For my CEP 820 course at Michigan State University, I was given the opportunity to create an online course. I chose to develop a RAMP Academy for professional school counselors using the CMS, Haiku Learning.
There are 12 modules that correspond to the 12 components of the RAMP application. Each module is a place to understand the rubric requirement and share each component for feedback.
I chose to develop the course into 12 modules that corresponded to the 12 components of the RAMP application so that school counselors could focus on each component individually. Each module is set up exactly the same so that school counselors would not be confused each time they started a new module. The course is not set up into the traditional linear learning order, you can go in any order and work through the course on your own timeline. It was imperative that each course was easy to understand and I did this by setting each up in the exact same format. This was also thoughtfully done as every learner will also be working in their job as a school counselor and I valued their time in my design of the course. Continue reading
Mobile App Design:
Here are 2 versions of the mobile app:
High School Version:
Problem of Practice:
The American School Counselor Association recommends that school counselors have a caseload of 250 students. Currently, school counselors average over 400 students and in California most school counselors have 1000 students.
The services a school counselor provides is not clearly understood by stakeholders. A lot of misconceptions can occur and result in added duties or higher caseloads. As a result, counselors are not being utilized in the most effective way to benefit all students.
A mobile app that would put a school counseling program all into one place to showcase the extraordinary services available to stakeholders .
- Creates easy access for more efficient communication between students, parents, staff, and stakeholders.
- Improves productivity by streamlining tasks and reducing time spent on redundant tasks.
- Organizes information visually for easier interpretation and access between counselor and student or parents.
The Design Thinking Process
Now that I have been able to identify the “Unspoken Divide”, I want to share with you what side I identify with and practiced as a school counselor.
I really didn’t realize that I had identified with a side until I found this divide in my empathy research on school counselors. I was able to reflect on my deep-rooted beliefs and found that I had identified with the College/Career Model. Continue reading
I have been researching school counselors through the Standford Design Model. I have been looking at the dynamics involved into why some school counselors follow the ASCA National Model and why some do not. Digging deep into this research I found an unspoken divide:
College/Career Model vs. Mental Health Model
You may not even know that you probably identify with one model more than the other (or your school community does). Continue reading
The Problem: Originally, I found that practicing school counselors were not trained or following a data-driven, comprehensive school counseling program. Now I believe the problem is that school counselors do not have a defined role. Our national association, ASCA, solved this problem by creating a data-driven, comprehensive school counseling program. (ASCA National Model). Also, the name has been changed from vocational counselor, to guidance counselor, and now to school counselor.
The Situation and Root Cause: The national model does help but there are many problems to this solution. Continue reading
Through my research in the Standford Design Model, I have been looking at how we can train practicing school counselors in the new ASCA National Model. The model was officially adopted in 2003 so its full implementation into schools has not been complete. Through my research I found that the model was created so that school counselors would not be eliminated or become obsolete. This threat has occurred many times throughout the history of school counseling and the role had to change and adapt. Continue reading
In my CEP 817 class, I was asked to do 3 activities to help me come up with an actionable problem statement. The first activity was called the 5 Whys? You keep asking why to help you further get to the root of the problem. The second activity was called the Why-How Laddering method. This activity results in a snapshot of the user by alternating why and how questions. The last activity that I used was the Point-of-View Madlib method. By filling in three elements: user, need, and insight.
These activities brought out some deep-rooted issues that all school counselors face. Continue reading