Faculty TrainingDr. Marsha Fralick

Material is Personalized based on Assessments

Ice Breaker

• Introduce yourself.Introduce yourself.• Where do you work and what do Where do you work and what do

you do?you do?• What is one essential item you What is one essential item you

brought to college as a freshman? brought to college as a freshman?

Where are you in the technology continuum?

• Baby boomer 1946-1964Baby boomer 1946-1964• Generation X 1965-1977Generation X 1965-1977• New Millennials 1977-1995New Millennials 1977-1995• Think, Pair, ShareThink, Pair, Share• How much technology did you use How much technology did you use

in college?in college?

New Millennials

• Our current college students Our current college students • Most were born with a computer in Most were born with a computer in

the home and were using them by the home and were using them by age 5 age 5

• Cyber generationCyber generation• The connected generation The connected generation

Being in the Millennial Generation, I did start using computers as a young child. I learned how to spell with the help of computers and how to read with computerized books. Computers have always been a part of my life, which is probably why I am so drawn to them.

Dawn CardenasSummer 07

Technology

A Skill Needed for College Success

Rationale for Using Technology• You students use itYou students use it• It captures their attentionIt captures their attention• Education on demandEducation on demand

Any time or placeAny time or place• Increased accessIncreased access• New roles for faculty New roles for faculty

• Assesses personality typeAssesses personality type• Many uses:Many uses:

• Choosing a majorChoosing a major• Career choiceCareer choice• Learning styleLearning style• CommunicationCommunication• Self-UnderstandingSelf-Understanding

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?

Features: Do What You Are

• Based on college scenariosBased on college scenarios• Easy to understand and administerEasy to understand and administer• Results comparable to Myers-Results comparable to Myers-

Briggs Type IndicatorBriggs Type Indicator

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.

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

Take the DWYA

www.collegescope.com/ccs/demo

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

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

Exercise

• Where do you stand?Where do you stand?

Personality Exercise

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

By Ian Jackson

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

• PerceptualPerceptual•AuditoryAuditory•VisualVisual•KinestheticKinesthetic•TactileTactile

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

Complete the PEPS Learning Style Inventory

What are your learning preferences?

Questions?Questions?

Course Content

• College SuccessCollege Success• Career SuccessCareer Success• Lifelong SuccessLifelong 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

Some Options

• Face to FaceFace to Face• Blended Blended • OnlineOnline

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 are new each college students are new each semestersemester

Fall to Spring Persistence First Time Students

0

20

40

60

80

100

Fa 2000-

Sp 2001

Fa 2001-

Sp 2002

Fa 2002-

Sp 2003

Fa 2003-

Sp 2004

Successful PDC 124

Students

All PDC Students

Cuyamaca College

Overall

College Persistence Semester to Semester5 Year Average

• All successful PDC students 89%All successful PDC students 89%• All students 63%All students 63%• A 26% difference A 26% difference

Overview

• The Student ViewThe Student Viewwww.collegescope.com/ccs/demo

E-mail: marsha12@collegescope.comE-mail: marsha12@collegescope.com

Password: marsha12 Password: marsha12

Overview

• The Faculty ViewThe Faculty View

www.collegescope.com/cuyamaca

Sample chapters

• PersonalityPersonality• ExerciseExercise

• Learning SyleLearning Syle• ExerciseExercise

• MemoryMemory• ExerciseExercise

Resources for Facultyhttp://www.cuyamaca.edu/collegesuccess

• Classroom exercisesClassroom exercises• SyllabusSyllabus• ResearchResearch• PowerPointPowerPoint• Internet LinksInternet Links