Faculty Training, Part 2 July 8, 2008 Clarendon College Dr. Marsha Fralick.

Faculty Training, Part 2July 8, 2008

Clarendon College Dr. Marsha Fralick

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?

Morning EnergizerCreativity Exercise

• Brainstorming exercise with a Brainstorming exercise with a peanutpeanut

• What are the rules of What are the rules of brainstorming? brainstorming?

Brainstorming Rules

• The first step is generating a The first step is generating a quantity of ideasquantity 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 The last step is selecting the

quality ideasquality ideas

How is this peanut like you?

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 What you see is not always what

you get.you get.• It just sits in class. It just sits in class.

How is this peanut like going to college?

How is this peanut like going to college?• It’s rough.It’s rough.• There are 2 nuts inside. One is the There are 2 nuts inside. One is the

teacher and the other is the teacher and the other is the student.student.

• We’re all nuts to a degree.We’re all nuts to a degree.• We both went to Dr. Fralick’s class We both went to Dr. Fralick’s class

today.today.• College drives me nuts! College drives me nuts!

Overview

• Research on College SuccessResearch on College Success• Improving Retention and success with Improving Retention and success with

the CollegeScope Student Success the CollegeScope Student Success ProgramProgram

• Introducing CollegeScope to your Introducing CollegeScope to your studentsstudents

• Teaching excellenceTeaching excellence• Engaging students in learningEngaging students in learning• Practical exercisesPractical exercises

Cuyamaca CollegeEl Cajon, CA

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 One of the top 15 revenue producing programs for the college programs for the college

• 56 sections a year56 sections a year

Make it Count

• Transfers as general education for Transfers as general education for CSUC, Area E, Lifelong CSUC, Area E, Lifelong UnderstandingUnderstanding

• Transfers to University of California Transfers to University of California

Course Choices

• Face to FaceFace to Face• 22 sections22 sections

• Blended Blended • 22 sections22 sections

• OnlineOnline• 12 sections12 sections

Bridge

High School

Community College

University

Program Results

Program Review 2000, 2005 Program Review 2000, 2005

The most significant finding is increased persistence.

Persistence

• Students who return the next Students who return the next semestersemester

• Approximately half of community Approximately half of community college students nationwide do not college students nationwide do not persist after the first semesterpersist after the first semester

College Persistence Semester to Semester5 Year Average at Cuyamaca College

• All successful PDC students 89%All successful PDC students 89%• All students 63%All students 63%

A 26% improvement! A 26% improvement!

Student Confidence

• The course helped 62% of students The course helped 62% of students feel more confident about their feel more confident about their academic skillsacademic skills

Grade Improvement

• 72% of student agreed or strongly 72% of student agreed or strongly agreed that the course helped to agreed that the course helped to improve gradesimprove grades

Student Satisfaction

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

College Success: A Study of Positive and Negative

Attrition

Community College ReviewCommunity College Review

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.

Choosing a Major

• The course helped 52% of The course helped 52% of students choose a majorstudents choose a major

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 growth Results in personal growth • Students become lifelong learnersStudents become lifelong learners

Student Success

• How do you know when your How do you know when your student success program is student success program is working?working?

• ThinkThink• Pair Pair • ShareShare

Improving Retention and Success with CollegeScope

The Critical Period

• The first two weeks is when most The first two weeks is when most students drop. students drop.

• This is our best opportunity to help This is our best opportunity to help students to be successful. students to be successful.

The Critical First 2 Weeks

• You will know who has not bought You will know who has not bought the program and who has not the program and who has not started. started.

• How can you help the students who How can you help the students who have not begun? have not begun?

ThinkThink

Pair Pair

ShareShare

The first day of class is also critical• Most of your students will attend Most of your students will attend

the first day. the first day. • It is an opportunity to impact It is an opportunity to impact

student success and retention. student success and retention.

What should you do on the first day?

The first day is the most important• Introduce the CollegeScope Student Introduce the CollegeScope Student

Success ProgramSuccess Program• Make your expectations clearMake your expectations clear

• The course syllabusThe course syllabus• Get to know your students and help Get to know your students and help

them to meet other studentsthem to meet other students• Do something that motivates Do something that motivates

students on the first day students on the first day

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 entries Sample journal entries

Introducing the Online Portfolio• On the first day, show the students On the first day, show the students

the online portfolio and features.the online portfolio and features.• Let them know that faculty have Let them know that faculty have

access.access.

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 Faculty comments about student work on the student portfolio work on the student portfolio

Sample Student

The Electronic Journal

• It is an opportunity for students to It is an opportunity for students to read and think about how to apply read and think about how to apply the material in their personal lives.the material in their personal lives.

• Make your expectations clear.Make your expectations clear.• Expect a well-developed paragraph Expect a well-developed paragraph

for most questions.for most questions.• Show a sample. Show a sample.

The Electronic Quizzes

• This is an interactive feature that This is an interactive feature that helps students with reading helps students with reading comprehension.comprehension.

• Students get immediate feedback.Students get immediate feedback.• Students cannot change their Students cannot change their

answers.answers.• Expect students to do their best.Expect students to do their best.

How to Cheat

How you will be caught

Expect students to read the chapter before coming to class

• You can focus on engaging students You can focus on engaging students in learning, discussion and sharing in learning, discussion and sharing your experiences.your experiences.

• This is a good strategy for other This is a good strategy for other classes too. classes too.

• Minimizes the need to lecture.Minimizes the need to lecture.• All classes cover the same material All classes cover the same material

in an interactive way. in an interactive way.

Most Common Problems

And Easy SolutionsAnd Easy Solutions

Helping Your Students Log In

Students register only once. Then they log in with the email address and the password they created.

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

I forgot my email address

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

I forgot my password

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

My Account Disappeared

• They tried to log into the instructor They tried to log into the instructor account. Make sure that they have account. Make sure that they have /ccs/ /ccs/ in the URLin the URL

• http://www.collegescope.com/ccs/tomball

When I tried to register, it says that my email already exists.

• If the email already exists, they If the email already exists, they have already registered. Tell have already registered. Tell students to log in with the email students to log in with the email address and password they address and password they created when they registered the created when they registered the first time. first time.

When I tried to log in, it says that my email does not exist. There are several reasons for this:There are several reasons for this:

They are using a different email.They are using a different email.

They entered the info incorrectly.They entered the info incorrectly.

They have not registered. They have not registered.

Contact Customer Service

• If you have any problem you If you have any problem you cannot resolve. This does not cannot resolve. This does not happen very often.happen very often.

• If you need to have a student’s If you need to have a student’s account reset. If a student fails account reset. If a student fails and takes the course again, it can and takes the course again, it can be reset so they can start over. be reset so they can start over.

This info is available at the College Success Website• http://www.collegesuccess1.com/

• Click on CollegeScopeClick on CollegeScope

There is a PowerPoint slide show on There is a PowerPoint slide show on how to introduce CollegeScope. It how to introduce CollegeScope. It has the front page of each college has the front page of each college included. included.

Review the second day

• Review the information on Review the information on CollegeScope the second day for CollegeScope the second day for those who were absent or those who those who were absent or those who need motivation to get started.need motivation to get started.

• Congratulate those who have started. Congratulate those who have started. • Meet with students who have not Meet with students who have not

started CollegeScope. started CollegeScope.

Introductory Activities http://www.collegesuccess1.com/MotivationM.htm

Exercise: Life StoriesExercise: Life Stories

Tips for New Instructors

http://www.collegesuccess1.com/TipsNewInstructors.htm

Tips for New Instructors

• Write your syllabusWrite your syllabus• Take the assessmentsTake the assessments• Read the User’s Manual Read the User’s Manual • Expect your students to read the Expect your students to read the

chapter before class beginschapter before class begins• Use the Instructor Manual to select Use the Instructor Manual to select

activities to engage students in activities to engage students in learninglearning

Teaching Excellence

• If you were evaluating a class, If you were evaluating a class, what would you look for?what would you look for?

• ThinkThink• Pair Pair • ShareShare

Teaching Excellence

• Students are engaged in learningStudents are engaged in learning• The professor uses a variety of The professor uses a variety of

teaching techniques to appeal to teaching techniques to appeal to different learning stylesdifferent 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 The professor establishes a positive

learning environmentlearning environment

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 Exercises Favorite Exercises

More Exercises

• MemoryMemory• Test TakingTest Taking• InterestsInterests• ValuesValues• CommunicationCommunication• Critical thinkingCritical thinking• Person BingoPerson Bingo

Test Taking

Chapter 6Chapter 6

The Best Way to Prepare:

• Study the key ideas Study the key ideas • TextbookTextbook• Lecture notesLecture notes• Class handoutsClass handouts

Test Taking TechniquesOr how to guess if you need to

Or how to answer correctly after you have studied

Meet the Decoy

How Does An Instructor Write a True False Question?

1. Find an important point2. Write as is for true3. Change or add a qualifier to make it false

100% Qualifiers Make a Statement False. Why?

NO

NEVER

NONE

EVERY

ALWAYS

ALL

ONLY

ENTIRELY

INVARIABLY

These qualifiers are found in true statements. Why?SELDOM

SOMETIMES

OFTEN

USUALLY

FREQUENTLY

MOST FEW

MANY SOME

GENERALLY

1. Look for an important point.

2. Make a stem.

3. Write the correct answer.

4. Think or 3 or 4 decoys.

EXAMPLE

Stem: In SQ4R, The 4R’S stand for: 1. Decoy

* 2. Read. Recite, review, reflect

3. Decoy

4. Decoy

Tricky Questions1. Watch for negatives and 100% qualifiers2. Foolish options are generally incorrect.

Example

The Cornell Format is:

A. A system for taking notes

B. A type of floor mat

Tricky Questions

Answers in the middle range aremore likely to be correct.

Tricky QuestionsNumbers in the middle range are usually correct.

The Great Pyramid is ___ft. high.A. 281B. 381C. 481D. 981

Tricky QuestionsNumbers 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)

Tricky QuestionsIn look alike options, usually one is correct and the other is a decoy.

The functional unit of the kidney is the:A. PelvisB. Nephron C. NeuronD. Medulla

Tricky QuestionsIn look alike options, usually one is correct and the other is a decoy.

The functional unit of the kidney is the:A. PelvisB. Nephron (look alike) (Correct)C. Neuron (look alike) D. Medulla

$32,000 Question:What president was known as the Great Communicator?

A. Reagan C. JohnsonB. Roosevelt D. Kennedy

Which answers look alike?

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

Tricky QuestionsIf you don’t know the answer, SKIP IT.You may find the answer or somethingthat triggers your memory in the restof the test. Circle the ones you do notknow and come back to them later.

Ready for the “Guess” test?

Interests and Values

Chapter 8Chapter 8

What are your interests?

What kind of lifestyle do you prefer?

What are 20 things you like to do?

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

Now that you have your

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

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

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

Write T next to the items that involve working with things

• CarsCars• ToolsTools• GardeningGardening• CraftsCrafts

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

Write A next to items that involve physical activity

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

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

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

What Are Your Values?

Values are:

• What we think is importantWhat we think is important• What we feel is right and goodWhat we feel is right and good

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 by Three words to be remembered by

Exercises Continued

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

• Questions?Questions?• EvaluationEvaluation

Time for a Break?

Time for a Lunch Break?