Faculty Training July 30, 2009 CSU Channel Islands Marsha Fralick Marsha Fralick

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Faculty Training July 30, 2009 CSU Channel Islands Marsha Fralick Marsha Fralick Slide 2 Ice Breaker Happiness is....Happiness is.... One sentence onlyOne sentence only We know that your family makes you happy. What else makes you happy?We know that your family makes you happy. What else makes you happy? Slide 3 What are your goals for this workshop? Think Think Pair Pair Share Share Slide 4 Overview Morning Resources for FacultyResources for Faculty FeaturesFeatures Research (brief)Research (brief) Administering and interpreting the Do What You Are (DWYA) and Productivity Environmental Preference (PEPS) learning style inventoryAdministering and interpreting the Do What You Are (DWYA) and Productivity Environmental Preference (PEPS) learning style inventory Sharing what worksSharing what works Slide 5 Overview Afternoon Using CollegeScope to improve student retention and successUsing CollegeScope to improve student retention and success OverviewOverview Technology for the New Millennial StudentTechnology for the New Millennial Student Helping students log inHelping students log in Sharing what worksSharing what works Workshop evaluationWorkshop evaluation Slide 6 College Success 1 Resources for faculty and studentsResources for faculty and students http://www.collegesuccess1.com/ Training Notes Slide 7 Features Slide 8 Keys to Success The program helps students to make a good choice of a major and career.The program helps students to make a good choice of a major and career. Slide 9 Statistically accurateStatistically accurate Valid and reliableValid and reliable College scenarios are easy to read and understand.College scenarios are easy to read and understand. Slide 10 Careers: A Key Component PersonalityPersonality Learning StyleLearning Style InterestsInterests ValuesValues Career ResearchCareer Research Slide 11 Keys to Success The program helps students to understand their learning style and how to become a lifelong learner.The program helps students to understand their learning style and how to become a lifelong learner. Slide 12 ComprehensiveComprehensive 20 factors affecting learning style20 factors affecting learning style Helps students understand how they learn bestHelps students understand how they learn best Slide 13 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 Slide 14 Activity: Preview the Topic Group ActivityGroup Activity Discussion Question:Discussion Question: What do students need to know to be successful in college? Slide 15 Broad Scope College successCollege success Career successCareer success Lifelong successLifelong success Slide 16 Careers: A Key Component PersonalityPersonality Learning StyleLearning Style InterestsInterests ValuesValues Career ResearchCareer Research Slide 17 College Success MotivationMotivation Time and MoneyTime and Money Memory and ReadingMemory and Reading Test TakingTest Taking Taking Notes, Writing and SpeakingTaking Notes, Writing and Speaking Slide 18 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 Slide 19 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 Slide 20 Applied Psychology From theory to practiceFrom theory to practice Academically rigorous, yet practicalAcademically rigorous, yet practical Easy to readEasy to read Slide 21 Engaging Students in Learning Interactive online format with journal entries, quizzes, activities, surveys, videosInteractive online format with journal entries, quizzes, activities, surveys, videos Classroom exercises for engaging students in learningClassroom exercises for engaging students in learning Slide 22 Personalized for each college Includes your information about counseling, financial aid, health and other student servicesIncludes your information about counseling, financial aid, health and other student services Slide 23 Slide 24 Personalized for each student Based on personality and learning styleBased on personality and learning style Refers to the student by their nameRefers to the student by their name This is not possible in a printed textThis is not possible in a printed text Slide 25 Bridge High School Community College University Slide 26 Research Activity: One Minute Energizer Slide 27 Lone Star College System Results Slide 28 Lone Star College System College Persistence rate of students who were successful Persistence rate of students who were unsuccessful Persistence rate of those students that withdrew (W) Persistence rate of all Student Types LSC CyFair94%52%78%79% LSC Kingwood82%61%38%67% LSC Montgomery88%57%25%77% LSC North Harris90%71%67%81% LSC Tomball82%50%0%70% System Average87%58%42%75% Slide 29 Program Results Program Review 2000, 2005 Slide 30 Slide 31 The most significant finding is increased persistence. Slide 32 Persistence Students who return the next semesterStudents who return the next semester Approximately half of community college students nationwide do not persist after the first semesterApproximately half of community college students nationwide do not persist after the first semester Slide 33 College Persistence Semester to Semester 5 Year Average at Cuyamaca College All successful PDC students 89%All successful PDC students 89% All students 63%All students 63% A 26% improvement! Slide 34 Technology A Skill Needed for College Success Slide 35 Why is the world flat? Slide 36 Video: Did You Know? http://video.google.com/videoplay?d ocid=6165575734378530043 Slide 37 New Millennials Our current college students were born after 1990.Our current college students were born after 1990. Most were born with a computer in the home and were using them by age 5Most were born with a computer in the home and were using them by age 5 Cyber generationCyber generation The connected generationThe connected generation 82% are online daily82% are online daily Average 12 hours per week onlineAverage 12 hours per week online Slide 38 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 Cardenas College Success Student Slide 39 These New Millennial students are now being called Generation E What does the E stand for?What does the E stand for? Slide 40 New Millennials or Generation E 18-30 years old18-30 years old E mpoweredE mpowered E ntitledE ntitled E lectronicE lectronic Leading change from paper to electronic mediaLeading change from paper to electronic media Slide 41 Introduce yourself. 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 Generation Z (zippies) comes nextGeneration Z (zippies) comes next How much technology did you use in college?How much technology did you use in college? Slide 42 Technology Most college courses, especially upper division courses, have online componentsMost college courses, especially upper division courses, have online components Working in an online environment is essential for high paying careersWorking in an online environment is essential for high paying careers Students are disadvantaged if they do not have access to the Internet and are skilled in using itStudents are disadvantaged if they do not have access to the Internet and are skilled in using it Slide 43 Rationale for Using Technology It prepares students for good paying jobs in flat worldIt prepares students for good paying jobs in flat world Improves retention and successImproves retention and success New roles for facultyNew roles for faculty Your students use itYour students use it It captures their attentionIt captures their attention Education any time or placeEducation any time or place Slide 44 Do What You Are Personality Assessment Slide 45 Slide 46 Carl Jung 1875-1961 We are born with natural preferences which we develop over a lifetime.We are born with natural preferences which we develop over a lifetime. There are no good or bad types.There are no good or bad types. Each type has their own unique gifts and talents.Each type has their own unique gifts and talents. Exercise: What is a preference?Exercise: What is a preference? Slide 47 Key Theme Choosing a majorChoosing a major Career choiceCareer choice Learning StyleLearning Style CommunicationCommunication Self-understandingSelf-understanding Slide 48 Activity: Choosing a Major Slide 49 Does this career match? PersonalityPersonality Learning StyleLearning Style InterestsInterests ValuesValues Slide 50 Administering the DWYA Find a time when you are not tired or rushed.Find a time when you are not tired or rushed. There are no right or wrong answers.There are no right or wrong answers. Answer quickly giving your first impression. Do not over analyze.Answer quickly giving your first impression. Do not over analyze. You will have a chance to look at your profile and change it if you think it is not correct.You will have a chance to look at your profile and change it if you think it is not correct. Slide 51 Administering the DWYA Answer the questions honestly to get the best results.Answer the questions honestly to get the best results. Answer the questions how you usually are when you are not stressed.Answer the questions how you usually 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 schoolHow you have to be at home, work or school How others want you to beHow others want you to be Slide 52 Getting Good Results Encourage students to give honest answers.Encourage students to give honest answers. What are some reasons students would not give honest answers?What are some reasons students would not give honest answers? Think, Pair, ShareThink, Pair, Share Slide 53 Administering the DWYA The test does not measure:The test does not measure: IntelligenceIntelligence Psychological or emotional healthPsychological or emotional health Slide 54 Resources http://www.collegesuccess1.com/DoWhatYouAre.htm http://www.collegesuccess1.com/DoWhatYouAre.htm CollegeScope Users ManualCollegeScope Users Manual Do What You Are HandbookDo What You Are Handbook Psychometric ReportPsychometric Report Slide 55 Interpreting the Do What You Are personality assessment Slide 56 Begin Self-Assessment How we interact with the world and where we place our energy E _____________________________|____________________________ I Extraversion Introversion Slide 57 Self-Assessment The kind of information we naturally notice and remember S _____________________________|___________________________ N Sensing Intuition Slide 58 Write about this apple for 3 minutes Slide 59 By Ian Jackson Slide 60 Self-Assessment How we make decisions T _____________________________|___________________________ F Thinking Feeling Slide 61 Self-Assessment Whether we prefer to live in a more structured or spontaneous way J _____________________________|_____________________________ P Judging Perceiving Slide 62 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 playI have to finish my work before I play Slide 63 The PEPS Learning Style Assessment Measures preferences in 20 areasMeasures preferences in 20 areas Slide 64 Administering the PEPS Give your initial responseGive your initial response No need to over analyzeNo need to over analyze Answer as though you were learning new or difficult informationAnswer as though you were learning new or difficult information Slide 65 Important Considerations It is not a testIt is not a test It describes how you prefer to learn new or difficult materialIt describes how you prefer to learn new or difficult material Usually there are 6 or 7 areas out of 20 that are important for an individualUsually there are 6 or 7 areas out of 20 that are important for an individual Slide 66 The PEPS Learning Style Assessment Measures preferences in 20 areasMeasures preferences in 20 areas PerceptualPerceptual AuditoryAuditory VisualVisual KinestheticKinesthetic TactileTactile Slide 67 PEPS Immediate environmentImmediate environment SoundSound HeatHeat LightLight Design (formal or informal)Design (formal or informal) Slide 68 PEPS EmotionalityEmotionality MotivationMotivation ResponsibilityResponsibility PersistencePersistence StructureStructure Slide 69 PEPS SociologicalSociological Self orientedSelf oriented Peer orientedPeer oriented Adult orientedAdult oriented Slide 70 PEPS PhysicalPhysical Time of dayTime of day Food intakeFood intake MobilityMobility Slide 71 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 prefer tactile/kinesthetic Slide 72 Slide 73 Note that a detailed list of learning strategies for your style follows this chart. Slide 74 Learning Style Exercise: The Paper Airplane Slide 75 Improving Retention and Success with CollegeScope Slide 76 CollegeScope: An Overview http://www.collegescope.com/cy-fairhttp://www.collegescope.com/cy-fairhttp://www.collegescope.com/cy-fair Slide 77 Add a Student Click on My StudentsClick on My Students Click on Add StudentsClick on Add Students Put a checkmark in the box next to Sample StudentPut a checkmark in the box next to Sample Student Click Add to MeClick Add to Me Slide 78 The Critical Period The first two weeks is when most students drop.The first two weeks is when most students drop. This is our best opportunity to help students to be successful.This is our best opportunity to help students to be successful. Slide 79 The Critical First 2 Weeks You will know who has begun the program and who has not started.You will know who has begun the program and who has not started. How can you help the students who have not begun?How can you help the students who have not begun?ThinkPairShare Slide 80 The first day of class is also critical Most of your students will attend the first day.Most of your students will attend the first day. It is an opportunity to impact student success and retention.It is an opportunity to impact student success and retention. Slide 81 What shou...

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