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Alternative PL Plan Outline

July 6, 2025   |   EDLD 5389   |   Summer 2025

"Education is the most powerful weapon which you can use to change the world."

Overview

 Innovation Focus: AI-Driven Student Platform for Admissions & Advising
Author: N’Kima Browning
Purpose: To support the implementation of an AI-enhanced student support system through a meaningful, research-based professional learning (PL) experience for advising and admissions teams.

1) Incorporating the 5 Key Principles of Effective Professional Development

As defined by Darling-Hammond et al. (2017) and Guskey (2002)

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1.1 Duration Must Be Significant & Ongoing

  • The semester-long PL design reflects best practices, as long-term engagement is needed to translate knowledge into practice (Darling-Hammond et al., 2017).

  • Monthly coaching sessions and feedback cycles allow for iterative refinement of skills and increased retention.

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1.2 Implementation Support

  • Change requires sustained support systems during the application phase (Guskey, 2002).

  • Innovation Champions provide job-embedded coaching and just-in-time guidance, echoing Fullan’s (2016) emphasis on embedded collaboration.

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1.3 Active, Hands-On Learning

  • Aligned with constructivist principles, staff engage in authentic, scenario-based learning (Kolb, 1984; Mishra & Koehler, 2006).

  • Interactive simulations and learning journals promote internalization of new practices rather than passive exposure.

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1.4 Modeling Effective Practice

  • Modeled instruction aligns with Bandura’s (1977) Social Learning Theory and is vital in helping staff visualize and imitate effective strategies.

  • "Watch-Me-Work" sessions and video exemplars ensure clarity and confidence during adoption.

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1.5 Content Specific to Role/Discipline

  • Research supports the importance of contextualized learning (Desimone, 2009).

  • Advisors and Admissions Specialists receive custom modules tailored to their day-to-day responsibilities.

2) Fostering Collaboration

  • Aligned with Vygotsky’s (1978) theory of social learning and zone of proximal development, collaboration allows for peer scaffolding.

  • Small learning cohorts and peer feedback cycles support distributed leadership and shared practice (Wenger, 1998).

  • Open discussion forums and shared resource banks facilitate sustained dialogue and learning.

Leadership & Roles

Role                                                 Responsibility

Innovation Lead

Facilitate, monitor, and support all PL efforts. Maintain alignment with innovation goals.

Instructional Designer

Design learner-centered content (based on UbD and SAMR models).

Innovation Champions

Mentor peers and model successful platform integration.

IT Support

​Provide technical assistance and support integration of the AI system.

Department Heads

Reinforce PL outcomes and encourage usage during departmental meetings.

Audience and Their Needs

Primary Audience:

  • Academic Advisors

  • Admissions Specialists

  • Department Coordinators

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Identified Needs:

  • Clear and consistent student data access

  • Automation of repetitive tasks

  • Personalized student tracking tools

  • Cross-departmental efficiency

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Supporting Research:

  • Technology use in advising increases efficiency and improves student outcomes (Steele, 2016).

  • AI integration can personalize support and remove routine barriers (HolonIQ, 2020).

  • PL must address these direct needs through role-relevant activities (Desimone, 2009).

Instructional Design Approach

Framework: BHAG + 3 Column Table(Wiggins & McTighe, 2005; Harapnuik et al., 2018)

 

BHAG (Big Hairy Audacious Goal):

“Empower all advising and admissions staff to confidently leverage AI tools that personalize student support, increase workflow efficiency, and proactively identify student needs.”

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3 Column Table Breakdown:

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Schedule & Timeline

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Resources Needed

Technology:

  • AI platform sandbox environment

  • Zoom/Teams for virtual coaching

  • LMS for training content

  • Google Drive for collaborative resources

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Learning Materials:

  • Custom videos

  • Interactive training modules

  • Print-ready quick reference guides

  • Scenario simulation packets

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Human Resources:

  • PL facilitator

  • Instructional designer

  • Tech support

  • Innovation Champions

 

Incentives:

  • Micro-credentials

  • Innovation showcase badges

  • Feature stories in internal newsletters

References

Bandura, A. (1977). Social Learning Theory. Prentice-Hall.

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Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.

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Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.

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Fullan, M. (2016). The New Meaning of Educational Change (5th ed.). Teachers College Press.

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Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.

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Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Developing Significant Learning Environments. https://www.learningspaces.org

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HolonIQ. (2020). The Future of Artificial Intelligence in Education. https://www.holoniq.com

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Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.

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Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework. Teachers College Record, 108(6), 1017–1054.

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Steele, G. E. (2016). Technology and Advising: A New Era of Advising with Technology. NACADA Clearinghouse.

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Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

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Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

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Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.

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