AFRICAN AMERICAN MALE INITIATIVE ST. LOUIS COMMUNITY COLLEGE PEER MENTOR TRAINING SEPTEMBER 8-9, 2011 Dr.
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Transcript AFRICAN AMERICAN MALE INITIATIVE ST. LOUIS COMMUNITY COLLEGE PEER MENTOR TRAINING SEPTEMBER 8-9, 2011 Dr.
AFRICAN AMERICAN MALE INITIATIVE
ST. LOUIS COMMUNITY COLLEGE
PEER MENTOR TRAINING
SEPTEMBER 8-9, 2011
Dr. Marsha Fralick
Ice Breaker
Happiness is ____
We all know our friends and family make us happy.
What else?
Overview CollegeScope
Research on effectiveness (Brief)
Overview of key features
Resources for mentors
A quick tour (mentor and mentee view)
Helping your students log in
Introducing CollegeScope to your students
Improving retention and success
Making it easy for your students to login
Assessments
Research
Noteworthy Results
Implementing
CollegeScope
resulted in a
26% increase
in fall to spring
persistence!
87% of students had
chosen a major by the
end of the course
62% of students
reported more
confidence in their
academic skills
88% of students rated
the course as good or
very good
Results
College
Persistence rate of all
Student Types
Persistence rate of
CollegeScope students
Difference
CyFair
79%
94%
15%
Kingwood
67%
82%
15%
Montgomery
77%
88%
11%
North Harris
81%
90%
9%
Tomball
70%
82%
12%
System Average
75%
87%
12%
Published Articles
College Success: A
Study of Positive and
Negative Attrition
Career Development
in a College Success
Course
The Successful Student
Had a definite goal or college major
Based on this research, choosing a major and career
planning was included in our college success course
Key Features
Keys to Success
The program helps students to make a good
choice of a major and career
Statistically accurate
Valid and reliable
College scenarios are easy to read and
understand.
Keys to Success
The program helps
students to understand
their learning style
and how to become a
lifelong learner
Learning Style
Measures preferences in 20 areas:
o
o
o
o
o
Perceptual
Environmental
Emotional
Sociological
Physical
Personalized
Based on personality
and learning style
Refers to the student
by their name
This is not possible in a
printed text
Keys to Success
Comprehensive curriculum
Illuminate Your Life
Career Success
Personality and
Related Majors
Learning Style and
Intelligence
Interests and Values
Career and
Educational Planning
Illuminate Your Life
College Success
Motivation
Time and Money
Memory and Reading
Test Taking
Taking Notes, Writing
and Speaking
Lifelong Success
Communication and
Relationships
Critical and Creative
Thinking
Maintaining a Healthy
Lifestyle
Appreciating Diversity
Positive Thinking
Life Stages
Strength-Based
Foundation for personal and
career development based on:
Personality
type
Learning style
Multiple intelligences
Interests
Values
Motivation
Students are motivated to
complete their education
when they have made a
good choice of a major
and career based on their
personal strengths
Encourages Self-Responsibility
Making a good
career choice
Developing an
educational plan
Setting goals
Managing time to
reach goals
Emphasis
Positive thinking
Hope for the future
Future-mindedness
Illuminate Your Life
Keys to Success
• Use technology to
make education
engaging and
inescapable
New Millenials
New Millennials
Our current college students were born after 1992
Most were born with a computer in the home and
were using them by age 5
The connected generation
82% are online daily
Average 12 hours
per week online
Use Technology to Connect
50% send or receive
a text message daily
29% use instant
messages daily
44% have a profile on
Facebook or MySpace
and 38% use them daily
(from Pew Research)
Introduce yourself.
Where are you in the technology
continuum?
Baby boomer 1946-1964
Generation X 1965-1977
New Millennials 1977-1995
How much technology did you use in college?
What Comes Next?
Hippies
Yuppies
Zippies
Technology
Most college courses, especially upper division
courses, have online components.
Working in an online environment is essential for
high paying careers.
Students are disadvantaged if they do not have
access to the Internet and are skilled in using it.
Faculty can focus on interactive exercises rather
than lecture.
Education happens any time, any place.
Resources
College Success 1
Resources for faculty and students
www.collegesuccess1.com
Training Notes
Quick Tour Sample Student
Portfolio
www.collegescope.com/ccs/stlouis-forestpark
[email protected]
Password: sample1
www.collegescope.com/ccs/stlouis-florissant
[email protected]
www.collegescope.com/ccs/stlouis-harrison
[email protected]
Quick Tour
Faculty/Mentor View
www.collegescope.com/cuyamaca
Helping Students Log In
All students start for free
Chapter
1 doesn’t require an access code
All students can start on time
How Students Register and Log In
www.collegescope.com/ccs/stlouis-forestpark
www.collegescope.com/ccs/stlouis-florissant
www.collegescope.com/ccs/stlouis-harrison
The difference between a faculty and student account
The student account has /ccs/
ccs stands for college and career
success
Click: Register Here
Fill out the
registration
information.
Click the
Register
Button at the
bottom of
the page.
Fill out the
registration
information.
Click the
Register
Button at the
bottom of
the page.
Next time, just log in.
Use the email address and password you
created to log in. Do not register again.
Click: Start CollegeScope
Start with an assessment
The assessment is a pre-test to measure your skills at
the present time.
You will take this assessment again at the end to see
how you have improved.
Relax and answer the questions honestly.
The assessment is a good outline of the content of
CollegeScope.
The Content Survey
There are 100
easy questions.
Just answer
quickly. You can
click on Finish
Later if you don’t
complete the
survey all at
once.
After you finish the assessment, you will see this
page. Begin Chapter 1: Understanding Motivation.
Chapter 1 contains your assessment results.
Remember
that you will
be improving
your skills
throughout
the program.
There are many interactive features in the text.
Journal entries provide the opportunity to
think about the material and apply it to
your personal life. They are generally a
well-developed paragraph. The journal
entries become part of your portfolio
visible to you and your instructor.
Quizzes provide
immediate feedback.
Read the text carefully
and do your best on
the quizzes. You
cannot change your
answers. Quizzes are
part of your portfolio
and your grade.
Complete the interactive activities along the way.
To begin Chapter 2, enter your access code here.
To continue, click: My Chapters.
Now you may begin Chapter 2.
You can also view your results from previous chapters.
MOST COMMON LOGIN
PROBLEMS AND EASY
SOLUTIONS
Helping Your Students Log In
Students register only
once. They they log in
with the email address
and the password they
created.
Remind students to write down the
email address and password they
use to create their accounts.
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.
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.
My Account Disappeared
They tried to log into the instructor account. Make
sure that they have /ccs/ in the URL
www.collegescope.com/ccs/stlouis-forestpark
www.collegescope.com/ccs/stlouis-florissant
www.collegescope.com/ccs/stlouis-harrison
Don’t use Google to find CollegeScope. You may end
up in a different college account.
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.
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.
Contact Customer Service
If you have any problem you cannot resolve. This
does not happen very often.
If you need to have a student’s account reset. If a
student fails and takes the course again, it can be
reset so they can start over.
This info is available at the College
Success Website
http://www.collegesuccess1.com/
Click on Training Notes and St. Louis Community
College for this PowerPoint
Also Common Problems and Easy Solutions
Improving Retention and Success with
CollegeScope
The Critical Period
The first two weeks is when most students drop.
This is our best opportunity to help students to be
successful.
Getting Started
Get to know your students
Introduce the CollegeScope Student Success
Program
Introductory Activities
Exercise: Life Stories
www.collegesuccess1.com/MotivationM.htm
CollegeScope
You will know who has started the program
You can monitor their reading and progress through
the program
You can provide early intervention
PowerPoint: Getting Started with CollegeScope
Located at
www.collegesuccess1.com
Click on Training Notes
Sample Student Account
[email protected]
[email protected]
[email protected]
Introducing the Online Portfolio
Show the students the
online portfolio and
features.
Let them know that both
mentors and mentees
have access.
Sample Student
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.
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.
How to help students get started?
The first 2 weeks are critical for student success and
retention.
Use CollegeScope to monitor progress.
The Critical First 2 Weeks
How can you help the students who have not begun?
Think
Pair
Share
THE ASSESSMENTS
Job Jar Activity
Personality Assessment
Personality
Carl Jung and
personality type
Online:
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?
Key Theme
Choosing a major
Career choice
Learning Style
Communication
Self-understanding
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.
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
Getting Good Results
Encourage students to give honest answers.
What are some reasons students would not give
honest answers?
Think, Pair, Share
Administering the DWYA
The test does not measure:
Intelligence
Psychological
or emotional health
Resources
www.collegesuccess1.com
Click on Do What You Are:
CollegeScope User’s Manual
Do What You Are Handbook
Psychometric Report
Interpreting the Do What You Are
personality assessment
Begin Self-Assessment
How we interact with the world and where we place our energy
E_____________________________|____________________________I
Extraversion
Introversion
Talkers and Listeners
Talker
How do I know that I
am a talker?
How can I develop my
listening skills?
How can I help listeners
talk more?
Listener
How do I know that I
am a listener?
How can I develop my
talking skills?
How can I help talkers
listen more?
Self-Assessment
The kind of information we naturally notice and remember
S_____________________________|___________________________N
Sensing
Intuition
Personality Exercise
Write about the picture for 3 minutes
By Ian Jackson
Self-Assessment
How we make decisions
T_____________________________|___________________________F
Thinking
Feeling
T and F in the Classroom
Feeling types want you to know their names
Thinking types enjoy debate and respect expertise
Self-Assessment
Whether we prefer to live in a more structured or spontaneous way
J_____________________________|_____________________________P
Judging
Perceiving
J and P Exercise:
Where do you stand?
I
can play anytime
I have to finish my work before I play
The PEPS Learning Style Assessment
Measures preferences in 20 areas
20 Learning Style Factors
Perceptual
Auditory
Visual
Kinesthetic
Tactual
Environmental
Sound
Light
Heat
Design
Physical
Emotional
Time of day
Food
Mobility
Motivation
Responsibility
Persistence
Structure
Sociological
Self, peer or adult oriented
Administering the PEPS
Give your initial response
No need to over analyze
Answer as though you were learning new or
difficult information
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
The PEPS Learning Style Assessment
Measures preferences in 20 areas
Perceptual
Auditory
Visual
Kinesthetic
Tactile
PEPS
Immediate environment
Sound
Heat
Light
Design
(formal or informal)
PEPS
Emotionality
Motivation
Responsibility
Persistence
Structure
PEPS
Sociological
Self
oriented
Peer oriented
Adult oriented
PEPS
Physical
Time
of day
Food intake
Mobility
Perceptual
Auditory (one third)
Visual (one third)
Tactile/Kinesthetic (one third)
Learning disabled as well as gifted prefer
tactile/kinesthetic
Note that a detailed list of learning strategies for your
style follows this chart.
Learning Style
The Paper Airplane
Exercise
What is
Something you learned?
Something you found useful?
Questions?
Discussion
Evaluation