Faculty Training Part II May 11, 2010 Odessa College

1. Faculty Training Part II May 11, 2010 Odessa College

2. What are your goals for this workshop? Think Pair Share

3. 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

4. College Success 1 • Resources for faculty and students http://www.collegesuccess1.com/ Training Notes

5. Features

6. Keys to Success • The program helps students to make a good choice of a major and career.

7. Job Jar Activity

8. Statistically accurate • Valid and reliable • College scenarios are easy to read and understand.

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

10. Keys to Success • The program helps students to understand their learning style and how to become a lifelong learner.

11. Comprehensive • 20 factors affecting learning style • Helps students understand how they learn best

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

13. Broad Scope • College success • Career success • Lifelong success

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

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

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

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

18. Engaging Students in Learning • Interactive online format with journal entries, quizzes, activities, surveys, videos • Classroom exercises for engaging students in learning

19. Personalization • The text is the same for each student • CollegeScope is personalized for each student based on their personality type and learning style

20. Bridge High School Community College University

21. Research

22. Lone Star College System Results

23. Lone Star College System

24. Program Results Program Review 2000, 2005

26. The most significant finding is increased persistence.

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

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

29. Do What You Are Personality Assessment

31. 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?

32. Key Theme • Choosing a major • Career choice • Learning Style • Communication • Self-understanding

33. 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.

34. 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

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

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

37. Resourceshttp://www.collegesuccess1.com/DoWhatYouAre.htm • CollegeScope User’s Manual • Do What You Are Handbook • Psychometric Report

38. Interpreting the Do What You Are personality assessment

39. Begin Self-Assessment How we interact with the world and where we place our energy E_____________________________|____________________________I Extraversion Introversion

40. Self-Assessment The kind of information we naturally notice and remember S_____________________________|___________________________N Sensing Intuition

41. Personality Exercise • Write about the picture for 3 minutes

42. By Ian Jackson

43. Self-Assessment How we make decisions T_____________________________|___________________________F Thinking Feeling

44. Self-Assessment Whether we prefer to live in a more structured or spontaneous way J_____________________________|_____________________________P JudgingPerceiving

45. J and P Exercise: • Where do you stand? • I can play anytime • I have to finish my work before I play

46. The PEPS Learning Style Assessment • Measures preferences in 20 areas

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

48. 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

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

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