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

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Title: 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?
  • Its wrinkled like me.
  • Its 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?
  • Its rough.
  • There are 2 nuts inside. One is the teacher and
    the other is the student.
  • Were all nuts to a degree.
  • We both went to Dr. Fralicks 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
15
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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

35
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38
Introducing the Online Portfolio
  • On the first day, show the students the online
    portfolio and features.
  • Let them know that faculty have access.

39
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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.

43
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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.

46
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47
How to Cheat
48
How you will be caught
49
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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.

51
Most Common Problems
  • And Easy Solutions

52
Helping Your Students Log In
Students register only once. Then they log in
with the email address and the password they
created.
53
Remind students to write down the email address
and password they use to create their accounts.
54
I forgot my email address
  • You can find the email address that students used
    to create their account by looking at their
    portfolio on My Students or All Students in your
    instructor account.

55
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56
I forgot my password
  • You can look at the Student Portfolio and reset
    the password. Tell the student what the new
    password is. They can reset it when then log
    into their portfolio.

57
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58
My Account Disappeared
  • They tried to log into the instructor account.
    Make sure that they have /ccs/ in the URL
  • http//www.collegescope.com/ccs/tomball

59
When I tried to register, it says that my email
already exists.
  • If the email already exists, they have already
    registered. Tell students to log in with the
    email address and password they created when they
    registered the first time.

60
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61
When I tried to log in, it says that my email
does not exist.
  • There are several reasons for this
  • They are using a different email.
  • They entered the info incorrectly.
  • They have not registered.

62
Contact Customer Service
  • If you have any problem you cannot resolve. This
    does not happen very often.
  • If you need to have a students account reset.
    If a student fails and takes the course again, it
    can be reset so they can start over.

63
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64
This info is available at the College Success
Website
  • http//www.collegesuccess1.com/
  • Click on CollegeScope
  • There is a PowerPoint slide show on how to
    introduce CollegeScope. It has the front page of
    each college included.

65
Review the second day
  • Review the information on CollegeScope the second
    day for those who were absent or those who need
    motivation to get started.
  • Congratulate those who have started.
  • Meet with students who have not started
    CollegeScope.

66
Introductory Activities http//www.collegesuccess
1.com/MotivationM.htm
  • Exercise Life Stories

67
Tips for New Instructorshttp//www.collegesucces
s1.com/TipsNewInstructors.htm
68
Tips for New Instructors
  • Write your syllabus
  • Take the assessments
  • Read the Users Manual
  • Expect your students to read the chapter before
    class begins
  • Use the Instructor Manual to select activities to
    engage students in learning

69
Teaching Excellence
  • If you were evaluating a class, what would you
    look for?
  • Think
  • Pair
  • Share

70
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

71
Tips for Engaging Students in Learning
  • How to quickly engage students
  • How to run a group successfully
  • Favorite Exercises

72
More Exercises
  • Memory
  • Test Taking
  • Interests
  • Values
  • Communication
  • Critical thinking
  • Person Bingo

73
Test Taking
  • Chapter 6

74
The Best Way to Prepare
  • Study the key ideas
  • Textbook
  • Lecture notes
  • Class handouts

75
Test Taking Techniques
Or how to guess if you need to
Or how to answer correctly after you have studied
76
Meet the Decoy
77
How Does An Instructor Write a True False
Question?
1. Find an important point 2. Write as is for
true 3. Change or add a qualifier to make
it false
78
100 Qualifiers Make a Statement False. Why?
NO NEVER NONE EVERY
ALWAYS ALL ONLY ENTIRELY
INVARIABLY
79
These qualifiers are found in true statements.
Why?
SELDOM SOMETIMES OFTEN USUALLY
FREQUENTLY MOST FEW MANY
SOME GENERALLY
80
1. Look for an important point. 2. Make a
stem. 3. Write the correct answer. 4. Think
or 3 or 4 decoys.
81
EXAMPLE
Stem In SQ4R, The 4RS stand for
1. Decoy 2. Read. Recite, review,
reflect 3. Decoy 4.
Decoy
82
Tricky Questions
1. Watch for negatives and 100
qualifiers 2. Foolish options are generally
incorrect.
83
Example
The Cornell Format is A. A system for taking
notes B. A type of floor mat
84
Tricky Questions
Answers in the middle range are more likely to
be correct.
85
Tricky Questions
Numbers in the middle range are usually correct.
The Great Pyramid is ___ft. high. A. 281 B.
381 C. 481 D. 981
86
Tricky Questions
Numbers in the middle range are usually correct.
The Great Pyramid is ___ft. high. A. 281
(low) B. 381 (middle) C. 481 (middle)
(Correct answer) D. 981 (high)
87
Tricky Questions
In look alike options, usually one is correct
and the other is a decoy.
The functional unit of the kidney is the A.
Pelvis B. Nephron C. Neuron D. Medulla
88
Tricky Questions
In look alike options, usually one is correct
and the other is a decoy.
The functional unit of the kidney is the A.
Pelvis B. Nephron (look alike) (Correct) C.
Neuron (look alike) D. Medulla
89
32,000 QuestionWhat president was known as the
Great Communicator?A. Reagan C. JohnsonB.
Roosevelt D. KennedyWhich answers look alike?
90
Reagan and Roosevelt look alike. Reagan is the
correct answer.
91
Tricky Questions
If you dont know the answer, SKIP IT. You may
find the answer or something that triggers your
memory in the rest of the test. Circle the ones
you do not know and come back to them later.
92
Ready for the Guess test?
93
Interests and Values
  • Chapter 8

94
What are your interests?
95
What kind of lifestyle do you prefer?
96
What are 20 things you like to do?
97
Can you list 20 things you like to do in 5
minutes?
98
Now that you have your list, put a next to
anything that costs more than 20 each time you
do it.
99
Write P to the left of each item that you do with
people.
100
Write I next to anything that you do by yourself
(individually)
101
Write T next to the items that involve working
with things
  • Cars
  • Tools
  • Gardening
  • Crafts

102
Write D next to items that involve working with
data.
  • Computers
  • Math
  • Budgeting
  • Organizing

103
Write A next to items that involve physical
activity
104
Write R next to items that involve risk or
adventure
  • Car racing
  • Skiing
  • Motorcycle riding
  • Skydiving
  • Rock Climbing

105
Write MT next to the items you would like to
spend more time doing.
106
Number 1-5 the most important items on your
list.What is your number one interest? Share it
with the class.
107
What Are Your Values?
108
Values are
  • What we think is important
  • What we feel is right and good

109
Assignment My Personal Coat of Arms
  • What your like about yourself
  • Your greatest achievement
  • Your most prized possession
  • What you value most in life
  • A symbol of your personality
  • Three words to be remembered by

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114
Exercises Continued
115
What is something you can use and something you
found useful?
116
  • Questions?
  • Evaluation

117
Time for a Break?
118
Time for a Lunch Break?
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