College and Career Success

Navajo Technical College

Dr. Marsha FralickDr. Marsha Fralick

Ice Breaker

• Introduce yourself. Introduce yourself. • What is your job title.What is your job title.• What do you do for fun?What do you do for fun?

Overview Morning

• FeaturesFeatures• Program overviewProgram overview• Resources for facultyResources for faculty

• Research on college successResearch on college success• Exploring personality type with Do What Exploring personality type with Do What

You AreYou Are• ExercisesExercises

Overview Afternoon• Exploring learning style with PEPSExploring learning style with PEPS

• ExerciseExercise• Using technology to engage students in Using technology to engage students in

learninglearning• Tips for using the textTips for using the text• Engaging students in LearningEngaging students in Learning

• Practical exercises for the classroom Practical exercises for the classroom • Favorite Exercises Favorite Exercises

What are your goals for this workshop?

ThinkThink

Pair Pair

ShareShare

Features

Careers: A Key Component

• PersonalityPersonality• Learning StyleLearning Style• InterestsInterests• ValuesValues• Career ResearchCareer Research

Key Themes

• PersonalityPersonality• Learning styleLearning style

Carl Jung and personality type

Online:

The PEPS Learning Style Assessment• Measures preferences in 20 areasMeasures preferences in 20 areas

• PerceptualPerceptual•AuditoryAuditory•VisualVisual•KinestheticKinesthetic•TactileTactile

Keys to Success

• At the end of each chapterAt the end of each chapter• InspirationInspiration• Positive thinkingPositive thinking• For example:For example:

• Life is a dangerous opportunityLife is a dangerous opportunity

Broad Scope

• College successCollege success• Career successCareer success• Lifelong success Lifelong success

College Success

• MotivationMotivation• Time and MoneyTime and Money• Memory and ReadingMemory and Reading• Test TakingTest Taking• Taking Notes, Writing and Taking Notes, Writing and

SpeakingSpeaking

Career Success

• Personality and Related MajorsPersonality and Related Majors• Learning Style and IntelligenceLearning Style and Intelligence• Interests and ValuesInterests and Values• Career and Educational PlanningCareer and Educational Planning

Lifelong Success

• Communication and RelationshipsCommunication and Relationships• Critical and Creative ThinkingCritical and Creative Thinking• Maintaining a Healthy LifestyleMaintaining a Healthy Lifestyle• Appreciating DiversityAppreciating Diversity• Positive ThinkingPositive Thinking• Life StagesLife Stages

Applied Psychology

• From theory to practiceFrom theory to practice• Academically rigorous, yet Academically rigorous, yet

practical practical • Easy to read Easy to read

Engaging Students in Learning• Interactive activities within the textInteractive activities within the text• Quiz yourself and answersQuiz yourself and answers• Journal entriesJournal entries• Individual and group exercises at Individual and group exercises at

the end of the chapter the end of the chapter • Additional resources in the Additional resources in the

Instructor ManualInstructor Manual

College Success 1

• Resources for faculty and studentsResources for faculty and studentshttp://www.collegesuccess1.com/

Student Success

• How do you know when your How do you know when your student success program is student success program is working?working?

• ThinkThink• Pair Pair • ShareShare

Cuyamaca CollegeEl Cajon, CA

Personal Development 124, Lifelong Success

• 8000 students enrolled in college8000 students enrolled in college

• 2000 take PDC 124 each year2000 take PDC 124 each year

• One of the top 15 revenue producing One of the top 15 revenue producing programs for the college programs for the college

• 56 sections a year56 sections a year

Make it Count

• Transfers as general education for Transfers as general education for CSUC, Area E, Lifelong CSUC, Area E, Lifelong UnderstandingUnderstanding

• Transfers to University of California Transfers to University of California

Course Choices

• Face to FaceFace to Face• 22 sections22 sections

• Blended Blended • 22 sections22 sections

• OnlineOnline• 12 sections12 sections

Bridge

High School

Community College

University

Program Results

Program Review 2000, 2005 Program Review 2000, 2005

The most significant finding is increased persistence.

Persistence

• Students who return the next Students who return the next semestersemester

• Approximately half of community Approximately half of community college students nationwide do not college students nationwide do not persist after the first semesterpersist after the first semester

College Persistence Semester to Semester5 Year Average at Cuyamaca College

• All successful PDC students 89%All successful PDC students 89%• All students 63%All students 63%

A 26% improvement! A 26% improvement!

Similar results in the LoneSimilar results in the Lone

Star College SystemStar College System

Student Confidence

• The course helped 62% of students The course helped 62% of students feel more confident about their feel more confident about their academic skillsacademic skills

Grade Improvement

• 72% of student agreed or strongly 72% of student agreed or strongly agreed that the course helped to agreed that the course helped to improve gradesimprove grades

Student Satisfaction

88% of students rated the course as very good or good.

College Success: A Study of Positive and Negative

Attrition

Community College ReviewCommunity College Review

The Successful Student

• Had a definite goal or college majorHad a definite goal or college major• Earned a B+ or better in high schoolEarned a B+ or better in high school

Based on this research, choosing a major and career planning was included in our college success course.

Choosing a Major

• The course helped 52% of The course helped 52% of students choose a majorstudents choose a major

A Model Student Success Program• Broad in scopeBroad in scope• Includes careersIncludes careers• Counts for graduation and transferCounts for graduation and transfer• Engages students in learningEngages students in learning• Results in personal growth Results in personal growth • Students become lifelong learnersStudents become lifelong learners

Personality

How can a knowledge of personality type help a student to become successful?

ThinkPair Share

Understanding Type Helps Increase Student Success

• Helps all students understand their Helps all students understand their gifts and talents and matching gifts and talents and matching careerscareers

• Help at risk students to develop Help at risk students to develop strategies to achieve their goals strategies to achieve their goals

• Research has shown that ENFP, Research has shown that ENFP, ESFP, INFP, ISFP have higher ESFP, INFP, ISFP have higher dropout ratesdropout rates

Student Success

• Choosing a majorChoosing a major• Career choiceCareer choice• Learning StyleLearning Style• CommunicationCommunication• Self-understandingSelf-understanding

•Carl Jung and personality type

Online:

Using the Access Code

• Located on the inside of the front Located on the inside of the front covercover

• There are clear directions on how There are clear directions on how to log into log in

• It can only be used onceIt can only be used once

Carl Jung 1875-1961

• We are born with natural We are born with natural preferences which we develop over preferences which we develop over a lifetime.a lifetime.

• Exercise: What is a preference?Exercise: What is a preference?

Administering the DWYA

• Find a time when you are not tired Find a time when you are not tired or rushed.or rushed.

• There are no right or wrong There are no right or wrong answers. answers.

• Each type has their own unique Each type has their own unique gifts and talents.gifts and talents.

Getting Good Results

• Encourage students to give honest Encourage students to give honest answers.answers.

• What are some reasons students What are some reasons students would not give honest answers?would not give honest answers?

• Think, Pair, ShareThink, Pair, Share

Administering the DWYA

• The test does not measure:The test does not measure:• IntelligenceIntelligence• Psychological or emotional Psychological or emotional

healthhealth

Administering the DWYA

• Answer the questions Answer the questions honestlyhonestly to get the to get the best results.best results.

• Answer the questions Answer the questions how you usually how you usually are when you are not stressed. are when you are not stressed.

• Do not answer the questions:Do not answer the questions:• How you want to beHow you want to be• How you have to be at home, work or How you have to be at home, work or

schoolschool• How others want you to beHow others want you to be

Begin Self-Assessment

How we interact with the world and where we place our energy

E_____________________________|____________________________I Extraversion Introversion

Self-Assessment

The kind of information we naturally notice and remember

S_____________________________|___________________________NSensing Intuition

Personality Exercise

• Write about the picture for 5 Write about the picture for 5 minutesminutes

By Ian Jackson

Self-Assessment

How we make decisions

T_____________________________|___________________________F Thinking Feeling

Self-Assessment

Whether we prefer to live in a more structured or spontaneous way

J_____________________________|_____________________________P Judging Perceiving

J and P Exercise:

• Where do you stand?Where do you stand?• I can play anytimeI can play anytime• I have to finish my work before I I have to finish my work before I

play play

Time for a Break?

The PEPS Learning Style Assessment• Measures preferences in 20 areasMeasures preferences in 20 areas

• PerceptualPerceptual•AuditoryAuditory•VisualVisual•KinestheticKinesthetic•TactileTactile

Important Considerations

• It is not a testIt is not a test• It describes how you prefer to It describes how you prefer to

learn new of difficult materiallearn new of difficult material• Usually there are 6 or 7 areas out Usually there are 6 or 7 areas out

of 20 that are important for an of 20 that are important for an individualindividual

Administering the PEPS

• Give your initial responseGive your initial response• No need to over analyzeNo need to over analyze• Answer as though you were Answer as though you were

learning new or difficult informationlearning new or difficult information

PEPS

• Immediate environmentImmediate environment• SoundSound• HeatHeat• LightLight• Design (formal or informal)Design (formal or informal)

PEPS

• EmotionalityEmotionality• MotivationMotivation• ResponsibilityResponsibility• PersistencePersistence• StructureStructure

PEPS

• SociologicalSociological• Self orientedSelf oriented• Peer orientedPeer oriented• Adult orientedAdult oriented

PEPS

• PhysicalPhysical• Time of dayTime of day• Food intakeFood intake• MobilityMobility

Perceptual

• Auditory (one third)Auditory (one third)• Visual (one third)Visual (one third)• Tactile/Kinesthetic (one third)Tactile/Kinesthetic (one third)

Learning disabled as well as gifted Learning disabled as well as gifted prefer tactile/kinestheticprefer tactile/kinesthetic

Learning Style Exercise: The Paper Airplane

Technology

A Skill Needed for College Success and the Future World of Work

Take a Look

http://www.collegescope.com/cuyamaca

Tips for Using College and Career Success

http://www.collegesuccess1.com/TipsNewInstructors.htm

The first day is the most important• Make your expectations clearMake your expectations clear

• The course syllabusThe course syllabus• Get to know your students and Get to know your students and

help them to meet other studentshelp them to meet other students• Do something that motivates Do something that motivates

students on the first day students on the first day

Introductory Activities http://www.collegesuccess1.com/MotivationM.htm

Exercise: Life StoriesExercise: Life Stories

Expect students to read the chapter before coming to class

• You can focus your time on You can focus your time on interactive activities rather than interactive activities rather than lecturinglecturing

• This is a good habit for students to This is a good habit for students to apply in other classesapply in other classes

• Collect journal entries before the Collect journal entries before the class begins or give a short quiz class begins or give a short quiz

Teaching Excellence

• If you were evaluating a class, If you were evaluating a class, what would you look for?what would you look for?

• ThinkThink• Pair Pair • ShareShare

Teaching Excellence

• Students are engaged in learningStudents are engaged in learning• The professor uses a variety of The professor uses a variety of

teaching techniques to appeal to teaching techniques to appeal to different learning stylesdifferent learning styles

• Students have good attendanceStudents have good attendance• The professor has a good syllabusThe professor has a good syllabus• The professor establishes a positive The professor establishes a positive

learning environmentlearning environment

Tips for Engaging Students in Learning

• Favorite exercisesFavorite exercises• Memory exerciseMemory exercise• Preview exercisePreview exercise• Brainstorming exerciseBrainstorming exercise

• Questions?Questions?