LONE STAR COLLEGE SYSTEM PROFESSIONAL DEVELOPMENT JUNE 9, 2011 Dr. Marsha Fralick

 Happiness is ____  We all know our friends and family make us happy. What else? Ice Breaker

 Research (brief) and key features  Resources  Demo of faculty and student portfolios  Setting up your account and online training  Using CollegeScope to increase retention and success  The Assessments Theory, administration, benefits, exercises Overview CollegeScope

Research

Noteworthy Results  Implementing CollegeScope resulted in a 26% increase in fall to spring persistence!  87% of students had chosen a major by the end of the course  62% of students reported more confidence in their academic skills  88% of students rated the course as good or very good

College Persistence rate of all Student Types Persistence rate of CollegeScope studentsDifference CyFair79%94%  15% Kingwood67%82%  15% Montgomery77%88%  11% North Harris81%90%  9% Tomball70%82%  12% System Average75%87%  12% Results

Published Articles  College Success: A Study of Positive and Negative Attrition  Career Development in a College Success Course

Had a definite goal or college major Based on this research, choosing a major and career planning was included in our college success course The Successful Student

Key Features

 The program helps students to make a good choice of a major and career Keys to Success

 Statistically accurate  Valid and reliable  College scenarios are easy to read and understand.

Keys to Success  The program helps students to understand their learning style and how to become a lifelong learner

 Measures preferences in 20 areas: o Perceptual o Environmental o Emotional o Sociological o Physical Learning Style

Personalized  Based on personality and learning style  Refers to the student by their name  This is not possible in a printed text

 Comprehensive curriculum Keys to Success

Personality and Related Majors Learning Style and Intelligence Interests and Values Career and Educational Planning Career Success

College Success Motivation Time and Money Memory and Reading Test Taking Taking Notes, Writing and Speaking

Lifelong Success Communication and Relationships Critical and Creative Thinking Maintaining a Healthy Lifestyle Appreciating Diversity Positive Thinking Life Stages

 Foundation for personal and career development based on: Personality type Learning style Multiple intelligences Interests Values Strength-Based

Motivation  Students are motivated to complete their education when they have made a good choice of a major and career based on their personal strengths

Encourages Self-Responsibility  Making a good career choice  Developing an educational plan  Setting goals  Managing time to reach goals

 Positive thinking  Hope for the future  Future-mindedness Emphasis

 Use technology to make education engaging and inescapable Keys to Success

New Millenials

 Our current college students were born after 1992  Most were born with a computer in the home and were using them by age 5  The connected generation  82% are online daily  Average 12 hours per week online New Millennials

Use Technology to Connect  50% send or receive a text message daily  29% use instant messages daily  44% have a profile on Facebook or MySpace and 38% use them daily (from Pew Research)

 Baby boomer  Generation X  New Millennials  How much technology did you use in college? Introduce yourself. Where are you in the technology continuum?

Hippies Yuppies Zippies What Comes Next?

 Most college courses, especially upper division courses, have online components.  Working 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 it.  It is a tool to help faculty focus on interactive exercises instead of lecture.  Education happens any time, any place. Technology

 All students start for free  Chapter 1 doesn’t require payment  All students can start on time  Human eSources Scholarship Program  Every instructor has two free access codes for each section taught  You decide who to give the access codes to New Features

Resources

 Resources for faculty and students  Training Notes College Success 1

Student View Quick Tour

Faculty View Quick Tour

I need your name and address to set up your account. You will have online training and support to begin using your account. Setting up your account

 Log into your account

Update your account

Use the sample student account or the PowerPoint, Getting Started with CollegeScope. Password: sample1 How Students Register and Log In

 The student account has /ccs/  ccs stands for college and career success  The difference between a faculty and student account

Improving Retention and Success with CollegeScope

 30% of students do not buy their books  70% of students do not read them Reading is a problem

TEACHING STUDENTS TO READ

 You will know who has started the program  You can monitor their reading and progress through the program  You can provide early intervention CollegeScope

 The first two weeks is when most students drop.  This is our best opportunity to help students to be successful. The Critical Period

 How can you help the students who have not begun? Think Pair Share The Critical First 2 Weeks

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

 Most of your students will attend the first day.  It is an opportunity to impact student success and retention. The first day of class is also critical

What should you do on the first day?

 Introduce the CollegeScope Student Success Program  Make your expectations clear  The course syllabus  Get to know your students and help them to meet other students  Do something that motivates students on the first day The first day is the most important

Exercise: Life Stories Introductory Activities

 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.  Meet with students who have not started CollegeScope. Review the second day

THE ASSESSMENTS

Job Jar Activity

Personality Assessment

Personality  Carl Jung and personality type  Online:

 We are born with natural preferences which we develop over a lifetime.  There are no good or bad types.  Each type has their own unique gifts and talents.  Exercise: What is a preference? Carl Jung

 Choosing a major  Career choice  Learning Style  Communication  Self-understanding Key Theme

 Find a time when you are not tired or rushed.  There are no right or wrong answers.  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. Administering the DWYA

 Answer the questions honestly to get the best results.  Answer the questions how you usually are when you are not stressed.  Do not answer the questions:  How you want to be  How you have to be at home, work or school  How others want you to be Administering the DWYA

 Encourage students to give honest answers.  What are some reasons students would not give honest answers?  Think, Pair, Share Getting Good Results

 The test does not measure:  Intelligence  Psychological or emotional health Administering the DWYA

Click on Do What You Are:  CollegeScope User’s Manual  Do What You Are Handbook  Psychometric Report Resources

Interpreting the Do What You Are personality assessment

Begin Self-Assessment How we interact with the world and where we place our energy E _____________________________|____________________________ I Extraversion Introversion

Talkers and Listeners Talker  How do I know that I am a talker?  How can I develop my listening skills?  How can I help listeners talk more? Listener  How do I know that I am a listener?  How can I develop my talking skills?  How can I help talkers listen more?

Self-Assessment The kind of information we naturally notice and remember S _____________________________|___________________________ N Sensing Intuition

 Write about the picture for 3 minutes Personality Exercise

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

 Where do you stand?  I can play anytime  I have to finish my work before I play J and P Exercise:

 Measures preferences in 20 areas The PEPS Learning Style Assessment

20 Learning Style Factors  Perceptual  Auditory  Visual  Kinesthetic  Tactual  Environmental  Sound  Light  Heat  Design  Physical  Time of day  Food  Mobility  Emotional  Motivation  Responsibility  Persistence  Structure  Sociological  Self, peer or adult oriented

 Give your initial response  No need to over analyze  Answer as though you were learning new or difficult information Administering the PEPS

 It is not a test  It 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 individual Important Considerations

 Measures preferences in 20 areas  Perceptual Auditory Visual Kinesthetic Tactile The PEPS Learning Style Assessment

 Immediate environment  Sound  Heat  Light  Design (formal or informal) PEPS

 Emotionality  Motivation  Responsibility  Persistence  Structure PEPS

 Sociological  Self oriented  Peer oriented  Adult oriented PEPS

 Physical  Time of day  Food intake  Mobility PEPS

 Auditory (one third)  Visual (one third)  Tactile/Kinesthetic (one third) Learning disabled as well as gifted prefer tactile/kinesthetic Perceptual

Note that a detailed list of learning strategies for your style follows this chart.

Learning Style The Paper Airplane Exercise

Tips for New Instructors Tips for New Instructors Faculty Resources

 Write your syllabus  Take the assessments  Read the User’s Manual  Expect your students to read the chapter before class begins  Use the Instructor Manual to select activities to engage students in learning Tips for New Instructors

How to quickly engage students How to run a group successfully Favorite Exercises Look in Faculty Resources at: Tips for Engaging Students in Learning

 If you were evaluating a class, what would you look for?  Think  Pair  Share Teaching Excellence

 Students are engaged in learning  The professor uses a variety of teaching techniques to appeal to different learning styles  Students have good attendance  The professor has a good syllabus  The professor establishes a positive learning environment Teaching Excellence

 Something you learned?  Something you found useful? What is

 Questions?  Discussion  Evaluation