Presentation on theme: "Faculty Training Dr. Marsha Fralick. Material is Personalized based on Assessments."— Presentation transcript:
Faculty Training Dr. Marsha Fralick
Material is Personalized based on Assessments
Ice Breaker Introduce yourself.Introduce yourself. Where do you work and what do you do?Where do you work and what do you do? What is one essential item you brought to college as a freshman?What is one essential item you 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 in college?How much technology did you use in college?
New Millennials Our current college studentsOur current college students 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
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 Summer 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 place Any time or place Increased accessIncreased access New roles for facultyNew 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 preferences which we develop over a lifetime.We are born with natural preferences which we develop over 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- Briggs Type IndicatorResults comparable to Myers- Briggs Type Indicator
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. Each type has their own unique gifts and talents.Each type has their own unique gifts and talents.
Administering the DWYA The test does not measure:The test does not measure: IntelligenceIntelligence Psychological or emotional healthPsychological or emotional health
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
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 _____________________________|___________________________ N Sensing 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 minutesWrite about the picture for 5 minutes
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 PhysicalPhysical Time of dayTime of day Food intakeFood intake MobilityMobility
Complete the PEPS Learning Style Inventory
What are your learning preferences?
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 SpeakingTaking Notes, Writing and Speaking
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 BlendedBlended OnlineOnline
Program Results Program Review 2000, 2005
The most significant finding is increased persistence.
Persistence Students who return the next semesterStudents who return the next semester Approximately half of community college students are new each semesterApproximately half of community college students are new each semester
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 Semester 5 Year Average All successful PDC students 89%All successful PDC students 89% All students 63%All students 63% A 26% differenceA 26% difference