College and Career Success Central Florida Community College Dr. Marsha Fralick.
Transcript of College and Career Success Central Florida Community College Dr. Marsha Fralick.
College and Career Success
Central Florida Community College
Dr. Marsha FralickDr. Marsha Fralick
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?
Overview Morning
• FeaturesFeatures• Program overviewProgram overview• Student learning outcomes Student learning outcomes • Resources for facultyResources for faculty
• Research on college successResearch on college success• Exploring personality type with Do What Exploring personality type with Do What
You AreYou Are• ExercisesExercises
Overview Afternoon• Exploring learning style with PEPSExploring learning style with PEPS
• ExerciseExercise• Using technology to engage students in Using technology to engage students in
learninglearning• Tips for using the textTips for using the text• Engaging students in LearningEngaging students in Learning
• Practical exercises for the classroom Practical exercises for the classroom • Favorite Exercises Favorite Exercises
What are your goals for this workshop?
ThinkThink
Pair Pair
ShareShare
What’s New in the 4th Edition? http://www.collegesuccess1.com/WhatsNew.htm
• Chapter OrderChapter Order• Personality and learning style Personality and learning style
moved earliermoved earlier• Journal entries are onlineJournal entries are online• UpdatedUpdated• New exercisesNew exercises
Features
Careers: A Key Component
• PersonalityPersonality• Learning StyleLearning Style• InterestsInterests• ValuesValues• Career ResearchCareer Research
Key Themes
• PersonalityPersonality• Learning styleLearning style
Carl Jung and personality type
Online:
The PEPS Learning Style Assessment• Measures preferences in 20 areasMeasures preferences in 20 areas
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
Broad Scope
• College successCollege success• Career successCareer success• Lifelong success Lifelong success
College Success
• MotivationMotivation• Time and MoneyTime and Money• Memory and ReadingMemory and Reading• Test TakingTest Taking• Taking Notes, Writing and Taking Notes, Writing and
SpeakingSpeaking
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
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
Applied Psychology
• From theory to practiceFrom theory to practice• Academically rigorous, yet Academically rigorous, yet
practical practical • Easy to read Easy to read
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 Individual and group exercises at
the end of the chapter the end of the chapter • Additional resources in the Additional resources in the
Instructor ManualInstructor Manual
Student Learning Outcomes
• What will the student be able to do What will the student be able to do as a result of taking this course? as a result of taking this course?
• The student will be able to . . . .The student will be able to . . . .• Suggested student learning Suggested student learning
outcomes outcomes
College Success 1
• Resources for faculty and studentsResources for faculty and studentshttp://www.collegesuccess1.com/
Student Success
• How do you know when your How do you know when your student success program is student success program is working?working?
• ThinkThink• Pair Pair • ShareShare
Cuyamaca CollegeEl Cajon, CA
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 One of the top 15 revenue producing programs for the college programs for the college
• 56 sections a year56 sections a year
Make it Count
• Transfers as general education for Transfers as general education for CSUC, Area E, Lifelong CSUC, Area E, Lifelong UnderstandingUnderstanding
• Transfers to University of California Transfers to University of California
Course Choices
• Face to FaceFace to Face• 22 sections22 sections
• Blended Blended • 22 sections22 sections
• OnlineOnline• 12 sections12 sections
Bridge
High School
Community College
University
Program Results
Program Review 2000, 2005 Program Review 2000, 2005
The most significant finding is increased persistence.
Persistence
• Students who return the next Students who return the next semestersemester
• Approximately half of community Approximately half of community college students nationwide do not college students nationwide do not persist after the first semesterpersist after the first semester
College Persistence Semester to Semester5 Year Average at Cuyamaca College
• All successful PDC students 89%All successful PDC students 89%• All students 63%All students 63%
A 26% improvement! A 26% improvement!
Student Confidence
• The course helped 62% of students The course helped 62% of students feel more confident about their feel more confident about their academic skillsacademic skills
Grade Improvement
• 72% of student agreed or strongly 72% of student agreed or strongly agreed that the course helped to agreed that the course helped to improve gradesimprove grades
Student Satisfaction
88% of students rated the course as very good or good.
College Success: A Study of Positive and Negative
Attrition
Community College ReviewCommunity College Review
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.
Choosing a Major
• The course helped 52% of The course helped 52% of students choose a majorstudents choose a major
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 growth Results in personal growth • Students become lifelong learnersStudents become lifelong learners
Personality
How can a knowledge of personality type help a student to become successful?
ThinkPair Share
Understanding Type Helps Increase Student Success
• Helps all students understand their Helps all students understand their gifts and talents and matching gifts and talents and matching careerscareers
• Help at risk students to develop Help at risk students to develop strategies to achieve their goals strategies to achieve their goals
• Research has shown that ENFP, Research has shown that ENFP, ESFP, INFP, ISFP have higher ESFP, INFP, ISFP have higher dropout ratesdropout rates
Student Success
• Choosing a majorChoosing a major• Career choiceCareer choice• Learning StyleLearning Style• CommunicationCommunication• Self-understandingSelf-understanding
•Carl Jung and personality type
Online:
Using the Access Code
• Located on the inside of the front Located on the inside of the front covercover
• There are clear directions on how There are clear directions on how to log into log in
• It can only be used onceIt can only be used once
Carl Jung 1875-1961
• We are born with natural We are born with natural preferences which we develop over preferences which we develop over a lifetime.a lifetime.
• Exercise: What is a preference?Exercise: What is a preference?
Administering the DWYA
• Find a time when you are not tired Find a time when you are not tired or rushed.or rushed.
• There are no right or wrong There are no right or wrong answers. answers.
• Each type has their own unique Each type has their own unique gifts and talents.gifts and talents.
Getting Good Results
• Encourage students to give honest Encourage students to give honest answers.answers.
• What are some reasons students What are some reasons students would not give honest answers?would not give honest answers?
• Think, Pair, ShareThink, Pair, Share
Administering the DWYA
• The test does not measure:The test does not measure:• IntelligenceIntelligence• Psychological or emotional Psychological or emotional
healthhealth
Administering the DWYA
• Answer the questions Answer the questions honestlyhonestly to get the to get the best results.best results.
• Answer the questions Answer the questions how you usually how you usually are when you are not stressed. 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 How you have to be at home, work or
schoolschool• How others want you to beHow others want you to be
Begin Self-Assessment
How we interact with the world and where we place our energy
E_____________________________|____________________________I Extraversion Introversion
Self-Assessment
The kind of information we naturally notice and remember
S_____________________________|___________________________NSensing Intuition
Personality Exercise
• Write about the picture for 5 Write about the picture for 5 minutesminutes
By Ian Jackson
Self-Assessment
How we make decisions
T_____________________________|___________________________F Thinking Feeling
Self-Assessment
Whether we prefer to live in a more structured or spontaneous way
J_____________________________|_____________________________P Judging Perceiving
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 I have to finish my work before I
play play
Time for a Break?
The PEPS Learning Style Assessment• Measures preferences in 20 areasMeasures preferences in 20 areas
• PerceptualPerceptual•AuditoryAuditory•VisualVisual•KinestheticKinesthetic•TactileTactile
Important Considerations
• It is not a testIt is not a test• It describes how you prefer to It describes how you prefer to
learn new of difficult materiallearn new of difficult material• Usually there are 6 or 7 areas out Usually there are 6 or 7 areas out
of 20 that are important for an of 20 that are important for an individualindividual
Administering the PEPS
• Give your initial responseGive your initial response• No need to over analyzeNo need to over analyze• Answer as though you were Answer as though you were
learning new or difficult informationlearning new or difficult information
PEPS
• Immediate environmentImmediate environment• SoundSound• HeatHeat• LightLight• Design (formal or informal)Design (formal or informal)
PEPS
• EmotionalityEmotionality• MotivationMotivation• ResponsibilityResponsibility• PersistencePersistence• StructureStructure
PEPS
• SociologicalSociological• Self orientedSelf oriented• Peer orientedPeer oriented• Adult orientedAdult oriented
PEPS
• PhysicalPhysical• Time of dayTime of day• Food intakeFood intake• MobilityMobility
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 Learning disabled as well as gifted prefer tactile/kinestheticprefer tactile/kinesthetic
Learning Style Exercise: The Paper Airplane
Technology
A Skill Needed for College Success and the Future World of Work
New Millennials
• Our current college studentsOur current college students• Most were born with a computer in the Most were born with a computer in the
home and were using them by age 5 home and were using them by age 5 • Cyber generationCyber generation• The connected generation The connected generation • 82% are online daily82% are online daily• Average 12 hours per week online Average 12 hours per week online
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 How much technology did you use
in college?in college?
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 placeAny time or place• Increased accessIncreased access• New roles for faculty New roles for faculty
Take a Look
http://www.collegescope.com/cuyamaca
Tips for Using College and Career Success
http://www.collegesuccess1.com/TipsNewInstructors.htm
The first day is the most important. What should you do on the first day of class?
ThinkPair Share
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 Get to know your students and
help them to meet other studentshelp them to meet other students• Do something that motivates Do something that motivates
students on the first day students on the first day
Introductory Activities http://www.collegesuccess1.com/MotivationM.htm
Exercise: Life StoriesExercise: Life Stories
Expect students to read the chapter before coming to class
• You can focus your time on You can focus your time on interactive activities rather than interactive activities rather than lecturinglecturing
• This is a good habit for students to This is a good habit for students to apply in other classesapply in other classes
• Collect journal entries before the Collect journal entries before the class begins or give a short quiz class begins or give a short quiz
Teaching Excellence
• If you were evaluating a class, If you were evaluating a class, what would you look for?what would you look for?
• ThinkThink• Pair Pair • ShareShare
Teaching Excellence
• Students are engaged in learningStudents are engaged in learning• The professor uses a variety of The professor uses a variety of
teaching techniques to appeal to teaching techniques to appeal to different learning stylesdifferent 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 The professor establishes a positive
learning environmentlearning environment
Tips for Engaging Students in Learning
• Favorite exercisesFavorite exercises• Memory exerciseMemory exercise• Preview exercisePreview exercise• Brainstorming exerciseBrainstorming exercise
• Questions?Questions?