1. College and Career Success Central Florida Community College Dr. Marsha Fralick

2. 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?

3. Overview Morning FeaturesFeatures Program overviewProgram overview Student learning outcomesStudent learning outcomes Resources for facultyResources for faculty Research on college successResearch on college success Exploring personality type with Do What You AreExploring personality type with Do What You Are ExercisesExercises

4. Overview Afternoon Exploring learning style with PEPSExploring learning style with PEPS ExerciseExercise Using technology to engage students in learningUsing technology to engage students in learning Tips for using the textTips for using the text Engaging students in LearningEngaging students in Learning Practical exercises for the classroomPractical exercises for the classroom Favorite ExercisesFavorite Exercises

5. What are your goals for this workshop? Think Think Pair Pair Share Share

7. What’s New in the 4 th Edition? http://www.collegesuccess1.com/WhatsNew.htm http://www.collegesuccess1.com/WhatsNew.htm Chapter OrderChapter Order Personality and learning style moved earlierPersonality and learning style moved earlier Journal entries are onlineJournal entries are online UpdatedUpdated New exercisesNew exercises

8. Features

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

10. Key Themes PersonalityPersonality Learning styleLearning style

11. Carl Jung and personality type Online:

13. The PEPS Learning Style Assessment Measures preferences in 20 areasMeasures preferences in 20 areas

14. 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

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

16. 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

17. 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

18. 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

19. Applied Psychology From theory to practiceFrom theory to practice Academically rigorous, yet practicalAcademically rigorous, yet practical Easy to readEasy to read

20. Engaging Students in Learning Interactive activities within the textInteractive activities within the text Quiz yourself and answersQuiz yourself and answers Journal entriesJournal entries Individual and group exercises at the end of the chapterIndividual and group exercises at the end of the chapter Additional resources in the Instructor ManualAdditional resources in the Instructor Manual

21. Student Learning Outcomes What will the student be able to do as a result of taking this course?What will the student be able to do as a result of taking this course? The student will be able to....The student will be able to.... Suggested student learning outcomesSuggested student learning outcomes

22. College Success 1 Resources for faculty and studentsResources for faculty and students http://www.collegesuccess1.com/

23. Student Success How do you know when your student success program is working?How do you know when your student success program is working? ThinkThink PairPair ShareShare

24. Cuyamaca College El Cajon, CA

25. 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

26. 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

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

28. Bridge High School Community College University

30. Program Results Program Review 2000, 2005

31. The most significant finding is increased persistence.

32. 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

33. 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!

34. 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

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

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

38. 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.

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

40. 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 growthResults in personal growth Students become lifelong learnersStudents become lifelong learners

41. Personality

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

43. 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

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

45. Carl Jung and personality type Online:

46. Using the Access Code Located on the inside of the front coverLocated on the inside of the front cover There are clear directions on how to log inThere are clear directions on how to log in It can only be used onceIt can only be used once

47. 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?

49. 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.

50. 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

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

52. 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

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

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

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

56. By Ian Jackson

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

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

59. 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

60. Time for a Break?

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

62. Important Considerations It is not a testIt is not a test It describes how you prefer to learn new of difficult materialIt describes how you prefer to learn new of difficult material Usually there are 6 or 7 areas out of 20 that are important for an individualUsually there are 6 or 7 areas out of 20 that are important for an individual

63. Administering the PEPS Give your initial responseGive your initial response No need to over analyzeNo need to over analyze Answer as though you were learning new or difficult informationAnswer as though you were learning new or difficult information

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

65. PEPS EmotionalityEmotionality MotivationMotivation ResponsibilityResponsibility PersistencePersistence StructureStructure

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

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

68. 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 prefer tactile/kinesthetic

70. Learning Style Exercise: The Paper Airplane

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

73. 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

74. 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?

75. 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

76. Take a Look http://www.collegescope.com/cuyamaca

77. Tips for Using College and Career Success http://www.collegesuccess1.com/TipsNewInstructors.htm http://www.collegesuccess1.com/TipsNewInstructors.htm

78. The first day is the most important. What should you do on the first day of class? Think Pair Share

79. The first day is the most important Make your expectations clearMake your expectations clear The course syllabusThe course syllabus Get to know your students and help them to meet other studentsGet to know your students and help them to meet other students Do something that motivates students on the first dayDo something that motivates students on the first day

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

81. Expect students to read the chapter before coming to class You can focus your time on interactive activities rather than lecturingYou can focus your time on interactive activities rather than lecturing This is a good habit for students to apply in other classesThis is a good habit for students to apply in other classes Collect journal entries before the class begins or give a short quizCollect journal entries before the class begins or give a short quiz

82. Teaching Excellence If you were evaluating a class, what would you look for?If you were evaluating a class, what would you look for? ThinkThink PairPair ShareShare

83. Teaching Excellence Students are engaged in learningStudents are engaged in learning The professor uses a variety of teaching techniques to appeal to different learning stylesThe professor uses a variety of teaching techniques to appeal to different 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 learning environmentThe professor establishes a positive learning environment

84. Tips for Engaging Students in Learning Favorite exercisesFavorite exercises Memory exerciseMemory exercise Preview exercisePreview exercise Brainstorming exerciseBrainstorming exercise

85. Questions?Questions?