College and Career Success Central Florida Community College

College and Career Success Central Florida Community College Dr. Marsha Fralick

Ice Breaker • Introduce yourself. • What is your job title. • What do you do for fun?

Overview Morning • Features • Program overview • Student learning outcomes • Resources for faculty • Research on college success • Exploring personality type with Do What You Are • Exercises

Overview Afternoon • Exploring learning style with PEPS • Exercise • Using technology to engage students in learning • Tips for using the text • Engaging students in Learning • Practical exercises for the classroom • Favorite Exercises

What are your goals for this workshop? Think Pair Share

What’s New in the 4 th Edition? http: //www. collegesuccess 1. com/Whats. New. htm • Chapter Order • Personality and learning style moved earlier • Journal entries are online • Updated • New exercises

Features

Careers: A Key Component • Personality • Learning Style • Interests • Values • Career Research

Key Themes • Personality • Learning style

Carl Jung and personality type Online:

The PEPS Learning Style Assessment • Measures preferences in 20 areas

Keys to Success • At the end of each chapter • Inspiration • Positive thinking • For example: • Life is a dangerous opportunity

Broad Scope • College success • Career success • Lifelong success

College Success • Motivation • Time and Money • Memory and Reading • Test Taking • Taking Notes, Writing and Speaking

Career Success • Personality and Related Majors • Learning Style and Intelligence • Interests and Values • Career and Educational Planning

Lifelong Success • Communication and Relationships • Critical and Creative Thinking • Maintaining a Healthy Lifestyle • Appreciating Diversity • Positive Thinking • Life Stages

Applied Psychology • From theory to practice • Academically rigorous, yet practical • Easy to read

Engaging Students in Learning • Interactive activities within the text • Quiz yourself and answers • Journal entries • Individual and group exercises at the end of the chapter • Additional resources in the Instructor Manual

Student Learning Outcomes • What will the student be able to do as a result of taking this course? • The student will be able to. . • Suggested student learning outcomes

College Success 1 • Resources for faculty and students http: //www. collegesuccess 1. com/

Student Success • How do you know when your student success program is working? • Think • Pair • Share

Cuyamaca College El Cajon, CA

Personal Development 124, Lifelong Success • 8000 students enrolled in college • 2000 take PDC 124 each year • One of the top 15 revenue producing programs for the college • 56 sections a year

Make it Count • Transfers as general education for CSUC, Area E, Lifelong Understanding • Transfers to University of California

Course Choices • Face to Face • 22 sections • Blended • 22 sections • Online • 12 sections

Bridge High School Community College University

Program Results Program Review 2000, 2005

The most significant finding is increased persistence.

Persistence • Students who return the next semester • Approximately half of community college students nationwide do not persist after the first semester

College Persistence Semester to Semester 5 Year Average at Cuyamaca College • All successful PDC students 89% • All students 63% A 26% improvement!

Student Confidence • The course helped 62% of students feel more confident about their academic skills

Grade Improvement • 72% of student agreed or strongly agreed that the course helped to improve 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 Review

The Successful Student • Had a definite goal or college major • Earned 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 students choose a major

A Model Student Success Program • Broad in scope • Includes careers • Counts for graduation and transfer • Engages students in learning • Results in personal growth • Students become lifelong learners

Personality

How can a knowledge of personality type help a student to become successful? Think Pair Share

Understanding Type Helps Increase Student Success • Helps all students understand their gifts and talents and matching careers • Help at risk students to develop strategies to achieve their goals • Research has shown that ENFP, ESFP, INFP, ISFP have higher dropout rates

Student Success • Choosing a major • Career choice • Learning Style • Communication • Self-understanding

• Carl Jung and personality type Online:

Using the Access Code • Located on the inside of the front cover • There are clear directions on how to log in • It can only be used once

Carl Jung 1875 -1961 • We are born with natural preferences which we develop over a lifetime. • Exercise: What is a preference?

Administering the DWYA • Find a time when you are not tired or rushed. • There are no right or wrong answers. • Each type has their own unique gifts and talents.

Getting Good Results • Encourage students to give honest answers. • What are some reasons students would not give honest answers? • Think, Pair, Share

Administering the DWYA • The test does not measure: • Intelligence • Psychological or emotional health

Administering the DWYA • Answer the questions honestly to get the best results. • Answer the questions how you usually are when you are not stressed. • Do not answer the questions: • How you want to be • How you have to be at home, work or school • How 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_______________|______________N Sensing Intuition

Personality Exercise • Write about the picture for 5 minutes

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? • I can play anytime • I have to finish my work before I play

Time for a Break?

The PEPS Learning Style Assessment • Measures preferences in 20 areas • Perceptual • Auditory • Visual • Kinesthetic • Tactile

Important Considerations • It is not a test • It describes how you prefer to learn new of difficult material • Usually there are 6 or 7 areas out of 20 that are important for an individual

Administering the PEPS • Give your initial response • No need to over analyze • Answer as though you were learning new or difficult information

PEPS • Immediate environment • Sound • Heat • Light • Design (formal or informal)

PEPS • Emotionality • Motivation • Responsibility • Persistence • Structure

PEPS • Sociological • Self oriented • Peer oriented • Adult oriented

PEPS • Physical • Time of day • Food intake • Mobility

Perceptual • Auditory (one third) • Visual (one third) • Tactile/Kinesthetic (one third) Learning disabled as well as gifted prefer 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 students • Most were born with a computer in the home and were using them by age 5 • Cyber generation • The connected generation • 82% are online daily • Average 12 hours per week online

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

Rationale for Using Technology • Your students use it • It captures their attention • Education on demand Any time or place • Increased access • New roles for faculty

Take a Look http: //www. collegescope. com/cuyamaca

Tips for Using College and Career Success http: //www. collegesuccess 1. com/Tips. New. Instructors. htm

The first day is the most important. What should you do on the first day of class? Think Pair Share

The first day is the most important • Make your expectations clear • The course syllabus • Get to know your students and help them to meet other students • Do something that motivates students on the first day

Introductory Activities http: //www. collegesuccess 1. com/Motivation. M. htm Exercise: Life Stories

Expect students to read the chapter before coming to class • You can focus your time on interactive activities rather than lecturing • This is a good habit for students to apply in other classes • Collect journal entries before the class begins or give a short quiz

Teaching Excellence • If you were evaluating a class, what would you look for? • Think • Pair • Share

Teaching Excellence • Students are engaged in learning • The professor uses a variety of teaching techniques to appeal to different learning styles • Students have good attendance • The professor has a good syllabus • The professor establishes a positive learning environment

Tips for Engaging Students in Learning • Favorite exercises • Memory exercise • Preview exercise • Brainstorming exercise

• Questions?