TRAINING STUDENT AMBASSADORS 1

Assessment Development: Training Admission Student Ambassadors

Hannah Wenzelburger

Submitted to Graduate Studies School of Education

In partial fulfillment of the requirements for the degree of:

MASTER OF SCIENCE IN STUDENT PERSONANEL ADMINISTRATION

IN HIGHER EDUCATION

Faculty Advisor: Michael Zabriskie

July 6, 2017

Concordia University Ann Arbor, Michigan

TRAINING STUDENT AMBASSADORS 2

TABLE OF CONTENTS

SECTIONS

I. INTRODUCTION AND PROBLEM STATEMENT.. 3

Introduction..3
Statement of the Problem. 4
Project Description and Relevance. 4

II. LITERATURE REVIEW. 5

Millennials in the Workforce... 5
Blended Learning. 6
Best Practices for Learning and Development 8
Training Practices for Results. 9
Leadership Training 11
Team Coaching ... 13
Team Building.. 14

III. PROJECT REVIEW AND DOCUMENTATION... 17

Brief Project Description ... 17
Final Project Overview.... 17
Project Implementation Summary....18
Project Materials Delivered.... 23

IV. CONCLUSIONS.. 24

REFERENCES 27

WORKS CONSULTED.. 28

APPENDICES. 29
A: Admission Student Ambassador Pre-Training Survey 30
B: Pre-Training Survey Results... 32
C: Admission Student Ambassador Training Schedule... 35
D: Admission Student Ambassador Job Descriptions......... 36
E: Admission Student Ambassador Learning Outcomes..... 38
F: New Ambassador Training Checklist..... 39
G: Campus Tour Selling Points....... 40
H: Capstone Project Final Report Approval Form..... 44
TRAINING STUDENT AMBASSADORS 3

SECTION I
INTRODUCTION AND STATEMENT OF THE PROBLEM

Introduction
Concordia University Ann Arbor is a small private institution in southeastern Michigan.

This four-year university has grown the past four years. Although it is a Lutheran institution,

only about 30 percent of the student body is the same denomination as the school (Keller, 2016).

In the previous admission cycle, new freshman had an acceptance rate of 76 percent. The

admission department was celebrated for enrolling the largest incoming class in the history of the

institution.

This current admission cycle has hit a few problems on the way to beating their prior

records. Just before the school year started, the visit coordinator went on leave. Although

preparing as much as possible for her absence, a number of issues emerged. In November, the

staff learned that the visit coordinator would not be coming back after her leave. A few weeks

later, the director of admission took a job at another university. With the official departure of

these two integral positions, the admission counselors were now tasked with covering two more

roles in addition to their own. This left little time for them to support the student workers and

unintentionally caused them to lean more heavily on them for support. A new director was not

hired until February and a new visit coordinator was not hired until April.

From the beginning, the process of training did not go as planned. Many of the student

workers were not able to attend the group training and were trained while on the job. The

training itself only lasted a few hours as many of the students had classes and could not stay

long. At the end of the first semester admission lost a few students and had to hire more workers.

These new workers never received an official training and had to learn on the job. Furthermore,

many of the student workers expressed that they did not feel supported this past year. These
TRAINING STUDENT AMBASSADORS 4

students did not have one consistent admission counselor to talk with if they had any questions or

concerns. Additionally, many of the new workers did not have conducive relationships with their

fellow student workers. By the end of the second semester, many students had heard and

proceeded to spread a rumor that all the student workers would be replaced for the next school

year.

Statement of the Problem

A consistent and thorough onboarding experience that recruits, orients, trains, supports

and supervises student workers is needed in admission. This onboarding process needs to be

robust enough that it can be utilized by any member of staff regardless of staff absences and

transitions. However, due to time restraints on the upcoming school year, the research has

focused on one element of the onboarding process, namely training.

Project Description and Relevance

The researcher developed a comprehensive training program for the admission student

ambassadors that includes team building, thorough training for each job, learning outcomes and

assessment.
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SECTION II
LITERATURE REVIEW

Millennials in the Workforce

The demographic of the workforce is changing to become multi-generational as more

millennial employees are hired. In admission departments, the student workers are typically all

millennials. This generation has grown up in a different environment than the generations

previous and as a result, learn more effectively from nontraditional approaches to orientation and

training (Ferri-Reed, 2013). In order to create an effect orientation program, an employer must

first understand a few characteristics about the millennial generation.

Millennials are generally technology savvy individuals. They were the first generation to

grow up completely immersed in technology and were some of the first groups to start using

social networking and electronic communication as the chief means of communicating. As a

result they can be less adept at understanding nonverbal prompts but are often at ease using non

face-to-face forms of communication (Ferri-Reed, 2013). This generation also values a balanced

life and often considers time outside of work just as important as developing their career.

However, this does not diminish their need for feedback in the workplace (Ferri-Reed, 2013).

Millennials also typically have a high sense of self-confidence, work well in groups, and enjoy

philanthropic work (Ferri-Reed, 2013).

Due to many of their unique characteristics, millennials benefit greatly from training

experiences that create a sense of engagement with the company from the beginning. The

onboarding program should be robust and interactive, which holds true for all generations. When

planning the training, include the employee in the process and allow them to give input on the

process and how they will learn specific tasks. This allows the employee to take partial

ownership of their training and be more invested (Ferri-Reed, 2013).

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As part of the younger generation, millennials often prefer gaining information via

electronic sources, such as videos, interactive websites and other such visual forms. Another

important aspect of training is to keep it short and to the point. Longer presentations will easily

loose the millennials attention (Ferri-Reed, 2013). Social networks such as Facebook or a new

employee blog can help integrate the new employee into the organizational culture in an organic

way that is both interactive and effective.

Millennials learn best from hands-on activities and typically work well in teams. If

possible, integrate the technology they will be using into training so they can learn the programs

as they are trained. Additionally, by using a team activities an organization can maximize

learning opportunities while also engaging their employees. However, it is important to make

these activities relevant to the job so that the new employees can connect the skills they are

learning and using to the position they will be fulfilling (Ferri-Reed, 2013). Finally, when an

organization gives feedback, they should also ask for feedback on the training and how they are

supporting the individual. Not only can this feedback help develop future trainings, it will also

show the employee that their opinion is valued.

In addition to some of the onboarding strategies above, Ferri-Reed also highly suggests

using transitional mentors with new employees. These mentors can help with on-the-job training

and orientation in an individualized and interactive manner. This allows the new employee to

engage in the work and also provides them with someone whom they feel comfortable asking for

help (Ferri-Reed, 2013). In the end, onboarding millennials can be hard and take more time, but

is well worth it if it is done appropriately.

Blended Learning
Ferri-Reed (2013) talked about the need to change the onboarding process to stimulate

the many millennials coming into the workforce. Fearon, Starr, and McLaughlin (2011) address
TRAINING STUDENT AMBASSADORS 7

this concept in the form of blended learning and apply it to a college class setting. The concept of

blended learning combines face-to-face learning and support with online learning. This approach

is more flexible for students and utilizes technology to facilitate interaction and communication

between students even if they cannot attend lectures in person (Fearon, Starr, & McLaughlin,

2011).

The researchers created and exploratory investigation within a blended learning

environment by using fourteen focus groups over a two year period. The study found that the

blended learning techniques created a more flexible and supportive learning opportunity. The

students especially appreciated being able to learn at their own pace and access lectures online if

they had to miss a class due to work or attend other appointments (Fearon et al., 2011).

The students also appreciated being able to interact and share ideas online as well as the

ease for communicating on group projects and working together as a team. Being a project leader

also allowed the students to develop skills to use blended learning techniques to manage group

work. They learned how to set up online platforms for their group to communicate ideas, help

each other problem solve and give each other feedback on how to improve their work. Overall,

the general consensus from the focus groups was that the students appreciated being in classes

that utilized a blended learning technique and felt that blended learning could also help with

training, collaborating for new business opportunities and networking (Fearon et al., 2011).

Fearon, Starr, and McLaughlin (2011) suggest using blended learning to prepare

graduates for working at twenty-first century organizations. Graduates are expected to have more

skills and be proficient in online collaborative spaces, such as wikis and discussion boards. These

abilities are in addition to the already required proficiencies in information, communications and

technology skills. Blended learning helps combine new technology with developing participation
TRAINING STUDENT AMBASSADORS 8

skills in learning and teaching (Fearon et al., 2011). The fundamental purpose of blended

learning is to enrich and energize the traditional lectures, seminars, and training processes while

getting students to engage in thought-provoking discussion. These blended techniques can also

be used in training.

Best Practices for Learning and Development

Blended learning may be considered a best practice in the university classroom setting,

but in the business world there are other techniques that are best practices because they provide

the most return on investment in learning and development. Research has shown that companies

that take time to develop their employees, and do it in a meaningful and well planned way, reap

large rewards (Little, 2014). There is a significant difference between training and developing

employees; Organizations require training for the employees, but the employees use

development to expand their knowledge and skill sets (Little, 2014).

As previously mentioned, there are many ways to teach, train and develop new

employees. Little (2011), a researcher who studied a US-based training company, concentrates

on four strategies: e-learning, modularization, coaching and mentoring, and self-paced, learner-

focused activities. These four techniques can help the new employee stay engaged in their

training.

Self-paced learning allows employees to take ownership of their learning and

development which can keep them more engage in the process (Little, 2014). E-learning

combines self-paced learning with modularization by breaking down the training into

manageable chunks that the employees can access any time. Breaking down the training into

smaller pieces avoids information overload for new employees. As a general rule for learning

and development, seventy percent of learning, specifically knowledge and skills, happens on-the-

job. Another twenty percent is via training and mentoring, while the last ten percent comes via
TRAINING STUDENT AMBASSADORS 9

formal training (Little, 2014). The simple truth for training is to remember that humans learn best

by doing.

In summation, Little (2014) found there are really five best practices in learning and

development, especially if a company is interested in getting the maximum return on their

investment. First, training must be aligned to the organizations objectives and mission. Without

this base, the meaning of the new employees training and future work can become misaligned.

The second through fourth practices I have outlined above, namely that training should be self-

paced and learner focused, rooted into the workflow of on-the-job training, and cut down into

simple learning modules (Little, 2014). Finally, training should be presented using a multimedia

approach. Using a blend of videos, slide shows, lectures, text and graphics provides a variety of

methods to absorb the training.

The researcher also discusses the important of evaluating the training process, this is

especially important for companies who want to track their return on investment. A few methods

of evaluation include questionnaires, focus groups, observation, interviews, and pre-and post-

testing to name a few (Little, 2014). In order for the evaluation to be meaningful and correct, it

must be reliable, valid, rigorous, consistent, and efficient. If an organization wants to get a true

measure of return on investment for training their employees, they need to measure where the

level of the employees knowledge and skills are before training (Little, 2014).

Training Practices for Results

Using best practices for training can have innumerable benefits. Similarly, a lack of

training can cause issues at both an organizational and an individual level (Longenecker, 2007).

Poorly trained and under-educated personnel can create unpredictable performance problems.

Incomplete, rushed training can cause employees to be frustrated, dissatisfied with their job, de-

motivated, unproductive, to lose confidence, to perform poorly, and to create customer

TRAINING STUDENT AMBASSADORS 10

dissatisfaction to name a few side effects (Longenecker, 2007). In simple terms, ineffective

training causes problems, while intentional training leads to better performance.

Longenecker (2007) found that results-oriented leaders typically utilize a six-step systems

approach to ensure their employees receive the training necessary to perform their jobs at the

highest level of productivity and quality. The first step of this process is to ensure the job

description is clear and the expectations for each job are defined. These definitions should

include specific tasks and responsibilities and contain how and why they will bring value to the

organization. By doing this, the organization has created the necessary framework for training

(Longenecker, 2007).

Once the job descriptions are complete, the second step is to identify the specific skill

sets needed to perform the job effectively. Defining these skill sets give the employee a concrete

idea of what he or she needs to know to do their job competently. After the skill sets have be

identified, the company needs to outline the learning objectives for each job. These objectives

will give the new employee both short-term and long-term goals for what they will be able to do.

Similar to defining the necessary skill sets, delineating these learning objectives gives the

employees a tangible performance level at which they are expected to perform (Longenecker,

2007).

After the job has been outlined from description to skills needed to learning objectives,

the training may being to be developed. Longenecker (2007) emphasized the importance of using

both off-the-job and on-the-job training methods. The off-the-job training methods include many

of the best practices mentioned earlier in this paper. However, on-the-job training is considered

to be vastly more important as it is believe to comprise about ninety percent of all training

(Longenecker, 2007). Coaching, mentoring, and cross-training are integral parts of the
TRAINING STUDENT AMBASSADORS 11

onboarding process. Using activities that can be implemented right away on-the-job help the

employee to apply what they are learning right away which helps retain the information better.

At this point, the training can take place, but this does not end the onboarding process.

Without assessment and feedback, there is no way to know how effective the training was or to

share with the new employee how they are performing well and areas in which they still have

room to grow (Longenecker, 2007). Feedback is key for employees to gage the level of their

work and find areas in which they need to continue to learn and develop new skills.

The final step in the training process goes back to a concept that was outlined briefly in

step one to make sure the employee knows how their actions impact the work of the

organization. Without understanding the big picture, finding meaning in their work can end up

being misguided (Longenecker, 2007). When employees understand their role in an

organizations performance, it can motivate them to perform at a higher level to produce the

desired results.

Leadership Training
Hurt and Homan (2005) agree that understanding the mission of an organization is of the

utmost importance as it will be used from the time and employee is trained and throughout their

tenure at the organization. Knowing the organizational values and culture is also important for

training and growing leaders. Hurt and Homan (2005) have identified six primary areas to

consider during training to encourage development of leadership.

The foundation and first area of this development is what was stated above,

understanding the values and goals of the company. Second, realistic training should be used

where the employee is given the opportunity to practice in a hands-on approach. Role playing

and using other demonstrations is an effective way to develop an employees soft skills

through interaction (Hurt & Homan, 2005). Utilizing institutional leaders to give examples of
TRAINING STUDENT AMBASSADORS 12

real world problems and solutions helps connect the training to application on-the-job and

provides the trainees with a resource for the future.

Leadership in an organization needs to come from the top down. Training should include

a section for senior management to get involved and participate in the program with the

employees. The most important role of a leader is to train and develop new leaders, no matter

their position in the company (Hurt & Homan, 2005).

The fourth area is to ensure that employees are being held accountable for the knowledge

and skills they gained from training. If the employees believe there will be no follow up after a

leadership training, they are not likely to change. Along with the employees being held

accountable, the company should also be held accountable. There is a large gap of tangible

development between companies providing some sort of training versus providing a training the

employees actually need. Developing useful, relevant skills will help build leaders (Hurt &

Homan, 2005).

In their research, Hurt and Homan (2005) found that developing leadership should start

by identifying the goals and outcomes an organization needs to accomplish. Once these are

outlined, those involved can work backwards to figure out what characteristics of leadership are

needed to reach these goals (Hurt & Homan, 2005). In this scenario, organizations are no longer

trying to train on the countless attributes of a leader and are able to concentrate on the attributes

that will help accomplish their goals.

Finally, everyone in a company, no matter the position, should be trained as a leader.

Leadership is not a skill that can be learned overnight, it takes time and experience (Hurt &

Homan, 2005). Leadership training purely offers a guideline for development in communication,

vision, and relationships. Scientific-Atlantic, a high tech company, has implemented the Leaders
TRAINING STUDENT AMBASSADORS 13

Developing Leaders Mentoring Program. In the approach to leadership development, a mentor

and the trainees manager become a support group for the trainee. Typically the mentor is a top

leader in the organization, thereby providing the employee with an opportunity to learn from

someone with a wealth of knowledge (Hurt & Homan, 2005).

Team Coaching
Building leaders is an essential aspect of constructing team. One facet of developing a

team is knowing how to coach them. Team coaching is an emerging practice that differs from

coaching in three ways: confidentiality, pace of thinking and deciding, and scope of topic. When

in a large group, some members may be more reluctant to disclose. Some members may think

faster and do not need the same amount of thinking time others may need to make decisions.

Rarely do issues affect everyone in a group, but helping team members comprehend the value of

mutually supporting each other is important (Clutterbuck, 2013).

Once a team coach understands these challenges, this type of training and development

can be used in many situations. Team coaching is helpful when creating a new team that needs to

start working and be productive as soon as possible. It is also useful for getting an existing group

of leaders to collaborate and become a team. This style can be used to increase performance of

low achieving groups or to help an organizational team rebrand itself. Team coaching is a style

that is useful on any organizational levels (Clutterbuck, 2013).

There are some areas in which team coaching is especially relevant. It allows the

members of a group to be honest with one another and stop putting up an act of who they think

they should be (Clutterbuck, 2013). This honesty can aid an environment where the team can

create processes that work and use them to address any internal or external issues. Understand

team and organization priorities is imperative to developing a purposeful team that gets tasks

accomplished.
TRAINING STUDENT AMBASSADORS 14

Team coaching can also build the capability to manage conflict in a positive manner. Not

only will this help the team avoid becoming destructive, it will also help the team build trust and

confidence in each other and their colleagues capabilities. Finally, through team coaching, a

team can learn to coach itself. After coaching, the team has been equipped with the skills needed

to continue to work cohesively and problem solve together. Once a team coach has a good

understanding of the team dynamic and psychology, the possibilities are limitless (Clutterbuck,

2013).

Team Building
Team coaching is a great way to foster a cohesive team over time, however sometimes

organizations do not have the time to wait for building a team. In those cases, using a well-

planned activity can help bring a team together (Miller, 2007). According to Miller, the activity

should be quick and to-the-point. Miller (2007) offers a seven step checklist to follow when

trying to plan an activity to improve and engage your team. The first step is to have a clear

objective for team building when selecting an activity. The exercise should be attainable for the

team and should help create a process that can be reinforced after the activity is over. One of the

most important things to remember when selecting an activity for team building is that an

effective team is built principally on trust (Miller, 2007).

Once an activity is chosen, preparation is the next step. During this stage, the facilitator

should plan ahead to understand the activity fully. This person should understand what happens

during the activity, when it happens, and why it is important. Not only is understanding the

activity important, but the facilitator also must come prepared with any materials that will be

needed and set up the activity before the team arrives. During this planning process, it is also

imperative to have a clear understanding of rules and anticipate any potential problems. If all of
TRAINING STUDENT AMBASSADORS 15

these actions are followed, there is still no guarantee for success, but there is a much higher

probability for success (Miller, 2007).

Step three is to explain the activity to the team along with the rules and a brief

explanation of why the team is doing it. According to Miller (2007), people are more likely to

engage when they know why they are doing something. By explaining what the organization

hopes to accomplish a sense of purpose can be seen in the activity and the team will most likely

willingly participate and want to learn for themselves.

Next, make sure the team understands the activity and rules before starting it. For

instance, if it is an activity that could possibly end in a tie, check that those participating

understand that the facilitator has the final say as to who will win. At the end of the activity, the

team should be focused on the learning objectives of the activity rather than arguing about who

won (Miller, 2007).

Step five is to run the activity. During this stage, make sure the facilitator is available to

clarify any questions that may arise during the activity. As the activity progresses, take notes on

things to bring up during the debrief period and encourage the team whenever possible! Finally,

give the participants a time check so they are not caught off guard.

Miller (2007) emphasizes that step six, debriefing the activity, is the most important.

Gather the group right away after the activity to ask questions. In order to get responses, the

facilitator should be okay with silence while waiting for the participants to think about the

question and prepare their answers. Once the team starts to respond, rephrase their answers to

clarify and to allow the other member to absorb the reflection. Another great strategy to utilize is

to ask for clarification or elaboration after an answer rather than offering the desired answer

without trying to prompt the participants (Miller, 2007).

TRAINING STUDENT AMBASSADORS 16

Step seven, the final step, comes after the activity is over. The purpose of the activity was

to create a more effective team on the job, so the organization should reinforce the activity when

the participants are back in their regular roles. If the activity involved creating something, find a

place to display the piece somewhere in the workplace. This piece can serve as a daily reminder

of the activity and the skills learned (Miller, 2007).

One activity alone is not enough to change a team. Refer back to the team building

activity in future trainings and plan more follow-up activities to continue to facilitate group

growth (Miller, 2007). The organization can even reference the activity when giving feedback to

employees to further integrate the objectives from the activity into the daily workplace. In the

end, remember that the participants typically want to successful in the activity and in their jobs,

use that to engage them.

TRAINING STUDENT AMBASSADORS 17

SECTION III
PROJECT REVIEW AND DOCUMENTATION

1) Brief Project Description:

The researcher developed a comprehensive training program for the admission student

ambassadors that included team building, thorough training for each job, learning outcomes and

assessment.

2) Final Project Overview:

The admission department at Concordia University Ann Arbor (CUAA) needed a

consistent and thorough training program for their student workers. In the past year, the visit

coordinator was not present for any trainings due to leaving the position. It was not until eight

months later that a new visit coordinator was hired. During this time of absence, the student

workers did not have a consistent training due to the other admission staff not having a full

understanding of the training they would need and the staff not having enough time to train the

workers on top of their other jobs.

Toward the end of the school year, the project developer became aware of the lack of

training and support the students had received and the unhealthy and stressful work environment

it had created. During a meeting with the director of admission, Chance Childers, and the visit

coordinator, Corinne Kuclo, the researcher was able to present the idea of a new training

program. Both Childers and Kuclo were enthusiastic about the proposition and eager to work

with the researcher to develop a program that would fit their needs. Together with the researcher

they decided to create a survey for the current student workers to fill out and give feedback on

what they had liked about their previous training and what they would like to see in future

trainings. They also decided to change the name of the position to ambassador instead of worker

to give the students more ownership of the role they play in bringing new students to campus.
TRAINING STUDENT AMBASSADORS 18

The researcher had many future meetings with Ms. Kuclo to discuss the training program

that was created. During this time, the project developer shared a few different approaches to

training she had found through her research. By combining the feedback from the students,

knowledge from the SPAHE program, and training and team building strategies from research,

the researcher was able to create a training program with the visit coordinator. While developing

materials, the researcher often checked back with the visit coordinator to make sure she was

keeping the training and other job materials relevant. This new program will be used in the fall to

train both the returning and the new student ambassadors.

3) Project Implementation Summary:

After deciding on a project, the first step was to find an advisor. As the researcher wanted

to create a training program and assessment for that program, she reached out to Dr. Michael

Zabriskie, a professor in the SPAHE program that taught a course on research, evaluation,

assessment. Once the advisor and project were approved, the researcher set out to get the

admission department involved. Both the director of admission and the visit coordinator, who is

in charge of all student ambassadors, were on board and enthusiastic about developing a new

training program.

The first step to developing a new training program was to create a survey for the current

student ambassadors to fill out. The researcher knew that asking the student ambassadors to

participate in planning a new training program would provide helpful information and also get

them to better engage in the future training (Ferri-Reed, 2013). The survey first asked a few

questions to clarify what positions the student had worked and whether the student would be

returning to work in the admission office the following fall semester. The survey included

questions relating to their previous training, most important skills to have on the job, what they
TRAINING STUDENT AMBASSADORS 19

would like future trainings to look like, and whether they would be willing to come back to

school early for a day-long training.

The initial survey created was a rough outline of these items. A few editing sessions, a

meeting with the director and visit coordinator, and some help from Dr. Zabriskie to reword

questions into an open ended format, and the survey was ready to go. Due to the length of time it

took to get the survey completed, the students were in exam week. During this time only nine of

the eighteen student workers had time to fill out the survey and returned it. As a result of the late

timing, the researcher was not able to analyze the survey results and hold a focus group with the

student workers before they left for the summer. However, most of the surveys collected offered

specific feedback and ideas for training that aligned with what the researcher had started

planning.

In the first week after the semester was over, the admission department had a meeting

with the campus chief executive, Curt Gielow. During this meeting he expressed wanting to take

part in the student training. Gielowsgoal was to foster a relationship with the student

ambassadors and to stress the importance of their role to this university. As the highest leader on

Concordias campus and taking the time to come to training to highlight the importance of the

job the students are doing, he is showing the value the institution places upon them. He is a

leader who is willing to take the time to develop other leaders. As Hurt and Homan (2005)

stressed the importance of communicating leadership from the top down as well as

organizational values and goals, the researcher made a spot for Gielow in the training.

Over the next few weeks, the research met multiple times with the visit coordinator to

continue to plan training. In a meeting with the director, it was decided that the students would

be trained to fill all the positions. This help with scheduling and would also give the students a
TRAINING STUDENT AMBASSADORS 20

better idea of their roles in the admission department. As a result, Kuclo and the researcher had

to identify the jobs and specific expectations each position would require.

Finally the process of laying out the day of training could begin. Now that the student

position was reconfigured to encompass the responsibilities of three former student positions, it

was important to explain this change at the beginning of the training. The students are no longer

going to be categorized as a tour guide or receptionist, they are now student ambassadors. With

this rebranding, the researcher believes the students will be able to take more pride and

ownership of the position. In addition to this new title, the students will learn that their feedback

was heard. Not only will they have a full training, but they will also have to test out into each

position. A training checklist was developed that will aid in ensuring all students have a thorough

understanding of their position before they are expected to do it on their own.

Using the expectations, rather than the jobs, the researcher created an outline for the day.

After explaining the rebranding, students will be trained to understand and utilize the admission

calendar as well as using timely oral and written communication. The visit coordinator has found

a new way for students to take a more active role in the scheduling process, a program called

When to Work. Prior to training, students will be emailed a link to set up a profile and enter

their contact information. Then, during training, Corinne will teach them how to use the program

and block of times they cannot work, times they prefer not to work, and times they prefer to

work. Laptops will be available for students to use and learn the system as they are trained.

Since the laptops will be out, the students will then be learn how to use the admission

calendar. The researcher or Ms. Kuclo will walk the students though each aspect of the calendar,

including counselor schedules, individual visits, visit days, and where relevant information for

the day is located. In addition to knowing how to read and utilize the calendar, the ambassadors
TRAINING STUDENT AMBASSADORS 21

will be trained on how to create any materials needed for the current and future visits. This

includes parking signs, folders, name tags, and writing and addressing thank you notes.

After this first session of training, the students will be given a detailed tour of the manor.

This tour will include where supplies are located. This is especially important as there are

different supplies located on three floors of the building. Secondly, the tour will orient the

students to the rooms, their names and the location of light switches. Finally, as admission shares

the building with other departments, the students will learn who works in the building and the

location of their offices.

Next is lunch. During this time Curt Gielow will come to talk with the students. Also

attending will be the deans of the academic schools. While out on tour, the ambassadors should

be able to interact with all these people. A major selling point of the campus is the open door

policy with the professors all the way up through the deans to the chief executive. This lunch will

allow each these leaders on campus to introduce themselves to the students and encourage

interaction on tours, even if it is simply a friendly wave.

After lunch there will be a brief session on phone etiquette. During this time, will receive

training on how to answer the phone, how to forward messages, how to use the phone directory

and flow chart to direct calls, and what information they need to obtain from a student before

hanging up or transferring the call. As this information is in the handbook, they will be able to

follow along.

Following the phone etiquette session, the students will be split into two groups. One will

go on a tour and the other will stay to practice call scenarios. For the group of students that will

be calling, a short explanation of the purpose of the activity will be given. Then they will be
TRAINING STUDENT AMBASSADORS 22

separated into offices to make some calls. These calls will be to the counselors who all know

what information needs to be transferred.

Once calling scenarios have ended, the groups will switch and the group that was calling

will go on tour. The tours have a new route that all the ambassadors will have to learn. Tours are

also becoming more interactive. In addition to the full tour guide script in the handbook, a

campus tour selling points checklist was created for the students. On this list there are a few

highlighted areas where the visitors will be able to interact with other people on campus. This list

was also designed to get the most valuable information across to visiting families. Not all the

information in the handbook can be shared on a one hour tour, so it is imperative that the

ambassadors know what pieces are most important.

After the tour, the groups will come together for a debriefing session. The researcher and

Kuclo are interested to hear what the ambassadors think of the new tour. After discussing the

tour, the students will be invited to ask any remaining questions they may have before the final

activity.

To wrap up training, a scavenger hunt has been created that will utilize portions of

training. Once understanding the rules, the ambassadors will be release in teams to search for

items around campus. This activity will get the students to apply some of the information they

learned during training while working together.

The visit coordinator worked closely with the researcher to develop these trainings. Once

the training was set, the researcher developed learning outcomes for the ambassadors. While on

the job, they should be developing skills they will be able to use in their future careers. These

outcomes can also be used while conducting exit interview with students.
TRAINING STUDENT AMBASSADORS 23

4) Project Materials Delivered:

Appended to this document are many of the materials created during this process. The

survey that was created is Appendix A. Since there were nine responses to the survey, the

researcher has summarized them on one document, which is Appendix B. These answers are not

the exact wording of the students, but have summarized the key ideas communicated.

The outline of the training schedule has been added as Appendix C. The job descriptions

are Appendix D and the learning outcomes for the student ambassador position are Appendix E.

The new ambassador training checklist is Appendix F. Finally, the campus tour selling points is

Appendix G. These items will all be used in training. Each student will receive a copy so they

may follow along as they are trained.

TRAINING STUDENT AMBASSADORS 24

SECTION IV
CONCLUSIONS

Creating a training plan for a rebranded position was much harder than expected.

Although there were many materials to pull information from, many items had to be created from

scratch. As the project developed, there were more pieces to create every day. As the researcher,

I had to pick and choose which items were most important to develop.

From Longenecker (2007), the researcher knew the value and importance of having clear

job descriptions and expectations. Once these were created, learning outcomes also had to be

developed. As a student ambassador, the skills needed to perform the job should be preparing the

students for any future career they may have. Even though these workers are primarily students,

they should still have learning goals for their job in the admission department.

Another material that needed to be developed was a training checklist. This was

particularly essential as the ambassadors will be trained in all the positions. Many of the items on

the checklist involve shadowing or working with an experienced ambassador. This is meant to

foster a mentoring relationship between the workers. Both Little (2014) and Hurt and Homan

(2005) advocated for using mentors in the training and onboarding processes. The researcher also

used Littles (2014) idea for breaking training down into smaller pieces.

Much of the delivery of the training utilized ideas from Ferri-Reed (2013) and from

Fearon, Starr, and McLaughlin (2011). The project developer strove to find ways to integrate

technology into the training program while also facilitating interaction between the ambassadors.

The new scheduling platform will allow the students to better communicate with each other and

find a replacement if they cannot cover one of their shifts. Much of the training is also

interactive, such as the tour, the phone calls, and the lunch session with the leaders on campus.
TRAINING STUDENT AMBASSADORS 25

The researcher used Millers (2007) seven-step plan to create the final activity. The

scavenger hunt is meant to be a fun team building activity. The students attending training are

about half returners and have new recruits. When being broken into groups, the visit coordinator

and researcher will intentionally create teams with both returning and new ambassadors. This

activity is intended to reinforce information learned during training while also developing a team

spirit.

The training program created will meet the needs for the admission department. As each

item was developed, the researcher was checking in with the visit coordinator and the director.

The program will not be able to be fully evaluated until it is put to use this fall. At this point, the

researcher intends to continue working with the admission team to assess the program and make

any changes that are needed.

Although the training schedule created covers most aspects, there are still many more

items that need to be created. One example of a needed material is a complete staff directory,

including the names, positions, emails, phone numbers and office locations of everyone on

campus. This piece could be immensely helpful for the student ambassadors as they will be

communicating with almost every department to facilitate campus visits for guests.

Another limitation of this program is that it does not cover the full onboarding process for

the ambassadors. It is simply a one-day training schedule. This program will have to be amended

for any students not able to attend the training day. It will also require consistent evaluation and

assessment.

The process of creating a complete training program was much more in depth that the

researcher had originally anticipated. Over the course of the programs development, the

researcher was excited to apply the best practices she had learned in her research. It was fun to
TRAINING STUDENT AMBASSADORS 26

teach the visit coordinator the meaning behind the actions of training and their importance. This

project has been overwhelming at times, but also very rewarding. The researching is looking

forward to helping implement it at the beginning of the school year.

TRAINING STUDENT AMBASSADORS 27

REFERENCES

Clutterbuck, D. (2013). Time to focus coaching on the team. Industrial and Commercial

Training, 45(1), 18-22.

Fearon, C., Starr, S., & McLaughlin, H. (2011). Value of blended learning in university and the

workplace: Some experiences of university students. Industrial and Commercial

Training, 43(7), 446-450.

Ferri-Reed, J. (2013). Onboarding strategies to supercharge millennial employees. The Journal

for Quality and Participation, 36(2), 32-33.

Hurt, A. C., & Homan, S. R. (2005). Growing leaders. Industrial and Commercial Training,

37(2), 120-123.

Keller, M. (2016, Janurary). At-A-Glance.

Little, B. (2014). Best practices to ensure the maximum ROI in learning and development.

Industrial and Commercial Training, 46(7), 400-405.

Longenecker, C. O. (2007). The training practices of results-oriented leaders. Industrial and

Commercial Training, 39(7), 361-367.

Miller, B. C. (2007). Quick activities to improve your team: How to run a successful team-

building activity. The Journal for Quality and Participation, 30(3), 28-32.
TRAINING STUDENT AMBASSADORS 28

WORKS CONSULTED

Cohen, G. (2016, February 25). Getting the most out of your student workers.

Cohen, G. (2012, September 24). Making content strategy work with student staff (part one).

Cohen, G. (2012, September 25). Making content strategy work with student staff (part two).

Royal, S. C. (2014, March 21). 7 Best practices for employee training.

Pappas, C. (2015, December 15). 10 Blended learning best practices for effective corporate

Training.

Pappas, C. (2017, April 21). Tips to use blended learning in corporate training.
TRAINING STUDENT AMBASSADORS 29

APPENDICES
TRAINING STUDENT AMBASSADORS 30

APPENDIX A

Student Ambassador Training Survey

1. Will you be returning next year to work in Admissions?

a. Yes
b. No
c. Other: __________________________
2. What positions have you worked in Admissions? (mark all that apply) Then rate your
interest level in performing each job, whether you have worked in it this year or not
(interest in performing that job next year).
a. Front Desk Very Interested Interested Open to Trying Not Interested
b. Tour Guide Very Interested Interested Open to Trying Not Interested
c. Caller Very Interested Interested Open to Trying Not Interested
d. Data Entry Very Interested Interested Open to Trying Not Interested
e. Other:___________________________

3. Imagine you are in charge of training. How would you map it out? What topics would
you cover and how would you present them? (use another page if needed)

4. What should be the goals of training? When students finish training, what skills and
knowledge should they have learned?
TRAINING STUDENT AMBASSADORS 31

5. What is one (or few) things you wish you knew when you started this job?

6. Looking back over the past year, were there aspects of the job that you wish you had
received training but did not? Please share.

7. List the three most important things you think every ambassador should know.

8. We are exploring the possibility of starting training before school beings next fall. Would
you be willing to return to the campus for a full day of team building and training before
school starts? Would you prefer a day toward the end of the summer or moving back to
campus early?
TRAINING STUDENT AMBASSADORS 32

APPENDIX B

Student Ambassador Training Survey - RESPONSES

1. Will you be returning next year to work in Admissions?

Yes 6
No 3

2. What positions have you worked in Admissions? (mark all that apply) Then rate your
interest level in performing each job, whether you have worked in it this year or not
(interest in performing that job next year).
Very Interested Open to Not Interested
Interested Trying
Front Desk 7 1
Tour Guide 3 2 2
Caller 5
Data Entry 1 1 1 2

3. Imagine you are in charge of training. How would you map it out? What topics would
you cover and how would you present them? (use another page if needed)
Shadowing a current student worker
o Phones, tours, etc.
Checklist for all tasks in each job
Hands-on opportunities during training
o How to use phone
o What to say on tours
Have a complete training process where you have to test out and signed off before doing
a job on your own
Tour Guide training
o Everyone needs to go together to see how everyone else is wording it
o Understand the type of student you are giving a tour to athlete, academic,
musical, Lutheran, etc.
o Read the body language of the group you are giving a tour to in the first 5-10
minutes and figure out what they are interested in and what point you should hit
on to catch their attention
Schedule
o Day 1: Shadow current worker
o Day 2 and 3: You do all the work and have someone alongside with you
o Day 4: On your own
Follow through with ENTIRE training
Tour guides should shadow for an entire semester before they give their own tours
TRAINING STUDENT AMBASSADORS 33

4. What should be the goals of training? When students finish training, what skills and
knowledge should they have learned?
Specific instructions for completing everything that needs to be done
o Know exact procedure for every job
Leave training with confidence that they can successfully complete their job
Every student fully completes training process
Everyone should be able to give a tour the same way without trouble
Hands-on experience not just a packet
Students should feel confident in their roles before being on their own
Full understanding of the expectations, mission of the role and feel passionate and excited
to serve incoming visitors and their families
Be able to read counselor chart and send visitors/callers to correct counselor
Everyone can speak clearly
Learn how to demonstrate teamwork
Know fun facts
Know events going on campus

5. What is one (or few) things you wish you knew when you started this job?
Shadow a few more students giving tours to see a variety of different opinions/processes
Where items were around the office
o T-shirts, extra supplies, tour key, coffee, beverages, etc.
Where each coach and staff members office is located when visitors need to meet with
them or tour guides need to drop the visitors off at their office
How to do the other jobs so I can step in and help when needed
How to use the phone better
o Transferring calls
o Forwarding voicemails
o What info to get from callers
How to get someone to cover my shift very hard to find willing helpers
More fun fact

6. Looking back over the past year, were there aspects of the job that you wish you had
received training but did not? Please share.
How to go at my own pace (in regards to when to start the closing procedures)
Staff did not sign off for new students and not everyone received through training
More in depth training with better materials given
Learning how to word things for tours
TRAINING STUDENT AMBASSADORS 34

7. List the three most important things you think every ambassador should know.
Have a goal to be kind and friendly to visitors and other CUAA students, faculty and staff
that come to the Manor
Help others the best they can
o Customer service and being friendly
This is not just a student worker job It is an important role! Be willing, passionate,
outgoing and professional
Everyone should know how to do all the jobs
Grammar needs to be correct
Be able to answer random questions
If you start this job and figure out you do not want to do it anymore, talk to someone!
Either they will find a better fit for you in admission or you can get another job. Dont let
your lack of interested affect the impression of what our university is all about
How to operate the phones
o How to be polite
Answers to common questions
o Advisors
o Nicole for Sodexo
o Go to counselors for nursing
Be on fire for CUAA and tell people why and what you love about this place

8. We are exploring the possibility of starting training before school beings next fall. Would
you be willing to return to the campus for a full day of team building and training before
school starts? Would you prefer a day toward the end of the summer or moving back to
campus early?
Yes, I live nearby (x2)
Will be in football camp
Yes
Will be at CUAA for cheerleading
If I get enough advance notice to take time off from my other summer job
TRAINING STUDENT AMBASSADORS 35

Admission Student Ambassador Training 2017

8:00 Breakfast & Welcome

8:30 Activity: Two truths and a lie summer edition
9:30 The Rebranding of the Position and Expectations for Each Role
Student Ambassadors
Knowing All Jobs
Training and Testing Out
10:00 When to Work training and Admission Calendar Orientation
Orientation of When to Work
Block off your class schedule
Scheduling expectations
Admission Calendar
o Visit schedule
o Student Information
Cards, parking signs, conversation starters, high school, major, etc.
11:15 Manor Orientation
Who works where
Basic rooms and their names
Where supplies are both main level and basement
o Restocking, maintenance, monitor inventory
Light switches
12:00 Lunch
School Deans and CEO Curt Gielow
1:00 Phone Etiquette
Recruiter Training
1:30 Split: Half on Tour & Half Practice Call Scenarios
Test out on tours (3 shadowed, 1 given with mentor, test out with staff member)
2:30 Switch Groups
3:30 Debrief Tour
4:00 Scavenger Hunt
5:00 Wrap It Up!
TRAINING STUDENT AMBASSADORS 36

APPENDIX D

Job Descriptions

Front Desk
o Understand and Utilize the Calendar
o Oral and Written Communication
o Phone Etiquette
o Campus Knowledge
o Manor Orientation
o Recruiter
Tour Guide
o Campus Knowledge
o Oral and Written Communication
o Understand and Utilize the Calendar
Runners
o Campus Knowledge
o Oral and Written Communication
o Understand and Utilize the Calendar
Callers
o Phone Etiquette
o Oral and Written Communication
o Recruiter

Expectations:

1. Understand and Utilize the Calendar

o Students will be able to get information on students visiting.
o Students will know the visit schedule and appointments each day.
o Students will know where to find the information for writing cards, creating
parking signs, name tags, folders, etc.
2. Oral and Written Communication
o Students will be able to utilize information from the calendar to interact with
visiting guests.
o Students will write thank you notes to students who have visited.
o Students will communicate efficiently with their coworkers and their boss.
o Students will provide a timely warning if they cannot make a shift.
3. Phone Etiquette
o Students will know how to answer the phone with a proper introduction of who
they are.
o Students will gain all the appropriate information from a call before transferring
or ending the phone call.
o Students will know how to use the phone directory and use the flow chart and
territory maps to know where to transfer the phone call or voicemail.
o Students will be able to answer basic questions.
TRAINING STUDENT AMBASSADORS 37

4. Campus Knowledge
o Students will be able to identify who works in the manor and help direct any
visitor to the correct office.
o Students will be able to use the handbook to identify advisors, professors, and
coaches and will be able to easily find their offices around campus.
o Students will be able to effectively communicate with other departments on
campus to coordinate appointments.
5. Manor Orientation
o Students will know the basic room names.
o Students will know the location of offices, light switches, and stock.
o Students will know how to switch out the parking and welcome signs.
o Students will perform basic maintenance and will track inventory.
6. Recruiter
o Students will know how to sign in and find a student profile.
o Students will be able to create notes on a student profile.
o Students will be able to send the student profile to a counselor for a follow-up.
o Students will understand the importance of not changing anything in the profile.
TRAINING STUDENT AMBASSADORS 38

APPENDIX E

Student Ambassador Learning Outcomes

Front Desk, Tour Guides, Runners, Callers

Critical Thinking and Problem Solving
Oral and Written Communication
Personal Development
Customer Service
Organization

Instrument Index Measures

1. Critical Thinking and Problem Solving

Students will recognize and make an effort to resolve problems that arise.
Students will be able to answer inquiries by using creative thinking.
Students will notify someone if they need help.
Students will be open to trying new ideas.
Students will be educated to make informed decisions when facing problems.
2. Oral and Written Communication
Students will respectfully interact with all guests and coworkers.
Students will utilize the resources available to communicate properly with their
managers, coworkers and guests.
Students will communicate in a timely manner.
Students will be able to proactively initiate conversations with guests.
3. Personal Development
Students will set goals for themselves and their own work.
Students will gain understanding of how skills they have developed in this job can
be applied to a future job.
Students will gain confidence in their interpersonal abilities.
Students will establish relationships with peers and their university leaders that
they can utilize in the future.
Students will develop leadership skills.
4. Organization
Students will understand how the admission operation works.
Students will be able to maintain office supplies organization.
Students will be able to use a calendar and understand coding.
5. Customer Service
Students will go above and beyond expectations to provide exceptional guest
service in everything they do.
Students will display an understanding of the university mission of service to
Christ in the church and in the world.
TRAINING STUDENT AMBASSADORS 39

APPENDIX F

New Ambassador Training Checklist

Name: ______________________________________________

Read/Study Ambassador Handbook. Sign and return agreement to

Corinne once complete.
Review Front Desk responsibilities and how-to with experienced
Ambassador or Corinne.
Shadow experienced Ambassador on Front Desk for at least 1 hour.
Shadow experience Ambassador on being a Runner.
Shadow Tour #1 with experience Ambassador

Date: ______________ Tour Guide: ________________________________

Shadow Tour #2 with experience Ambassador

Date: ______________ Tour Guide: ________________________________

Shadow Tour #3 with experience Ambassador

Date: ______________ Tour Guide: ________________________________

Give tour with experienced Ambassador tagging along as back-up

Date: ______________ Tour Guide: ________________________________

Test tour with Admission Staff member

Date: ______________ Staff: _____________________________________

Staff Member Approval (please initial): __________________

Return to Corinne when complete

TRAINING STUDENT AMBASSADORS 40

APPENDIX G

CAMPUS TOUR Selling Points

Route: Walk around front Student Services Student Center Chapel Kreft
Krieger Science Library Dorms back to Manor

2nd Route: dorm Kreft Krieger Science Library Chapel Student Center
Student Service walk around front back to Manor

Fields to the North

*New football stadium fall 2015

North Building
*If youd like to see this, there will be a tour after lunch.
*All new simulation labs and classrooms Fall 2016
*Mention again in science building when talking about Athletic Training and Nursing labs

Student Services Building

Welcome CenterHave a question? Start here.
-Give pen or campus map?
*Campus SafetySecurity Staffed 24/7
*Center for Counseling & WellnessServices are free to CUAA students
*

Campus Ministry OfficesThey know everyones name!

-Personally introduce Pastor Duncan, Pastor Ryan, or both!
*Students are always in their offices, open door policy or if something more important to
discuss you can always set an appointment

Student Life OfficeTheres always something to do!

*Name a student activity you have personally been involved in or attended (ice-skating
downtown? Cedar Point trip? Color Run at orientation? CIT fan bus?)

Academic OfficeOne-stop shop

*Everything you need between financial aid, adding or dropping a class, human
resources for student worker jobs, paying a bill, can all be done here.

GymnasiumAthletic Scholarships
*We have 24 sports at CUAA at the NAIA Division II level. Our newest programs are
lacrosse, who had their first season Spring 2017, and we just announced adding hockey
for men and women, starting games in 2018-19.
*If the student is an athlete, let them know they can visit the Gym with their coach later
on.
TRAINING STUDENT AMBASSADORS 41

Student Center
Cardinal CafeSelect a meal plan that works best for you!
*Outside, students can see whats on the menu for the week.
*Sodexo staff is super open to feedback, for instance, they have an entire fridge for
students with food allergies or special dietary needs.
*A student favorite is the ice cream machine and the all you can eat cereal, but moms
and dads can rest assured because there is always a salad bar and healthy entree
options, too.
*Chef Joseph won the last two Chef Cookoffs with area university chefs coming in and
preparing their best dishes.
*Meals to go if you dont have time to dine in

Presidents OfficeAccessibility to Administration

-Introduce students to Curt Gielow!
*Share how closely student government works with leaders on campus. They take real
student feedback and initiate change (ie, new water fountains, processes with academic
office to make things easier for students, helping to support clubs and organizations,
organize cool events)
*Each week, there is a Huddle meeting with all deans, leaders, and department heads
and they invite a leader from student government to participate

Fitness Center
*Open and available to all students from 6:00 a.m. to midnight
*Always staffed if you need help working any of the machines

Lockers/Refrigerator Commuter Students

*Students who dont live on campus can store their lunches or dinners in the fridge or
use a locker to hold their stuff.

Cardinals NestCommunity
*A place to grab a snack or hang out with friends in between class or late at night
*Use flex dollars or meal points to buy snacks or drinks
*Share your favorite snack from the Nest!

The EggSchool Spirit

*Get it, the Egg in the Nest? Open 11 a.m. to 4 p.m. weekdays
*Share how The Egg often has sales throughout the year.
*You get 15% off with their nametag today!
*The Egg was started by students from the Haab School of Business in 2014

CMAX--Collaborative study or work space

*When there arent small classes in here, you can use this space for group projects or
work space
*You can use the skype capabilities for interviews
*You can write on the glass walls!
TRAINING STUDENT AMBASSADORS 42

Game Room
*Student life hosts some activities in here: big games on the tvs, livestreaming away
games, etc.
*Table tennis club has a couple of tournaments every year, open to everyone, and
Pastor Ryan usually participates.

MailboxesEach residential student gets a mailbox!

*Send and receive letters to your friends and family. Larger packages can be picked up
in the mailroom downstairs. Theyll send you an email or put a slip in your mailbox and
you can go pick it up.

Chapel
The Chapel of the Holy TrinityCampus Ministry
*Chapel every day of the week, 10:30 a.m. -10:50 ish
*Not required, but encouraged. We average over 200 people in chapel every day!
*There is a weekly theme that the messages are based off, and the style of worship
varies every day- could be contemporary, organ, a student ensemble, or all of the
above.

Chapel PointAnn Arbor Location!

*Ann Arbor is voted one of the top college towns every year and we dont disagree
*Bike and running paths throughout the city, including across the river
*We have a very safe, secluded campus but are only 3 miles from downtown and 1 exit
from shopping, restaurants, and stores

Kreft Center for the ArtsFine Arts

*2D and 3D art, gallery display changes every month, music rooms,
*CUAA just started a marching band that will debut this Fall 2017.

Krieger Hall
*School of education, seminary offices in here.
*While at CUAA, you will have a few classes in this building.
*Largest lecture hall

Science Building
*Completely remodeled 2014
*Professor offices all open door policy, very accessible.

Library
IT Services
*Any tech issues you can come here and they will be able to assist you.
TRAINING STUDENT AMBASSADORS 43

Zimmerman LibraryStudy space!

*Remodeled in 2016 to open it up and encourage collaboration.

Academic Resource CenterAcademic success

*Free tutoring, writing consultants, you could get a job here later on, etc.

Center for Career EngagementJobs after graduation

-Introduce each student to Lisa or Joey-Lynn!
*Help you build a resume, with networking and finding a job.

Silas HallResident Life

*Suite style rooms, 4 people sharing a bathroom
*RA and SLR
*Divided by gender
*Bible Study
*Laundry - FREE!
*Mention the docks!

AdmissionsEarhart Manor
*Admission counselor relationship
TRAINING STUDENT AMBASSADORS 44

APPENDIX H
Capstone Project Final Report Approval Form

Assessment Development: Training Admission Student Ambassadors

Hannah Wenzelburger

Has been accepted and approved to meet the research report requirements for the degree Master
of Science in Student Personnel Administration in Higher Education

Faculty Advisor: Michael Zabriskie

Faculty Advisor Signature: ______________________________________________

Date: _______________________