2. College and Career Success Tidewater Community College District Dr. Marsha Fralick March 18, 2011

3. Agenda College Success for the New Millennial Generation Engaging Students in Learning Review of Assessments –Personality Type –Learning Style Student Learning Outcomes and Assessment

4. Instructional Strategy: Start your class with a check-in Introduce yourself. In one sentence, what is something good that has happened to you?

5. Going Green! Handouts are located at: http://www.collegesuccess1.com/TrainingNotes.htm http://www.collegesuccess1.com/TrainingNotes.htm

7. Community College Survey of Student Engagement (CCSSE) Based on surveys of 700,000 students in 548 colleges “Engagement matters for all students, but it matters more for some than for others.” –Academically underprepared –Students of color –First-generation students –Non traditional learners

8. Rationale for Engagement It helps your students be successful. It’s fun and rewarding too. Learning is optimized when students are actively engaged in learning.

9. We remember: 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what we have discussed with others 80% of what we have experienced personally 95% of what we teach someone else

10. Instructional Strategy: The Rule of 10 and 2

11. College Success for the New Millennial Generation Dr. Marsha Fralick

12. Overview  Generational differences  Who are the New Millennials?  Eight generational norms  Education for the 21 st Century

13. This is a Test: Which Generation?  Lacks motivation  Holds lofty and unrealistic expectations (impatient)  Is ignorant of the world of work (ill prepared)  Has no respect for business culture  Displays a poor work ethic  Excels in social skills for team oriented environment  Possesses no internal guidance system (external voices telling them what to do)  “What’s in it for me?”

15. The Radio Generation 1900-1946 Traditionalists Respect for authority

16. The TV Generation 1946-1964 Watched TV 24 hours a week The Baby Boomers Questioned authority (Don’t trust anyone over 30) Hung out at burger joints

17. The Internet Generations Generation X 1965-1977 New Millennials 1978-1995 On the Internet 24 hours a week Independent Yes we can! Hang out online

18.  Hippies  Yuppies  Zippies What Comes Next?

20. Introduce yourself. Where are you in the technology continuum? Baby boomer 1946-1964 Generation X 1965-1977 New Millennials 1978-1995 How much technology did you use in college?

21. Our current college students were born after 1992 Most were born with a computer in the home and were using them by age 5 The connected generation 82% are online daily Average 12 hours per week online New Millennials

22. Use Technology to Connect 50% send or receive a text message daily 29% use instant messages daily 44% have a profile on Facebook or MySpace and 38% use them daily (from Pew Research)

23. Instructional Strategy: Stand up if you agree. Could they be the smartest generation ever?

24. What happens to the brain when you play video games? Highly developed spatial skills useful for architects, engineers and surgeons Faster processing of visual information Better hand-eye coordination Video games teach people to work in teams, learn and collaborate and discover.

25. Some Facts from Pew Research They are generally happy with their lives and optimistic about the future Unique appearance 54% have tattoos, hair dyed an unnatural color or body piercings other than ear lobes Their top goals are fame and fortune

26. Maintain Close Contact with Family 82% talked with a parent yesterday 45% speak by phone with parents daily 75% say parents helped them financially in the last year 64% got help from parents to run errands, help with housework or home repairs in the last year

27. Family Organization Chart for Baby Boomers Father Knows Best! Dad Mom Kid #1 Kid #2 Kid #3 Kid #4 In 1960, 40% of teens said they would be better off without parents! Hierarchy

28. Family Chart for New Millennials Kid Parents Stepparents Grandparents Helicopter Parents Democracy

29. Use Technology to Connect 50% send or receive a text message daily 29% use instant messages daily 44% have a profile on Face Book or My Space and 38% use them daily

30. Technology: The Benefits Makes people more efficient Makes you closer to friends and family Makes it easier to make new friends

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

32. New Millennials or Generation E 18-30 years old E mpowered E ntitled E lectronic –Leading change from paper to electronic media

33. Instructional Strategy: Wait time Give me 5 Provide positive reinforcement Share your observations about the New Millennial Generation.

34. Eight Norms The New Millennial Generation

35. 1. Freedom to Choose Yes, we can! What to buy Where to work When to do things Be what you want to be Learning any time, any place What and how to learn

36. 2. Customization Change it to fit your needs –Cell phones –TiVo Education that matches learning style

37. 3. Scrutiny Use the Internet to search for information before they buy a product. Read blogs, forums and reviews and consult friends through Facebook Is it worth it? Is it relevant to my life?

38. 4. Integrity Because of information available on the Internet they are aware of scandals, corruption and dishonesty. They want to make the world a better place. They can make a difference in the world. They spend time on things that are important to them.

39. 5. Collaboration They are the connected generation. They collaborate in chat groups, play multi-user video games and share files. Enjoy social interaction use technology as a tool to connect. Prefer to learn and work in teams.

40. 6. Entertainment They want life to be fun, including school and work. Education should be interesting. Contrast with the baby boomer idea of working first and they relaxing and having fun. Learn by doing.

41. 7. Speed They expect instant response –Instant messaging –Text messaging Multi-tasking

43. 8. Innovation Innovation is occurring rapidly. –Cell Phones –iPad –Laptops –New media Learn through discovery.

44. A Vision of Students Today http://www.youtube.com/watch?v=dGCJ46vyR9o

45. Instructional Strategy: Snowballing What problems do New Millennial Students face in college today? Why do so many drop out?

46. Education today was designed for the industrial age. The emphasis was on mastering a set amount of knowledge. Teachers lectured, students took notes and memorized the material to pass the tests. Today we have many students who are disinterested and unsuccessful in school. Why doesn’t this model fit for the 21 st Century?

47. Education for the 21 st Century From Teacher Focused The Teacher Is the Source of Knowledge Lecture Content Is the Same for All To Student Focused The Internet Is the Source of Knowledge Interact, Lead, Discover Learn how to learn

48. Education for the 21 st Century It is not what you know that counts. It is what you can learn. Need skills to deal with rapid change. Customize education to fit learning style Encourage collaboration

49. Education for the 21 st Century Students need to process new information quickly and think creatively, critically and collaboratively. They still need to master the basics of reading, math and science.

50. Designing Education for the 21 st Century Choice Customization Value Integrity Collaboration Fun Speed Innovation Group Activity: What are some strategies for implementing these ideas?

51. Designing Education for the 21 st Century Choice Customization Value Integrity Collaboration Fun Speed Innovation Write some intention statements about some new ideas you are willing to try.

52. A Review Personality and Learning Style Assessments Dr. Marsha Fralick

53. Overview Personality type –How does it affect teaching and learning? –How does it affect career choice? –Exercises –Learn about yourself and the different types of learners in your classes –How can you help your students? Learning style –Interpreting the assessment –Exercise

54. Carl Jung 1875-1961 We are born with natural preferences which we develop over a lifetime. There are no good or bad types. Each type has their own unique gifts and talents. Exercise: What is a preference?

55. Begin Self-Assessment How we interact with the world and where we place our energy E _____________________________|____________________________ I Extraversion Introversion How does it affect career choice?

56. Introvert or Extravert How does it affect teaching? How does it affect learning?

57. Stand up if you are an I. Find another I. Stand up if you are an E. Find another E.

58. Instructional Strategy: Think, Pair, Share Talker How do I know that I am a talker? How can I develop my listening skills? How can I help listeners talk more? Listener How do I know that I am a listener? How can I develop my talking skills? How can I help talkers listen more?

59. Self-Assessment The kind of information we naturally notice and remember S _____________________________|___________________________ N Sensing Intuition How does it affect career choice?

60. Instructional Strategy: The one minute paper.

61. By Ian Jackson

62. Sensing or Intuitive How does it affect teaching? How does it affect learning? Do your assignments fit both types?

63. Self-Assessment How we make decisions T _____________________________|___________________________ F Thinking Feeling How does it affect career choice?

64. Thinking or Feeling How does it affect teaching? How does it affect learning? How can you meet the needs of both feeling and thinking types in your classroom?

65. Self-Assessment Whether we prefer to live in a more structured or spontaneous way J _____________________________|_____________________________ P Judging Perceiving How does it affect career choice?

66. Judging or Perceptive Remember judging is orderly and organized Perceptive is spontaneous and go with the flow How does it affect teaching? How does it affect learning?

67. J and P Exercise: Where do you stand? –I can play anytime –I have to finish my work before I play

68. Measures preferences in 20 areas: o Perceptual o Environmental o Emotional o Sociological o Physical Learning Style

69. 20 Learning Style Factors  Perceptual  Auditory, visual, kinesthetic, tactual  Environmental  Sound, light, heat, design  Physical  Time of day, food, mobility  Emotional  Motivation, responsibility, persistence, structure  Sociological  Self, peer or adult oriented

71. Note that a detailed list of learning strategies for your style follows this chart.

72. Learning Style The Paper Airplane Exercise

73. Student Learning Outcomes and Assessment Dr. Marsha Fralick

74. What are student learning outcomes? What students should know What students should be able to do What students value It is not what you are going to do to the student!

75. The Old I will cover time management strategies. The New Students will select time management strategies to accomplish lifetime goals. Assessment Students will write a journal entry about time management strategies they can use to accomplish their lifetime goals.

76. Focus After students have complete your course: What should they know What they should be able to do What should they be like (values, attitudes)

77. Why are student learning outcomes important? Activity: 60-60, 30-30

78. Why are learning outcomes important? Students know what they are expected to learn Learner centered approach (as compared to coverage of contents) Improve programs Demonstrate effectiveness Required for accreditation Accountability Enhancing teaching and learning Celebrate your success!

79. Continuous Improvement

80. Types of outcomes Knowledge Cognitive content Skills Applying knowledge of content Attitudes and Values The affective domain, values, ethics Behavioral outcomes Performance

81. Writing Student Learning Outcomes Use action words –Design, produce, demonstrate, create They should be measureable

82. Examples of Assessment Direct Evidence Did students achieve the outcomes? Pre and post tests Objective tests and quizzes Essay exams Vocational assessments Journal entries Assignments and projects Educational plans

83. Examples of Assessment Indirect Evidence Surveys of student satisfaction Statistics –Retention –Success –Graduation –Transfer

84. Indirect evidence can be powerful!

85. Fall to Spring Persistence First Time Students 0 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

86. 88% of students rated the course as very good or good.

88. CollegePersistence rate of all Student Types Persistence rate of CollegeScope students CyFair79%94% Kingwood67%82% Montgomery77%88% North Harris81%90% Tomball70%82% System Average75%87% Results

89. Instructional Strategy: What is something you learned? Something you found useful