Faculty Training July 7, 2008 Clarendon College Dr. Marsha Fralick.

Faculty TrainingFaculty Training

July 7, 2008July 7, 2008

Clarendon College Clarendon College

Dr. Marsha FralickDr. Marsha Fralick

Ice Breaker

• What is your job title?What is your job title?• Complete this sentence:Complete this sentence:

Happiness is . . . . .Happiness is . . . . .

Overview Morning• FeaturesFeatures• Technology for the New Millennial StudentTechnology for the New Millennial Student• Overview of CollegeScopeOverview of CollegeScope• Administering the Do What You Are Administering the Do What You Are

(DWYA) and Productivity Environmental (DWYA) and Productivity Environmental Preference (PEPS) learning style inventoryPreference (PEPS) learning style inventory

• Log into your account and take the DWYA Log into your account and take the DWYA and PEPSand PEPS

Overview Afternoon

• Resources for faculty Resources for faculty • Interpreting the Do What You AreInterpreting the Do What You Are• ExercisesExercises• Interpreting the PEPSInterpreting the PEPS• ExerciseExercise

Overview Tomorrow

• Research on student success Research on student success • Using CollegeScope to improve Using CollegeScope to improve

student retention and successstudent retention and success• Tips for engaging students in Tips for engaging students in

learninglearning• Key ideas and exercises for topics Key ideas and exercises for topics

in CollegeScopein CollegeScope

What are your goals for this workshop?

ThinkThink

Pair Pair

ShareShare

Features

College Success 1

• Resources for faculty and studentsResources for faculty and studentshttp://www.collegesuccess1.com/

Details after lunchDetails after lunch

Training NotesTraining Notes

Careers: A Key Component

• PersonalityPersonality• Learning StyleLearning Style• InterestsInterests• ValuesValues• Career ResearchCareer Research

Key Themes

• PersonalityPersonality• Learning styleLearning style

Carl Jung and personality type

Online:

The PEPS Learning Style Assessment• Measures preferences in 20 areasMeasures preferences in 20 areas

Keys to Success

• At the end of each chapterAt the end of each chapter• InspirationInspiration• Positive thinkingPositive thinking• For example:For example:

• Life is a dangerous opportunityLife is a dangerous opportunity

Broad Scope

• College successCollege success• Career successCareer success• Lifelong success Lifelong success

College Success

• MotivationMotivation• Time and MoneyTime and Money• Memory and ReadingMemory and Reading• Test TakingTest Taking• Taking Notes, Writing and Taking Notes, Writing and

SpeakingSpeaking

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

Applied Psychology

• From theory to practiceFrom theory to practice• Academically rigorous, yet Academically rigorous, yet

practical practical • Easy to read Easy to read

Engaging Students in Learning• Interactive online format with Interactive online format with

journal entries, quizzes, activities, journal entries, quizzes, activities, surveys, videossurveys, videos

• Classroom exercises for engaging Classroom exercises for engaging students in learningstudents in learning

Personalized for each college

• Includes your information about Includes your information about counseling, financial aid, health counseling, financial aid, health and other student servicesand other student services

Personalized for each student

• Based on personality and learning Based on personality and learning stylestyle

• Refers to the student by their Refers to the student by their namename

Technology

A Skill Needed for College Success

New Millennials

• Our current college studentsOur current college students• Most were born with a computer in the Most were born with a computer in the

home and were using them by age 5 home and were using them by age 5 • Cyber generationCyber generation• The connected generation The connected generation • 82% are online daily82% are online daily• Average 12 hours per week online Average 12 hours per week online

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 CardenasCollege Success Student

These New Millennial students are now being called Generation E

• What does the “What does the “EE” stand for? ” stand for?

New Millennials or Generation E

• 18-30 years old18-30 years old

•EEmpoweredmpowered

•EEntitledntitled

•EElectroniclectronic• Leading change from paper to Leading change from paper to

electronic media electronic media

Introduce yourself. 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 How much technology did you use

in college?in college?

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..

Many of our community college students are not prepared for the storm

To prepare for good paying job in the future, students need:

• ReadingReading• WritingWriting• MathMath• Career planning Career planning • TechnologyTechnology

They need to become lifelong They need to become lifelong learners. learners.

Technology

• Most college courses, especially Most college courses, especially upper division courses, have online upper division courses, have online componentscomponents

• Working in an online environment Working in an online environment is essential for high paying careersis essential for high paying careers

• Students are disadvantaged if they Students are disadvantaged if they do not have access to the Internet do not have access to the Internet and are skilled in using itand are skilled in using it

Rationale for Using Technology• It prepares students for good It prepares students for good

paying jobs in the futurepaying jobs in the future• Improved retention and successImproved retention and success• New roles for faculty New roles for faculty • Your students use itYour students use it• It captures their attentionIt captures their attention• Education any time or placeEducation any time or place

New features for fall

• New updated editionNew updated edition• Faculty comments on student work Faculty comments on student work

on student portfolioon student portfolio• New chapter orderNew chapter order

• Chapter 1: MotivationChapter 1: Motivation• Chapter 2: PersonalityChapter 2: Personality• Chapter 3: Learning Style Chapter 3: Learning Style

CollegeScope: An Overview

• http://www.collegescope.com/cuyamaca

Time for a Break?

Let’s move to the computer lab.

Let’s PracticeHow Students Register and Log In

http://www.collegescope.com/ccs/clarendoncollege

The difference between a faculty and student account

• The student account has The student account has /ccs//ccs/•ccs stands for ccs stands for collegecollege and and careercareer successsuccess

Log into your account

• http://www.collegescope.com/clarendoncollege

How to Log On

• Log in with your e-mail addressLog in with your e-mail address• Use the password that was mailed Use the password that was mailed

to you (summer)to you (summer)• Update your account Update your account

Add a Student

• Click on Click on My StudentsMy Students• Click on Click on Add StudentsAdd Students• Put a checkmark in the box next to Put a checkmark in the box next to

Sample StudentSample Student• Click Click Add to MeAdd to Me

Get Ready for the Assessments

• Do What You Are Do What You Are • PepsPeps

Carl Jung 1875-1961

• We are born with natural We are born with natural preferences which we develop over preferences which we develop over a lifetime.a lifetime.

• There are no good or bad types.There are no good or bad types.• Each type has their own unique Each type has their own unique

gifts and talents.gifts and talents.• Exercise: What is a preference?Exercise: What is a preference?

Administering the DWYA• Find a time when you are not tired or Find a time when you are not tired or

rushed.rushed.• There are no right or wrong answers. There are no right or wrong answers. • Answer quickly giving your first Answer quickly giving your first

impression. Do not over analyze.impression. Do not over analyze.• You will have a chance to look at You will have a chance to look at

your profile and change it if you think your profile and change it if you think it is not correct. it is not correct.

Administering the DWYA

• Answer the questions Answer the questions honestlyhonestly to get the to get the best results.best results.

• Answer the questions Answer the questions how you usually how you usually are when you are not stressed. 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 How you have to be at home, work or

schoolschool• How others want you to beHow others want you to be

Getting Good Results

• Encourage students to give honest Encourage students to give honest answers.answers.

• What are some reasons students What are some reasons students would not give honest answers?would not give honest answers?

• Think, Pair, ShareThink, Pair, Share

Administering the DWYA

• The test does not measure:The test does not measure:• IntelligenceIntelligence• Psychological or emotional Psychological or emotional

healthhealth

Resources

• CollegeScope User’s ManualCollegeScope User’s Manual• Do What You Are HandbookDo What You Are Handbook• Psychometric ReportPsychometric Report

Administering the PEPS

• Give your initial responseGive your initial response• No need to over analyzeNo need to over analyze• Answer as though you were Answer as though you were

learning new or difficult informationlearning new or difficult information

Important Considerations

• It is not a testIt is not a test• It describes how you prefer to It describes how you prefer to

learn new or difficult materiallearn new or difficult material• Usually there are 6 or 7 areas out Usually there are 6 or 7 areas out

of 20 that are important for an of 20 that are important for an individualindividual

Begin the Assessments

• Do What You AreDo What You Are• PEPSPEPS

Part 2

• Resources for faculty Resources for faculty • Interpreting the DWYA and PEPSInterpreting the DWYA and PEPS• ExercisesExercises

College Success 1

• Resources for faculty and studentsResources for faculty and studentshttp://www.collegesuccess1.com/

Time for a Break?

Interpreting the Do What You Are personality assessment

•Key theme throughout course

•Carl Jung and personality type

•Online:

How can a knowledge of personality type help a student to be successful?

• Think Think • PairPair• ShareShare

Key Theme

• Choosing a majorChoosing a major• Career choiceCareer choice• Learning StyleLearning Style• CommunicationCommunication• Self-understandingSelf-understanding

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_____________________________|___________________________NSensing Intuition

Personality Exercise

• Write about the picture for 5 Write about the picture for 5 minutesminutes

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

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 I have to finish my work before I

play play

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

• EmotionalityEmotionality• MotivationMotivation• ResponsibilityResponsibility• PersistencePersistence• StructureStructure

PEPS

• SociologicalSociological• Self orientedSelf oriented• Peer orientedPeer oriented• Adult orientedAdult oriented

PEPS

• PhysicalPhysical• Time of dayTime of day• Food intakeFood intake• MobilityMobility

Perceptual

• Auditory (one third)Auditory (one third)• Visual (one third)Visual (one third)• Tactile/Kinesthetic (one third)Tactile/Kinesthetic (one third)

Learning disabled as well as gifted Learning disabled as well as gifted prefer tactile/kinestheticprefer tactile/kinesthetic

Learning Style Exercise: The Paper Airplane

What is

• Something you learned?Something you learned?• Something you found useful?Something you found useful?

• Questions?Questions?• DiscussionDiscussion• EvaluationEvaluation