1. Student Success Santa Barbara Community College Dr. Marsha Fralick

2. Ice Breaker What are your goals for this workshop? Think Think Pair Pair Share Share

3. Overview Morning Research on student successResearch on student success Practical applicationsPractical applications Exploring personality type with Do What You AreExploring personality type with Do What You Are ExercisesExercises Exploring learning style with PEPSExploring learning style with PEPS ExerciseExercise

4. Overview Afternoon Components of a model student success programComponents of a model student success program Engaging students in LearningEngaging students in Learning Practical exercises for the classroomPractical exercises for the classroom Resources for instructors and workshop presentersResources for instructors and workshop presenters Favorite Exercises (if time)Favorite Exercises (if time)

5. Training Notes www.collegesuccess1.com

6. What is the dream that students have when they begin college?

7. The American Dream Get a degreeGet a degree Get a better jobGet a better job Improve the quality of lifeImprove the quality of life Increase self-respectIncrease self-respect Be the best you can beBe the best you can be

8. The Reality What Happens?What Happens? After 8 years, only 53% of those seeking degrees achieved their goalsAfter 8 years, only 53% of those seeking degrees achieved their goals 40-50% of the students don’t even return the next semester40-50% of the students don’t even return the next semester 6 out of 10 transfer students give up their plans or drop out in one semester6 out of 10 transfer students give up their plans or drop out in one semester Sources: Achieving the Dream website, PACE Research

9. Achieving the Dream is Difficult Lack of basic skills in reading, writing and mathLack of basic skills in reading, writing and math Poor study habitsPoor study habits Lack of clear goals for college and careersLack of clear goals for college and careers Unfamiliar with available on- campus resourcesUnfamiliar with available on- campus resources College success courses help students achieve their goals.College success courses help students achieve their goals. From Community College Research Center CCRC Brief

10. America’s Perfect Storm Large numbers of students lack literacy skills, especially disadvantaged minorities. Technological innovation and globalization have changed the world of work. Higher levels of education equal higher pay. The population is becoming older and more diverse. Most new growth from immigrants with lower skills..

11. Many of our students are not prepared for the storm

12. To Achieve the Dream Improve basic skills including how to studyImprove basic skills including how to study Understand career trends of the future and how they can prepare for them.Understand career trends of the future and how they can prepare for them.

13. Community College Survey of Student Engagement (CCSSE) College reform based on researchCollege reform based on research Recommendations based on surveys of 700,000 students from 548 colleges in 48 states over the past 5 yearsRecommendations based on surveys of 700,000 students from 548 colleges in 48 states over the past 5 years

14. CCSSE Strategy #1: Set High Expectations and Clear Goals Believe that all students can learnBelieve that all students can learn Create roadmaps for accomplishing degree and transfer goalsCreate roadmaps for accomplishing degree and transfer goals Provide the support needed to accomplish goalsProvide the support needed to accomplish goals

15. CCSSE Strategy #2: Focus on the Front Door Helping students succeed the first semester dramatically increases retentionHelping students succeed the first semester dramatically increases retention Critical early periodsCritical early periods Academic advising plays a key roleAcademic advising plays a key role

16. CCSSE Strategy #3: Elevate Developmental Education 61% are underprepared61% are underprepared Need assessment and placementNeed assessment and placement In addition to reading, writing and math, students need to know how to study and learnIn addition to reading, writing and math, students need to know how to study and learn Emphasis on learning styleEmphasis on learning style Becoming a lifelong learnerBecoming a lifelong learner

17. CCSE Strategy#4: Use Engaging Instructional Approaches Active and collaborative learning increases persistence and retentionActive and collaborative learning increases persistence and retention Most successful engagement activities happen in the classroomMost successful engagement activities happen in the classroom

18. CSSE Strategy #5: Make Engagement Inescapable In the classroomIn the classroom Academic advising?Academic advising?

19. Some Lessons Learned Engagement does not happen by accident; it happens by design.Engagement does not happen by accident; it happens by design. Engagement matters for all student, but it matters more for some than for others:Engagement matters for all student, but it matters more for some than for others: UnderpreparedUnderprepared Students of colorStudents of color First generationFirst generation Nontraditional learnersNontraditional learners

20. Group Discussion How can the CSSE strategies be applied to Santa Barbara Community College?How can the CSSE strategies be applied to Santa Barbara Community College? Each group will read one strategy and brainstorm ideas of how it can be applied.Each group will read one strategy and brainstorm ideas of how it can be applied. Share with the larger group.Share with the larger group.

22. Cuyamaca College El Cajon, CA

23. 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

24. Bridge High School Community College University

25. 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

26. 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

27. 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

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

29. Program Results Program Review 2000, 2005

30. The most significant finding is increased persistence.

31. 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

32. 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!

33. 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

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

35. 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

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

37. 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.

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

39. Time for a Break?

40. Carl Jung and personality type Online:

43. 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?

44. 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.

45. 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

46. Administering the DWYA The test does not measure:The test does not measure: IntelligenceIntelligence Psychological or emotional healthPsychological or emotional health

47. 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

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

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

50. Personality Exercise Write about the picture for 5 minutesWrite about the picture for 5 minutes

51. By Ian Jackson

52. Self-Assessment How we make decisions T _____________________________|___________________________ F Thinking Feeling

53. Self-Assessment Whether we prefer to live in a more structured or spontaneous way J _____________________________|_____________________________ P Judging Perceiving

54. 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

55. How can a knowledge of personality type help a student to become successful? Think Pair Share

56. Understanding Type Helps Increase Student Success Helps all students understand their gifts and talents and matching careersHelps all students understand their gifts and talents and matching careers Help at risk students to develop strategies to achieve their goalsHelp at risk students to develop strategies to achieve their goals Research has shown that ENFP, ESFP, INFP, ISFP have higher dropout ratesResearch has shown that ENFP, ESFP, INFP, ISFP have higher dropout rates

57. Student Success Choosing a majorChoosing a major Career choiceCareer choice Learning StyleLearning Style CommunicationCommunication Self-understandingSelf-understanding

58. The PEPS Learning Style Assessment Measures preferences in 20 areasMeasures preferences in 20 areas PerceptualPerceptual AuditoryAuditory VisualVisual KinestheticKinesthetic TactileTactile

59. PEPS Immediate environmentImmediate environment SoundSound HeatHeat LightLight Design (formal or informal)Design (formal or informal)

60. PEPS EmotionalityEmotionality MotivationMotivation ResponsibilityResponsibility PersistencePersistence StructureStructure

61. PEPS SociologicalSociological Self orientedSelf oriented Peer orientedPeer oriented Adult orientedAdult oriented

62. PEPS PhysicalPhysical Time of dayTime of day Food intakeFood intake MobilityMobility

64. Learning Style Exercise: The Paper Airplane

65. Time for a Break?

66. Components of a Model Student Success Program

67. Broad Scope College successCollege success Career successCareer success Lifelong successLifelong success

68. Emphasis on Student Engagement See the Instructor Manual for Tips for Engaging Students in LearningSee the Instructor Manual for Tips for Engaging Students in Learning Your students enjoy itYour students enjoy it It makes teaching more fun tooIt makes teaching more fun too

69. Applied Psychology From theory to practiceFrom theory to practice Academically rigorous, yet practicalAcademically rigorous, yet practical

70. Careers: A Key Component PersonalityPersonality Learning StyleLearning Style InterestsInterests ValuesValues Career ResearchCareer Research

71. 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

72. Technology A Skill Needed for College Success and the Future World of Work

74. 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 82% are online daily82% are online daily Average 12 hours per week onlineAverage 12 hours per week online

75. 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 How much technology did you use in college?How much technology did you use in college?

76. Rationale for Using Technology Your students use itYour 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

77. Take a Look

78. Resources for Faculty Instructor ManualInstructor Manual Exercises and HandoutsExercises and Handouts SyllabusSyllabus ResearchResearch PowerPointPowerPoint Internet LinksInternet Links www.collegesuccess1.com

80. Questions?Questions?