Faculty Training Part II May 11, 2010 Odessa College
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Transcript of Faculty Training Part II May 11, 2010 Odessa College
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Faculty Training Part IIMay 11, 2010
Odessa College
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What are your goals for this workshop?
Think Pair
Share
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Overview • Resources for Faculty• Features• Research (brief)• Administering and interpreting the Do
What You Are (DWYA) and Productivity Environmental Preference (PEPS) learning style inventory
• Teaching Tips• Interactive activities
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College Success 1• Resources for faculty and studentshttp://www.collegesuccess1.com/
Training Notes
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Features
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Keys to Success
• The program helps students to make a good choice of a major and career.
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Job Jar Activity
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• Statistically accurate• Valid and reliable• College scenarios are easy to read
and understand.
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Careers: A Key Component• Personality• Learning Style• Interests• Values• Career Research
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Keys to Success• The program helps students to
understand their learning style and how to become a lifelong learner.
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• Comprehensive• 20 factors affecting learning
style• Helps students understand how
they learn best
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Keys to Success• At the end of each chapter• Inspiration• Positive thinking• For example:
• Life is a dangerous opportunity
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Broad Scope• College success• Career success• Lifelong success
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College Success
• Motivation• Time and Money• Memory and Reading• Test Taking• Taking Notes, Writing and Speaking
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Career Success
• Personality and Related Majors• Learning Style and Intelligence• Interests and Values• Career and Educational Planning
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Lifelong Success
• Communication and Relationships• Critical and Creative Thinking• Maintaining a Healthy Lifestyle• Appreciating Diversity• Positive Thinking• Life Stages
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Applied Psychology• From theory to practice• Academically rigorous, yet
practical • Easy to read
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Engaging Students in Learning• Interactive online format with
journal entries, quizzes, activities, surveys, videos
• Classroom exercises for engaging students in learning
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Personalization• The text is the same for each
student• CollegeScope is personalized for
each student based on their personality type and learning style
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Bridge
High School
Community College University
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Research
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Lone Star College System Results
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Lone Star College System
CollegePersistence rate of students who were
successful
Persistence rate of
students who were
unsuccessful
Persistence rate of those students that
withdrew (W)
Persistence rate of all Student Types
LSC – CyFair 94% 52% 78% 79%
LSC – Kingwood 82% 61% 38% 67%
LSC –Montgomery 88% 57% 25% 77%
LSC – North Harris 90% 71% 67% 81%
LSC – Tomball 82% 50% 0% 70%
System Average 87% 58% 42% 75%
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Program ResultsProgram Review 2000, 2005
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The most significant finding is increased persistence.
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Persistence • Students who return the next
semester
• Approximately half of community college students nationwide do not persist after the first semester
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College Persistence Semester to Semester5 Year Average at Cuyamaca College
• All successful PDC students 89%• All students 63%
A 26% improvement!
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Do What You Are Personality Assessment
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Carl Jung 1875-1961• We are born with natural
preferences which we develop over a lifetime.
• There are no good or bad types.• Each type has their own unique
gifts and talents.• Exercise: What is a preference?
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Key Theme• Choosing a major• Career choice• Learning Style• Communication• Self-understanding
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Administering the DWYA• Find a time when you are not tired
or rushed.• There are no right or wrong
answers. • Answer quickly giving your first
impression. Do not over analyze.• You will have a chance to look at
your profile and change it if you think it is not correct.
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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
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Getting Good Results• Encourage students to give honest
answers.• What are some reasons students
would not give honest answers?• Think, Pair, Share
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Administering the DWYA• The test does not measure:
• Intelligence• Psychological or emotional
health
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Resourceshttp://www.collegesuccess1.com/DoWhatYouAre.htm
• CollegeScope User’s Manual• Do What You Are Handbook• Psychometric Report
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Interpreting the Do What You Are personality assessment
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Begin Self-Assessment
How we interact with the world and where we place our energy
E_____________________________|____________________________I Extraversion Introversion
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Self-Assessment
The kind of information we naturally notice and remember
S_____________________________|___________________________NSensing Intuition
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Personality Exercise• Write about the picture for 3
minutes
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By Ian Jackson
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Self-Assessment
How we make decisions T_____________________________|___________________________F Thinking Feeling
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Self-Assessment
Whether we prefer to live in a more structured or spontaneous way
J_____________________________|_____________________________P Judging Perceiving
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J and P Exercise:• Where do you stand?
• I can play anytime• I have to finish my work before I
play
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The PEPS Learning Style Assessment• Measures preferences in 20 areas
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Administering the PEPS• Give your initial response• No need to over analyze• Answer as though you were
learning new or difficult information
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Important Considerations• It is not a test• It describes how you prefer to
learn new or difficult material• Usually there are 6 or 7 areas out
of 20 that are important for an individual
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The PEPS Learning Style Assessment• Measures preferences in 20 areas
• Perceptual• Auditory• Visual• Kinesthetic• Tactile
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PEPS• Immediate environment
• Sound• Heat• Light• Design (formal or informal)
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PEPS• Emotionality
• Motivation• Responsibility• Persistence• Structure
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PEPS• Sociological
• Self oriented• Peer oriented• Adult oriented
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PEPS• Physical
• Time of day• Food intake• Mobility
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Perceptual• Auditory (one third)• Visual (one third)• Tactile/Kinesthetic (one third)
Learning disabled as well as gifted prefer tactile/kinesthetic
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Note that a detailed list of learning strategies for your style follows this chart.
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Learning Style Exercise: The Paper Airplane
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Increasing Student Success and Retention
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The Critical Period• The first two weeks is when most
students drop. • This is our best opportunity to help
students to be successful.
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The Reading Problem• 30% of students do not buy their
books• 72% do not read the assignment
before the due date• Movie: http://
www.youtube.com/watch?v=pQHX-SjgQvQ
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The Critical First 2 Weeks• With CollegeScope, you will know
who has begun the program and who has not started.
• How can you help the students who have not begun?
ThinkPair Share
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The first day of class is also critical• Most of your students will attend
the first day. • It is an opportunity to impact
student success and retention.
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What should you do on the first day?
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The first day is the most important• Introduce the CollegeScope
Student Success Program• 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
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Introductory Activities http://www.collegesuccess1.com/MotivationM.htm
Exercise: Life Stories
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Tips for Engaging Students in Learning• How to quickly engage students• How to run a group successfully• Favorite Exercises
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Tips for New Instructorshttp://www.collegesuccess1.com/TipsNewInstructors.htm
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Tips for New Instructors• Write your syllabus• Take the assessments• Read the User’s Manual • Expect your students to read the
chapter before class begins• Use the Instructor Manual to select
activities to engage students in learning
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Teaching Excellence• If you were evaluating a class,
what would you look for?
• Think• Pair • Share
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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
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Share what has worked for you
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What is• Something you learned?• Something you found useful?
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• Questions?• Discussion• Evaluation