1. Faculty Training, Part 2 June 26, 2008 Lone Star College System Dr. Marsha Fralick

2. 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?

3. Morning Energizer Creativity Exercise Brainstorming exercise with a peanutBrainstorming exercise with a peanut What are the rules of brainstorming?What are the rules of brainstorming?

4. Brainstorming Rules The first step is generating a quantity of ideasThe first step is generating a quantity of ideas Set a goal or quotaSet a goal or quota No censorship of self or othersNo censorship of self or others The last step is selecting the quality ideasThe last step is selecting the quality ideas

5. How is this peanut like you?

6. How is this peanut like me? It’s wrinkled like me.It’s wrinkled like me. It’s brown like me.It’s brown like me. It has curves like me.It has curves like me. It cracks under pressure.It cracks under pressure. What you see is not always what you get.What you see is not always what you get. It just sits in class.It just sits in class.

7. How is this peanut like going to college?

8. It’s rough.It’s rough. There are 2 nuts inside. One is the teacher and the other is the student.There are 2 nuts inside. One is the teacher and the other is the student. We’re all nuts to a degree.We’re all nuts to a degree. We both went to Dr. Fralick’s class today.We both went to Dr. Fralick’s class today. College drives me nuts!College drives me nuts!

9. Overview Research on College SuccessResearch on College Success Improving Retention and success with the CollegeScope Student Success ProgramImproving Retention and success with the CollegeScope Student Success Program Introducing CollegeScope to your studentsIntroducing CollegeScope to your students Teaching excellenceTeaching excellence Engaging students in learningEngaging students in learning Practical exercisesPractical exercises

10. Cuyamaca College El Cajon, CA

11. 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 programs for the collegeOne of the top 15 revenue producing programs for the college 56 sections a year56 sections a year

12. Make it Count Transfers as general education for CSUC, Area E, Lifelong UnderstandingTransfers as general education for CSUC, Area E, Lifelong Understanding Transfers to University of CaliforniaTransfers to University of California

13. Course Choices Face to FaceFace to Face 22 sections 22 sections BlendedBlended 22 sections22 sections OnlineOnline 12 sections12 sections

14. Bridge High School Community College University

16. Program Results Program Review 2000, 2005

17. The most significant finding is increased persistence.

18. 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

19. 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!

20. Student Confidence The course helped 62% of students feel more confident about their academic skillsThe course helped 62% of students feel more confident about their academic skills

21. Grade Improvement 72% of student agreed or strongly agreed that the course helped to improve grades72% of student agreed or strongly agreed that the course helped to improve grades

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

23. College Success: A Study of Positive and Negative Attrition Community College Review

24. 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.

25. Choosing a Major The course helped 52% of students choose a majorThe course helped 52% of students choose a major

26. 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 growthResults in personal growth Students become lifelong learnersStudents become lifelong learners

27. Student Success How do you know when your student success program is working?How do you know when your student success program is working? ThinkThink PairPair ShareShare

28. Improving Retention and Success with CollegeScope

29. 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.

30. The Critical First 2 Weeks You will know who has not bought the program and who has not started.You will know who has not bought 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

31. 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.

32. What should you do on the first day?

33. The first day is the most important Introduce the CollegeScope Student Success ProgramIntroduce the CollegeScope Student Success Program Make your expectations clearMake your expectations clear The course syllabusThe course syllabus Get to know your students and help them to meet other studentsGet to know your students and help them to meet other students Do something that motivates students on the first dayDo something that motivates students on the first day

34. Introduce CollegeScope What is it?What is it? How to log inHow to log in Show sample studentShow sample student Online portfolioOnline portfolio ChaptersChapters Sample journal entriesSample journal entries

38. Introducing the Online Portfolio On the first day, show the students the online portfolio and features.On the first day, show the students the online portfolio and features. Let them know that faculty have access.Let them know that faculty have access.

40. New features for fall New updated editionNew updated edition New chapter orderNew chapter order Chapter 1: MotivationChapter 1: Motivation Chapter 2: PersonalityChapter 2: Personality Chapter 3: Learning StyleChapter 3: Learning Style Faculty comments about student work on the student portfolioFaculty comments about student work on the student portfolio

41. Sample Student

42. The Electronic Journal It is an opportunity for students to read and think about how to apply the material in their personal lives.It is an opportunity for students to read and think about how to apply the material in their personal lives. Make your expectations clear.Make your expectations clear. Expect a well-developed paragraph for most questions.Expect a well-developed paragraph for most questions. Show a sample.Show a sample.

45. The Electronic Quizzes This is an interactive feature that helps students with reading comprehension.This is an interactive feature that helps students with reading comprehension. Students get immediate feedback.Students get immediate feedback. Students cannot change their answers.Students cannot change their answers. Expect students to do their best.Expect students to do their best.

47. How to Cheat

48. How you will be caught

50. Expect students to read the chapter before coming to class You can focus on engaging students in learning, discussion and sharing your experiences.You can focus on engaging students in learning, discussion and sharing your experiences. This is a good strategy for other classes too.This is a good strategy for other classes too. Minimizes the need to lecture.Minimizes the need to lecture. All classes cover the same material in an interactive way.All classes cover the same material in an interactive way.

51. Most Common Problems And Easy Solutions

52. Helping Your Students Log In Students register only once. Then they log in with the email address and the password they created.

53. Remind students to write down the email address and password they use to create their accounts.

54. I forgot my email address You can find the email address that students used to create their account by looking at their portfolio on My Students or All Students in your instructor account.You can find the email address that students used to create their account by looking at their portfolio on My Students or All Students in your instructor account.

56. I forgot my password You can look at the Student Portfolio and reset the password. Tell the student what the new password is. They can reset it when then log into their portfolio.You can look at the Student Portfolio and reset the password. Tell the student what the new password is. They can reset it when then log into their portfolio.

58. My Account Disappeared They tried to log into the instructor account. Make sure that they have /ccs/ in the URLThey tried to log into the instructor account. Make sure that they have /ccs/ in the URL http://www.collegescope.com/ccs/ tomballhttp://www.collegescope.com/ccs/ tomballhttp://www.collegescope.com/ccs/ tomballhttp://www.collegescope.com/ccs/ tomball

59. When I tried to register, it says that my email already exists. If the email already exists, they have already registered. Tell students to log in with the email address and password they created when they registered the first time.If the email already exists, they have already registered. Tell students to log in with the email address and password they created when they registered the first time.

61. When I tried to log in, it says that my email does not exist. There are several reasons for this: They are using a different email. They entered the info incorrectly. They have not registered.

62. Contact Customer Service If you have any problem you cannot resolve. This does not happen very often.If you have any problem you cannot resolve. This does not happen very often. If you need to have a student’s account reset. If a student fails and takes the course again, it can be reset so they can start over.If you need to have a student’s account reset. If a student fails and takes the course again, it can be reset so they can start over.

64. This info is available at the College Success Website http://www.collegesuccess1.com/http://www.collegesuccess1.com/http://www.collegesuccess1.com/ Click on CollegeScopeClick on CollegeScope There is a PowerPoint slide show on how to introduce CollegeScope. It has the front page of each college included.

65. Review the second day Review the information on CollegeScope the second day for those who were absent or those who need motivation to get started.Review the information on CollegeScope the second day for those who were absent or those who need motivation to get started. Congratulate those who have started.Congratulate those who have started. Meet with students who have not started CollegeScope.Meet with students who have not started CollegeScope.

66. Introductory Activities http://www.collegesuccess1.com/MotivationM.htm http://www.collegesuccess1.com/MotivationM.htm Exercise: Life Stories

67. Tips for New Instructors http://www.collegesuccess1.com/TipsNewInstructors.htm http://www.collegesuccess1.com/TipsNewInstructors.htm

68. Tips for New Instructors Write your syllabusWrite your syllabus Take the assessmentsTake the assessments Read the User’s ManualRead the User’s Manual Expect your students to read the chapter before class beginsExpect your students to read the chapter before class begins Use the Instructor Manual to select activities to engage students in learningUse the Instructor Manual to select activities to engage students in learning

69. Teaching Excellence If you were evaluating a class, what would you look for?If you were evaluating a class, what would you look for? ThinkThink PairPair ShareShare

70. Teaching Excellence Students are engaged in learningStudents are engaged in learning The professor uses a variety of teaching techniques to appeal to different learning stylesThe professor uses a variety of teaching techniques to appeal to different 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 learning environmentThe professor establishes a positive learning environment

71. Tips for Engaging Students in Learning How to quickly engage studentsHow to quickly engage students How to run a group successfullyHow to run a group successfully Favorite ExercisesFavorite Exercises

72. More Exercises MemoryMemory Test TakingTest Taking InterestsInterests ValuesValues CommunicationCommunication Critical thinkingCritical thinking Person BingoPerson Bingo

73. Test Taking Chapter 6

74. The Best Way to Prepare: Study the key ideasStudy the key ideas TextbookTextbook Lecture notesLecture notes Class handoutsClass handouts

75. Test Taking Techniques Or how to guess if you need to Or how to answer correctly after you have studied

76. Meet the Decoy

77. How Does An Instructor Write a True False Question? 1. Find an important point 2. Write as is for true 3. Change or add a qualifier to make it false

78. 100% Qualifiers Make a Statement False. Why? NO NEVER NONE EVERY ALWAYS ALL ONLY ENTIRELY INVARIABLY

79. These qualifiers are found in true statements. Why? SELDOM SOMETIMES OFTEN USUALLY FREQUENTLY MOST FEW MANY SOME GENERALLY

80. 1. Look for an important point. 2. Make a stem. 3. Write the correct answer. 4. Think or 3 or 4 decoys.

81. EXAMPLE Stem: In SQ4R, The 4R’S stand for: 1. Decoy * 2. Read. Recite, review, reflect 3. Decoy 4. Decoy

82. Tricky Questions 1. Watch for negatives and 100% qualifiers 2. Foolish options are generally incorrect.

83. Example The Cornell Format is: A. A system for taking notes B. A type of floor mat

84. Tricky Questions Answers in the middle range are more likely to be correct.

85. Tricky Questions Numbers in the middle range are usually correct. The Great Pyramid is ___ft. high. A. 281 B. 381 C. 481 D. 981

86. Tricky Questions Numbers in the middle range are usually correct. The Great Pyramid is ___ft. high. A. 281 (low) B. 381 (middle) C. 481 (middle) (Correct answer) D. 981 (high)

87. Tricky Questions In look alike options, usually one is correct and the other is a decoy. The functional unit of the kidney is the: A. Pelvis B. Nephron C. Neuron D. Medulla

88. Tricky Questions In look alike options, usually one is correct and the other is a decoy. The functional unit of the kidney is the: A. Pelvis B. Nephron (look alike) (Correct) C. Neuron (look alike) D. Medulla

89. $32,000 Question: What president was known as the Great Communicator? A. ReaganC. Johnson B. RooseveltD. Kennedy Which answers look alike?

90. Reagan and Roosevelt look alike. Reagan is the correct answer.

91. Tricky Questions If you don’t know the answer, SKIP IT. You may find the answer or something that triggers your memory in the rest of the test. Circle the ones you do not know and come back to them later.

92. Ready for the “Guess” test?

93. Interests and Values Chapter 8

94. What are your interests?

95. What kind of lifestyle do you prefer?

96. What are 20 things you like to do?

97. Can you list 20 things you like to do in 5 minutes?

98. Now that you have your list, put a $ next to anything that costs more than $20 each time you do it.

99. Write P to the left of each item that you do with people.

100. Write I next to anything that you do by yourself (individually)

101. Write T next to the items that involve working with things CarsCars ToolsTools GardeningGardening CraftsCrafts

102. Write D next to items that involve working with data. ComputersComputers MathMath BudgetingBudgeting OrganizingOrganizing

103. Write A next to items that involve physical activity

104. Write R next to items that involve risk or adventure Car racingCar racing SkiingSkiing Motorcycle ridingMotorcycle riding SkydivingSkydiving Rock ClimbingRock Climbing

105. Write MT next to the items you would like to spend more time doing.

106. Number 1-5 the most important items on your list. What is your number one interest? Share it with the class.

107. What Are Your Values?

108. Values are: What we think is importantWhat we think is important What we feel is right and goodWhat we feel is right and good

109. Assignment: My Personal Coat of Arms What your like about yourselfWhat your like about yourself Your greatest achievementYour greatest achievement Your most prized possessionYour most prized possession What you value most in lifeWhat you value most in life A symbol of your personalityA symbol of your personality Three words to be remembered byThree words to be remembered by

114. Exercises Continued

115. What is something you can use and something you found useful?

116. Questions?Questions? EvaluationEvaluation

117. Time for a Break?

118. Time for a Lunch Break?