Planning &
Analysis
In this section, I will present artifacts that showcase my ability to identify stakeholder needs, analyze performance gaps, and develop effective solutions while staying up-to-date with emerging technologies. I create impactful instructional strategies that drive positive learning outcomes.
Vanderburgh County 4-H Dog Club Needs Assessment
Overview
The Vanderburgh County 4-H Club Needs Assessment project exemplifies my expertise in identifying stakeholder needs, analyzing performance gaps, and determining emerging technologies to achieve instructional goals. Through comprehensive research and data collection methods, I gained valuable insights into the specific needs of the club and recommended innovative solutions to enhance engagement and streamline communication. This project showcases my ability to effectively assess instructional needs, bridge performance gaps, and deliver impactful solutions to optimize the learning experience within the 4-H club setting.
Course Information
EDIT 7150 – Dr. Jill Stefaniak
Target Audience: Vanderburgh County 4-H Dog Club Leadership
Industry: Non-profit
Responsibilities: Evaluator, Content Developer, Editor
Tools Used: Canva, SurveyMonkey, Google Docs
Project Summary
I had the opportunity to collaborate with a team of two other students on a class project for the Vanderburgh County 4-H Dog Club in Evansville, IN. The goal of the project, presented by club leadership and alumni, was to assess the current level of involvement in the club and identify ways to increase engagement. This included encouraging activities such as volunteering at fundraising events and assisting with set-up and tear-down at club practices. As an evaluator, my primary role was to develop an online survey that would provide insights into the limited engagement and participation within the club.
Our findings primarily indicated that newer members and parents (those in their 1st-3rd year) were hesitant to sign up for activities or only did so at the last minute. This prompted our team to design a needs assessment plan specifically focused on understanding the factors contributing to the difference in volunteering between newer and more seasoned members.
By defining our target population, we were able to select the most appropriate data collection tools. This included conducting a thorough document review of the information provided to club members each year, analyzing how expectations were presented. Additionally, we utilized an anonymous survey to capture opinions from members, parents, and leaders who may be reluctant to share their thoughts through interviews. We also conducted individual interviews to allow for more in-depth responses and follow-up questions.
During the analysis phase, we discovered a common theme of cognitive overload experienced by new members and parents. Based on this insight, our recommendations focused on non-instructional strategies aimed at reducing the number of handouts and streamlining information into a centralized and easily accessible package. We proposed leveraging Google Drive, as the club already had a presence on the platform, which would allow for easy updates and access control.
Following the completion of the project, I had the opportunity to speak with the subject matter expert (SME) from the club, and it appears that the suggested changes will be implemented this fall. It was truly rewarding to see our efforts in evaluating and addressing engagement issues potentially make a positive impact on the Vanderburgh County 4-H Dog Club and its members.
Tactical Medicine (TACMED) Lesson Theory to Practice
Overview
The following artifact focuses on my involvement in the redesign and development of the CDC’s Safety, Security, and Resiliency Training (SSRT) courseware and highlights my expertise in identifying stakeholder needs and addressing performance gaps to achieve instructional goals. Through collaboration with SSRT instructors, QCB leadership, and first responders, I conducted thorough research and analysis to create a comprehensive and engaging training program that equips CDC deployers with the necessary skills to prevent and respond to life-threatening emergency medical events.
Course Information
EDIT 6400 – Dr. Jill Stefaniak
Target Audience: Center for Disease Control and Prevention (CDC) employees, CDC contractors, and other government personnel who may travel or deploy to domestic, international, or austere locations.
Industry: Government, Safety, Security, First Responders, Deployers
Responsibilities: Instructional Design, Evaluator, Content Development, Editor
Tools Used: Microsoft Word, YouTube
Project Summary
As a member of the CDC’s Quality Control Branch’s (QCB) training team, I had the opportunity to contribute to the redesign and development of the Safety, Security, and Resiliency Training (SSRT) courseware. This project proved to be a valuable resource for the Instructional Design and Development (IDD) program, as it allowed me to demonstrate my abilities in identifying the needs of stakeholders and determining emerging technologies to achieve instructional goals.
The Centers for Disease Control and Prevention (CDC) identified a critical gap in post-Covid deployment readiness and expressed the need for a comprehensive course that would equip CDC employees with the necessary skills to prevent or minimize the impact of life-threatening emergency medical events. This included addressing topics such as the use of tools typically found in Individual First Aid Kits (IFAK), avoiding heat stress and foodborne illnesses, building psychological resilience, and implementing security precautionary measures for various deployment situations.
Before incorporating this project into any school assignment, I collaborated closely with a cadre of SSRT instructors, QCB leadership, and first-responders to conduct an in-depth analysis. Our primary objective was to identify the knowledge and practical skills that CDC deployers would need to possess to effectively handle life-threatening emergency medical events in domestic, deployed, or austere locations with limited equipment, minimal medical support, and prolonged evacuation times.
Upon completion of the analysis, our team identified ten key areas that were crucial for CDC deployers to be proficient in to prevent or minimize the impact of life-threatening emergencies. Drawing from these areas, I developed specific learning objectives for the Tactical Medicine (TACMED) lesson. Working in collaboration with the SSRT team, I meticulously crafted the content for each objective, ensuring that it was accurate, relevant, and aligned with the desired instructional outcomes. Additionally, I created a comprehensive course outline that provided a clear structure for instruction, allowing for the integration of practical, hands-on application of the skills learned.
Throughout the development process, I remained committed to incorporating emerging technologies and instructional strategies to enhance the learning experience. This included exploring innovative approaches to interactive multimedia elements, simulations, and virtual scenarios that would effectively engage learners and provide them with realistic training experiences.
The completion of this project not only showcased my ability to identify the needs of stakeholders and determine appropriate instructional interventions, but it also demonstrated my expertise in collaborating with subject matter experts, conducting in-depth analyses, developing targeted learning objectives, and leveraging emerging technologies to facilitate effective instruction and evaluation. I am proud to have contributed to the creation of a valuable training resource that will enable CDC employees to respond effectively to emergency situations and ensure the safety and well-being of both themselves and others in diverse deployment environments.
