Faculty Training Dr. Marsha Fralick. Material is Personalized based on Assessments.
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Transcript of Faculty Training Dr. Marsha Fralick. Material is Personalized based on Assessments.
Faculty TrainingDr. Marsha Fralick
Material is Personalized based on Assessments
Ice Breaker
• Introduce yourself.Introduce yourself.• Where do you work and what do Where do you work and what do
you do?you do?• What is one essential item you What is one essential item you
brought to college as a freshman? brought to college as a freshman?
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• Think, Pair, ShareThink, Pair, Share• How much technology did you use How much technology did you use
in college?in college?
New Millennials
• Our current college students Our current college students • Most were born with a computer in Most were born with a computer in
the home and were using them by the home and were using them by age 5 age 5
• Cyber generationCyber generation• The connected generation The connected generation
Being in the Millennial Generation, I did start using computers as a young child. I learned how to spell with the help of computers and how to read with computerized books. Computers have always been a part of my life, which is probably why I am so drawn to them.
Dawn CardenasSummer 07
Technology
A Skill Needed for College Success
Rationale for Using Technology• You students use itYou 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
• Assesses personality typeAssesses personality type• Many uses:Many uses:
• Choosing a majorChoosing a major• Career choiceCareer choice• Learning styleLearning style• CommunicationCommunication• Self-UnderstandingSelf-Understanding
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?
Features: Do What You Are
• Based on college scenariosBased on college scenarios• Easy to understand and administerEasy to understand and administer• Results comparable to Myers-Results comparable to Myers-
Briggs Type IndicatorBriggs Type Indicator
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.
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
Take the DWYA
www.collegescope.com/ccs/demo
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
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
Exercise
• Where do you stand?Where do you stand?
Personality Exercise
• Write about the picture for 5 Write about the picture for 5 minutesminutes
By Ian Jackson
The PEPS Learning Style Assessment• Measures preferences in 20 areasMeasures preferences in 20 areas
• PerceptualPerceptual•AuditoryAuditory•VisualVisual•KinestheticKinesthetic•TactileTactile
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
Complete the PEPS Learning Style Inventory
What are your learning preferences?
Questions?Questions?
Course Content
• College SuccessCollege Success• Career SuccessCareer Success• Lifelong SuccessLifelong 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
Some Options
• Face to FaceFace to Face• Blended Blended • OnlineOnline
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 are new each college students are new each semestersemester
Fall to Spring Persistence First Time Students
0
20
40
60
80
100
Fa 2000-
Sp 2001
Fa 2001-
Sp 2002
Fa 2002-
Sp 2003
Fa 2003-
Sp 2004
Successful PDC 124
Students
All PDC Students
Cuyamaca College
Overall
College Persistence Semester to Semester5 Year Average
• All successful PDC students 89%All successful PDC students 89%• All students 63%All students 63%• A 26% difference A 26% difference
Overview
• The Student ViewThe Student Viewwww.collegescope.com/ccs/demo
E-mail: [email protected]: [email protected]
Password: marsha12 Password: marsha12
Overview
• The Faculty ViewThe Faculty View
www.collegescope.com/cuyamaca
Sample chapters
• PersonalityPersonality• ExerciseExercise
• Learning SyleLearning Syle• ExerciseExercise
• MemoryMemory• ExerciseExercise
Resources for Facultyhttp://www.cuyamaca.edu/collegesuccess
• Classroom exercisesClassroom exercises• SyllabusSyllabus• ResearchResearch• PowerPointPowerPoint• Internet LinksInternet Links