College and Career Success

Tidewater Community College District

Dr. Marsha FralickMarch 18, 2011

Agenda

• College Success for the New Millennial Generation

• Engaging Students in Learning

• Review of Assessments– Personality Type– Learning Style

• Student Learning Outcomes and Assessment

Instructional Strategy:Start your class with a check-in

Introduce yourself.In one sentence, what is something good that has happened to you?

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

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

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.

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

Instructional Strategy:

The Rule of 10 and 2

College Success for the

New Millennial Generation

Dr. Marsha Fralick

Overview

Generational differences

Who are the New Millennials?

Eight generational norms

Education for the 21st Century

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?”

The Radio Generation

• 1900-1946• Traditionalists• Respect for authority

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

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

Hippies

Yuppies

Zippies

What Comes Next?

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?

• 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

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)

Instructional Strategy: Stand up if you agree.

Could they be the smartest generation ever?

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.

Some Facts from Pew Research

• They are generally happy with their lives and optimistic about the future

• Unique appearance54% have tattoos, hair dyed an unnatural

color or body piercings other than ear lobes

• Their top goals are fame and fortune

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

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

Family Chart for New Millennials

Kid

Parents

Stepparents

Grandparents

Helicopter Parents

Democracy

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

Technology: The Benefits

• Makes people more efficient• Makes you closer to friends and family• Makes it easier to make new friends

These New Millennial students are now being called Generation “E”

What does the “E” stand for?

New Millennials or Generation E

• 18-30 years old

• Empowered

• Entitled

• Electronic

– Leading change from paper to electronic media

Instructional Strategy:Wait timeGive me 5Provide positive reinforcement

Share your observations about the New Millennial Generation.

Eight Norms The New Millennial Generation

1. Freedom to Choose

Yes, we can!

What to buy Where to work

When to do things

Be what you want to beLearning any time, any place

What and how to learn

2. Customization

• Change it to fit your needs– Cell phones– TiVo

• Education that matches learning style

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?

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.

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.

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.

7. Speed

• They expect instant response– Instant messaging– Text messaging

• Multi-tasking

8. Innovation

• Innovation is occurring rapidly. – Cell Phones– iPad– Laptops– New media

• Learn through discovery.

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

Instructional Strategy: Snowballing

What problems do New Millennial Students face in college today?

Why do so many drop out?

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 21st Century?

Education for the 21st 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

Education for the 21st 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

Education for the 21st 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.

Designing Education for the 21st Century

• Choice• Customization• Value• Integrity• Collaboration• Fun• Speed• Innovation

Group Activity:What are some strategies for implementing theseideas?

Designing Education for the 21st Century

• Choice• Customization• Value• Integrity• Collaboration• Fun• Speed• Innovation

Write some intention statements about some new ideas you are willing to try.

A Review

Personality and Learning Style Assessments

Dr. Marsha Fralick

Overview 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

Carl Jung 1875-1961Carl 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?

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?

Introvert or Extravert

• How does it affect teaching?• How does it affect learning?

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

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

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?

Self-Assessment

The kind of information we naturally notice and remember

S_____________________________|___________________________NSensing Intuition

How does it affect career choice?

Instructional Strategy:The one minute paper.

By Ian Jackson

Sensing or Intuitive

• How does it affect teaching?

• How does it affect learning?

• Do your assignments fit both types?

Self-Assessment

How we make decisions

T_____________________________|___________________________F Thinking Feeling

How does it affect career choice?

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?

Self-Assessment

Whether we prefer to live in a more structured or spontaneous way

J_____________________________|_____________________________P Judging Perceiving

How does it affect career choice?

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?

J and P Exercise:J and P Exercise:

• Where do you stand?

– I can play anytime

– I have to finish my work before I play

• Measures preferences in 20 areas:o Perceptualo Environmentalo Emotionalo Sociologicalo Physical

Learning Style

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

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

Learning Style

The Paper Airplane Exercise

Student Learning Outcomes and Assessment

Dr. Marsha Fralick

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!

The OldI will cover time management strategies.

The NewStudents will select time management strategies to accomplish lifetime goals.

AssessmentStudents will write a journal entry about time management strategies they can use to accomplish their lifetime goals.

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)

Why are student learning outcomes important?

Activity:60-60, 30-30

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!

Continuous Improvement

Types of outcomes

• Knowledge

Cognitive content• Skills

Applying knowledge of content• Attitudes and Values

The affective domain, values, ethics• Behavioral outcomes

Performance

Writing Student Learning Outcomes

• Use action words– Design, produce, demonstrate, create

• They should be measureable

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

Examples of Assessment

Indirect Evidence•Surveys of student satisfaction•Statistics

– Retention– Success – Graduation– Transfer

Indirect evidence can be powerful!

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

0

10

20

30

40

50

Student Overall Evaluation of PDC 124

Percent 50 38 11 1

Very Good Good Sat Poor

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

0

10

20

30

40

50

This Course Will Help Improve My Grades In College

Percent

Percent 24 48 21 6 2

Strongly Agree

Agree Neutral DisagreeStrongly

Disagree

College Persistence rate of allStudent Types

Persistence rate ofCollegeScope students

CyFair 79% 94%

Kingwood 67% 82%

Montgomery 77% 88%

North Harris 81% 90%

Tomball 70% 82%

System Average 75% 87%

Results

Instructional Strategy:Instructional Strategy:

What is something you learned?What is something you learned?

Something you found usefulSomething you found useful