Faculty Training Dr. Marsha Fralick

Material is Personalized based on Assessments

Ice Breaker Introduce yourself. Where do you work and what do you do? What is one essential item you brought to college as a freshman?

Where are you in the technology continuum? Baby boomer 1946-1964 Generation X 1965-1977 New Millennials 1977-1995 Think, Pair, Share How much technology did you use in college?

New Millennials Our current college students Most were born with a computer in the home and were using them by age 5 Cyber generation The connected generation

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 Cardenas Summer 07

Technology A Skill Needed for College Success

Rationale for Using Technology You students use it It captures their attention Education on demand Any time or place Increased access New roles for faculty

Assesses personality type Many uses: Choosing a major Career choice Learning style Communication Self-Understanding

Carl Jung 1875-1961 We are born with natural preferences which we develop over a lifetime. Exercise: What is a preference?

Features: Do What You Are Based on college scenarios Easy to understand and administer Results comparable to Myers-Briggs Type Indicator

Administering the DWYA Find a time when you are not tired or rushed. There are no right or wrong answers. Each type has their own unique gifts and talents.

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

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

Take the DWYA www.collegescope.com/ccs/demo

Begin Self-Assessment How we interact with the world and where we place our energy E_____________________________|____________________________I Extraversion Introversion

The kind of information we naturally notice and remember Self-Assessment The kind of information we naturally notice and remember S_____________________________|___________________________N Sensing Intuition

Self-Assessment How we make decisions T_____________________________|___________________________F Thinking Feeling

Whether we prefer to live in a more structured or spontaneous way Self-Assessment Whether we prefer to live in a more structured or spontaneous way J_____________________________|_____________________________P Judging Perceiving

Exercise Where do you stand?

Personality Exercise Write about the picture for 5 minutes

By Ian Jackson

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

PEPS 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

Complete the PEPS Learning Style Inventory

What are your learning preferences?

Questions?

Course Content College Success Career Success Lifelong Success

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

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

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

Some Options Face to Face Blended Online

Program Results Program Review 2000, 2005

The most significant finding is increased persistence.

Persistence Students who return the next semester Approximately half of community college students are new each semester

Fall to Spring Persistence First Time Students 20 40 60 80 100 Fa 2000- Sp 2001 Fa 2001- Sp 2002 Fa 2002- Sp 2003 Fa 2003- Sp 2004 Successful PDC 124 Students All PDC Students Cuyamaca College Overall

College Persistence Semester to Semester 5 Year Average All successful PDC students 89% All students 63% A 26% difference

Overview The Student View www.collegescope.com/ccs/demo E-mail: marsha12@collegescope.com Password: marsha12

Overview The Faculty View www.collegescope.com/cuyamaca

Sample chapters Personality Exercise Learning Syle Memory

Resources for Faculty http://www.cuyamaca.edu/collegesuccess Classroom exercises Syllabus Research PowerPoint Internet Links