Degreeworks Training for Academic Advisors

The DegreeWorks Training for Academic Advisors” project was part of EDIT 6170E, Introduction to Instructional Systems Design, taught by Dr. Robert Branch in Spring 2023. This was my first introduction to anything instructional design-related, and it was an excellent foundational class where we learned the ADDIE process. We initially worked individually on assignments, applying each step of the ADDIE model to a project of our choosing. Since I was new to instructional design, I used examples from processes at work to complete these assignments, which helped me understand how each ADDIE phase could apply to real-world scenarios. By the time we began the final project, which was a team-based endeavor, it was just a matter of building upon what we had already learned and reinforcing those concepts through collaboration.

  • For the final project, we developed a comprehensive training program designed to help academic advisors at Kennesaw State University implement graduation planning using the university’s online platform, DegreeWorks. Advisors play a crucial role in keeping track of students’ progress towards graduation, and this training aimed to streamline their transition from using a Word document system to managing a more robust, integrated online graduation plan. This switch allowed advisors to more effectively monitor students’ academic paths and ensure they were on track for graduation.

    The project team included Amy D’Arcy as Project Manager, Stephanie Denny as Editor, Michaela Hyland as Graphic Designer, Tramika Skipper as Time Management Coordinator, Julie Wyatt as Subject Matter Expert, and myself as Assistant Project Manager. This was my first experience working in a collaborative team setting for an academic project, and I felt a little apprehensive. Growing up, I often felt like an only child due to the significant age gap with my siblings, who are 10 and 15 years younger. As a result, I was more accustomed to working independently. Additionally, in my current job, I serve as an individual contributor, so working within a team structure was a shift for me. And, having been away from school for several years, I wasn’t quite sure what to expect from the group dynamics. However, Dr. Branch not only guided us through the specifics of the ADDIE process but also taught us about the stages of team development, which set us up for success. His emphasis on collaborative skills was particularly valuable, as learning to work effectively with others is critical in instructional design. As an ID, you often depend on others—like SMEs and stakeholders—during various ADDIE stages, from extracting information to aligning on design decisions.

    I share the experience above because collaboration is essential for instructional designers, who rely on strong communication skills to keep a project progressing smoothly. Working in a team on the DegreeWorks project reinforced my ability to communicate ideas not only verbally but also visually and in written form. Each member brought unique perspectives that enhanced our project, and we translated our ideas into a cohesive final product.

    I included this artifact for several reasons. First, the collaborative nature of the project allowed us to practice effective communication in visual, oral, and written forms. Second, this project provided an essential foundation in instructional design knowledge and skills related to the ADDIE process. Lastly, the project required us to incorporate instructional strategies, which are vital for developing instructional interventions. As part of the ADDIE process, we also designed a five-level evaluation plan, complete with its instruments, to assess the training's effectiveness. These aspects of the project demonstrate how it aligns with professional foundations and meets the standards outlined by IBSTPI by addressing essential competencies, such as communication and improvement of knowledge and skills.

    This artifact has held significant value for me throughout my program, as it provided a model I could reference in future projects across other semesters. It has shown me how to approach the instructional design process in a way that ensures the end product is a well-rounded solution that considers the context of the learners and the organization.