C-Bay Instructor's Guide Appendix I

Student Orientations

Purpose

Success in a scenario-based classroom takes different skills for both the student and instructor than the traditional, lecture-based classroom. Our Mentor Manual & Task Guides orient the faculty to this innovative world. Our Orientations guide the students towards success with this style of learning.

Timing: May take place over two or more class meetings. If the term begins with individual assignments, rather than team assignments, schedule the team building exercise for later in the term when you are ready to form teams.

The original orientation outline was expanded in response to the initial evaluation results and discussions with the instructors and students. We discovered that students needed a deeper introduction to the concepts driving the course model. We also separated the orientation presentation into two parts—the course and the company—to alleviate student confusion about how the scenario and course fit together.

We found that students wanted the team building exercise to be relevant to the scenario. Students are anxious to get to work and impatient with lengthy introductions. Balancing the amount of information students need to succeed in this class with the students readiness to get going on that first assignment is the challenge.

Goals

After the orientation, the students will understand:

• The rules and regulations of the classroom and college.
• The basic concepts of scenario-based instruction.
• The importance and challenge of working with teams.
• The authenticity and value of this learning experience.
• Resources available—online material, mentors, instructors, teams.

After the orientation, the students will feel:

• Enthusiastic about the class and this new way of learning.
• A connection to his/her team and an awareness of the challenge inherent in teamwork.
• A part of something special.
• Eager to go to work.
• The possibility of personal success in this new endeavor.

Process

Phase 1
Orient students to the classroom and class.

The Welcome to the Class presentation can be used to guide the instructor's presentation:

• How the class will work.
• Why scenario-based learning?
• Touring the course material
  • Syllabus
  • Course management system site
  • Practicum site
  • 360° Evaluation form for student of teams
• Introducing the instructor, subject matter experts, mentors, etc .
• Explaining the SRI evaluation
• Creating Teams.

The Orientation document provides a sample narrative for the presentation.

Phase 2

1. Move into the C-Bay scenario. The Welcome to C-Bay presentation orients the new employees/apprentices to C-Bay Company:
   1. The company
   2. The C-Bay Way
   3. Core Values
   4. Management
   5. Current Issues
   6. Apprenticeship Program
   7. Keys to Success
2. Conduct team building exercise—the Dysfunctional Team
3. Debrief the students on the experience.

Phase 3
Assign ID codes for Pre-test/survey that is due before the next meeting.

Lead students through logging into the Course Management System (if used), finding the Practicum site , locating the survey assignment, and signing up for the discussions.

Phase 4
Introduce Task 1 and, as their manager, communicate your expectations of what they will accomplish before your next meeting.

Files to Download

• Orientation document (includes script for Dysfunctional Team role-play) (.doc)
  • Welcome to the Class (.ppt)
  • Welcome to the C-Bay (.ppt)
  • Syllabus (CIS75C) (.doc)
  • 360° Evaluation (.xml)
• Original Orientation Outline (.pdf) (.doc)
  • Student Information Sheet (.doc)(.pdf)
  • Readings from Virtual Teams, 2nd Edition, by Jessica Lipnack & Jeffrey Stamps. 2000. http://www.virtualteams.com :
    • Chapter 4—Trust: Virtual Relationships (.pdf)
    • Chapter 10—Launch: Do it Yourself (.pdf)