TCC New Onboarding Program
By Silvia Tucci
INDEX
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Core Pathway
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Instructional Design Pathway
Project Reflections
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Learner Persona 1.
Option 1: Introduction
The WAY Of Learning: Business need
TCC requires a more organized, concise, and hybrid onboarding program to effectively prepare new and existing ESL (English as a Second Language) and GED (General Education Development) instructors and counselors for their roles. Currently, onboarding processes vary by department, lack consistency in delivery, and rely heavily on in-person orientation or informal peer guidance. This results in gaps in knowledge, uneven understanding of institutional policies, and limited collaboration between instructional and counseling staff.
The WHY of Learning: Business Need part 2
A unified, streamlined onboarding program would address these challenges by:
- Standardizing training content across departments to ensure all staff receive accurate, consistent information about TCC’s mission, student services, compliance requirements, and instructional expectations.
- Facilitating collaboration between ESL and GED instructors and counselors, promoting a shared understanding of student pathways, support services, and academic transitions.
- Offering a hybrid model (combining online self-paced modules with live virtual or in-person sessions) to accommodate diverse schedules and learning preferences, while maintaining engagement and accountability.
- Improving efficiency by reducing redundant training sessions and centralizing resources in a single, accessible digital platform.
- Enhancing student outcomes by ensuring staff are better prepared to guide, teach, and support TCC’s diverse adult learner population.
The WHY of Learning SMART learning Outcome 1
Regulations (Compliance) By the end of the training, new hires will be able to explain at least 90% of the key TCC regulations (academic, conduct, and compliance) in a p ost-training knowledge check, demonstrating understanding of institutional policies.
- Bloom’s taxonomy component: Understand → Explain
- Assessment Method: Online multiple-choice quiz or short-answer test
The WHY of Learning Outcome 2
Safety Measures Within the training session, participants will demonstrate correct application of at least 3 required safety procedures (e.g., evacuation, reporting incidents, use of safety equipment) during a scenario-based activity, showing proficiency in following TCC safety protocols.
- Bloom’s taxonomy component: Apply → Demonstrate
- Assessment Method: Live drill, role-play, or safety simulation
The WHY of Learning Outcome 3.
Payroll Information By the conclusion of the payroll module, new hires will be able to complete a mock payroll entry accurately (100% correct) using TCC’s payroll system, ensuring they can process timesheets and benefits independently.
- Bloom’s taxonomy component: Apply → Complete
- Assessment Method: Hands-on payroll system practice with a graded task
The WHY of Learning Outcome 4.
Technology Tools After the technology workshop, participants will be able to operate at least 4 essential instructional tools (e.g., LMS (Canvas), email, online grading system) with 95% accuracy in a skills assessment, ensuring readiness to support teaching.
- Bloom’s taxonomy component: Apply → Operate
- Assessment Method: Practical technology lab or checklist-based performance assessment
The WHY of Learning Outcome 5.
Integration Across All Drivers By the end of week one, new hires will be able to evaluate case scenarios and select the appropriate TCC regulation, safety protocol, or system to apply with at least 80% accuracy in a role-play assessment.
- Bloom’s taxonomy component: Evaluate → Select
- Assessment Method: Scenario-based role play or case study analysis
The WHY of Learning Outcome 6.
Comprehensive Job Readiness (Capstone) Within the final capstone activity, participants will create an action plan that integrates regulations, safety practices, payroll processes, and technology tools into their specific job responsibilities, demonstrating comprehensive synthesis of training content.
- Bloom’s taxonomy component: Create → Develop/Design
- Assessment Method: Capstone project presentation or written action plan, peer/instructor evaluated
The WHAT of Learning
Module 1: TCC regulations and compliance the module is divided into academic, conduct, and compliance. Bloom Taxonomy component: Bloom’s taxonomy component: Understand → ExplainAssessment Method: Online multiple-choice quiz or short-answer test Module 2: Campus safety and Emergency Procedures evacuation, reporting incidents, use of safety equipment) during a scenario-based activity, showing proficiency in following TCC safety protocols.Bloom’s taxonomy component: Apply → DemonstrateAssessment Method: Live drill, role-play, or safety simulationModule 3: Payroll and HR System mock payroll entry Bloom’s taxonomy component: Apply → CompleteAssessment Method: Hands-on payroll system practice with a graded taskModule 4 Technology tools & Digital Platforms Canvas, TEAMS and Module 5: Student-centered Support and Engagement Bloom’s taxonomy component: Apply → CreateModule 6: Capstone Presentations and Wrap up Bloom’s taxonomy component: Apply → Evaluate
The HOW of Learning: Mode of Deliveries and Modalities
The mode of delivery is blended and that is the best mode of delivery because it provides the flexibility required for the onboarding since it’s delivered to TCC employees with different needs and work responsibility.Module 1, 2 and 3 and 4 are mandatory and in person. They will be in Rise but the instructor/facilitator will be there guiding the employees during 3 days. In day 4, module 5 is asynchronous and more focused on adult learning theory and then on the different ESL/GED learning profiles. Day 5 is online and synchronous in which all the groups come together in a virtual workshop and different virtual classroom to present their capstone project.
The HOW of Learning: Learning Flow TCC Six-Day Hybrid Onboarding Program Overview
Day 1 (In Person) Welcome & Foundations Modules & Activities:
Welcome + Orientation
Module 1: Regulation & Compliance
Module 2: Campus Safety
Objectives:
Introduce TCC mission, values, and safety protocols
Day 2 (In Person) Job Readiness & Technology Modules & Activities:
Module 3: Payroll & HR Systems
Module 4: Technology Tools
Objectives:
Build system competency and tech readiness
Day 3 (In Person) Instructional Practice & Collaboration Modules & Activities:
Scenario Practice & Case Studies
Capstone Project Launch
Objectives:
Apply learning, collaborate across departments
Day 4 (Online – Async) Student Success & Inclusive Practices Modules & Activities:
Module 5: Student Support
Reflection Journal + Discussion Board
Objectives:
Deepen understanding of diverse learners
Day 5 (Online – Sync) Collaboration & Professional Development Modules & Activities:
Virtual Workshop + Breakouts
Capstone Project Work Module 6
Objectives:
Share best practices and finalize projects
Day 6 (Online – Sync) Capstone Presentations & Wrap-Up Modules & Activities:
Capstone Presentations
Feedback + Certificates
Objectives:
Showcase learning and celebrate completion
The HOW of Learning: Assessment Strategies
Assessment strategies will be: multiple choice quizzes, short answer test, role play, safety simulations, graded tasks, checklist, case study analysis, capstone project presentation.
The WHAT IF of Learning
- Resources
- Budget considerations
- Technology requirements
Budget considerations
Personnel
Materials
Technology and Miscellaneous
Internal trainers/facilitators (HR, IT, Safety, Faculty mentors) – typically salaried, but may require overtime/stipends
- Printing costs for handbooks & job aids (~$10–15 per participant, unless digital-only)
- Software licensing (if demo accounts or specialized tools are needed)
Computer lab access or laptops ($0 if existing; $200–300 rental per session if external)AV equipment (usually existing in campus classrooms)Refreshments/snacks during training (~$5–10 per person per day, optional)Capstone project supplies (binders, templates, printing, ~$5 per person)
Personnel
Technology and Miscellaneous
Materials
*Tentative pricing, subject to change
The WHAT IF: Estimate range for cohort of 20-25 participants.
- Low budget (leveraging existing resources): $500-750
- Moderate budget (printed materials+some refreshments supplies) $1,500-2,000
- High budget (customized materials + external rentals/vendors) $ 3,000
The WHAT IF: Technology Requirements
- Payroll & HR Systems: Access to payroll software (sandbox/demo accounts) , Benefits portal access (demo mode)
- Instructional tools for Instructions: Learning Management System (e.g. Canvas/Blackboard), Classroom Projectors and Smart Boards, Online Grading System, College email & communication platform (e.g. Teams and Outlook)
- Training support: Reliable Wi-Fi for all participants, Projector for presentators, Laptop computer for trainees (for payroll & tech practice), online quiz platform, Survey tool for feedback (google form, qualtric and Lms quiz.
Budget Summary by Category Estimated Grand Total: $3,880 (varies $3,400–$4,100 based on options) The WHAT IF of Learning
Personnel $2,550 Facilitator stipends + mentor honorarium Materials $340 Printing and participant materials Facilities $150 Average of $0–300 range for lab use Technology $200 Software/demo licenses Miscellaneous $640 Refreshments, supplies, evaluation tools
Project reflections: Content and overview
In my overall project, I aimed at designing an induction programme for a community college called TCC in Texas, United States.
TCC had an unsatisfactory onboarding program that rely heavily on in person instruction. The current program lacks consistency in delivery and causes gaps in understanding policies for staff and lack of communication or collaboration in different department.
The main goal of my onboarding program is to make sure that staff receives consistent, unified information offered in a hybrid model that facilitates collaboration between the instructors and the counselors.
Project reflections: Core assignment commentary
While creating my Core assignment, I took a long time thinking about the Learning Outcomes and Objectives. One of the challenges I had was tying all my outcomes together using Bloom Taxonomy. Creating the personas helped me sharpen my focus on the kind of programme I wanted to build and how to fill the gaps in the current programme.
The AI tools that have been more helpful to me it has been Grammarly and Chatgpt to create a better style, flow and structure.
Project reflections: Pathway asssignment commentary
In my Pathway assignment I decided to outline all the 6 modules that I was planning for my project in Rise. I decided to use Rise because, since I only have access to the 30 days trial for Articulate it seemed the easiest tool for me to learn in such a short time compared to Storyline.
I used the AI feature of Rise to help me organize my content. I compacted my modules in 4 different Rise building blocks. However, even though I used AI to help me with the organization of the content I did not use to replace my learning judgment and instructional decisions.
Project reflections: Personal learning and next steps
I would like to explore more Rise and keep creating content using Articulate 360. If I had the full license I would have loved to deepen my knowledge of Rise and experiment some more with the multimedia aspect of it, adding more visual element to my course. I would have liked to explore Storyline as well.
The assignment sharpened my learning curve for learning ID tools. It gave me the opportunity to add this project to my portfolio and I will be using it for my future interviews in the hope to get a working opportunity in the field.
Content
The WHO of Learning (Learning Personas) THE WHY of Learning (Business Need, Learning Outcomes) THE WHAT of Learning (Modules) The HOW of Learning (Modalities, Assessment Strategies) The WHAT IF (Budget, Technology requirements)
Content
Analysis and scoping (Audience Profile, Learning Outcomes, Content Map) Instructional Design Plan (Wireframe for the full course/learning material, Screeenplan, Storyboard) Prototype (in Rise)
Core assignment commentary Pathway assignment commentary Personal learning and next steps
DLI project edited
Silvia Tucci
Created on October 17, 2025
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Transcript
TCC New Onboarding Program
By Silvia Tucci
INDEX
Text button
Core Pathway
Text button
Instructional Design Pathway
Project Reflections
Text button
Learner Persona 1.
Option 1: Introduction
The WAY Of Learning: Business need
TCC requires a more organized, concise, and hybrid onboarding program to effectively prepare new and existing ESL (English as a Second Language) and GED (General Education Development) instructors and counselors for their roles. Currently, onboarding processes vary by department, lack consistency in delivery, and rely heavily on in-person orientation or informal peer guidance. This results in gaps in knowledge, uneven understanding of institutional policies, and limited collaboration between instructional and counseling staff.
The WHY of Learning: Business Need part 2
A unified, streamlined onboarding program would address these challenges by:
The WHY of Learning SMART learning Outcome 1
Regulations (Compliance) By the end of the training, new hires will be able to explain at least 90% of the key TCC regulations (academic, conduct, and compliance) in a p ost-training knowledge check, demonstrating understanding of institutional policies.
The WHY of Learning Outcome 2
Safety Measures Within the training session, participants will demonstrate correct application of at least 3 required safety procedures (e.g., evacuation, reporting incidents, use of safety equipment) during a scenario-based activity, showing proficiency in following TCC safety protocols.
The WHY of Learning Outcome 3.
Payroll Information By the conclusion of the payroll module, new hires will be able to complete a mock payroll entry accurately (100% correct) using TCC’s payroll system, ensuring they can process timesheets and benefits independently.
The WHY of Learning Outcome 4.
Technology Tools After the technology workshop, participants will be able to operate at least 4 essential instructional tools (e.g., LMS (Canvas), email, online grading system) with 95% accuracy in a skills assessment, ensuring readiness to support teaching.
The WHY of Learning Outcome 5.
Integration Across All Drivers By the end of week one, new hires will be able to evaluate case scenarios and select the appropriate TCC regulation, safety protocol, or system to apply with at least 80% accuracy in a role-play assessment.
The WHY of Learning Outcome 6.
Comprehensive Job Readiness (Capstone) Within the final capstone activity, participants will create an action plan that integrates regulations, safety practices, payroll processes, and technology tools into their specific job responsibilities, demonstrating comprehensive synthesis of training content.
The WHAT of Learning
Module 1: TCC regulations and compliance the module is divided into academic, conduct, and compliance. Bloom Taxonomy component: Bloom’s taxonomy component: Understand → ExplainAssessment Method: Online multiple-choice quiz or short-answer test Module 2: Campus safety and Emergency Procedures evacuation, reporting incidents, use of safety equipment) during a scenario-based activity, showing proficiency in following TCC safety protocols.Bloom’s taxonomy component: Apply → DemonstrateAssessment Method: Live drill, role-play, or safety simulationModule 3: Payroll and HR System mock payroll entry Bloom’s taxonomy component: Apply → CompleteAssessment Method: Hands-on payroll system practice with a graded taskModule 4 Technology tools & Digital Platforms Canvas, TEAMS and Module 5: Student-centered Support and Engagement Bloom’s taxonomy component: Apply → CreateModule 6: Capstone Presentations and Wrap up Bloom’s taxonomy component: Apply → Evaluate
The HOW of Learning: Mode of Deliveries and Modalities
The mode of delivery is blended and that is the best mode of delivery because it provides the flexibility required for the onboarding since it’s delivered to TCC employees with different needs and work responsibility.Module 1, 2 and 3 and 4 are mandatory and in person. They will be in Rise but the instructor/facilitator will be there guiding the employees during 3 days. In day 4, module 5 is asynchronous and more focused on adult learning theory and then on the different ESL/GED learning profiles. Day 5 is online and synchronous in which all the groups come together in a virtual workshop and different virtual classroom to present their capstone project.
The HOW of Learning: Learning Flow TCC Six-Day Hybrid Onboarding Program Overview
Day 1 (In Person) Welcome & Foundations Modules & Activities: Welcome + Orientation Module 1: Regulation & Compliance Module 2: Campus Safety Objectives: Introduce TCC mission, values, and safety protocols
Day 2 (In Person) Job Readiness & Technology Modules & Activities: Module 3: Payroll & HR Systems Module 4: Technology Tools Objectives: Build system competency and tech readiness
Day 3 (In Person) Instructional Practice & Collaboration Modules & Activities: Scenario Practice & Case Studies Capstone Project Launch Objectives: Apply learning, collaborate across departments
Day 4 (Online – Async) Student Success & Inclusive Practices Modules & Activities: Module 5: Student Support Reflection Journal + Discussion Board Objectives: Deepen understanding of diverse learners
Day 5 (Online – Sync) Collaboration & Professional Development Modules & Activities: Virtual Workshop + Breakouts Capstone Project Work Module 6 Objectives: Share best practices and finalize projects
Day 6 (Online – Sync) Capstone Presentations & Wrap-Up Modules & Activities: Capstone Presentations Feedback + Certificates Objectives: Showcase learning and celebrate completion
The HOW of Learning: Assessment Strategies
Assessment strategies will be: multiple choice quizzes, short answer test, role play, safety simulations, graded tasks, checklist, case study analysis, capstone project presentation.
The WHAT IF of Learning
Budget considerations
Personnel
Materials
Technology and Miscellaneous
Internal trainers/facilitators (HR, IT, Safety, Faculty mentors) – typically salaried, but may require overtime/stipends
Computer lab access or laptops ($0 if existing; $200–300 rental per session if external)AV equipment (usually existing in campus classrooms)Refreshments/snacks during training (~$5–10 per person per day, optional)Capstone project supplies (binders, templates, printing, ~$5 per person)
Personnel
Technology and Miscellaneous
Materials
*Tentative pricing, subject to change
The WHAT IF: Estimate range for cohort of 20-25 participants.
The WHAT IF: Technology Requirements
Budget Summary by Category Estimated Grand Total: $3,880 (varies $3,400–$4,100 based on options) The WHAT IF of Learning
Personnel $2,550 Facilitator stipends + mentor honorarium Materials $340 Printing and participant materials Facilities $150 Average of $0–300 range for lab use Technology $200 Software/demo licenses Miscellaneous $640 Refreshments, supplies, evaluation tools
Project reflections: Content and overview
In my overall project, I aimed at designing an induction programme for a community college called TCC in Texas, United States. TCC had an unsatisfactory onboarding program that rely heavily on in person instruction. The current program lacks consistency in delivery and causes gaps in understanding policies for staff and lack of communication or collaboration in different department. The main goal of my onboarding program is to make sure that staff receives consistent, unified information offered in a hybrid model that facilitates collaboration between the instructors and the counselors.
Project reflections: Core assignment commentary
While creating my Core assignment, I took a long time thinking about the Learning Outcomes and Objectives. One of the challenges I had was tying all my outcomes together using Bloom Taxonomy. Creating the personas helped me sharpen my focus on the kind of programme I wanted to build and how to fill the gaps in the current programme. The AI tools that have been more helpful to me it has been Grammarly and Chatgpt to create a better style, flow and structure.
Project reflections: Pathway asssignment commentary
In my Pathway assignment I decided to outline all the 6 modules that I was planning for my project in Rise. I decided to use Rise because, since I only have access to the 30 days trial for Articulate it seemed the easiest tool for me to learn in such a short time compared to Storyline. I used the AI feature of Rise to help me organize my content. I compacted my modules in 4 different Rise building blocks. However, even though I used AI to help me with the organization of the content I did not use to replace my learning judgment and instructional decisions.
Project reflections: Personal learning and next steps
I would like to explore more Rise and keep creating content using Articulate 360. If I had the full license I would have loved to deepen my knowledge of Rise and experiment some more with the multimedia aspect of it, adding more visual element to my course. I would have liked to explore Storyline as well. The assignment sharpened my learning curve for learning ID tools. It gave me the opportunity to add this project to my portfolio and I will be using it for my future interviews in the hope to get a working opportunity in the field.
Content
The WHO of Learning (Learning Personas) THE WHY of Learning (Business Need, Learning Outcomes) THE WHAT of Learning (Modules) The HOW of Learning (Modalities, Assessment Strategies) The WHAT IF (Budget, Technology requirements)
Content
Analysis and scoping (Audience Profile, Learning Outcomes, Content Map) Instructional Design Plan (Wireframe for the full course/learning material, Screeenplan, Storyboard) Prototype (in Rise)
Core assignment commentary Pathway assignment commentary Personal learning and next steps