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

2. Ice Breaker What is your job title?What is your job title? Complete this sentence:Complete this sentence: Happiness is.....

3. 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 (DWYA) and Productivity Environmental Preference (PEPS) learning style inventoryAdministering the Do What You Are (DWYA) and Productivity Environmental Preference (PEPS) learning style inventory Log into your account and take the DWYA and PEPSLog into your account and take the DWYA and PEPS

4. Overview Afternoon Resources for facultyResources for faculty Interpreting the Do What You AreInterpreting the Do What You Are ExercisesExercises Interpreting the PEPSInterpreting the PEPS ExerciseExercise

5. Overview Tomorrow Research on student successResearch on student success Using CollegeScope to improve student retention and successUsing CollegeScope to improve student retention and success Tips for engaging students in learningTips for engaging students in learning Key ideas and exercises for topics in CollegeScopeKey ideas and exercises for topics in CollegeScope

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

7. Features

8. College Success 1 Resources for faculty and studentsResources for faculty and students http://www.collegesuccess1.com/ Details after lunch Training Notes

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 online format with journal entries, quizzes, activities, surveys, videosInteractive online format with journal entries, quizzes, activities, surveys, videos Classroom exercises for engaging students in learningClassroom exercises for engaging students in learning

21. Personalized for each college Includes your information about counseling, financial aid, health and other student servicesIncludes your information about counseling, financial aid, health and other student services

23. Personalized for each student Based on personality and learning styleBased on personality and learning style Refers to the student by their nameRefers to the student by their name

24. Technology A Skill Needed for College Success

26. 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

27. 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 College Success Student

28. These New Millennial students are now being called Generation E What does the “E” stand for?What does the “E” stand for?

29. New Millennials or Generation E 18-30 years old18-30 years old E mpoweredE mpowered E ntitledE ntitled E lectronicE lectronic Leading change from paper to electronic mediaLeading change from paper to electronic media

30. 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 in college?How much technology did you use in college?

31. 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..

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

33. To prepare for good paying job in the future, students need: ReadingReading WritingWriting MathMath Career planningCareer planning TechnologyTechnology They need to become lifelong learners.

34. Technology Most college courses, especially upper division courses, have online componentsMost college courses, especially upper division courses, have online components Working in an online environment is essential for high paying careersWorking 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 itStudents are disadvantaged if they do not have access to the Internet and are skilled in using it

35. Rationale for Using Technology It prepares students for good paying jobs in the futureIt prepares students for good paying jobs in the future Improved retention and successImproved retention and success New roles for facultyNew 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

36. New features for fall New updated editionNew updated edition Faculty comments on student work on student portfolioFaculty comments on student work on student portfolio New chapter orderNew chapter order Chapter 1: MotivationChapter 1: Motivation Chapter 2: PersonalityChapter 2: Personality Chapter 3: Learning StyleChapter 3: Learning Style

37. CollegeScope: An Overview http://www.collegescope.com/cuyamacahttp://www.collegescope.com/cuyamacahttp://www.collegescope.com/cuyamaca

38. Time for a Break? Let’s move to the computer lab.

39. Let’s Practice How Students Register and Log In http://www.collegescope.com/ccs/clarendoncollege

40. The difference between a faculty and student account The student account has /ccs/The student account has /ccs/ ccs stands for college and career successccs stands for college and career success

41. Log into your account http://www.collegescope.com/clarendoncollegehttp://www.collegescope.com/clarendoncollegehttp://www.collegescope.com/clarendoncollege

42. How to Log On Log in with your e-mail addressLog in with your e-mail address Use the password that was mailed to you (summer)Use the password that was mailed to you (summer) Update your accountUpdate your account

43. Add a Student Click on My StudentsClick on My Students Click on Add StudentsClick on Add Students Put a checkmark in the box next to Sample StudentPut a checkmark in the box next to Sample Student Click Add to MeClick Add to Me

44. Get Ready for the Assessments Do What You AreDo What You Are PepsPeps

45. 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. There are no good or bad types.There are no good or bad types. Each type has their own unique gifts and talents.Each type has their own unique gifts and talents. Exercise: What is a preference?Exercise: What is a preference?

46. 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. Answer quickly giving your first impression. Do not over analyze.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.You will have a chance to look at your profile and change it if you think it is not correct.

47. 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

48. 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

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

50. Resources CollegeScope User’s ManualCollegeScope User’s Manual Do What You Are HandbookDo What You Are Handbook Psychometric ReportPsychometric Report

51. 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

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

53. Begin the Assessments Do What You AreDo What You Are PEPSPEPS

54. Part 2 Resources for facultyResources for faculty Interpreting the DWYA and PEPSInterpreting the DWYA and PEPS ExercisesExercises

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

56. Time for a Break?

57. Interpreting the Do What You Are personality assessment

58. Key theme throughout course Carl Jung and personality type Online:

59. How can a knowledge of personality type help a student to be successful? ThinkThink PairPair ShareShare

60. Key Theme Choosing a majorChoosing a major Career choiceCareer choice Learning StyleLearning Style CommunicationCommunication Self-understandingSelf-understanding

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

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

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

64. By Ian Jackson

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

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

67. 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

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

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

70. PEPS EmotionalityEmotionality MotivationMotivation ResponsibilityResponsibility PersistencePersistence StructureStructure

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

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

73. 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

75. Learning Style Exercise: The Paper Airplane

76. What is Something you learned?Something you learned? Something you found useful?Something you found useful?

77. Questions?Questions? DiscussionDiscussion EvaluationEvaluation