what materials are needed in
order to apply. (CTA, Literature Review)
7. Build problem-solving skills by identifying success agents to assist them
throughout their high school years. (CTA)
8. Share the information they learned with their families. (CTA, Literature Review)

Curriculum Outcomes:
By the end of this curriculum, high
school students interested in applying
to college should be able to:

Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
Unit
7
Unit
8
1 - Reflect on and synthesize their
reasons for attending college.
I R R R R R R M
2 - Analyze and evaluate financial
information to make an educated
decision about attending college.
I R R R R M
3 - Compose personal statements and
supplemental essays that reflect their
academic/personal interests and goals.
I R R M
4 - Determine how to seek help and
reach out to more knowledgeable
others regarding the completion of
their applications.
I R R R R R R M

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5 - Prepare and execute a strategy to
apply to college.
I R R R R R R M
6 - Understand the college application
process and explain its intricacies to
another person.
I R R R R R M M

Course Overview
Plan and Instructor’s Guide

Duration: 30 minutes

Course Overview Materials
Presentation tools: videos, images, slides; handouts; My College Coach Advance Organizer
(AO)

Learner Characteristic Accommodations
Learners are at least at 8th grade level reading and writing proficiency. Learners may zoom
in/out of the curriculum as needed to enhance the size of visual information and closed captions
may be turned on or off depending on the learners’ needs.

Developer Notes
To informally assess their prior knowledge, the program needs to provide for user inputs, such
as, before beginning, questions of learners relating to: their prior experience with the college
application process; what majors they are considering in college; their familiarity with people
who have attended college. Additionally, learners must complete the online materials in order to
be prepared to fully participate in the live workshops.

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Introduction 5 Introduce the course and
purpose and goal using images
and video showing college
graduates.

Show charts comparing high
school graduate salaries to
college graduate salaries. Show
slides that highlight benefits of
attending college (economic,
Narrator will provide
motivation by
explaining the
benefits of
completing a college
education:
freedom/independenc
e from
parents/family,
economic
Learners will
write down
their
questions
about the
college
application
process and
what they
hope to learn
how to do by

MY COLLEGE COACH 83

health, social status, access to
opportunities).

advantages, access to
opportunities.

Narrator will explain
the overall purpose of
the course: help
students think about
and prepare for the
college application
process.

Narrator will ask the
learners to write
down their questions
about the college
application process
and what they hope
to learn how to do by
the end of the course.
the end of the
course.
Course Goal 5 Introduce the course goal and
outcomes.
Present the course
goal and outcomes.

Ask learners to
connect and match
the goal and
outcomes to their
personal goal and
application.

Learners
connect and
match the
goal and
outcomes to
their personal
goal and
application.
Purpose for
the Course

10 Stimulate motivation by
describing the opportunity
being provided to the learner
and the risk that will be
avoided if the course is
mastered.
Ask the learners to
answer questions
such as: “What
benefits of
attending college
do you find most
appealing?” and
“What will my life
be like if I don’t go
to college?” and
“What will my life
be like if I do?”

Learners
write down
their answers
and connect
their personal
goals with
the course
goals.

MY COLLEGE COACH 84

Course
Overview

10 Show all 8 units in the course to
provide a mental model and
assist the learners to organize
their learning. Show that the
sequence is “as performed.”

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Show the advance organizer
(AO) and how it links to the
units in the course.
Using the AO, the
narrator will describe
the units in the course
and how each relates
to achieving the
course goal; narrator
will describe the
reasoning for
sequencing the units,
how the units are
structured, the
overarching design of
the units, and some
of the common
components and
activities that each
unit provides.

Narrator will ask
learners to follow the
model the AO
provides and to make
notes of how each
section of the AO
lines up to the college
application process.
Learners will be
asked to write down
their personal goals
and reasons for
taking the course.
Learners
follow the
model and
make notes
of how each
section of the
AO lines up
to the college
application
process.
They will
make notes
on how the
AO applies
to their
personal
goals and
reasons for
taking the
course.
Total Time 30

My College Coach
Lesson Plan and Instructor’s Guide

Unit 1: My academic and personal goals can include higher education

Learning activities.
● After introductions and attention activities, assess prior knowledge of the
meaning of academic and personal goals and the “My College Counselor
Advance Organizer” (AO).
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-

MY COLLEGE COACH 85

examples.
● Model the procedure for generating a set of reasons why and how
completing college can help them with their future goals
● Provide practice and feedback for generating a set of reasons why and how
completing college can help them with their future goals using a rubric.
● Model the procedure for generating reasons why and how completing
college can help them with their future goals.
● Provide opportunities to transfer knowledge to complete the first part of
their college advance organizer.

Unit Duration: 46 minutes

Introduction: This is the first unit in the eight unit course on how to prepare to apply to college.
This unit will help learners clarify their academic and personal goals and will determine if/how
postsecondary education can help them achieve their goals.

Learning Objective(s)
Terminal Objective: Given their interests and experiences, learners will be able articulate their
goals and college plans.
Enabling Objective(s):
● Know what academic and personal goals means
● Know what a college admission advance organizer is (AO)
● Be able to generate a set of reasons why/how completing college can help them with
their future goals
● Be able to complete the first part of the AO
● Be able to transfer the first part of the AO to the college counseling questionnaire

Lesson Materials
Access to computer with internet for learning platform
My College Coach Advance Organizer (AO)
Video: College graduates explaining why they attended college and the benefits they have reaped
Presentation slides using pre-recorded lecture videos
Interactive presentation tool using sample scenarios

Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings for text to speech
conversion and screen zooming.

Developer Notes
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. See the table below for specific Instructor Action/Decision (supplantive events of
instruction).

MY COLLEGE COACH 86

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Short video will be shown of
first-generation, low-income
students who are currently
enrolled in or have graduated
from college. They talk about
their experiences with the
college application process, the
reasons why they chose to
attend college, the variety of
college options they had to
choose from, and the
benefits/risks of attending and
not attending college.

Narrator introduces
pre-recorded film of
first-generation, low-
income students who
have gone on
to/finished college.

Narrator asks learners
to think about their
own college plans.

Narrator pre-records
all audio and films
any necessary video.
Asking a guiding
question or
presenting a scenario
establishes a
framework or lens
that focuses attention
to a problem that
needs to be solved. It
activates thinking and
allows a learner to
consider ways in
which the question
relates to previous
personal experiences.

Learner
listens and
watches
video.
Learner
thinks about
their own
college plans.
They will be
able to attach
personal
experience to
the scenarios
that the film
participants
discussed.
Learning
Objectives
1 Lesson objectives are narrated
while graphics related to the
objectives flash on screen.
Narrator presents
objectives and gives
learners time to
review them.
Learner
reviews
objectives.
Purpose
for
Learning

2 Narrator states the purpose of
learning and explains benefits
and risks while
images/animation flash on
screen.

Narrator explains:

Benefits: goals are
easier to reach when
they are clarified.
College applications
are complicated to
Learner
listens to the
reasons for
learning.
Visual
symbols/icon
s for benefits

MY COLLEGE COACH 87

complete, but having
a plan and knowing
why you are going
through with it will
help keep learners
motivated.

Risks: not having a
goal will mean you
have no focus when it
comes to the planning
of and engagement
with academic and
extracurricular
activities. Not having
a focused plan in
place may also
negatively impact
how learners choose
their major and the
school they will apply
to and/or eventually
attend.

and risks will
be used and
will reference
back to the
introductory
video.
Overview

5 A pre-recorded video with voice
over images in presentation
slides will be used to describe
prior knowledge, new
knowledge, and learning
strategies.

Narrator will describe
what will be covered
in this unit and will
explain the prior
knowledge learners
need to have (Why
have you decided to
go to college?), the
new knowledge
learners will learn
(going to college
because of your
academic and
personal goals), and
the learning strategies
they will utilize to
learn this
information.

Learner
listens and
watches
presentation
of prior
knowledge,
new
knowledge,
and the
learning
strategies the
instructor
reviewed.

MY COLLEGE COACH 88

Prerequisit
e
Knowledge
5 A pre-recorded video with voice
over images in presentation
slides will be used to teach any
necessary prerequisite
knowledge by providing
definitions and examples and
non-examples.

Provide opportunities for
learners to generate their own
examples and non-examples.

Narrator will explain
the difference
between academic
and personal goals
and will ask learners
to reflect on their
academic and
personal goals.

Narrator will ask
questions like: “What
type of education
would you need to
achieve your goal?”
or “Given your
interest in this
academic subject,
what kind of career
appeals to you?” to
help students see the
connection between
academic and
personal goals.

Narrator will then
preview the college
admission organizer,
explaining the
various sections
aloud.

Narrator will ask
learners to write
down their academic
and personal goals.

Learner
listens to and
watches short
presentations
of
prerequisite
and prior
knowledge.

Learner will
reflect on
his/her
academic and
personal
goals.

Learner will
answer
narrator’s
questions that
establish the
connection
between
academic and
personal
goals.

Learner will
write down
their
academic and
personal
goals

Learning
Guidance

5 Model the procedure for
generating a set of reasons why
and how completing college can
help them with their future
goals.

A short video will show a
student from the opening video,
listing her goals and the reasons
The narrator —
through audio and
video—presents the
character’s college
journey.

Learner
watches the
demonstratio
n lecture and
clicks the
scenarios
depending on
their level of
interest in the

MY COLLEGE COACH 89

for completing college. The
student will be used to describe
the variety of options that
college presents.

After the video, learners can use
the interactive portion of the
online platform and can click on
“goals” and “interests” to learn
more information.

path that the
student
should take.

For example,
the learner
can click that
the student is
interested in
science and
would like to
eventually
become a
health
professional.
As the
learner clicks
through the
student’s
options, the
learner will
then be
presented
with
postsecondar
y options that
include 2-
year, 4-year,
and
vocational
school
options. The
learner can
click on each
option and a
description
will be given.
Practice
and
Feedback
5 Using interactive portion of the
online platform, provide
practice and feedback for
generating a set of reasons why
and how completing college can
help them with their future
goals.

Narrator
demonstrates
clickable images that
tell a story along with
multiple choice
questions which
learners can choose
from.
Learners can
click the
images to
read a story
and will
answer
questions

MY COLLEGE COACH 90

about the
scenario.

Learners will
receive
feedback on
their choices
and will be
asked to try a
different
answer if
they choose
incorrectly.

IF they feel
confident to
move on,
THEN they
can proceed
to the
authentic
assessment.
Authentic
Assessment
10 Show college counseling
questionnaire section of the AO.

Narrator asks
students to fill out
college counseling
questionnaire.
Learners will
fill out the
college
counseling
questionnaire
section of the
AO (adapted
from
NACAC
Step-by-step
College
Awareness
and Planning
guide)
Retention
and
Transfer

5 Learners will be shown “good”
and “bad” examples of answers
to the questionnaire.

Narrator will explain
“good” and “bad”
examples and explain
how they can be
improved.

For example, instead
of just one-word
answers, narrator will
Learners will
review
different
questionnaire
s where the
level of
completeness
or thought
varies.

MY COLLEGE COACH 91

explain the thought
process used to
answer the questions
more thoroughly.

Learners will
provide
suggestions
to improve
each sample
applicant’s
questionnaire
.
Big Ideas

2 Review lesson objectives

Review the “takeaways” from
this unit (reflecting on and
clarifying goals, understanding
how these connect to
postsecondary education).
Narrator asks the
learners to generate
three concepts they
learned from this unit
and how they can
apply these concepts
to their own college
preparation process.
Learners
generate
three
concepts and
strategies for
applying
them.
Advance
Organizer
for the
Next Unit
1 Review affordability of college.

Instructor “previews”
next lesson on
financial aid and
college affordability
for the next unit.
Learners will
listen to the
narrator’s
preview of
the next
lesson.
Total Time
46
minutes

My College Coach
Lesson Plan and Instructor’s Guide

Unit 2: I can afford college

Learning activities.
● After introductions and attention activities, assess prior knowledge of the
cost of college, the associated costs of college, and their family’s ability to
finance their college plans.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for creating a plan to apply for financial aid,
scholarships, and grants.
● Provide practice and feedback for creating a plan and applying for
financial aid, scholarships, and grants using the template provided.
● Provide opportunities to transfer knowledge by creating their own college

MY COLLEGE COACH 92

financing plan.

Unit Duration: 46 minutes

Introduction: This is the second unit in the eight unit course on how to prepare to apply to
college. This unit will help learners understand how to finance their education.

Learning Objective(s)
Terminal Objective: Given their financial situation, students will know how to finance their
college education by creating a plan.
Enabling Objective(s):
● Know what their family’s financial situation is and how much they can reasonably
afford
● Know how much college costs
● Know what financial aid is
● Know the cost of public school versus private school
● Know the cost of in-state versus out-of-state tuition
● Know the difference between grants, loans, and scholarships
● Know what other costs are associated with college
● Be able to create a college financing plan

Lesson Materials
Access to computer with internet for learning platform
Presentation slides using pre-recorded lecture videos
Interactive learning platform
Financial Aid Terms handout
College Financing Worksheet

Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings for text to speech
conversion and screen zooming. The course will align with ADA Section 508.

Developer Notes
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. See the table below for specific narration (supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Short video will be shown of
first-generation, low-income
students who are currently
Narrator introduces
pre-recorded film of
first-generation, low-
Learner
listens and
watches

MY COLLEGE COACH 93

enrolled in or have graduated
from college. They will
discuss their initial concerns
about financing their college
education and the steps they
took in order to make college
affordable.

income students who
have gone on
to/finished college.

Narrator asks learners
to think about the
cost of college.

Narrator pre-records
all audio and films
any necessary video.
Asking a guiding
question or
presenting a scenario
establishes a
framework or lens
that focuses attention
to a problem that
needs to be solved. It
activates thinking and
allows a learner to
consider ways in
which the question
relates to previous
personal experiences.

video.
Learner
thinks about
the cost of
college. They
will be able
to attach
personal
concerns to
the scenarios
that the film
participants
discussed.
Learning
Objectives
1 Lesson objectives are narrated
while graphics related to the
objectives flash on screen.

Terminal Objective: Given
their financial situation,
students will know how to
finance their college education
by creating a plan.

Narrator presents
objectives and gives
learners time to
review them.
Learner
reviews
objectives.
Purpose for
Learning

2 Images/animation flash on
screen with voiceover
explaining the purpose of
learning, benefits (financial
preparation, less debt) and
risks (more debt that they can
manage).

Narrator explains
purpose of learning,
benefits, and risks.

Narrator will refer
back to the
introductory video
using the experiences
Learner
listens to the
reasons for
learning.

Visual
symbols/icon
s for benefits
and risks will

MY COLLEGE COACH 94

College is an investment and
students must know their
options, especially when it
comes to finances.

of the featured
students.

be used and
will reference
back to the
introductory
video.

Learners will
be able to
connect the
risks/benefits
to what they
saw in the
video.
Overview

5 A pre-recorded video with
voice over images in
presentation slides will be used
to explain what will be covered
in this unit.
● Prior knowledge
(preconceived notions
that college is
expensive)
● New knowledge (net
cost vs sticker price,
the difference between
scholarships, grants,
and loans)
● Learning strategies
they will utilize to learn
this information
(answering questions
on the AO to see how
concepts connect)

Narrator will describe
what will be covered
in this unit and will
explain prior
knowledge, new
knowledge, and
learning strategies.

Learner
listens and
watches
presentation
of prior
knowledge,
new
knowledge,
and the
learning
strategies the
instructor
reviewed.

Prerequisite
Knowledge

5 A pre-recorded video with
voice over images in
presentation slides will be used
to teach any necessary
prerequisite knowledge by
providing definitions and
examples and non-examples.

Learner will:

● Know what their
Narrator will teach
necessary prerequisite
knowledge by
providing definitions
and examples and
non-examples.

Narrator will ask
learners to read about
the prerequisite
knowledge more in-
Learner will
listen to the
narrator’s
explanation
of
prerequisite
knowledge,
definitions,
examples,
and non-
examples.

MY COLLEGE COACH 95

family’s financial
situation is and how
much they can
reasonably afford
● Know how much
college costs
● Know what
financial aid is
● Know the cost of
public school
versus private
school
● Know the cost of
in-state versus out-
of-state tuition
● Know the
difference between
grants, loans, and
scholarships
● Know what other
costs are associated
with college

Review Financial Aid Terms
handout

depth using the
interactive platform,
where they will have
the opportunity to
generate their own
examples and non-
examples.

Learner will
use the
interactive
platform to
learn more
about the
necessary
prerequisite
knowledge
and will
generate their
own
examples and
non-
examples.

Learning
Guidance

5 Using a short video, model the
procedure for creating a
college financing plan by
explaining the steps needed to
create the plan: review
savings/family finances, apply
for scholarships, fill out the
correct forms, government and
private loans as the last option.

Demonstration of how to use
the College Financing
Checklist handout.

Using the interactive learning
tool, learners can review the
steps to creating a plan.

The narrator presents
information on how
to create a college
financing plan.

The narrator will
review how to use the
College Financing
Checklist.

Narrator will ask
students to utilize the
interactive platform
to review how to
create a college
financing plan.

Learner
watches the
demonstratio
n lecture,
listens to the
explanation
of how to use
the checklist,
and clicks the
interactive
portion of the
online
platform to
learn about
the steps for
creating a
college
financing
plan.

MY COLLEGE COACH 96

The learner
can click on
each step and
a description
will be given.
Practice and
Feedback
5 Using the interactive portion of
the online platform, provide
practice and feedback for
creating a college financing
plan.

Learners will be given a
scenario and will complete a
plan using the provided
checklist based on the scenario
given.

Learners will be given
feedback on their plan, as well
as suggestions for improving
the plan.

Narrator gives learner
the opportunity to
practice by presenting
a scenario where the
learner will have to
make decisions about
creating a college
financing plan using
the checklist
provided.

Narrator will give
feedback on the plan
the learner creates by
showing examples of
“good” and “bad”
plans based on the
scenario and the
checklist.

Learner will
review the
given
scenario and
will create a
college
financing
plan based on
that scenario
using the
provided
checklist.

Learner will
review
examples of
“good” and
“bad” plans
to compare to
the one they
created.

IF they feel
confident to
move on,
THEN they
can proceed
to the
authentic
assessment.
Authentic
Assessment
10 Using the interactive portion of
the learning tool, learners will
answer questions when
presented with multiple
scenarios using “good” and
“bad” plans.

Narrator will ask
learner to answer
questions about
“good” and “bad”
college financing
plans and will give
learner feedback on
their choices.
Learners will
answer
questions
about
scenarios
using “good”
and “bad”
plans and
will be given

MY COLLEGE COACH 97

Questions will include multiple
choice, fill-in-the-blank, and
matching activities.

Learners will be told the
correct answer after they select
their answer and will be given
a brief explanation of why
their answer was either correct
or incorrect.
feedback on
their choices.
Retention
and
Transfer

5 Using the template from the
advance organizer, learners
will consult with their families
to create their own plan from
their own finances.

Narrator will ask
learners to create
their own plan by
consulting with their
families and using the
template from the
advance organizer.

Learners will
meet with
their family
to come up
with their
own financial
plan using
the template
on the AO.

Learners will
make
revisions to
their own
plan after
consulting
their family.

Big Ideas

2 Review lesson objectives

Review the “takeaways” from
this unit.

List three concepts or
strategies you learned and how
you’ll apply them to real life.

Review concepts that other
learners generated from this
unit.

“How do these ideas compare
to yours?”

Narrator reviews
lesson objectives and
the takeaways from
this unit.

Narrator asks the
learners to generate
three concepts they
learned from this unit
and how they can
apply these concepts
to their own financial
planning process.

Narrator will present
concepts that other
learners generated
Learner
listens to
objectives
and
takeaways.

Learner
generates
three
concepts and
strategies for
applying
them to their
own financial
planning
process.

MY COLLEGE COACH 98

and will ask learners
to compare their own
list.
Learner will
compare their
list to the
concepts that
others have
generated.
Advance
Organizer
for the Next
Unit
1 Review the next unit on the
college search and finding
“fit.”

Instructor “previews”
next lesson on how to
conduct a college
search to find the
right “fit.”
Learners will
listen to the
narrator’s
preview of
the next
lesson.
Total Time
46
minutes

My College Coach
Lesson Plan and Instructor’s Guide

Unit 3: Finding the right college for me

Learning activities.
● After introductions and attention activities, assess prior knowledge of the
meaning of interests, experiences, financial situation, and a purposeful
college search.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for establishing their personal preferences and
academic profile.
● Model the procedure for conducting a purposeful college search based on
their personal preferences and academic profile.
● Provide practice and feedback for conducting a purposeful college search
based on their personal preferences and academic profile.
● Provide opportunities to transfer knowledge to create their own college
search based on their personal preferences and academic profile.

Unit Duration: 56 minutes

Introduction: This is the third unit in the eight unit course on how to prepare to apply to college.
This unit will help learners understand how to find the right college “fit.”

Learning Objective(s)
Given their interests, experiences, academic performance, and financial situation, learners will be
able to conduct a purposeful college search based on the personal preferences they established

MY COLLEGE COACH 99

and create a college list based on “meets all of my needs,” “meets most of my needs,” and
“meets some of my needs” categories.
Enabling Objective(s):
● Know what their interests, experiences, academic performance, and financial situation
are
● Know what a purposeful college search is
● Know what their personal preferences are
● Know what a personal college search is
● Know what their personal academic profile consists of
● Know if a school “meets all of my needs,” “meets most of my needs,” and “meets
some of my needs” based on their academic profile
● Be able to generate a set of college selection criteria based on their personal
preferences and academic profile
● Be able to conduct a purposeful college search by combining their academic profile
and personal preferences and academic profile

Lesson Materials
Access to computer with internet for learning platform
Presentation slides using pre-recorded lecture videos
Interactive learning platform
My College List Checklist

Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings for text to speech
conversion and screen zooming. The course will align with ADA Section 508.

Developer’s Notes
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. See the table below for specific Instructor Action/Decision (supplantive events of
instruction). This lesson may take longer than others, so include reminders throughout that
learners can pause the lesson to digest content.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Short video will be shown of
first-generation, low-income
students who are currently
enrolled in or have graduated
from college. They will discuss
how they decided which
colleges to apply to and
Narrator introduces
pre-recorded film of
first-generation, low-
income students who
have gone on
to/finished college.

Learner
listens to and
watches
video.

Learner
thinks about

MY COLLEGE COACH 100

eventually which colleges to
attend. Students will have
varying degrees of satisfaction
based on how they conducted
their search.

Narrator asks learners
to think about the
colleges they would
like to apply to and
eventually attend.

Narrator pre-records
all audio and films
any necessary video.
Asking a guiding
question or
presenting a scenario
establishes a
framework or lens
that focuses attention
to a problem that
needs to be solved. It
activates thinking and
allows a learner to
consider ways in
which the question
relates to previous
personal experiences.

the colleges
they would
be interested
in attending.

They will be
able to attach
personal
concerns to
the scenarios
that the film
participants
discussed.
Learning
Objectives
1 Lesson objectives are narrated
while graphics related to the
objectives flash on screen.

Terminal learning objective:
Given their interests,
experiences, academic
performance, and financial
situation, learners will be able to
conduct a purposeful college
search based on the personal
preferences they established and
create a college list based on
“meets all of my needs,” “meets
most of my needs,” and “meets
some of my needs” categories.

Narrator presents
objectives and gives
learners time to
review them.

Learner
reviews
objectives.
Purpose for
Learning

2 Images/animation flash on
screen with voiceover
explaining the purpose of
learning, benefits (satisfaction
Narrator explains
purpose of learning,
benefits, and risks.

Learner
listens to the
reasons for
learning.

MY COLLEGE COACH 101

with their choice leading to
happiness/success) and risks
(dissatisfaction with their choice
leading to unhappiness/failure)

College is an investment, so it is
important to choose a college
that fits with a student’s
personality, academic interests,
and career interests.
Narrator will refer
back to the
introductory video
using the experiences
of the featured
students.

Visual
symbols/icon
s for benefits
and risks will
be used and
will reference
back to the
introductory
video.

Learners will
be able to
connect the
risks/benefits
to what they
saw in the
video.
Overview

5 A pre-recorded video with voice
over images in presentation
slides will be used to explain
what will be covered in this
unit.

● Prior knowledge learners
need to already have
(knowledge of their
interests, experiences,
academic performance,
and financial situation)
● New knowledge they
will gain (how to
translate these concepts
into a categorized
college list)
● Learning strategies they
will utilize to learn this
information (answering
questions on the AO to
see how concepts
connect)

Narrator will describe
what will be covered
in this unit and will
explain prior
knowledge, new
knowledge, and
learning strategies.

Learner
listens and
watches
presentation
of prior
knowledge,
new
knowledge,
and the
learning
strategies the
narrator
reviewed.
Prerequisite
Knowledge
5 A pre-recorded video with voice
over images in presentation
slides will be used to teach any
Narrator will teach
necessary
prerequisite
Learner will
listen to the
narrator’s

MY COLLEGE COACH 102

necessary prerequisite
knowledge by providing
definitions and examples and
non-examples.

Learners will:

● Know what their
interests,
experiences,
academic
performance, and
financial situation
are
● Know what a
purposeful college
search is
● Know what their
personal preferences
are
● Know what a
personal college
search is
● Know what their
personal academic
profile consists of
● Know what would be
considered meets all
of my needs,”
“meets most of my
needs,” and “meets
some of my needs”
schools are based on
their academic
profile

The interactive tool will be
employed to have learners
generate examples and non-
examples.
knowledge by
providing definitions
and examples and
non-examples.

Narrator will ask
learners to read about
the prerequisite
knowledge more in-
depth using the
interactive platform,
where they will have
the opportunity to
generate their own
examples and non-
examples.

explanation
of
prerequisite
knowledge,
definitions,
examples,
and non-
examples.

Learner will
use the
interactive
platform to
learn more
about the
necessary
prerequisite
knowledge
and will
generate their
own
examples and
non-
examples.
Learning
Guidance

10 Model the procedure for
establishing their personal
preferences and academic
profile by showing a short video
of first generation students
Narrator presents
information on how
to create a college
list.

Learner will
watch the
video and
will think
about what is

MY COLLEGE COACH 103

discussing their personal
preferences and academic
performance.

Go over the “My College List”
checklist handout using
narration and graphics.

Demonstration of using the
checklist as a guideline to create
a college list on the AO.

Demonstration of using
websites that focus on exploring
colleges, like the College
Board’s College search function
(https://bigfuture.collegeboard.o
rg/college-search)

Narrator will ask
learners about their
thoughts on the video
that was played.
What is most
important to them
when choosing a
college - is it the
location and size of
the campus? The
major/career path that
would be available?
The cost?

Narrator will go over
the “My College
List” checklist to tell
them about criteria
they should consider.

Narrator will
demonstrate how to
use the checklist and
fill out the AO.

Narrator will
demonstrate and
interpret the results
of a college search
using the College
Board’s search
function.

most
important
when
choosing a
college.

Learner will
watch the
demonstratio
n of how to
use the
checklist and
fill out the
AO.

Learner will
watch the
demonstratio
n and
interpretation
of the results
using the
College
Board’s
search
function.
Practice
and
Feedback
5 Using the interactive platform,
learners will be shown examples
of college lists and sample
student profiles. They will use
the “My College List” checklist
to make adjustments to the
sample lists as needed.
Feedback will be given to
learners as they answer
questions.

Narrator will ask
learners to use the
interactive platform
to answer questions
about sample
students and their
college lists.

Learners will
use the
interactive
learning tool
to answer
questions
about sample
students and
their college
lists.

MY COLLEGE COACH 104

They may
revise their
answers as
needed after
feedback is
given.

IF they feel
confident to
move on,
THEN they
can proceed
to the
authentic
assessment.
Authentic
Assessment
5 Short video will play about a
sample student’s (John) college
preferences (location, size of
school, etc.) and his academic
profile (GPA, grades,
strengths/weaknesses,
extracurricular activities)

Based on John’s scenario,
learners will create a college list
(from a sample list that has brief
descriptions of the schools)
using the checklist as a
guideline and categorize the
schools into “meets all of my
needs,” “meets most of my
needs,” and “meets some of my
needs” schools using the
interactive platform.

Learners will get feedback on
the list they create.

Narrator will ask
learners to create a
college list for John
(using the checklist
as a guide) based on
his preferences and
his academic profile.

Narrator will ask
learners to use the
interactive platform
to answer questions
about the list they
created for John.

Learners will
watch the
short video
of John that
outlines his
preferences
and academic
profile.

Learners will
read the
description of
the sample
schools and,
based on the
scenario,
create a
college list
for John that
contains
“meets all of
my needs,”
“meets most
of my
needs,” and
“meets some
of my needs”
schools using
the checklist
as a guide.

MY COLLEGE COACH 105

Learners will
be given the
correct
answers and
can revise
their answers
as needed.
Retention
and
Transfer

15 Using the “My College List”
checklist and a search engine
(College Board), the learner will
create a list of their own using
the template in the AO.

With this preliminary list,
learners will look at lists of
sample students with similar
academic profiles/preferences
and will adjust their lists as
needed.
Narrator will ask
learners to create
their own lists using
the checklist and a
search engine.

Narrator will ask
learners to compare
their list to the
checklist and the
sample college lists
and make changes as
needed.

Learners will
create their
own college
list using the
template in
the AO.

Learners will
compare their
college list to
the checklist
and the
samples
provided and
make
changes as
needed.

Big Ideas

2 Review lesson objectives.

Review the “takeaways” from
this unit.

Show sample list of takeaways
so learner can compare their list
to the one given and can also
generate concepts they learned
from this unit and strategies to
apply them.
Narrator reviews
lesson objectives and
the takeaways from
this unit.

Narrator asks the
learners to generate
three concepts they
learned from this unit
and how they can
apply these concepts
to their own college
search process.
Learners
listen
to/watch
images of the
lesson
objectives
and
takeaways.

Learners will
generate
three
concepts they
learned and
strategies for
applying
them.

MY COLLEGE COACH 106

Learners will
compare their
list to the
sample
takeaways.
Advance
Organizer
for the Next
Unit
1 Review next unit on planning
curriculum and extracurricular
activities.

Instructor “previews”
next lesson on how to
plan curriculum and
extracurricular
activities.
Learners will
listen to the
narrator’s
preview of
the next
lesson.
Total Time
56
minutes

My College Coach
Lesson Plan and Instructor’s Guide

Unit 4: How to plan my classes and my extracurricular activities

Learning activities.
● After introductions and attention activities, assess prior knowledge of their
college major and/or career aspirations, their college list, college
preparatory classes, and extracurricular interests.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for creating a plan that combines their coursework
and activities to reflect their college major and/or career aspirations and
college list.
● Provide practice and feedback for creating a comprehensive plan that
combines their coursework and activities to reflect their aspirations.
● Provide opportunities to transfer knowledge to create their plan using the
advance organizer.
Unit Duration: 51 minutes

Introduction: This is the fourth unit in the eight unit course on how to prepare to apply to
college. This unit will help learners understand how to plan their classes and extracurricular
activities based on their college and career aspirations.

Learning Objective(s)
Terminal Objective: Given their college list and career aspirations, students will be able to plan
the classes and extracurricular activities they will participate in during high school.
Enabling Objective(s):
● Know what their college major and/or career aspirations are

MY COLLEGE COACH 107

● Know what colleges on their list match those college major and/or career aspirations
● Know what college preparatory classes they need to complete to match their college
major and/or career aspirations
● Know what extracurricular activities they need to complete to match their college
major and/or career aspirations
● Be able to create a list of college preparatory classes and extracurricular activities
they will participate in to match their aspirations
● Be able to create a roadmap of their high school coursework
● Be able to create a roadmap of their extracurricular activities

Lesson Materials
Access to computer with internet for learning platform
Presentation slides using pre-recorded lecture videos
Interactive presentation tool using sample scenarios
Coursework and Extracurricular Plan Checklist

Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings for text to speech
conversion and screen zooming. The course will align with ADA section 508.

Developer’s Notes
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. See the table below for specific Instructor Action/Decision (supplantive events of
instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Short video will be shown of
first-generation, low-income
students who are currently
enrolled in or have graduated
from college. They will discuss
the classes they completed and
the extracurricular activities in
which they participated to
prepare for college and the
admissions process. They will
also discuss what they should
have done in order to be
prepared for college
coursework/expectations. For
Narrator introduces
pre-recorded film of
first-generation, low-
income students who
have gone on
to/finished college.

Narrator asks learners
to think about the
classes they are
taking and the
activities they are
participating in to
prepare for college.
Learner
listens and
watches
video.
Learner
thinks about
the classes
they are
taking and
the activities
they are
participating
in to prepare
for college.

MY COLLEGE COACH 108

example, taking advanced math
and/or science classes to be
ready to tackle pre-med
coursework.

Narrator pre-records
all audio and films
any necessary video.
Asking a guiding
question or presenting
a scenario establishes
a framework or lens
that focuses attention
to a problem that
needs to be solved. It
activates thinking and
allows a learner to
consider ways in
which the question
relates to previous
personal experiences.

They will be
able to attach
personal
concerns to
the scenarios
that the film
participants
discussed.
Learning
Objectives
1 Lesson objectives are narrated
while graphics related to the
objectives flash on screen.

Terminal Objective: Given their
college list and career
aspirations, students will be
able to plan the classes and
extracurricular activities they
will participate in during high
school.
Narrator presents
objectives and gives
learners time to
review them.
Learner
reviews
objectives.
Purpose for
Learning

2 Narrator states the purpose of
learning and explains benefits
(academic and career
preparation) and risks (not
meeting minimum entrance
requirements) while
images/animation flash on
screen.

● Being academically
prepared will help them
be successful in college
and participating in
extracurricular activities
will help them develop
leadership skills and
Narrator explains
purpose of learning,
benefits, and risks.

Narrator will refer
back to the
introductory video
using the experiences
of the featured
students.

Learner
listens to the
reasons for
learning.

Visual
symbols/icon
s for benefits
and risks will
be used and
will reference
back to the
introductory
video.

MY COLLEGE COACH 109

also get a sense of their
future career, which
may help them to grow
personally.

Learners will
be able to
connect the
risks/benefits
to what they
saw in the
video.
Overview

5 A pre-recorded video with
voice over images in
presentation slides will be used
to explain what will be covered
in this unit.

● Prior knowledge
learners need to have
(What classes do you
need to take to get into
college? What classes
would be nice to take to
develop skills outside of
academics?)
● New knowledge learners
will learn (How an
academic plan and an
extracurricular plan can
help them stay on track
and make it easier to
apply to college in the
future)
● Learning strategies they
will utilize to learn this
information (answer
questions on the AO to
see how concepts
connect)

Narrator will describe
what will be covered
in this unit and will
explain prior
knowledge, new
knowledge, and
learning strategies.

Learner
listens and
watches
presentation
of prior
knowledge,
new
knowledge,
and the
learning
strategies the
instructor
reviewed.
Prerequisite
Knowledge
5 A pre-recorded video with
voice over images in
presentation slides will be used
to teach any necessary
prerequisite knowledge by
providing definitions and
examples and non-examples.

Learners will:
Narrator will teach
necessary prerequisite
knowledge by
providing definitions
and examples and
non-examples.

Narrator will ask
learners to read about
Learner will
listen to the
narrator’s
explanation
of
prerequisite
knowledge,
definitions,
examples,

MY COLLEGE COACH 110

● Know what their
college major and/or
career aspirations
are
● Know what colleges
on their list match
those college major
and/or career
aspirations
● Know what college
preparatory classes
they need to
complete to match
their college major
and/or career
aspirations
● Know what
extracurricular
activities they need
to complete to match
their college major
and/or career
aspirations
● Be able to create a
list of college
preparatory classes
and extracurricular
activities they will
participate in to
match their
aspirations
● Be able to create a
roadmap of their
high school
coursework
● Be able to create a
roadmap of their
extracurricular
activities

The interactive tool will be
employed to have learners
generate examples and non-
examples.

the prerequisite
knowledge more in-
depth using the
interactive platform,
where they will have
the opportunity to
generate their own
examples and non-
examples.
and non-
examples.

Learner will
use the
interactive
platform to
learn more
about the
necessary
prerequisite
knowledge
and will
generate their
own
examples and
non-
examples

MY COLLEGE COACH 111

Learning
Guidance

10 Using a short video, model the
procedure for how to create an
academic and extracurricular
activity plan that supports their
college list and career
aspirations.

Review how to use the handout:
“Coursework and
Extracurricular Plan Checklist”

The narrator presents
information on how
to create an academic
and extracurricular
activity plan that
supports their college
list and career
aspirations.

Narrator reviews
“Coursework and
Extracurricular Plan
Checklist” and how
to use it to create a
plan of their own.

Narrator presents
interactive platform
where learners can
read more
information in-depth.

Learner
watches the
demonstratio
n lecture.

Learner will
listen to the
explanation
of how to use
the
“Coursework
and
Extracurricul
ar Plan
Checklist”
and review
the checklist
on their own.

When they
are ready,
learner can
click on the
interactive
portion of the
online
platform to
read further
information.

Practice
and
Feedback
5 Using the interactive portion of
the online platform, provide
practice and feedback for
understanding how to create a
comprehensive plan. Learners
will use the “Coursework and
Extracurricular Plan Checklist”
as a guide. Feedback will be
given to learners as they answer
questions.

Narrator will ask
learners to use the
interactive platform
to answer questions
about creating a
comprehensive plan.

Learners can
click the
examples to
review how
sample
applicants
create
academic and
extracurricul
ar activity
plans.

Learners will
answer
questions

MY COLLEGE COACH 112

about the
applicant
examples and
will receive
feedback on
their choices.
They will be
asked to try a
different
answer if
they choose
incorrectly.

IF they feel
confident to
move on,
THEN they
can proceed
to the
authentic
assessment.
Authentic
Assessment
10 Short video will play about
sample students and based on
these scenarios, learners will be
shown sample plans and will be
asked questions using the
interactive platform.

Learners will compare the
sample plans against the
checklist.

Narrator presents
scenarios and learners
will use the
interactive platform
to answer questions
about them.
Learner will
use the
interactive
platform to
watch/listen
to scenarios
and answer
questions
about each
one using the
checklist as a
guide.

Learners will
be given the
correct
answers and
can revise
their answers
as needed.
Retention
and
Transfer

5 Using the AO and the checklist,
learner will create a plan of
their own.
Narrator will ask
learners to use the
AO and the checklist
Learners will
create their
own plan.

MY COLLEGE COACH 113

to create their own
plan.

Big Ideas

2 Review lesson objectives

Review the “takeaways” from
this unit.

Review example takeaways and
ask learners how their list
compares.
Narrator reviews
lesson objectives and
the takeaways from
this unit.

Narrator asks the
learners to generate
three concepts they
learned from this unit
and how they can
apply these concepts
to their own academic
and extracurricular
planning process.

Narrator asks learners
to review example
takeaways and
compare their list.
Learners
generate
three
concepts they
learned about
creating an
academic and
extracurricul
ar plan and
strategies for
applying
them to their
own
application
process

Learners will
compare their
list to the
example
takeaways.
Advance
Organizer
for the Next
Unit
1 Review standardized testing
requirements for colleges.

Instructor “previews”
next lesson on
standardized testing
requirements.
Learners will
listen to the
narrator’s
preview of
the next
lesson.
Total Time
51
minutes

My College Coach
Lesson Plan and Instructor’s Guide

Unit 5: How to prepare for standardized tests

Learning activities.
● After introductions and attention activities, assess prior knowledge of
college list and the standardized tests needed for the applications
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.

MY COLLEGE COACH 114

● Model the procedure for preparing to take standardized tests.
● Provide practice and feedback for creating a plan to take the tests using the
advance organizer.
● Provide opportunities to transfer knowledge to create a plan to prepare for
standardized tests using their advance organizer.

Unit Duration: 51 minutes

Introduction: This is the fifth unit in the eight unit course on how to prepare to apply to college.
This unit will help learners prepare for standardized tests they will be required to complete prior
to applying to college.

Learning Objective(s)
Terminal Objective: Given their college list, students will be able to create a plan to prepare to
take standardized tests.
Enabling Objective(s):
● Know what their college list consists of
● Know what standardized tests are required for the application to the schools of their
choice
● Know how to differentiate between the different types of standardized tests
● Know how and when to register for the different tests
● Know how to prepare to take the standardized tests
● Be able to create a plan to complete and prepare for standardized tests

Lesson Materials
Access to computer with internet for learning platform
My College Coach Advance Organizer (AO)
Interactive presentation tool
SAT vs ACT handout
Standardized Testing handout
Test Registration handout
Practice Session handouts

Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings for text to speech
conversion and screen zooming. The course will align with ADA section 508.

Developer Notes
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. See the table below for specific Instructor Action/Decision (supplantive events of
instruction).

Instructional Activities

MY COLLEGE COACH 115

Instruction
al
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Short video will be shown of
first-generation, low-income
students who are currently
enrolled in or have graduated
from college. They will talk
about their experiences with the
college preparation process,
particularly the standardized
tests they needed to prepare for.
Some will reflect on how they
were completely unprepared the
first time they took the exam
and tips on how to perform well
on them.

Narrator introduces
pre-recorded film of
first-generation, low-
income students who
have gone on
to/finished college.

Narrator asks learners
to watch video and
reflect on their own
experiences.

Narrator pre-records
all audio and films
any necessary video.
Asking a guiding
question or
presenting a scenario
establishes a
framework or lens
that focuses attention
to a problem that
needs to be solved. It
activates thinking and
allows a learner to
consider ways in
which the question
relates to previous
personal experiences.

Learner
listens and
watches
video.

Learner
thinks about
their own
experiences
with
standardized
testing. They
will be able
to attach
personal
experience to
the scenarios
that the film
participants
discussed.
Learning
Objectives
1 Lesson objectives are narrated
while graphics related to the
objectives flash on screen.

Terminal Objective: Given their
college list, students will be
able to create a plan to prepare
to take standardized tests.

Narrator presents
objectives and gives
learners time to
review them.
Learner
reviews
objectives.

MY COLLEGE COACH 116

Purpose
for
Learning

2 Short animation/voice over
explaining purpose, benefits,
and risks:

Benefits: Learners need to
understand the differences
between standardized tests that
most colleges require so they
know which ones to sign up for,
when to take them, and how to
prepare for them. Being
prepared for the exams will
reduce their anxiety and
planning for them will give
them the opportunity to retake
them as needed.

Risks: Not being prepared for
the exam can lead to a number
of issues, mainly not completing
the correct exams or limiting
their college choices because
they were unable to complete
the exams in time to meet the
deadlines.

Narrator states the
purpose of learning
and explains benefits
and risks while
images/animation
flash on screen.

Learner
listens to the
reasons for
learning.

Visual
symbols/icon
s for benefits
and risks will
be used and
will reference
back to the
introductory
video.
Overview

5 A pre-recorded video with voice
over images in presentation
slides will be used to explain
what will be covered in this
unit.
● Prior knowledge
learners need to have
(what standardized tests,
if any, have they already
taken)
● New knowledge learners
will learn (the
differences between the
exams and what is
needed to apply to
college)
● Learning strategies they
will utilize to learn this
Narrator will describe
what will be covered
in this unit and will
explain prior
knowledge, new
knowledge, and
learning strategies.

Learner
listens and
watches
presentation
of prior
knowledge,
new
knowledge,
and the
learning
strategies the
instructor
reviewed.

MY COLLEGE COACH 117

information (using the
AO to plan for the
exams and prepare for
them).

Prerequisite
Knowledge
5 A pre-recorded video with voice
over images in presentation
slides will be used to teach any
necessary prerequisite
knowledge by providing
definitions and examples and
non-examples.

Learner will:

● Know what their
college list consists
of
● Know what
standardized tests
are required for the
application to the
schools of their
choice
● Know how to
differentiate between
the different types of
standardized tests
● Know how and when
to register for the
different tests
● Know how to
prepare to take the
standardized tests
● Be able to create a
plan to complete and
prepare for
standardized tests

The interactive platform will be
employed to have learners
generate examples and non-
examples.

Narrator will teach
necessary prerequisite
knowledge by
providing definitions
and examples and
non-examples.

Narrator will ask
learners to use the
interactive platform
to read about the
prerequisite
knowledge more in-
depth and generate
their own examples
and non-examples.

Learner
listens to and
watches short
presentations
of
prerequisite
knowledge.

Learner will
use the
interactive
platform to
read in-depth
information
about
prerequisite
knowledge
and to
generate their
own
examples and
non-
examples.

MY COLLEGE COACH 118

Learning
Guidance

10 Model the procedure for
planning and preparing for
standardized exams.

Handouts:
1) Standardized testing
checklist
2) Understanding the
standardized tests
3) Guidelines and
timetables
4) Practice session
handouts:
a) Test taking tips
b) Sample questions
i) ACT
question
and
explanati
on
ii) Sample
SAT
question
and
explanati
on

The narrator models
the procedure for
planning and
preparing for
standardized exams
by explaining the
handouts to the
learners.

Learner
watches the
demonstratio
n lecture and
reviews the
handouts the
narrator
refers to.

Practice
and
Feedback
5 Using interactive portion of the
online platform, provide
practice and feedback for
planning and preparing for
standardized tests.

Narrator
demonstrates
clickable images that
tell a story along with
multiple choice
questions which
learners can choose
from using the
interactive platform.

Learners can
click the
images to
read a story
and will
answer
questions
about the
scenario.

Learners will
receive
feedback on
their choices
and will be
asked to try a

MY COLLEGE COACH 119

different
answer if
they choose
incorrectly.

IF they feel
confident to
move on,
THEN they
can proceed
to the
authentic
assessment.
Authentic
Assessment
5 Using pre-recorded video,
learners will be shown “good”
and “bad” examples of
standardized testing plans
according to the information
from the handouts.

Students will answer series of
questions using the interactive
platform using the “good” and
“bad” examples.
Narrator asks
students to answer
test planning and
preparation questions
using the interactive
platform.
Learners will
answer the
test planning
and
preparation
questions
using the
interactive
platform.
Retention
and
Transfer

10 Show pre-recorded video
instructing learners to use the
AO to create their own testing
plan.

Learners will create their own
testing plan using the handouts
provided.
Narrator introduces
AO and asks learners
to create their own
testing plan.

Learners will
listen to
narrator’s
instructions
and will
create their
own testing
plan.
Big Ideas

2 Review lesson objectives

Review the “takeaways” from
this unit.

Review example takeaways and
ask learners how their list
compares.

Narrator asks the
learners to generate
three concepts they
learned from this unit
and how they can
apply these concepts
to their own college
preparation process.

Narrator presents
example takeaways
and asks learner to
Learners
generate
three
concepts and
strategies for
applying
them.

Learner will
compare their
list to the
example
takeaways.

MY COLLEGE COACH 120

compare them to their
list.
Advance
Organizer
for the
Next Unit
1 Present an overview of the
college application process.

Instructor “previews”
next lesson on the
nuts and bolts of the
college application.
Learners will
listen to the
narrator’s
preview of
the next
lesson.
Total Time
51
minutes

My College Coach
Lesson Plan and Instructor’s Guide

Unit 6: The nuts and bolts of the college application process

Learning activities.
● After introductions and attention activities, assess prior knowledge of what
a college list, college admission plan, and deadlines are. Also assess prior
knowledge of what materials they need to apply to college.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for creating an admission plan.
● Provide practice and feedback for creating an admission plan.
● Model gathering the materials needed in order to apply to college.
● Provide practice and feedback for gathering the materials they need in
order to apply to college, including essay ideas.
● Provide opportunities to transfer knowledge to create their own college
admission plan and gather the materials they need in order to apply to
college.

Unit Duration: 71 minutes

Introduction: This is the sixth unit in the eight unit course on how to prepare to apply to
college. This unit will help learners understand the nuts and bolts of the college application
process.

Learning Objective(s)
Terminal Objective: Given their college list, learners will create a college admission plan using
their advance organizer.
Enabling Objective(s):
● Know what a college list is
● Know what a college admission plan is

MY COLLEGE COACH 121

● Know what deadlines are
● Know what personal deadlines are
● Know what materials they need to apply to college
● Be able to create a college admission plan
● Be able to gather the materials needed in order to apply to college

Lesson Materials
Access to computer with internet for learning platform
Presentation slides using pre-recorded lecture videos
Interactive presentation tool using sample scenarios

Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings for text to speech
conversion and screen zooming. The course will align with ADA Section 508.

Developer Notes
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. See the table below for specific Instructor Action/Decision (supplantive events of
instruction).

Instructional Activities
Instruction
al
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Short video will be shown of
first-generation, low-income
students who are currently
enrolled in or have graduated
from college. They will discuss
their experience with putting
together their college
application and challenges they
encountered.

Narrator introduces
pre-recorded film of
first-generation, low-
income students who
have gone on
to/finished college.

Narrator asks learners
to think about what
challenges they could
possibly encounter
during their college
application process.

Narrator pre-records
all audio and films
any necessary video.
Asking a guiding
question or
Learner
listens and
watches
video.

Learner
thinks about
potential
challenges
they could
encounter as
they start
applying to
schools.

They will be
able to attach
personal
concerns to

MY COLLEGE COACH 122

presenting a scenario
establishes a
framework or lens
that focuses attention
to a problem that
needs to be solved. It
activates thinking and
allows a learner to
consider ways in
which the question
relates to previous
personal experiences.

the scenarios
that the film
participants
discussed.
Learning
Objectives
1 Lesson objectives are narrated
while graphics related to the
objectives flash on screen.

Terminal Objective: Given their
college list, learners will create
a college admission plan using
their advance organizer.

Narrator presents
objectives and gives
learners time to
review them.
Learner
reviews
objectives.
Purpose
for
Learning

2 The purpose of learning,
benefits and risks will be
explained while
images/animation flash on
screen.

Benefits: having a plan will
prevent learners from being
overwhelmed with the process.
By using checklists and a
timeline, an applicant can gather
their materials and information
in one place so they are better
prepared to apply to college.

Risks: Without an admission
plan, learners will not have a
central place to keep track of
deadlines and requirements,
leading to confusion and
feelings of anxiety about the
application process.

Narrator explains
purpose of learning,
benefits, and risks.

Narrator will refer
back to the
introductory video
using the experiences
of the featured
students.

Learner
listens to the
reasons for
learning.

Visual
symbols/icon
s for benefits
and risks will
be used and
will reference
back to the
introductory
video.

MY COLLEGE COACH 123

Overview

5 A pre-recorded video with voice
over images in presentation
slides will be used to explain
what will be covered in this
unit.
● Prior knowledge
learners need to have
(What are the
components of a college
application?),
● New knowledge learners
will learn (How can I
organize all the
components of an
application?)
● Learning strategies they
will utilize to learn this
information (answer
questions on the AO to
see how concepts
connect)

Narrator will describe
what will be covered
in this unit and will
explain prior
knowledge, new
knowledge, and
learning strategies.

Learner
listens and
watches
presentation
of prior
knowledge,
new
knowledge,
and the
learning
strategies the
instructor
reviewed.

Prerequisite
Knowledge
5 A pre-recorded video with voice
over images in presentation
slides will be used to teach any
necessary prerequisite
knowledge by providing
definitions and examples and
non-examples.

Learners will:
● Know what a college
list is
● Know what a college
admission plan is
● Know what
deadlines are
● Know what personal
deadlines are
● Know what
materials they need
to apply to college
● Be able to create a
college admission
plan
Narrator will teach
necessary prerequisite
knowledge by
providing definitions
and examples and
non-examples.

Narrator will ask
learners to use the
interactive platform
to read additional
information about the
prerequisite
knowledge needed to
complete this unit and
generate their own
examples and non-
examples.

Learner will
listen to
narrator’s
explanation
about the
prerequisite
knowledge.

Learner will
use the
interactive
platform to
read
additional
information
about
prerequisite
knowledge
and to
generate their
own
examples and

MY COLLEGE COACH 124

● Be able to gather the
materials needed in
order to apply to
college

The interactive tool will be
employed to have learners
generate examples and non-
examples.

non-
examples.
Learning
Guidance

20 Video will be shown that
models the procedure for
creating an admission plan and
gathering the materials needed
in order to apply to college.

Walkthrough of Common
Application.

Discussion of essays and
supplemental essays.
The narrator explains
the procedure for
creating an admission
plan and gathering
the materials needed
in order to apply to
college.

The narrator then
goes through the
Common Application
and how it is filled
out.

The narrator will
discuss how essays
should be generated.

Learner
watches the
demonstratio
n lecture and
listens to the
narrator’s
explanations.
Practice
and
Feedback
5 Using the interactive portion of
the online platform, provide
practice and feedback for
creating an admission plan and
gathering the materials needed
in order to apply to college.

Special attention will be paid to
creating essays.

Narrator asks learners
to use the interactive
platform to answer
questions using the
given scenario.

Learner
clicks the
interactive
portion of the
online
platform to
review
different
scenarios.

The learner
can click on
each option
and will
answer
questions

MY COLLEGE COACH 125

about the
given
scenario.

Feedback
will be given
based on
their answers
and they may
adjust their
answers as
needed.

IF they feel
confident to
move on,
THEN they
can proceed
to the
authentic
assessment.
Authentic
Assessment
5 Using the interactive platform,
learners will be given a scenario
about sample essays and will be
asked to use the interactive
platform to answer questions
about them

Narrator asks learner
to use the interactive
platform to answer
questions about
essays.
Learners will
use the
interactive
platform to
answer
questions
about essays.

Retention
and
Transfer

20 Learners will use the AO to
create their own admission plan
and generate ideas for their
essays.

Narrator introduces
the college admission
plan section of the
AO and how to fill it
out.

Narrator will discuss
how to generate ideas
for their essays.
Learners will
listen to the
explanation
of the college
admission
plan and how
to fill out the
AO.

Learners will
create their
own
admission
plan on the
AO and will
generate

MY COLLEGE COACH 126

ideas for
their essays.
Big Ideas

2 Review lesson objectives

Review the “takeaways” from
this unit.

Review example takeaways and
ask learners how their list
compares.

Narrator reviews
lesson objectives and
the takeaways from
this unit.

Narrator will present
example takeaways
and will ask learners
how their list
compares.

Learners will
listen to
takeaways
from the unit,
will write
their own
takeaways,
and will
compare their
takeaways to
the examples
given.

Advance
Organizer
for the
Next Unit
1 Review next unit on developing
problem-solving skills.

Instructor “previews”
next lesson on
developing problem-
solving skills.
Learners will
listen to the
narrator’s
preview of
the next unit.
Total Time
71
minutes

My College Coach
Lesson Plan and Instructor’s Guide

Unit 7: Developing problem-solving skills - seeking help from more knowledgeable
others

Learning activities.
● After introductions and attention activities, assess prior knowledge
resources and people who may be able to give them guidance with the
college admissions process.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for identifying resources and more knowledgeable
others
● Provide practice and feedback for identifying resources and more
knowledgeable others.
● Model the procedure for seeking help with the college application process.
● Provide practice and feedback for developing help-seeking behaviors .
● Provide opportunities to transfer knowledge by having students create a
resource sheet.

MY COLLEGE COACH 127

Unit Duration: 51 minutes

Introduction: This is the seventh unit in the eight unit course on how to prepare to apply to
college. This unit will help learners develop problem-solving skills by putting together a resource
list they can use when they encounter challenges during the application process.

Learning Objective(s)
Terminal Objective: Given their college plan, learners will create a resource sheet that identifies
individuals or organizations to assist them throughout the college application process.
Enabling Objective(s):
● Know what their college plan is
● Know what resources are available in their schools
● Know who can assist them with the college application at school and at home
● Be able to generate a list of resources they can access to help with the college
admissions process
● Be able to generate a list of people they can ask to help with the college admissions
process
● Be able to seek help from resources or people regarding the college admissions
process

Lesson Materials
Access to computer with internet for learning platform
Presentation slides using pre-recorded lecture videos
Interactive presentation tool using sample scenarios

Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings for text to speech
conversion and screen zooming. The course will align with ADA Section 508.

Developer’s Notes
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. See the table below for specific Instructor Action/Decision (supplantive events of
instruction).

Instructional Activities
Instruction
al
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Short video will be shown of
first-generation, low-income
students who are currently
enrolled in or have graduated
Narrator introduces
pre-recorded film of
first-generation, low-
income students who
Learner
listens and
watches
video.

MY COLLEGE COACH 128

from college. They will discuss
their experience with putting
together their college
application, challenges they
encountered, and from whom
they sought help to solve those
challenges.

have gone on
to/finished college.

Narrator asks learners
to think about what
challenges they could
possibly encounter
during their college
application process
and who could
potentially assist
them in overcoming
these challenges.

Narrator pre-records
all audio and films
any necessary video.
Asking a guiding
question or
presenting a scenario
establishes a
framework or lens
that focuses attention
to a problem that
needs to be solved. It
activates thinking and
allows a learner to
consider ways in
which the question
relates to previous
personal experiences.

Learner
thinks about
potential
challenges
they could
encounter as
they start
applying to
schools.

Learner will
write notes
about who
could
potentially
assist them in
overcoming
these
challenges.

They will be
able to attach
personal
concerns to
the scenarios
that the film
participants
discussed.
Learning
Objectives
1 Lesson objectives are narrated
while graphics related to the
objectives flash on screen.

Terminal Objective: Given their
college plan, learners will create
a resource sheet that identifies
individuals or organizations to
assist them throughout the
college application process.

Narrator presents
objectives and gives
learners time to
review them.
Learner
reviews
objectives.

MY COLLEGE COACH 129

Purpose
for
Learning

2 Narrator states the purpose of
learning and explains benefits
and risks while
images/animation flash on
screen.

Benefits: knowing how to attack
a problem or challenge is half
the battle, so learners should
develop a list of resources at
home and at school to help them
problem-solve. Developing their
problem-solving skills will also
help them with challenges they
encounter after they are
admitted to a university.

Risks: Without knowing what
questions to ask and who to get
answers from, some learners
may give up early in the process
and risk not completing their
application.
Narrator explains
purpose of learning,
benefits, and risks.

Narrator will refer
back to the
introductory video
using the experiences
of the featured
students.

Learner
listens to the
reasons for
learning.

Visual
symbols/icon
s for benefits
and risks will
be used and
will reference
back to the
introductory
video.

Learners will
be able to
connect the
risks/benefits
to what they
saw in the
video.
Overview

5 A pre-recorded video with voice
over images in presentation
slides will be used to explain
what will be covered in this
unit.
- Prior knowledge
learners need to have
(Who do you currently
go to for help? Why do
you seek help from that
source? Are there other
resources you can
identify?)
- New knowledge learners
will learn (What
resources are you not
tapping into? What
relationships with others
should you be
developing?)
- Learning strategies they
will utilize to learn this
Narrator will describe
what will be covered
in this unit and will
explain prior
knowledge, new
knowledge, and
learning strategies.

Learner
listens and
watches
presentation
of prior
knowledge,
new
knowledge,
and the
learning
strategies the
instructor
reviewed.

MY COLLEGE COACH 130

information (use their
AO to build a resource
list)

Prerequisite
Knowledge
5 A pre-recorded video with voice
over images in presentation
slides will be used to teach any
necessary prerequisite
knowledge by providing
definitions and examples and
non-examples.

Learners will:

● Know what their
college plan is
● Know what
resources are
available in their
schools
● Know who can assist
them with the
college application
at school and at
home
● Be able to generate a
list of resources they
can access to help
with the college
admissions process
● Be able to generate a
list of people they
can ask to help with
the college
admissions process
● Be able to seek help
from resources or
people regarding the
college admissions
process

The interactive tool will be
employed to have learners
generate examples and non-
examples.
Narrator will teach
necessary prerequisite
knowledge by
providing definitions
and examples and
non-examples.

Narrator will ask
learners to read about
the prerequisite
knowledge more in-
depth using the
interactive platform,
where they can also
generate examples
and non-examples.
Learner will
listen to
narrator’s
explanation
of
prerequisite
knowledge.

Learner will
use the
interactive
platform to
read
additional
information
about the
prerequisite
knowledge
and will also
be able to
generate
examples and
non-
examples.

MY COLLEGE COACH 131

Learning
Guidance

10 Short video will model the
procedure for identifying
resources/more knowledgeable
others and will also demonstrate
how to seek help with the
college application process.

The role of the following
people/resources will be
discussed:
- High school guidance
counselor
- Teachers
- College admissions
representatives
- Parents/family members
- Friends
- Parents/family members
of friends
- Colleagues of
parents/family members
- Live workshop
facilitator
- College/university
websites (Contact us)
- Standardized test
administrators like
College Board and ACT
The narrator
demonstrates how to
identify resources and
more knowledgeable
others and how to
seek help with the
college application
process.

The narrator will also
explain the role of
several
people/resources that
learners can utilize
and how to get in
touch with them.

Learner
watches the
demonstratio
n lecture and
listens to the
narrator’s
explanations.
Practice
and
Feedback
10 Using the interactive platform,
provide practice and feedback
for understanding who to ask
for help or where to find
answers for problems learners
may encounter. The interactive
platform will give learners the
opportunity to practice their
problem-solving skills by
answering questions about
various scenarios. Learners will
be given feedback about their
answers.

Narrator asks learners
to use the interactive
platform to learn
more about the roles
and responsibilities of
each resource they
covered in the lecture
portion of the unit
and to exercise their
problem-solving
skills using the Q&A
portion of the
platform.

Learner
clicks the
interactive
portion of the
online
platform to
understand
the roles and
responsibiliti
es of the
resources
they can
utilize
if/when they
need help
during the

MY COLLEGE COACH 132

application
process.

The learner
can click on
each option
and a
description
will be given.

The learner
will answer
questions
about
scenarios and
will be given
feedback
based on
their answer.

IF they feel
confident to
move on,
THEN they
can proceed
to the
authentic
assessment.
Authentic
Assessment
5 Using the interactive platform,
learners will review a
completed resource list and will
answer questions about the
sample list using the College
Resource Checklist.
Narrator asks learner
to use the interactive
platform to answer
questions about a
completed resource
list.
Learners will
use the
interactive
platform to
review a
completed
resource list
and will
answer
questions
about the list
using the
College
Resource
Checklist.

MY COLLEGE COACH 133

Retention
and
Transfer

5 Short video will be shown about
the College Resource List
section of the AO.

Narrator will
introduce the AO and
ask them to create
their own College
Resource List.
Learners will
create their
own College
Resource List
using the
AO.
Big Ideas

2 Review lesson objectives.

Review the “takeaways” from
this unit.

Review example takeaways and
ask learners how their list
compares.

Narrator reviews
lesson objectives and
the takeaways from
this unit.

Narrator will present
example takeaways
and will ask learners
how their list
compares.

Learners will
listen to
takeaways
from the unit,
will write
their own
takeaways,
and will
compare their
takeaways to
the examples
given.

Advance
Organizer
for the
Next Unit
1 Review next unit about family
involvement during the college
admission process.

Narrator “previews”
next lesson on family
involvement during
the college admission
process.

Learners will
listen to the
narrator’s
preview of
the next unit.
Total Time
51
minutes

My College Coach
Lesson Plan and Instructor’s Guide

Unit 8: How to share your college plans

Learning activities.
● After introductions and attention activities, assess prior knowledge of their
advance organizer and identify significant individuals in their lives.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for explaining the function and use of the college
application advance organizer to others.
● Model the procedure for applying the content of their advance organizer
● Provide practice and feedback for how to explain the function and use of

MY COLLEGE COACH 134

the college application advance organizer.
● Provide practice and feedback for applying the content of their advance
organizer.
● Provide opportunities to transfer knowledge by applying the content of
their advance organizer in a variety of situations.

Unit Duration: 46 minutes

Introduction: This is the last unit in the eight unit course on how to prepare to apply to college.
This unit will help learners understand the overall purpose of the advance organizer (AO) and
how to share it with others.

Learning Objective(s)
Terminal Objective: Given their college application plans, learners will share their completed
advance organizer with family and/or significant people in their lives and will be able to apply
the contents of the advance organizer to a variety of situations.
Enabling Objective(s):
● Know what their college application plans are
● Know the contents of their advance organizer
● Know who the significant people are in their lives
● Know how and when to use the advance organizer
● Be able to share their advance organizer and explain their future plans to others
● Be able to apply to contents of the advance organizer to different situations.

Lesson Materials
Access to computer with internet for learning platform
Presentation slides using pre-recorded lecture videos
Interactive presentation tool using sample scenarios

Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings for text to speech
conversion and screen zooming. The course will align with ADA Section 508.

Developer’s Notes
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. See the table below for specific Instructor Action/Decision (supplantive events of
instruction).

Instructional Activities
Instruction
al
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)

MY COLLEGE COACH 135

Gain
Attention
5 Short video will be shown of
the units that the learner has
completed so far and what they
should have learned from them.
Narrator introduces
pre-recorded film of
all the units that were
covered and the
takeaways from each
unit.

Narrator pre-records
all audio and films
any necessary video.
Asking a guiding
question or
presenting a scenario
establishes a
framework or lens
that focuses attention
to a problem that
needs to be solved. It
activates thinking and
allows a learner to
consider ways in
which the question
relates to previous
personal experiences.

Learner
listens to and
watches
video.

They will be
able to recall
of the
components
of the college
application
process they
have
discussed in
previous
units.
Learning
Objectives
1 Lesson objectives are narrated
while graphics related to the
objectives flash on screen.

Terminal Objective: Given their
college application plans,
learners will be able to share
their completed advance
organizer with family and/or
significant people in their lives
and apply the contents of the
advance organizer to a variety
of situations.

Narrator presents
objectives and gives
learners time to
review them.
Learner
reviews
objectives.
Purpose
for
Learning

2 Narrator states the purpose of
learning and explains benefits
and risks while
images/animation flash on
screen.

Narrator explains
purpose of learning,
benefits, and risks.

Narrator will refer
back to the
Learner
listens to the
reasons for
learning.

MY COLLEGE COACH 136

Benefits: sharing their plans
with others will help them stay
accountable and on track during
the application process.

Risks: Learners will likely need
financial and moral support
during the college application
process, but not having a
support system leaves them at
risk for not completing their
applications and perhaps not
attending college even if offered
admission.
introductory video
using the experiences
of the featured
students.

Visual
symbols/icon
s for benefits
and risks will
be used and
will reference
back to the
units
previously
covered.
Overview

5 A pre-recorded video with voice
over images in presentation
slides will be used to explain
what will be covered in this
unit.

● Prior knowledge
learners need to have
(completion of the
previous seven units)
● New knowledge learners
will learn (reviewing the
AO in its completion
and revising sections as
needed)
● Learning strategies they
will utilize to learn this
information

Narrator will describe
what will be covered
in this unit and will
explain prior
knowledge, new
knowledge, and
learning strategies.

Learner
listens and
watches
presentation
of prior
knowledge,
new
knowledge,
and the
learning
strategies the
instructor
reviewed.

Prerequisite
Knowledge
10 A pre-recorded video with voice
over images in presentation
slides will be used to teach any
necessary prerequisite
knowledge by providing
definitions and examples and
non-examples.

Learners will:
● Know what their college
application plans are
Narrator will teach
necessary prerequisite
knowledge by
providing definitions
and examples and
non-examples.

Narrator will ask
learners to read about
the prerequisite
knowledge more in-
Learner will
listen to the
narrator’s
explanation
of
prerequisite
knowledge,
definitions,
examples,
and non-
examples.

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● Know who the
significant people are in
their lives
● Know the contents of
their advance organizer
● Be able to share their
advance organizer and
explain their future plans
to others
● Be able to apply to
contents of the advance
organizer to different
situations.

The interactive tool will be
employed to have learners
generate examples and non-
examples.

depth using the
interactive platform,
where they will have
the opportunity to
generate their own
examples and non-
examples.

Learner will
use the
interactive
platform to
learn more
about the
necessary
prerequisite
knowledge
and will
generate their
own
examples and
non-
examples.
Learning
Guidance

5 Video will be shown
demonstrating a sample
completed advance organizer
and how to use it in a variety of
situations: explaining to
parents/friends/teachers, using
the content to complete college
applications/scholarship
applications, using the content
to complete an educational
resume for recommendation
letter writers, etc.

The narrator explains
how and when to use
the advance
organizer.

Learner
watches the
demonstratio
n lecture and
listens to the
narrator’s
explanations.
Practice
and
Feedback
5 Using the interactive portion of
the online platform, provide
practice and feedback for how
and when to use the advance
organizer.

The interactive platform will
contain various versions of an
advance organizer and learners
will answer questions about
them using the information and
Narrator will ask
learners to use the
interactive platform
to answer questions
about sample advance
organizers.

Learner
clicks the
interactive
portion of the
interactive
platform to
review
completed
advance
organizers.

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checklists they used in previous
units.

The learner
can click on
each section
and more
information
will be given.

Learner will
answer
questions
about the
advance
organizers
and will get
feedback on
their
answers.
They may
revise their
answers as
needed.

IF they feel
confident to
move on,
THEN they
can proceed
to the
authentic
assessment.
Authentic
Assessment
5 Short video will play about a
sample student (Diana) and how
she uses her advance organizer
in a variety of situations.

Based on Diana’s scenario,
learners will answer questions
about how Diana should use her
AO in each situation and with
whom to share the AO.

Learners will get feedback on
their answers.
Narrator will ask
learners to answer
questions about
Diana’s scenario
using the interactive
platform.

Learners will
watch the
video and use
the
interactive
platform to
answer
questions
about Diana.

Learners will
receive
feedback on
their answers
and can

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revise them
as needed.
Retention
and
Transfer

5 Review learner’s completed
AO. Ask learners to revise their
AO as needed prior to the end
of this unit.

Learners will be asked to share
the AO and use it in real time.
Narrator asks learner
to review their
completed AO and
make revisions as
needed.

Narrator asks learner
to share the AO with
others and use it in
real time.
Learner will
review their
AO and will
revise it as
needed.

Learner will
share their
AO with
others and
use it in real
time.
Big Ideas

2 Review lesson objectives

Review the “takeaways” from
this unit.

Show sample list of takeaways
so learner can compare their list
to the one given and can also
generate concepts they learned
from this unit and strategies to
apply them
Narrator reviews
lesson objectives and
the takeaways from
this unit.

Narrator asks the
learners to generate
three concepts they
learned from this unit
and how they can
apply these concepts
to their own college
search process.

Learners
listen
to/watch
images of the
lesson
objectives
and
takeaways.

Learners will
generate
three
concepts they
learned and
strategies for
applying
them.

Learners will
compare their
list to the
sample
takeaways.
Advance
Organizer
for the
Next Unit
1 Remind students that they will
be sharing their completed
advance organizer during a live
workshop with an expert.

Review the process for signing
up for one-on-one appointments
Narrator reminds
students to fully
complete their
advance organizer
because they will be
sharing their
materials in person.

Learners will
sign up for a
one-on-one
appointment
during the
live
workshop
and have

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and expectations during the live
workshop:

- Advance organizer
completed to the best of
their ability
- Prepare questions for
sections they are unable
to complete
- Parents/families should
attend the one-on-one
session with the
workshop facilitator and
the learner
- Learners will have time
to revise their AO
during the live
workshop; goal is to
have it completed and
ready to use

Narrator will review
the process for
signing up for one-
on-one appointments
and what the
expectations are
during the live
workshop.

their families
meet with the
live
workshop
facilitator.

Learners will
complete
their
admission
plan to the
best of their
ability and
will prepare
questions for
the live
workshop.

Total Time 46
minutes

My College Coach
Lesson Plan and Instructor’s Guide

Live Workshop

Learning activities.
● After introductions and attention activities, assess prior knowledge of the
units that were previously completed.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model the procedure for completing tasks that learners have questions on.
● Provide practice and feedback for completing tasks that learners have
questions on.
● Provide opportunities to transfer knowledge by having learners help each
other complete items on their advance organizer.

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Unit Duration: 3 hours, 40 minutes

Introduction: This is the live workshop component of the curriculum. Learners will have the
opportunity to ask questions and interact with other learners.

Learning Objective(s)
Terminal Objective: Given the completion of the online component of the curriculum, students
will be able to help each other complete their advance organizer.
Enabling Objective(s):
● Know the components of the advance organizer and what content should be included
● Know the content of the eight online units
● Know what sections of the advance organizer and the online units they need help
completing or understanding
● Be able to formulate questions about the organizer and/or the college application
process and generate solutions/answers
● Be able to provide solutions/answers to questions about the organizer and/or the
college application process

Lesson Materials
Completed advance organizer

Learner Characteristic Accommodations
Learners will attend the workshop in person. Any accommodations with regards to disabilities
will be made in advance.

Developer’s Notes
This is a live workshop that focuses on learners’ needs. The instructional activities are meant to
act as a guide, but content should be driven by learners’ questions.

Instructional Activities
Instruction
al Sequence
Time
(mins)
Description of the
Learning Activity
Facilitator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Welcome to workshop -
facilitator greets and welcomes
all students and families.

Introductions are made between
the facilitator and the
learners/learners’ families.

Facilitator will
introduce him/herself
to learners and
learners’ families.

Learner will
introduce
him/herself
and his/her
family to the
facilitator
and to the
larger group.

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Learning
Objectives
1 Open discussion with whether
or not the learner’s advance
organizer was completed. The
objective is to finish the
advance organizer and to begin
a dialogue with other students
about how to use it and
potentially revise it.
Facilitator explains
the objective of the
workshop.
Learner
listens to the
objective.
Purpose for
Learning

2 Discuss benefits and risks of
having a completed advance
organizer and creating a
network of peers for support.
Also discuss the benefits for the
family (knowing what to expect
of the process).

Facilitator discusses
benefits and risks of
having a completed
advance organizer
and creating a
network of peers for
support.

Learner
listens to the
facilitator’s
explanation
of the
benefits of a
completed
advance
organizer and
a peer
network.

Overview

5 Review of:

● Prior knowledge
learners need to have
(completed of advance
organizer and its
contents)
● New knowledge learners
will learn (get their
questions answered)
● Learning strategies they
will utilize to learn this
information (connect to
other peers/families for
support)

Facilitator will review
what will be covered
in this workshop and
will explain prior
knowledge, new
knowledge, and
learning strategies.

Learner
listens to
facilitator’s
presentation
of prior
knowledge,
new
knowledge,
and the
learning
strategies.
Prerequisite
Knowledge
10 Learners will:

● Know the
components of the
advance organizer
and what content
should be included
● Know the content of
the eight online units
Facilitator will teach
necessary prerequisite
knowledge by
providing definitions
and examples and
non-examples.

Facilitator will then
ask learners what
Learner will
listen to the
narrator’s
explanation
of
prerequisite
knowledge,
definitions,
examples,

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● Know what sections
of the advance
organizer and the
online units they
need help
completing or
understanding
● Be able to formulate
questions about the
organizer and/or the
college application
process and generate
solutions/answers
● Be able to provide
solutions/answers to
questions about the
organizer and/or the
college application
process

questions they have
after completing the
online workshop.

Assess learners by
grouping them and
giving each group
index cards with
example and non-
examples and have
them sort the cards
into two stacks -
examples and non-
examples.
and non-
examples.

Learner will
come
together in
groups and
will review
examples and
non-
examples and
categorize
them
appropriately
.
Learning
Guidance

10 Facilitator addresses learner’s
questions and provides answers
by presenting worked examples
of different sections of the
advance organizer.

Facilitator will reintroduce the
checklists from the online
workshops to help learners
complete their advance
organizers.

Facilitator will then open up the
floor for questions.

The facilitator
addresses learner’s
concerns and answers
questions by
providing worked
examples and
checklists.

Learner
listens to
explanation
of worked
examples and
checklists.

Learner
engages in
dialogue
about
additional
questions/con
cerns.
Practice
and
Feedback
30
minut
es
While in the presence of the
facilitator, learner can practice
revising or answering portions
of the advance organizer. The
facilitator will provide feedback
as needed in this large group
setting.
Facilitator will ask
learners to try
revising their advance
organizer.

Facilitator to provide
feedback as needed.
Learner will
revise the
advance
organizer
accordingly.

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IF they feel
confident to
move on,
THEN they
can proceed
to the
authentic
assessment
(working on
the advance
organizer on
their own).
Authentic
Assessment
60
minut
es
Learner will have individual
time with the facilitator to
revise the advance organizer.
Facilitator will meet
with each learner one-
on-one to work on
advance organizer
and answer specific
questions.
Learner will
revise the
advance
organizer
based on
facilitator’s
feedback.

Learner can
ask their
specific
questions
during this
time.
Retention
and
Transfer

60
minut
es
Group share - learners will
interact with each other after
revising their advance organizer
to ask additional questions or
generate ideas.

Learners will be encouraged to
provide feedback on each
other’s advance organizers
using the checklists from the
online workshops as a guide.
Facilitator asks
learners to share their
organizers in small
groups.

Facilitator asks
learners to provide
feedback on the
advance organizers
using the checklists
as a guide.

Learner will
share their
advance
organizer in
small groups.

Learner will
provide
feedback to
others using
the checklists
as a guide.

Learner may
use the small
group setting
to ask
questions of
other learners

MY COLLEGE COACH 145

and generate
ideas.

Big Ideas

Review and
re-motivate:
Connect the
importance
of the
procedural
knowledge
to the goals
of the unit
and course.
10 Review lesson objectives -
complete advance organizer and
know strategies of revising it as
needed.

Ask learners to generate their
takeaways and share with the
large group.
Facilitator reviews
lesson objectives and
the takeaways from
the workshop.

Facilitator addresses
any questions and
asks learners to
generate their own
takeaways to share
with the large group.

Learner
generates
concepts they
learned
during the
workshop
and will
share with
large group.
Closing 1 Address additional questions
and review ways to seek help
outside of the workshop.

Facilitator will
answer questions in
the large group
setting and will
review strategies to
seek help outside of
the workshop time.
Learner will
ask questions
if needed and
will listen to
strategy
review.
Total Time 3
hours
19
mins

MY COLLEGE COACH 146

Appendix B

Unit Materials and Curriculum

Course Overview

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Unit 1

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Unit 2

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Unit 3

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Unit 4

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Unit 5

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National Association for College Admission Counseling. (2017). Step by step: College
awareness and planning. Retrieved from: https://www.nacacnet.org/globalassets/
documents/advocacy-and-ethics/initiatives/steps/2017latehsstepbystep.pdf

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Unit 6

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University of California. (2018). Tips and tools for California freshman applicants. Retrieved
from http://admission.universityofcalifornia.edu/counselors/files/apply-online-freshman-
cal.pdf

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Unit 7

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Appendix C

Evaluation Instruments (Immediate and Delayed)

Course Evaluation 1

This course evaluation is meant to be administered immediately following the
implementation of the MCC program.
Instructions:

Rate the degree to which you agree with the statement in the left column.

Use the following rating scale for questions 1-8
1 = strongly disagree 7 = strongly agree

Please also leave feedback about any component of the program you feel could be improved.
1. The technology was easy to navigate. 1 2 3 4 5 6 7
2. The content was easy to understand. 1 2 3 4 5 6 7
3. What I learned will help me apply to
college.
1 2 3 4 5 6 7
5. The content contained in the MCC
program was valuable to me.
1 2 3 4 5 6 7
6. I am clear about how to use the
advance organizer to apply to college.
1 2 3 4 5 6 7
7. I am confident that I can apply to
college.
1 2 3 4 5 6 7
8. I will recommend this program to
others.
1 2 3 4 5 6 7
Comments or concerns about the
program:

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Course Evaluation 2

This course evaluation is meant to be administered roughly six months following the
implementation of the MCC program.
Instructions:

Rate the degree to which you agree with the statement in the left column.

Use the following rating scale for questions 1-5
1 = strongly disagree 7 = strongly agree

Please also leave feedback about any component of the program you feel could be improved.
1. Looking back, completing the MCC
program was a good use of my time.
1 2 3 4 5 6 7
2. I followed the principles laid out in
the MCC as I prepared to apply to
college.
1 2 3 4 5 6 7
3. I applied to college with the use of my
advance organizer.
1 2 3 4 5 6 7
4. My advance organizer made it easy
for me to apply to college.
1 2 3 4 5 6 7
5. I recommended the MCC program to
others because it was beneficial to me.
1 2 3 4 5 6 7
Comments or concerns about the
program:

Abstract (if available)

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Asset Metadata

Creator Castro, Berice Mareth Simbol (author)

Core Title My college coach: An online college admission counseling program for high school students

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 06/19/2018

Defense Date 06/19/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag college access,college counseling,curriculum,High school students,low-income,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Hirabayashi, Kimberly (committee member), Lundeen, Rebecca (committee member)

Creator Email simbol@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-507246

Unique identifier UC11266126

Identifier etd-CastroBeri-6339.pdf (filename),usctheses-c40-507246 (legacy record id)

Legacy Identifier etd-CastroBeri-6339.pdf

Dmrecord 507246

Document Type Dissertation

Format application/pdf (imt)

Rights Castro, Berice Mareth Simbol

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA