My StudentSuccessLab Interactive Training Guide...one is ever an “expert” in “soft skills.”...

My StudentSuccessLab

Interactive Training Guide

TABLE OF CONTENTS

Where Can I Find Help? ........................................................................................... 6

Quick Start Guide to MSSL ................................................................ 7

Module 1: Getting Started ............................................................... 10

Lesson 1: Planning your Course .............................................................................. 11

Lesson 2: Creating Your Course .............................................................................. 17

Lesson 3: Setting Up a Pilot .................................................................................... 25

Module 2: Personalizing Your Course .............................................. 28

Lesson 1: Navigation ............................................................................................. 29

Lesson 2: Mastery and Diagnostics .......................................................................... 36

Lesson 3: Prescriptive Paths for Students ................................................................. 40

Lesson 4: Assignments .......................................................................................... 43

Module 3: Helping Students Succeed .............................................. 55

Lesson 1: Getting Students Started ......................................................................... 56

Lesson 2: Student Resources In MyStudentSuccessLab .............................................. 60

Lesson 3: Communication Tools .............................................................................. 64

Module 4: Tracking Student Performance ....................................... 68

Lesson 1: Gradebook Overview ............................................................................... 69

Lesson 2: Using Gradebook Tools ............................................................................ 78

Lesson 3: Additional Materials For Assessing Students ............................................... 83

Module 5: Using Course Tools Effectively ........................................ 97

Lesson 1: Working with Writing Assignments ............................................................ 98

Lesson 2: Using and Understanding the CRI ........................................................... 111

Lesson 3: Competency mapping............................................................................ 121

Lesson 4: Using MediaShare ................................................................................. 123

Lesson 5: Using Learning Catalytics ....................................................................... 128

BEFORE YOU BEGIN

Hello, and welcome! Whether you are new to MyStudentSuccessLab and seeking guidance for

getting started, or have used it before and are exploring yet-undiscovered features, you have

come to the right place! The Full Course Pre- and Post-Diagnostic questions are leveled by

Bloom’s Taxonomy I-VI and link to key learning objectives in each topic. There are Pre- and

Post-Course Diagnostics for the Learning Paths for Student Success and Career Success. No

one is ever an “expert” in “soft skills.” MyStudentSuccessLab helps students acquire skills for

ongoing personal and professional development through formative assessment to measure

gains/losses. Learning outcomes-based, it personalizes the path to completion through Dr.

David Conley’s research-based model to improve college and career readiness for students

through a self-diagnostic online tool that provides actionable data. By incorporating this into

MyStudentSuccessLab, a powerful tool is formed that offers quality assessment and robust

reporting to support efficacy.

Each topic in the Learning Path is organized by outcomes with peer-led video interviews,

interactive practice exercises, and activities to help students master skills and build a

foundation for success in academics, career, and life for a holistic profile. The Student

Success Learning Path includes topics such as Listening and Note Taking, Financial Literacy,

Time Management, and more. The Career Success Learning Path features topics including

Interviewing, Job Search Strategies, etc. Student Inventories are available for self-

knowledge, including the Conley College and Career Readiness Index. Additional tools such

as GPA, Savings, and Budgeting calculators are also included as resources, as well as

printable journals, study tips, helpful videos, and more.

Student performance in MyStudentSuccessLab is not just about a letter grade; the software

utilizes low-stakes testing to help deliver learner outcomes, because these are skills students

take with them. Personalize your course to get the data you need with an exportable

gradebook and detailed tracking and analysis of work. This data informs retention and

redesign. With MyStudentSuccessLab, you can create unique online assessments that can be

tailored to your educational needs. You can also provide video resources such as Finish

Strong Videos including student interviews, topic-specific content, and some humor, too.

When students register for MyStudentSuccessLab, they can take practice tests, see their

results, and practice the concepts they still need help with. They have access to materials

such as the Golden Personality assessment, digital literacy resources, research writing tools,

financial calculators, and more.

Read on to learn more about the usage of MyStudentSuccessLab including topics such as

creation of tests, best practices, gradebook and study plan configurations, and additional

topics. In addition, you can link your MyStudentSuccessLab course to your campus Learning

Management System. Access MSSL assignments, rosters and resources, and synchronize

MSSL grades with your LMS gradebook. New direct, single sign-on provides access to all the

personalized learning MSSL resources that make studying more efficient and effective.

http://www.youtube.com/watch?v=wFxXZLJD-ok

Here’s what you will find in this Implementation Guide:

Just-in-time assistance for setting up your MyStudentSuccessLab materials.

Insightful best practices and strategies for effective implementation of

MyStudentSuccessLab.

Helpful step-by-step videos of the procedures you need to follow.

Testimonials from instructors who have successfully been down the path you are

taking.

As you work through the lessons in the Implementation Guide, you will notice the following

icons. These icons will link to videos, simulations, help pages, and more.

You can also use the blue question mark in the top right corner of any page in

MyStudentSuccessLab to link directly to help resources specific to that page in

MyStudentSuccessLab .

Click to watch a video showing you the steps

for completing the activity.

Click to start a practice module where you can

Work through the steps of an interactive

simulation to complete the activity.

Click to open up the relevant Instructor Help

page for the topic.

In addition to using the question / help feature directly in the site, you can access

the following sites for assistance.

I am having difficulty setting up my

instructor account

Pearson Customer Support

The program is not displaying correctly

on my computer

Pearson Customer Support

I would like additional assistance with

setting up my program

Setting Up a Program

I need general information about

getting my students started

Get Your Students Started

How to work through the Implementation Guide

Why are you here? Your learning path

I am new to MSSL and need to

set up the student experience as

quickly as possible

Module 2, Lessons 3 & 4 get you started on creating

learning paths for students with well-designed

assignments.

I just started teaching using

MSSL. What are some best

practices for me?

Best practices are interspersed throughout the

document. Begin in Module 1 and learn more about

MSSL.

I want to learn more about

customizing my course materials

Module 2, Lesson 4 is about creating assignments

and has resources about customization.

I want to know everything there

is to know about MSSL

Read all the modules!

I am teaching a course using

MSSL as a supplemental tool

Module 3 showcases the unique features and

instructional tools available in


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Where Can I Find Help?

Getting comfortable and learning how to use MyStudentSuccessLab is a journey, not a

destination. Over time, you’ll become more confident, and you’ll grow with

MyStudentSuccessLab. During your first semester, you may feel completely accomplished

that the students completed the diagnostic tests. But by your third or fourth semester, you

may be completely engaged in the reporting features and be using the data within

MyStudentSuccessLab to tell stories about the success of your program.

There are great training tools to help you in just-in-time fashion. When you’re getting

started, we recommend:

1. This Implementation Guide,

2. The Planning Toolkit for MyStudentSuccessLab,

3. The Getting Started Workshops, parts 1 & 2, led by experienced faculty users of

MSSL,

4. Additional self-paced training materials such as the use of video tutorials and

printable study guides.

While you’re learning MyStudentSuccessLab, you’ll also use the embedded help within

MyStudentSuccessLab, the How-to videos, and the step-by-step tutorials. Each person

learns differently, so be sure to find the tool that works for you at the time that you need it.

The entire set of tools is designed to work together or stand-alone. Unless specified, all of

the resources outlined below can be accessed under the Educator>>Support>>Training

tab at www.mystudentsuccesslab.com.

Take a walk through of MyStudentSuccessLab. And subscribe to our updated

MSSL YouTube playlist!

file:///C:/Users/Diane/Documents/Implementation%20Guides%202015/www.mystudentsuccesslab.comhttps://www.youtube.com/watch?v=0r1x0W5vmhc&index=1&list=PLDln2llBm5edMzbHULSaHx1vulbaRWZsphttps://www.youtube.com/playlist?list=PL9D77SRA6m1sicmV_DUHzUoqB1ko_DmGmhttps://www.youtube.com/watch?v=0r1x0W5vmhc&index=1&list=PLDln2llBm5edMzbHULSaHx1vulbaRWZsp

Return to the Table of Contents

QUICK START GUIDE TO MSSL

Welcome! We are excited to have you join the growing number of faculty using

MyStudentSuccessLab. Let’s look at how to get registered, create a course, and create an

assignment. We will then share some great resources for you as you begin your journey.

We look forward to working with you. To get started, visit the login site at Pearson MyLab

and Mastering. Click Educator under Register.

To register, you must have an instructor code; if you do not already have one, you can

request one online. After you have a code, return to the Educator Registration page and

click Register then I accept in the License Agreement/Privacy Policy. Register your access

code and create your account credentials. Your Pearson representative may have also

created an account for you as well. This is a one-time process.

Check out our MSSL playlist to explore your next steps. You need to copy a course from a

colleague or create a course to explore. Then read on to learn more about features of


http://www.pearsonmylabandmastering.com/northamerica/mycareersuccesslab/http://www.pearsonmylabandmastering.com/northamerica/mycareersuccesslab/https://www.youtube.com/playlist?list=PL9D77SRA6m1sicmV_DUHzUoqB1ko_DmGmhttp://media.pearsoncmg.com/cmg/pmmg_mml_shared/tours/MTTCvideos/MTTC102_2012/lesson1_b_watch102/lesson1_b_watch102.htmhttp://www.pearsonmylabandmastering.com/northamerica/mystudentsuccesslab/educators/features/index.html


Create a Course

Click on Create/Copy a course from your home page. Type in MyStudentSuccessLab and look

for the materials you need. Or, copy a course by entering another instructor’s course ID.

After this page, you can name your course and set enrollment and course dates. Click the Help

button for more information on program creation. When your course is created, a registration

document is generated. Click Details to the right of your course on your home page.

Important: Before you can copy a program, make sure it is available for

copying. The course owner must edit the program to allow copies to be made.

You can also click your Announcements Manager to easily

create announcements for your students.

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Configure your Assignments

MyStudentSuccessLab has a learning path students can use to remediate after taking tests.

You can modify mastery and order your modules so students are mastering material you

want them to in the order you want them to complete it. You can manage your assignments

from your Manage Assignments link.

Take a look at the Finish Strong videos on YouTube and review the many instructor tools in

the course such as teaching plans for various topics.

Additional Resources

There is a wealth of resources on the Educator’s Getting Trained Page. You can click directly

on the resources and explore. Begin with your planning toolkit, register for some webinars

and your self-paced study, and use the Implementation Guide and videos for additional

resources.

.

Click here to visit the Educator support page and learn more about support materials. You

can also access Pearson Customer Support for technical issues.

http://help.pearsoncmg.com/xl/mfdl/instructor/ccng/instructor_help.htm#cshid=learning_path_manager.htmhttp://help.pearsoncmg.com/xl/mfdl/instructor/ccng/instructor_help.htm#cshid=manage_assignments.htmhttps://www.youtube.com/user/finishstrong247http://www.pearsonmylabandmastering.com/northamerica/mystudentsuccesslab/educators/support/training-options/index.htmlhttp://www.pearsonmylabandmastering.com/northamerica/mystudentsuccesslab/educators/support/index.htmlhttp://support.pearson.com/getsupporthttp://www.pearsonmylabandmastering.com/northamerica/mystudentsuccesslab/educators/support/training-options/index.htmlhttps://www.youtube.com/playlist?list=PL88850C118EBFE7F1&feature=view_allhttp://www.pageturnpro.com/Pearson-Education/42262-MyStudentSuccessLab-Instructor-User-Guide/index.html


MODULE 1: GETTING STARTED

Through career exploration and preparation, your students using MyStudentSuccessLab will

discover their interests and aptitudes, define career goals, and map academic and career

plans. They’ll also learn how to market themselves to future employers.

Engaging assignments and practice opportunities help your students make informed choices

about majors and career paths, build study skills, navigate the college environment, learn

about skills for careers, prepare for productive, successful job searches; and extend and

support existing school resources for a successful experience in college and a consistent

level of employment preparedness. This first module will enable you to explore different features and create your course.

UPON COMPLETION OF THIS MODULE, YOU

Will create a course in MyStudentSuccessLab

Select features of MyStudentSuccessLab you want to use in your course

Explore grading options and additional resources available in the course



LESSON 1: PLANNING YOUR COURSE

In this lesson, you’ll review the parts of MyStudentSuccessLab and version of the software,

and identify outcomes for your implementation of the software, select key features, review

resources, and think about assessment for your course.

LEARNING OBJECTIVES

Identifying outcomes for your implementation of MSSL

Selecting key features for your MSSL course

Identifying outcomes for your implementation of MSSL

Why do you want to use MyStudentSuccessLab? You can assess students from both a

behavioral and knowledge based perspective using an exclusive Research-based Model.

MyStudentSuccessLab helps students acquire skills for ongoing personal and professional

development through formative assessment to measure gains/losses. Learning outcomes-

based, it personalizes the path to completion through Dr. David Conley’s research-based

model to improve college and career readiness for students through a self-diagnostic online

tool that provides meaningful data.

Each topic in the students’ Learning Path is organized by outcomes with peer-led video

interviews, interactive practice exercises, and activities to help students master skills and

build a foundation for success in academics, career, and life for a holistic profile. The

Student Success Learning Path includes topics such as listening and note taking, financial

literacy, time management, and more. The career success learning path features topics

including interviewing, job search strategies, and related topics.

Students like good videos and instructors can spend a lot of time looking for them. Three

types of videos in MSSL include student video interviews on key issues that are “by

students, for students” and organized by topic; FinishStrong247 YouTube channel “how to”

videos that are organized by topic, selected by students, and peer reviewed by instructors;

and additional video cases and interactive lessons.

Keep these resources in mind as you read on and begin to plan what you will use in your

own course. Refer to your Toolkit for assistance in thinking about and planning your

measurable course outcomes.


Please note….There are different versions of MyStudentSuccessLab; ask your rep for more

information after reading this guide if you have additional questions. The Topical

MyStudentSuccessLab Update course is learning outcomes-based and organized by topic or

module; this is the course to use if your goals are tied to redesign, learning outcomes, or

your program is using a heavily customized text specific to your program.


You can also choose a title-specific MyStudentSuccessLab with Pearson e-text course.

Modified and tied directly to the most widely used titles, use these courses if you teach very closely to your text. Title-specific resources include:

The national e-text

Learning Path modules aligned with the chapter naming conventions of the book

Chapter-specific quizzing

Book-specific Activities to extend the learning, and tie into the feature set

Print upgrade option to buy a loose-leaf version of the text Audience-specific booklets (when available) included in Student Resources

Selecting key features for your MSSL course

So what are you trying to do using MSSL? Measure pre-/post-course knowledge? Lower the

percentage of D,F,W grades? Raise student accountability? Improve student learning across

the curriculum? Increase course completion rates? Deliver a consistent, high-quality

learning experience for all students while simultaneously addressing students’ individual

learning needs? Once you are sure which version of MSSL you are using, use your course

syllabus or other college materials with course competencies to begin to focus on which

resources in MSSL are most important for your course. Effective course implementations

happen when faculty carefully reflect upon and then design a course that supports their

classroom content and philosophy and meets the needs of their student population. In the

next few paragraphs, we will quickly review some key features available for a MSSL course.


A powerful homework and test manager

A powerful homework and test manager lets you create, import, and manage online

homework assignments, quizzes, and tests that are automatically graded. You can choose

from a wide range of assignment settings, including time limits, proctoring, and maximum

number of attempts allowed. MyStudentSuccessLab means less time grading and more time teaching.

Comprehensive online course content

MyStudentSuccessLab is learning outcomes-based and filled with a wealth of content that

lets you easily add, remove, or modify existing instructional material. If you are teaching

closely to a textbook, consider a MyStudentSuccessLab e-text Title-specific option. Many of

our books offer title-specific sites which contain an e-text, a learning Path modified to align

with the content coverage, and book-specific assessment. You can also add your own course

materials to suit the needs of your students or department. In short, MyStudentSuccessLab

enables you to teach exactly as you'd like.

Gradebook tools facilitate tracking of student success!

The online gradebook automatically tracks your students' results on tests, homework, and

practice exercises and gives you control over managing results and calculating grades. The

gradebook provides a number of flexible grading options, including exporting grades to a

spreadsheet program such as Microsoft Excel. And, it lets you measure and document your

students' learning outcomes.

Easily scalable and shareable content

MyStudentSuccessLab enables you to manage multiple class sections, and lets other

instructors copy your settings so a standardized syllabus can be maintained across your

department. Should you want to use the same MyStudentSuccessLab course next semester,

with the same customized settings, you can copy your existing course exactly—and even

share it with other faculty members. You can also create coordinator courses so a team of

faculty teaching all have access to a course template and common assessments. This facilitates streamlined course replication and data reporting.

As you work through the modules, you will learn more in depth about each of these

features. You will consider whether you would need a coordinator course, decide how to

configure your learning paths, review the Conley Readiness Index and pre-/post-test materials in MSSL, learn about assignment settings in MSSL, and much more.


Thinking about how to use the software effectively at your institution? Here is a quick summary of how your colleagues at other institutions have used MyStudentSuccessLab .

Campus Division or

Department

Institutional/Student

Need

Software Opportunities

Advising Provide one-to-one support

for students; assist with

beginning career exploration

Ability to coordinate with

campus offices such as

career center

Admissions/Orientation Staff Orientation course materials,

study skills, advising

information, navigation of

college resources

Ability to coordinate

resources in one spot,

provide structured student

support with tracking of

student performance

Career Planning Offer a consistent approach

to career services with

additional resources &

coordination

Can be used as part of a

first-year experience course

with intent focus on career

preparation and/or provide

career resources at later

date; also develop skills

necessary for success in

college and the workforce

such as time management

Freshman studies/First Year

Experience Team

Measure overall progress on

outcomes for major

planning/preparation and

study skills, time

management, navigation

through college, etc.

Assists in tracking efficacy

data and student interactions

Facilitates the development

of essential skills


Regardless of which mode of delivery you will be using for your course,

MyStudentSuccessLab has resources to help you be successful. Delivery modes are

typically the following (click on the type to see a case study delivered in that mode):

Face-to-Face: Instruction is usually held in a classroom where the instructor teaches the

majority of the time, students interact with the instructor or each other. Technology such as

MyStudentSuccessLab may be used within the classroom for demonstration purposes, and

homework on MyStudentSuccessLab is done outside of the classroom.

Hybrid: Instruction is held both in the classroom and possibly online. Students interact not

only face-to-face, but there is an online component where the instructor may deliver online

lectures, and the students interact with each other and MyStudentSuccessLab to do their

required work.

Flipped: Similar to Face-to-Face, but in this environment, the class time is for working on

assignments and homework, and the non-classroom time is for learning the content via

videos, interactive texts, virtual interactions, and other content.

Online: Opposite of the Face-to-Face format, both students and instructors interact with

each other and the course’s content strictly online only. High-stakes assessments might be

held in testing centers or similar.

Emporium or lab-based: Usually held in a lab, there is no formal instruction time. Rather,

as students work through the content of the course, they interact with the instructor in a

just-in-time environment where the instructor acts as a “guide on the side.”

Watch this video to learn more about working in MyStudentSuccessLab.

Learn more about MSSL.

http://www.pearsonmylabandmastering.com/northamerica/results/files/MyWritingLab_Eastern_GatewayCC_Cable_CS.pdfhttp://www.pearsonmylabandmastering.com/northamerica/results/files/MyWriting-ReadingLab_St_PetersburgCollege_Campbell_CS.pdfhttp://www.pearsonmylabandmastering.com/northamerica/results/files/MP_Metropolitan_State.pdfhttp://www.pearsonmylabandmastering.com/northamerica/results/files/MyReadingLab_ReadingAreaCC_Yoder_CS.pdfhttp://www.pearsonmylabandmastering.com/northamerica/results/files/MyWritingLab_SheltonStateCC_FilerDice_CS.pdfhttps://www.youtube.com/playlist?list=PLDln2llBm5edMzbHULSaHx1vulbaRWZsphttp://help.pearsoncmg.com/xl/mfdl/instructor/mssl_ccng/instructor_help_CSH.htm#ei_about_mssl_coursehttps://www.youtube.com/playlist?list=PLDln2llBm5edMzbHULSaHx1vulbaRWZsphttp://help.pearsoncmg.com/xl/mfdl/instructor/mssl_ccng/instructor_help_CSH.htm#ei_about_mssl_course



LESSON 2: CREATING YOUR COURSE

You’ve reviewed the materials about MyStudentSuccessLab in Lesson 1, talked with your

rep, met with your colleagues, and decided to use the software. How do you get started in

MyStudentSuccessLab? Let’s explore how to create your course.

LEARNING OBJECTIVES

Create a course & review course types

Copying a Course

Setting up for the Next semester

Creating a Section Instructor

How do I create a course? What are the Course Types?

You can create a brand new MyStudentSuccessLab course as either a standalone course or a

coordinator course. If you taught multiple sections, you would most likely want to use a

coordinator course; the same thing holds true if there are many different faculty teaching

the same course. Using a coordinator course allows updates to be made easily across

sections and facilitates data reporting as well.

After you have decided which version of MyStudentSuccessLab to use, you will begin by

going to www.MyStudentSuccessLab.com. If you need assistance with creating an instructor

account, you will need an access code. Then, you must acknowledge the user license, enter

your personal contact information such as instructor email (this is where students will

contact you) and the access code, and create the account. Use the video for more

information. Once you have created your instructor, your next step is to create a course.

When you log in, you have the option to create/copy a course on the top right. Click this

button.

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In the Search Course Materials box, type MyStudentSuccessLab.

Click, and you will next see a screen with the different course options for you to select from.

Click Select Course Materials for the course you would like. Here is a partial screen shot

showing the non-text specific course and two text-specific courses.


Next, complete the boxes with your name for the course, enrollment dates, course start/end

dates, and copy settings. If you want to be able to copy this course for next semester, or

you wish to allow others to copy it, you must select “Available for copy.” You may want to

choose the Instructor Course option if you are only working on your course for now. You can

copy it later for student enrollment or modify the settings as needed. Need more help with

creating a course?

Click Create Course. Depending on the server traffic, your course will be ready within a

few minutes to a few hours. You will receive an email when it is ready.

http://help.pearsoncmg.com/xl/mfdl/instructor/mssl_ccng/instructor_help_CSH.htm#ei_course_types


Congratulations! You have created your course. Next steps: begin to configure your course.

Under course settings, you can choose whether the course will be a standard (standalone

course) or coordinator course. Click to enter your course. On the course menu, click

Manage Course.

Click on Manage Course and choose Edit Settings.

On this page, you can modify the course settings to create a coordinator course. You can

also set your time zone.


Choose General Settings if you want to convert from a Standard to Coordinator Course.

Standard courses are standalone courses that are not associated with any other course.

Coordinator and member courses make up a course group. The coordinator course is the

template for its member courses, which are linked copies of the coordinator course. You

would use a coordinator course to manage multiple sections. All changes made in the coordinator course will appear in all member courses. Learn more here.

You can also modify Coverage. For now, leave the material intact until you decide how you

wish to configure your course.

When you are finished on any page, be sure to save your changes!

How do I copy a course?

If you chose instead to copy an existing course from a colleague, or a sample course from

your rep, you would log into your courses page and click Create/Copy a Course.

On the next page, you would choose the Copy option and enter the course ID of the other

course. Typically the name is an instructor name followed by five numbers.

https://www.youtube.com/watch?v=EfrpoLPz5Vw&list=PL88850C118EBFE7F1&index=32


Click Go and complete the course information screen by adding your title, enrollment dates,

copy status, etc. When you have completed that, click Create Course Now. You will need

to check back for status update or check your email for confirmation that the course is

created. It may be within minutes or take longer if it is a busy time for registrations (for

example, the start of a semester).

How do I set it up for next semester?

MyStudentSuccessLab enables you to manage multiple class sections, and lets other

instructors copy your settings so a standardized syllabus can be maintained across your

department. Should you want to use the same MyStudentSuccessLab course next semester,

with the same customized settings, you can copy your existing course exactly—and even

share it with other faculty members. Be sure to enable your course for copying, then share

your course ID with colleagues and they can copy your course. You can also copy your own

course by using the Copy option and choosing your own course ID from the drop-down

menu.

Let’s explore the process for creating a course by copying an existing course, either your

own or another instructor’s course. Click Create or Copy a Course on your course listing

page. You can enter the course ID from another instructor (A) or see the list of your courses

to copy (B).

Title your course and set the enrollment dates, then click Create Course Now! Voila! You are

all set for next semester.

A

B


Tip: Copy your course prior to the semester starting. Any changes you’d like to make as the

semester progresses can easily be done in the copy without affecting students. That way

your course template is all up to date and ready to go!

Here are some things to keep in mind about a new course for a new semester.

Have new features or content been released that you want to use? If so, you’ll need

to create new courses.

Has a new edition of your book come out? If so, you’ll need to create a new

MyStudentSuccessLab course for your new e-text.

Have you decided to use a coordinator/member structure for the first time? If so,

you’ll want to review how to create a coordinator/member course.

Do you want to keep copy the coordinator course for the next semester and build

another set of member courses? If so, you’ll have do a couple of steps:

a. Copy the coordinator so that you have a new member.

b. Detach the member from the coordinator. When you detach a member from a

coordinator, the member becomes a standard course.

c. Elevate the new standard course to a coordinator. Thus, you have a new

spring coordinator from which to build new member sections.

Creating section instructors

If someone else has created a MyStudentSuccessLab course for you to teach or co-teach,

you need to enroll in that course as a Section Instructor.

What do you need to enroll as a Section Instructor or Co-Teacher? You need three things to enroll in the course: a Pearson account (you can create a new

account or use your Pearson Educator account if you already have one. You cannot enroll as

a Section Instructor if you have a Student account), the course ID of the course you’ll be

teaching, and a Section Instructor access code which you can obtain from your Pearson

Sales Representative.

How do you enroll? First, obtain a Section Instructor access code from your Pearson Sales Representative.

Ask the instructor or course coordinator who created your course for the course ID. A

Course ID looks something like this: Johnson12345. Go to www.mystudentsuccesslab.com

and click STUDENT in the Register box. Even if you have a username and password tied to

an Educator account, you must click STUDENT in the Register box. Click OK! Register

now. Enter your Course ID, and click Continue.

TIP: Create a Pearson Account if you do not already have a Pearson username and

password, or if you registered as a Section Instructor prior to June 2015. (If you registered

in another educator’s course as a Section Instructor prior to June 2015, you registered with

a Student access code, and will need a new account so that you are no longer tied to a

student code in our systems.)


Or, sign in with Your Pearson Educator Account, if you already have one. Click Access

Code. Enter your Section Instructor access code then click Finish. If you received it in an

email, you may copy your access code, and paste the entire code in the first box. This will

populate all the fields. An email confirms your enrollment in the course. Pearson will process

your request, and you will be able to Go to Your Course. Subsequently, when you want to

access the course, go to www.pearsonmylabandmastering.com, click Sign In, and enter

your Username and Password.

If you are acting as a Section Instructor in more than one course, as long as the courses are

created from the same course materials, you do not need more than one Section Instructor

access code. To enroll in another course as the Section Instructor, you may repeat steps 1-

5, then sign in, using the username and password you used to enroll in the first course.

Your enrollment is automatically processed, and you will not be asked for another access

code. If you are acting as a Section Instructor in more than one course and the courses are

not created from the same course materials, you need a separate Section Instructor Access

Code for each course.

After enrolling in the course as a Section Instructor you can access and manage the course

roster. Depending on the privileges set by the instructor or course coordinator who created

your course, you may be able to:

• Manage student results

• Delete student results

• Create and edit your own assignments

• Edit all assignments in the course

• Create and run Learning Catalytics sessions (if available in the course)

• Change assignment settings

• Change individual student assignment settings

• Change Gradebook settings

As a Section Instructor you can’t view the course catalog, or create your own courses

(unless you already have a username and password tied to a Pearson Educator account).

You also can’t change the name of the course, change course dates, or delete the course

Link here to Pearson’s YouTube channel for MyStudentSuccessLab to find

other helpful resources.

If you plan to use course groups, click here to learn more.

https://www.youtube.com/playlist?list=PLDln2llBm5edMzbHULSaHx1vulbaRWZsphttp://help.pearsoncmg.com/xl/mfdl/instructor/mssl_ccng/instructor_help_CSH.htm#ei_create_course_group_mmndhttp://help.pearsoncmg.com/xl/mfdl/instructor/mssl_ccng/instructor_help_CSH.htm#ei_create_course_group_mmndhttps://www.youtube.com/playlist?list=PLDln2llBm5edMzbHULSaHx1vulbaRWZsp



LESSON 3: SETTING UP A PILOT

You’ve reviewed the materials about MyStudentSuccessLab in Lesson 1 and created your

course in Lesson 2. How do you get started in MyStudentSuccessLab? Let’s explore more

about course features.

LEARNING OBJECTIVES

Explore features and learn about resources for information and networking with

other faculty using MyStudentSuccessLab

Create a pilot course

Why and how would I do a pilot?

Using a pilot section or two of the course is not only a great way for you to compare the

software implementation with your prior method of Student Success training, but it also

allows you to collect information pertinent to course design in a timely fashion prior to full-

scale implementation. After you have successfully used the software in a few sections and

updated your course template, it is then ready to be used as a coordinator course and

shared with other faculty.

One great source for your pilot planning is your syllabus or campus objectives to be met;

use these to help guide your selection of course materials. Take time to explore the

Features page if you have not yet done so. Review Results from other educators and case

studies. Recent news may generate some ideas as well.

A pilot is of course, a “trial run” or a small-scale version of your larger project. A program

pilot is an important step that can help you catch potential problems and prevent them from

escalating as well as accomplish several goals before full implementation occurs. Let’s take

a look at a couple key points.

http://www.pearsonmylabandmastering.com/northamerica/mystudentsuccesslab/educators/features/index.htmlhttp://www.pearsonmylabandmastering.com/northamerica/mystudentsuccesslab/educators/results/results-library.php?product%5b%5d=MyStudentSuccessLab&hpdhttp://www.pearsonmylabandmastering.com/northamerica/mystudentsuccesslab/educators/news/index.html


• A pilot test will help confirm if you are ready for full-scale implementation. A pilot test can

help determine if any adjustments to your implementation plan or adaptations to the program are

necessary. It can also reveal unforeseen challenges that might arise during implementation (i.e.,

issues with course settings, pacing, and logistics, particular lessons or activities for which more

training or attention may be necessary, etc.) and ensures that faculty are well prepared to handle

issues that come up during the full-scale implementation.

• Pilot testing is an opportunity to gauge students’ reaction to the program. It is best to select a

pilot group that is demographically similar to your student body. The feedback from them can offer a

glimpse into how the greater population may respond to the curriculum. Most importantly, it can help

confirm whether or not MyStudentSuccessLab is a good fit for your student population. It might also

point out if minor adaptations to the program are appropriate and/or necessary.

• Pilot testing can help you make better decisions about how to allocate time and resources.

Pilot testing your program can help you determine if you need to spend more time in certain areas in

the course or allocate additional resources. For example, you might learn that you need to allocate

more time for completing the evaluation activities than you had originally anticipated.

• Pilot testing can help ensure that you are well prepared to measure the success of your

program. A pilot test can highlight any adjustments to your evaluation plan that might be necessary

to ensure that you are measuring the desired outcomes in the best way possible. The pilot test will

give the evaluation team and the implementation team a chance to work together before full

implementation and plan the collection and interpretation of the student performance and evaluation

data.


If you are ready to pilot test your program, you need to take several steps to prepare.

Have you completed the following?

• Engaged a working group of those who are invested in your project and will meet regularly to

discuss your progress, provide input on the activities, and champion your program across the college

community.

• Assessed your community’s needs and assets (who are they, how do they behave, what other

positive influences and negative influences might exist in their environment/community? What

services or programs currently exist, and what gaps are there in the current services or programs?)

• Identified the core components and activities of your program and trained faculty with the skills to

carry out those activities.

• Developed a work plan and timeline to guide program implementation and to ensure that all tasks

are completed as scheduled to successfully run the program.

• Selected a pilot test group, which may be at one of the sites where you have arranged to implement

the software.

• Developed an evaluation plan and evaluation instruments/tools to capture the necessary

information about changes in attitudes, knowledge, and behavior of the pilot group.

It is critical to have a plan for soliciting feedback, tracking the activities and outcomes and recording

any adjustments you make – or need to make – to the curriculum to get the desired results. For

example, you may want to set up reflection time for facilitators after each session during the pilot test

to give faculty time to share their perspectives. This also creates a systematic way to report any

issues that come up during each session (difficult questions, things that needed further explanation

with students, what faculty felt well prepared to address, issues with the setting and logistics, etc.)

You might also consider regularly encourage feedback from the students to learn if faculty might

need more training on specific lessons or topics. It is critical that faculty understand the importance

of data collection and evaluation for this project and are well-trained to ensure that the relevant tasks

are completed.

Share the good news and involve the community! Though the results from your pilot test are not

the same as evidence from a large-scale evaluation, it can provide you with some early information

about positive effects that your program has on youth that can be shared with those in the community

who are interested in your program, such as funders and policymakers. Spread the information about

your program being well-received with the understanding that the pilot test results are preliminary

findings.

Now that you have your pilot set up, let’s explore some other resources. Other lessons in this guide

will walk you through assignment setting, course navigation, learning paths, and more in greater

detail.


MODULE 2: PERSONALIZING YOUR COURSE

Would you like to rearrange your course menu? Add some color to your course? Load

additional materials for your students? Create learning paths for your students? Set the

mastery levels for your course? You can learn about all these, and more, in this module

about personalizing your course.

UPON COMPLETION OF THIS MODULE, YOU WILL BE ABLE TO:

Review ways to modify your course menu

Create learning paths for students

Modify mastery settings for your course

Upload additional resources for your students



LESSON 1: NAVIGATION

Want to modify the navigation process for students? Let’s learn about modifying your course

menu; this includes adding additional material to the menu, rearranging topics, changing

the colors, and more.

LEARNING OBJECTIVES

Designing your course menu

Adding additional topics to the menu or content page

Changing the format of your menu

Designing your course menu

When you create or copy a course, your navigation menu is on the left.

Take a few minutes to explore what each topic contains if you have not already done so.

Notice that the Student Success and Career Success links both includes the Learning Path

and Completed Work; this is where students can review what they have completed. They

also have access to the Finish Strong 24/7 videos on YouTube. The Student Resources

contains links to calculators, digital literacy information, research and writing tools,

plagiarism tools, and more. The Student Tools link contains communication resources such

as email, discussions, and more.


This is also where you can post your syllabus and share key documents with your students.

Instructor Tools contains resources available only to the instructor, such as access to the

course roster, gradebook, assignment tools, teaching guides, alerts, settings/coverage links,

and more, as well as a link to Instructor Help. Any material hidden from students has an

icon marking it as such.


Let’s take a look at how to first change the colors of our menu. Click on Manage Course

above your Course Home.

Your first option is to edit the course menu. You can add a new course menu item at the

top. You can also choose to set whether the content is hidden from students or not. You can

also reorder the links here by typing a number in the box in front of the item. This is helpful

in customizing your students’ view of the course.

When a line like Course Home is highlighted, you will see three icons to the right.


These icons allow you to edit Course Home, Add a Sub-item, or Archive the link,

respectively.

You can also Edit your Theme.

Edit Settings allows you to change coverage, time zone, and learning aid access for the

course, as well as change the course status from a standard to coordinator course or vice

versa.

On the Edit Course Menu, you can easily add a new link. Perhaps you would like to add a

new content labeled “Course FAQ.” Use the drop down menu to choose the type of page. In

this case, choose Content Page. You can also choose Content Upload, Threaded

Discussion, Document Upload, etc.

Click Add. You now have a Course FAQ link. Because it is at the bottom of your list, and

you’d like it to be at the top of the menu, type a 2 in the box to the left of it, and click

Enter. It will be moved to the 2nd position on the menu. Use this tool to order your menu in

such a manner as to help students clearly follow your course path. Add your own materials

to the menu as well.

To edit that page, return to the main menu.


When you click on Course FAQ, a page will appear with the message that content is not yet

completed. Click the top right hand corner where it says Manage View and choose

Manage.

You will see a screen that allows you to type in text.


This is a great place to post key information such as your office hours, career center hours,

and other key information you want students to easily access. Remember, research by

organizations such as the National Academic Advising Association (NACADA) and National

Association for Developmental Education (NADE) has noted the importance of making that

personal connection with students; their connections with representatives of the college

community are often a key indicator for retention and success. Click Save Changes when

you are done. Click View then to see the student view.

You might also want to use Edit Course Menu, then add a direct Syllabus link. You can

choose Content Upload as a PDF format for easier access for students. Save that, move

the Syllabus to position three, and return to the Main Menu.

Click on Syllabus.

Click Manage in the top right hand corner and you will be prompted to upload your Syllabus

file.

https://www.nacada.ksu.edu/http://www.nade.net/http://www.nade.net/


Click Upload File. Then View when done.

You now can rearrange the order of your instructor tools, move the entire link up to the top

of the menu, create new links for other content, and more!

Learn more about course navigation and customizing the student view.

http://help.pearsoncmg.com/xl/mfdl/instructor/mssl_ccng/instructor_help_CSH.htm#ei_design_course_menuhttp://help.pearsoncmg.com/xl/mfdl/instructor/mssl_ccng/instructor_help_CSH.htm#ei_design_course_menu



LESSON 2: MASTERY AND DIAGNOSTICS

There is a lot of research recently published or currently being done about mastery,

adaptive learning, personalized learning, the use of diagnostics, etc. Many researchers have

emphasized that instruction should make sure of technology resources to provide a

personalized study path for students. How we can we utilize these features in

MyStudentSuccessLab?

LEARNING OBJECTIVES

Setting mastery in your course

Utilizing diagnostics in your course

Setting Mastery

Click on your course menu. Under Instructor Tools, let’s first take a look at

Manage Learning Path. On this screen, you can see that you can set the

learning path customization, mastery requirements, and order of milestones

to be completed. The default mastery is 70%. Also note that the default is

that the basis for mastery is the score on the topic assessment.

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Click on Edit to the right of that section. Notice that you can now reset the mastery score,

and you can also choose to have students complete all topic activities with a mastery score.

Make any changes you want to make and click Update in the bottom right corner.

You might also want to review the topical Implementation Guides, or teaching guides,

link on your Instructor Tools menu. These cover a variety of topics with teaching tips and

pacing information included.


Students can also access materials about goal settings, learning preferences,

communication skills, note-taking, time management, creating plans, and so much more.

For many students, these resources can be powerful metacognitive tools; feedback from

student users indicates the power of tools like these.

Using Diagnostics

The Conley Readiness Index is of special note; this is a meaningful tool for both faculty

and students to gain critical knowledge and self-awareness of skills and behaviors. Student

feedback from users indicated how important this tool was to them, and many noted they

were appreciative of what they learned.

The CRI, a research-based inventory based on the work of David T. Conley, PhD., in which

students self-evaluate their college and career readiness. The module also includes writing

assignments: a journal that has students reflect on their readiness results and a goal setting

assignment. A two-question post-test quickly assesses student understanding of the CRI

framework. A second journal assignment is also available for use at the end of the course if

you want students to reflect on their progress. Try to assign the inventory for in-class work

or as homework within the first two weeks of your course. This schedule allows you time to

review aggregate student readiness scores so you can prioritize or adjust course goals.

Consider previewing the inventory to familiarize yourself with it. Expand the left menu and

go to “Course Tools.” Under Course Tools, you can access information about CRI

reports. To prevent confusion with student data, your preview answers don’t get

saved so you will not get a report when finished. The Conley Readiness Index

reports provide insight into your students' college readiness from the CRI survey

that they have taken within the course. They include:

Readiness Dimensions: These are the average readiness scores for your students

within the Dimensions and Aspects of the questions within the survey.

Item Analysis: This report provides a breakdown of your student responses by

question.

Student Aspirations: This report provides context to the other reports by giving you a

sense of what your students aspire to do after completing their current college career.

Pearson also provides additional services to engage with you and your school to aggregate

the reports from several courses, segment and compare the responses by additional

groupings, and provide consultation on the action that your school could take based on these results. Please contact your sales representative for additional information.

http://help.pearsoncmg.com/xl/mfdl/instructor/mssl_ccng/instructor_help_CSH.htm#ei_assign_crihttp://vizedhtmlcontent.next.ecollege.com/%28NEXT%287f2e35f13c%29%29/Main/CourseMode/VizedHtmlView/View.ed?eclg_courseId=11453025&refid=164&http://vizedhtmlcontent.next.ecollege.com/%28NEXT%287f2e35f13c%29%29/Main/CourseMode/VizedHtmlView/View.ed?eclg_courseId=11453025&refid=164&http://help.pearsoncmg.com/xl/mfdl/instructor/mssl_ccng/instructor_help_CSH.htm#ei_assign_cri


The inventory consists of 163 items, divided into five sections such as personal

demographics, learning skills, content knowledge, skillsets, and transition strategies. For all

but the “Tell Me About Yourself” questions, students read a statement and use a 5-point

scale to rate how much that statement is or is not like them. Each instructor is provided

with a PDF of results, as well as access to an interactive online reporting system that shows

aggregate student results and readiness levels. The reports can help you identify areas to

target to improve student readiness, prioritize course goals, and make data-driven

decisions.

Learn more about how other schools have used diagnostic tools in MSSL successfully by

visiting our Results page. You can learn about competency mapping in MSSL by watching

our video as well.

http://www.pearsonmylabandmastering.com/northamerica/mystudentsuccesslab/educators/results/results-library.php?product%5b%5d=MyStudentSuccessLab&hpdhttps://www.youtube.com/watch?v=L3S9YL3pzfc&list=PL88850C118EBFE7F1&index=69



LESSON 3: PRESCRIPTIVE PATHS FOR STUDENTS

Many college students today struggle with how to be a student. Increasingly, those working

and researching in higher education recognize the need for note outlines, guided study

notebooks, work texts, prescriptive learning paths, and related resources to help students

succeed. In this lesson, you can learn about creating a prescriptive path for students in your

MyStudentSuccessLab course.

LEARNING OBJECTIVES

Selecting and ordering key topics for your learning path

Modifying settings for your learning path

Selecting and Ordering Topics for your Learning Path.

You have the options to Modify your Learning Path. You can modify the mastery

requirements, reorder the milestones, and review the content area assessment.


Begin by modifying mastery to the level you desire. Remember to click Update when you

are done.

You can choose whether students can access course content without taking assessments.

Again if you do make changes, be sure to update. Next click Reorder.

You can modify where students see milestones in the list. This is an easy way to reorder

materials to align with your course syllabus and place content in the order convenient for

you.


Save your changes by clicking Update when you are done. Also note you can access

Activities/Assignment Manager on the menu. Here you can order assignments, delete

assignments, copy and assign sample assignments, assign pre-requisites, change due

dates, etc. These are useful tools to design your course in MyStudentSuccessLab. Note that

anywhere in the course that you need additional assistance or step-by-step information, you

can click on the small question mark in the top right of the page.



LESSON 4: ASSIGNMENTS

In this module, you will begin to learn about creating assignments, modifying their settings,

organizing them, and more.

LEARNING OBJECTIVES

Learn about creating assignments

Understand custom settings and assignments

Organize assignments

Learn about creating assignments

If you click Activities/Assignment Manager, you can see that you have the options to

create, customize, and/or organize assignments.

If you choose to Create an assignment, you can create a homework assignment, quiz, test,

or writing assignment; you can import assignments from another course or adopt sample

assignments. You can also write a custom questions.


If you choose Customize, you can change assignment settings for the class or a student,

change categories, modify due dates, or view/manage all assignments.

If you choose Organize, you can reorder or delete assignments, add offline grade items,

set prerequisites, manage custom questions, and more.

Let’s take a look at the Create option first. One quick way to set up assignments is to

import them from another course. You can import assignments from your own courses,

other instructors’ courses at the same institution or elsewhere (if you know their login

name), or you can reload publisher activities from the master course.

The Import Assignments option lets you import assignments or questions that you or

another instructor has created in a course that uses the same edition of the same master

course. Assignments created by another instructor (or by yourself in a different account)

must be marked as allow others to import.

You can also convert and import assignments from a previous edition of the same master

course or from a related master course with similar coverage, if it has been mapped to your

master course. You can only import assignments that are not pooled assignments. Within

each imported assignment, only custom questions that you have created or questions that

have been mapped to questions in your current course are imported. You cannot import custom questions created by another instructor (or by yourself in a different account).

You can also use the Import Assignments wizard to reload publisher activities from the

master course for content items that you originally excluded from your course but have

recently restored. To import assignments, expand Course Tools in the left menu and click

Manage Assignments or Activities/Assessments Manager. Click Import Assignments from another course under Create.

http://help.pearsoncmg.com/xl/mfdl/instructor/ccng/Content/assign_mngr/about_assignments.htm#pooledhttp://help.pearsoncmg.com/xl/mfdl/instructor/ccng/Content/assign_mngr/reload_pub_activities.htm


In the next step, choose the book and course to import from the drop-down lists. If you are

importing from the same book, the book drop-down list does not appear. Next, a table

appears of all the assignments that are available to import. You can use the filter buttons at

the top of the table to display assignments by category or to display assignments from a different module or topic.

In the table, select the check box next to an assignment that you want to import or select

the check box in the table head to select all the assignments in the table. Select Import

Assignment Settings to include assignment settings, such as such as start and end dates

and review options. Click Import at the bottom of the page to import the selected assignments.

Why would you want to reload publisher activities? If students have generated results in

your course, and you want to expand the coverage of your course to include content items

that you originally excluded, you have to expand the course coverage to add back the

modules or topics using the Course Wizard, and then import the activities using the View

and Manage All Assignments page. This procedure is useful, for example, if some students

work more quickly through the course than you originally expected.

You can also Copy/Assign Sample Assignments to quickly create assignments. You will

first be prompted if you wanted to auto-assign due dates.

Next, you will select your assignments. Make your selections and then click Copy in the bottom right hand corner. Do one of the following to select the assignments to copy:

o Select the individual assignments you want by selecting their check boxes in the Copy column.

o Select all assignments by selecting the Copy check box in the table header.

If you are not automatically assigning due dates, you can optionally enter a new name for

your selected assignments in the New Assignment Name column. If you are manually

assigning due dates, click Copy to copy the assignments without assigning them. If you are

automatically assigning due dates, click Next to continue. This can be a quick way to get a

course set up, but keep in mind the dates do need to be checked to align with your course and college calendar.

Many instructors create their own homework, quizzes, writing assignments, and tests.


Return to the Manage Assignments page and click Create.

Let’s start with a Writing Assignment. You must first name your assignment. Click Next.

You can name the assignment, mark the number of drafts, put in start and due dates, and

select the other options; provide instructions, upload a document with information if applicable, then click Continue.

You then post documents, provide a checklist, and show assignment resources.


You can also create a rubric or use a previously saved one.

Click Finish. When you are commenting on students’ writing, you can highlight text and

associate a comment with it. You can add comments from a list of common errors as well; the student can then see a review plan with activities to review that error.

Last, you modify the scoring, access, availability options, and whether you want other

instructors to be able to import your assignments. Then click Save and Assign if you want

the assignment available to students. If you want to save it but not yet assign it to

students, just use the Save option. That is helpful if you are still working on assignments; if

you assign the activity and students begin working on it, you can no longer modify the

content.

It is also helpful once you have finished your course for this semester to make an

immediate copy of it. Make any changes you want in the copy to facilitate an easier transition to next term.

You might choose to make a test instead. From the Manage Assignments, choose the Test option. Name your test, and choose a type.


The test types available depend on the textbook you used to create your course. The test

type you select determines where students access the test in the course and what role it

plays in assessing student mastery. For more information, see Mastery assessment

summary in the instructor help files. Many instructors use the pre- and post-assessments as

measurement tools for the course; this facilities assessment reporting and provides meaningful data for tracking student learning gains.

Select one of the following: Create using the online test bank to create an assignment

from scratch, using the publisher questions available in your course and any custom

questions you create. Upload an existing test created in TestGen to upload a test you created in TestGen.

Then, choose whether to Send grades for this assignment to the LMS gradebook. If

you access your course through a Learning Management System (LMS) such as MyLabsPlus

(eCollege) or Blackboard Learn, you might see this option. If you select this option, grades for this assignment are automatically sent to the LMS gradebook.

Click Save to create your assignment without making it available to students or click Save

& Assign to make the assignment available to students. Students will see the assignment

on the start date you specified. The new assignment appears at the bottom of the

assignment list on the View and Manage All Assignments page. See Reorder assignments for instructions on how to change the location of the new assignment in the list.

Creating a Quiz involves a similar process. Something to note when creating homework is

that you do have the option to personalize homework assignments based on a particular

quiz or test (perhaps one of the content pre-assessments).

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When you are creating a quiz/test, you can easily sort by milestone, and then objective. Then choose questions and click to Add them to your assignment.

Let’s take a closer look at the process. The Module|Topic|Objective drop-down lists let you

choose the module, topic, and objective that you want to associate with the assignment.

The Available Questions list updates to reflect your selection. The Availability drop-down

filters the Available Questions list by whether or not the questions are in the students' Study

Plan (Extra Practice). Also, if you are creating personalized homework, based on each

student's performance on a prerequisite assessment (the companion test), you can choose

to filter the Available Questions list by the questions on that companion test or by the objectives or topics covered by the companion test.

The Question Source area lets you select the source of the questions displayed in the

Available Questions list. You can access publisher or custom questions, access additional

test bank questions in TestGen user friendly format, or even create your own.

The Available Questions list displays the questions that you can select and add to your

assignment. The questions displayed in this list depend on the modules, topics, objectives,

and question sources you choose. The My Selections list displays the questions that are

currently in the assignment. You can modify the My Selections list with or without previewing the questions.

If you want to get information on an individual question, position the mouse pointer over a

question ID. A tooltip opens, displaying a thumbnail image of the question as well as the

associated topic and objective. Icons next to the question ID indicate the question type; and

a small icon indicates the level of rigor.


If you want to preview a question, click the name in the Available Questions list or My

Selections list. Above your question selections, you may want to click View question

details. This feature lets you view a list of the questions in your assignment and modify the

question details. If question metrics are available for the questions in the assignment, you can see the total number of questions in the assignment at each difficulty level.

Depending on the questions, you might be able to modify the details of multiple questions at once by:

Assigning point values.

Specifying how much credit students can get for unsimplified answers.

Setting answer tolerances.

Specifying the number of times students can check their answers before being

marked incorrect.

Specifying whether the students need to show their work.

Specifying different learning aids for individual questions.

You may want to change the point value for a question. Some questions require

students to complete multiple parts, and partial credit is given for each part the student

answers correctly. So if a question is worth 10 points and has two parts, each response part

is worth 5 points. If you change the point value of the question, the value credited for each

correct response is changed proportionally. So, using the preceding example, if you change

the value of the question from 10 points to 7 points, each response part is worth 3.5 points.

Students might skip certain questions that you really want them to do; one way to encourage the completion is to make a more challenging problem worth more points.

You can also move questions up or down the list. Check one or more questions in your

selections list, then click the up arrow or down arrow buttons to move the selected

questions one position at a time. You can also click Sort All.

Click View Student Homework/Test/Quiz to view the assignment as your students will

http://help.pearsoncmg.com/xl/mfdl/instructor/ccng/Content/assign_mngr/about_question_metrics.htmhttp://help.pearsoncmg.com/xl/mfdl/instructor/ccng/Content/assign_mngr/choose_learning_aids_question.htm


see it.

Understand custom settings and assignments

On this link, you can enable or disable the learning path builder. You can change due dates

and assignment status; this allows you to create assignments but not assign them until

specific dates. You can also modify settings for an individual student. This is a helpful way

to reset a student’s work if they have missed several assignments or need extended time,

for example.

You can create or modify a student's individual settings for one or more assignments, remove a

student's individual settings for a single assignment, remove a student's individual settings for

multiple assignments, or remove all of a student's individualized settings across all assignments.

Tip: If you are customizing assignment settings in a coordinator course or plan on

customizing the class settings for this assignment in the future, make sure to read Notes on

customizing settings for individual students

http://help.pearsoncmg.com/xl/mfdl/instructor/ccng/Content/create_indiv_student_settings.htm#notes_customizing_indiv_student_settingshttp://help.pearsoncmg.com/xl/mfdl/instructor/ccng/Content/create_indiv_student_settings.htm#notes_customizing_indiv_student_settings


You can also build custom questions for your assignments. You can copy questions from

another instruction, copy and edit publisher questions, or build them completely on your

own. Read more on the help site about how to do this.

Organize Assignments

On the Manage Assignments page, you can also Organize your assignments. You can

delete assignments, reorder them, add offline assignments, assign pre-requisites and more.

You can delete assignments if they do not have results. They cannot be restored!

You can easily reorder assignments by dragging assignments to place them where you

would want them to be in the list, or you can click a column header to sort them. Be sure to

click Update to save changes.

You can add offline items; this is useful when you complete an activity or assessment in

class and wish to add the grades to the online gradebook so all student grades are up to

http://help.pearsoncmg.com/xl/cqb_mfdl/cqb_help_CSH.htm#ei_manage_custom_question


date. With the Add/Edit Offline Item wizard, you can add or edit grades for work that

students do off line—such as class participation—in your Gradebook. You cannot add offline

items to the Learning Catalytics and Reading Level content areas.

You can add offline items manually, by entering them directly from the Manage Grades or

Manage Assignments page. Another option is to upload a spreadsheet with offline item

information. For this method, you need to first download a spreadsheet template, enter your data, and then upload it to the Gradebook.

You can also set pre-requisites to help students structure their learning. You can choose

prior assignments that must be completed, set the minimum score, and even denote which

attempt if applicable. The Set Prerequisites page lets you define one or more assignments

that students must complete before they can work on another assignment. If you specify a

minimum score on a prerequisite, students cannot access the other assignment until they

achieve that score.

The Basic Settings mode lets you define a single prerequisite item for one or more

assignments. If you allow students to attempt an assessment multiple times, you can also

assign different prerequisites for each attempt. If you are just starting to set up a course,

you might want to work in Basic Settings for a while and then move to Advanced

Settings if you see a need for multiple prerequisite items for an assignment. Once you start

working in Advanced Settings, there is no need to revert back to Basic Settings, but you

might prefer to use the simplified Basic Settings view when entering single prerequisite

items.

The Advanced Settings mode lets you define multiple prerequisite items, including

alternative prerequisites, for one or more assignments. To set more than one prerequisite

item for an assignment, you must choose Advanced Settings. You can set a single prerequisite item for an assignment in either Basic Settings or Advanced Settings.

In addition to the Set Prerequisites page, there are two other ways you can set

prerequisites. You can define single or multiple prerequisite items for an assignment when

you create it or edit its settings. You can automatically create a chain of prerequisites based

on the order of assignments within a topic or module. If necessary, you can override a prerequisite so a student can complete an assignment without satisfying its prerequisite.

You can choose to auto-assign attempts. A pooled assignment is a set of similar

http://help.pearsoncmg.com/xl/mfdl/instructor/ccng/Content/autoassign_prerequisites.htmhttp://help.pearsoncmg.com/xl/mfdl/instructor/ccng/Content/gradebook/override_prerequisites.htmhttp://help.pearsoncmg.com/xl/mfdl/instructor/ccng/Content/gradebook/override_prerequisites.htm


assignments that are grouped together so that students can attempt the assignment more

than once. When students start a pooled assignment, they are presented with the first

assignment in the pool. The next time they attempt the assignment, they are randomly

presented with one of the remaining assignments in the pool. If the number of times the

students can attempt a pooled assignment is greater than the number of assignments in a

pool, then the students will be allowed to work exactly the same assignment more than

once.

Tip: To eliminate this possibility, you can use the Auto-assign Attempts page to update the

number of attempts for pooled assignments to match the number of assignments in the pool.

You can manage your custom questions from the Organize link as well.


MODULE 3: HELPING STUDENTS SUCCEED

There are many tools available to help your students succeed using MyStudentSuccessLab.

UPON COMPLETION OF THIS MODULE YOU WILL BE ABLE TO:

Review student resources in MyStudentSuccessLab

Review student tools in MyStudentSuccessLab

Review student support tools


MODULE 3: HELPING STUDENTS SUCCEED

LESSON 1: GETTING STUDENTS STARTED

You want to get your students off to a good start. What resources are available to help them

get registered, trouble-shoot access issues, and learn about course navigation?

LEARNING OBJECTIVES

Access student user guide and other support materials

Access First Day of Class Materials

Provide students with an overview of MyStudentSuccessLab

Access student user guide and other support materials

For the Student User Guide, go to www.MyStudentSuccessLab .com and click on the

student link. Under the student link, locate support materials. You can also learn more

about accessibility, technology resources, and other tools here.

http://www.mystudentsuccesslab.com/


Access First Day of Class materials

When you log in to your instructor account, access your list of courses. To the right of your

MyStudentSuccessLab course, click the Details link. You have a printable document

available for the First Day of Class.

To enroll, students need to have three things: a course ID (from you), an email address,

and a student access code or a valid credit card or Paypal account to register. A student

who does not already have a Pearson account and is enrolling for the first time should

go to the MyLab & Mastering website and click Get Registered for instructions. A student

with a Pearson account performs the steps in Register and Enroll in a New Course below

to enroll in a new course. To assist all students, print or copy these instructions to a

document and distribute them, along with your course ID.

Students who need to enroll in another course based on the same textbook as a

current or previous course should enter their Pearson Account Profile to enroll. They do

not need to use a new access code or make a payment. To enroll in another course these students should:

1. Go to the product website and sign in to their Pearson Account Profile page.

2. In the top right hand corner, click Enroll in a Course.

3. Enter the course ID from the instructor of the new course, confirm the course

information, and click Continue. If the student is prompted to provide an access

code or purchase course access using a credit card or PayPal, the course materials do not match the previous course. The student should contact the instructor.

4. Click Enter Course Now to start using the new course.

http://pearsonmylabandmastering.com/http://www.pearsonmylabandmastering.com/northamerica/students/get-registered/index.htmlhttp://help.pearsoncmg.com/myp/myp_instr/content/mycoursecompasscourses_myp/get_started_myp/how_students_enroll_myp.htm#register_enroll_new_subject


To help a student enroll in a new course, go to http://pearsonmylabandmastering.com and

click Student under Register. Click Register Now. Students then enter the course ID they

received from their instructor for their new course, and click Continue. After verifying

course information, they enter username and password, and click Sign in.

On the Register page, students would select one of the following access options:

o Use an Access Code

1. Click Access Code and paste the entire access code into the first box.

2. Click Finish to complete your registration.

o Purchase Access Online

1. Under Use a Credit Card or PayPal, click the button for the access level

you want. For example, a product might be offered with or without an

eBook. The button shows the subtotal for your order.

2. Select whether you want to pay with a credit card or use PayPal, then enter payment information.

3. Click Review to review your order details. If you need to change

anything, click Change. Click Cancel if you decide not to complete your purchase.

4. Click Make Payment to submit your order.

o Request Temporary Access: If a student is waiting for financial aid, 14 days of

temporary course access without payment may be available.

1. Click Get temporary access without payment for 14 days at the bottom of the Register page.

2. When a confirmation message appears, click Yes to complete your registration.

They must purchase access or enter a code by the end of the 14 days or they will not be

able to access course materials. Their work will be saved until they gain access.

Provide students with an overview of MyStudentSuccessLab

Students can easily learn more about MyStudentSuccessLab by going to

http://pearsonmylabandmastering.com/


www.MyStudentSuccessLab .com and clicking on the Students Learn About link.

This link will take them to a page where they can learn more about the videos, assignments,

practice exercises, quizzes, and other resources in MyStudentSuccessLab.

If your course is integrated with your campus Learning Management System, you can use

these materials. You can link to a Getting Started Video on YouTube as well.

http://www.mycareersuccessla

My StudentSuccessLab Interactive Training Guide...one is ever an “expert” in “soft skills.”...

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Transcript of My StudentSuccessLab Interactive Training Guide...one is ever an “expert” in “soft skills.”...