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

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

3.  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

4. Research

6. 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

7. 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

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

9. 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

10. Key Features

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

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

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

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

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

16.  Comprehensive curriculum Keys to Success

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

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

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

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

21. 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

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

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

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

25. New Millenials

26.  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

27. 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)

28.  Baby boomer 1946-1964  Generation X 1965-1977  New Millennials 1977-1995  How much technology did you use in college? Introduce yourself. Where are you in the technology continuum?

29. Hippies Yuppies Zippies What Comes Next?

31.  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

32.  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

33. Resources

34.  Resources for faculty and students  www.collegesuccess1.com www.collegesuccess1.com Training Notes College Success 1

35. Student View www.collegescope.com/ccs/lonestar Quick Tour

36. Faculty View www.collegescope.com/cuyamaca Quick Tour

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

38.  http://www.collegescope.com/lonestar http://www.collegescope.com/lonestar Log into your account

40. Update your account

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

42.  The student account has /ccs/  ccs stands for college and career success  http://www.collegescope.com/ccs/lonestar The difference between a faculty and student account

47. Improving Retention and Success with CollegeScope

48.  30% of students do not buy their books  70% of students do not read them Reading is a problem

49. TEACHING STUDENTS TO READ http://www.youtube.com/watch?v=pQHX-SjgQvQ

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

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

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

53.  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

54.  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

55. What should you do on the first day?

56.  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

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

58.  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

59. THE ASSESSMENTS

60. Job Jar Activity

61. Personality Assessment

62. Personality  Carl Jung and personality type  Online:

64.  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 1875-1961

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

66.  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

67.  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

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

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

70. Click on Do What You Are:  CollegeScope User’s Manual  Do What You Are Handbook  Psychometric Report Resources www.collegesuccess1.com www.collegesuccess1.com

71. Interpreting the Do What You Are personality assessment

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

73. 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?

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

75.  Write about the picture for 3 minutes Personality Exercise

76. By Ian Jackson

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

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

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

80.  Measures preferences in 20 areas The PEPS Learning Style Assessment

81. 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

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

83.  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

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

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

86.  Emotionality  Motivation  Responsibility  Persistence  Structure PEPS

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

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

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

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

92. Learning Style The Paper Airplane Exercise

93. Tips for New Instructors Tips for New Instructors www.collegesuccess1.com Faculty Resources www.collegesuccess1.com

94.  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

95. How to quickly engage students How to run a group successfully Favorite Exercises Look in Faculty Resources at: www.collegesuccess1.com www.collegesuccess1.com Tips for Engaging Students in Learning

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

97.  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

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

99.  Questions?  Discussion  Evaluation