Faculty Training, Part 2 June 26, 2008 Lone Star College System Dr. Marsha Fralick

1. Faculty Training, Part 2June 26, 2008Lone Star College SystemDr. Marsha Fralick

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

3. Morning EnergizerCreativity Exercise • Brainstorming exercise with a peanut • What are the rules of brainstorming?

4. Brainstorming Rules • The first step is generating a quantity of ideas • Set a goal or quota • No censorship of self or others • The last step is selecting the quality ideas

5. How is this peanut like you?

6. How is this peanut like me? • It’s wrinkled like me. • It’s brown like me. • It has curves like me. • It cracks under pressure. • What you see is not always what you get. • It just sits in class.

7. How is this peanut like going to college?

8. How is this peanut like going to college? • It’s rough. • There are 2 nuts inside. One is the teacher and the other is the student. • We’re all nuts to a degree. • We both went to Dr. Fralick’s class today. • College drives me nuts!

9. Overview • Research on College Success • Improving Retention and success with the CollegeScope Student Success Program • Introducing CollegeScope to your students • Teaching excellence • Engaging students in learning • Practical exercises

10. Cuyamaca College El Cajon, CA

11. 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

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

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

14. Bridge High School Community College University

16. Program Results Program Review 2000, 2005

17. The most significant finding is increased persistence.

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

19. College Persistence Semester to Semester5 Year Average at Cuyamaca College • All successful PDC students 89% • All students 63% A 26% improvement!

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

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

22. Student Satisfaction 88% of students rated the course as very good or good.

23. College Success: A Study of Positive and Negative Attrition Community College Review

24. 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.

25. Choosing a Major • The course helped 52% of students choose a major

26. 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

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

28. Improving Retention and Success with CollegeScope

29. The Critical Period • The first two weeks is when most students drop. • This is our best opportunity to help students to be successful.

30. The Critical First 2 Weeks • You will know who has not bought the program and who has not started. • How can you help the students who have not begun? Think Pair Share

31. 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.

32. What should you do on the first day?

33. 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

34. Introduce CollegeScope • What is it? • How to log in • Show sample student • Online portfolio • Chapters • Sample journal entries

38. Introducing the Online Portfolio • On the first day, show the students the online portfolio and features. • Let them know that faculty have access.

40. New features for fall • New updated edition • New chapter order • Chapter 1: Motivation • Chapter 2: Personality • Chapter 3: Learning Style • Faculty comments about student work on the student portfolio

41. Sample Student

42. The Electronic Journal • It is an opportunity for students to read and think about how to apply the material in their personal lives. • Make your expectations clear. • Expect a well-developed paragraph for most questions. • Show a sample.

45. The Electronic Quizzes • This is an interactive feature that helps students with reading comprehension. • Students get immediate feedback. • Students cannot change their answers. • Expect students to do their best.

47. How to Cheat

48. How you will be caught

50. Expect students to read the chapter before coming to class • You can focus on engaging students in learning, discussion and sharing your experiences. • This is a good strategy for other classes too. • Minimizes the need to lecture. • All classes cover the same material in an interactive way.