College and Career Success Tidewater Community College District Dr. Marsha Fralick March 18, 2011

Agenda • College Success for the New Millennial Generation • Engaging Students in Learning • Review of Assessments – Personality Type – Learning Style • Student Learning Outcomes and Assessment

Instructional Strategy: Start your class with a check-in Introduce yourself.

In one sentence, what is something good that has happened to you?

Going Green! Handouts are located at: http://www.collegesuccess1.com/TrainingNotes.htm

Community College Survey of Student Engagement (CCSSE) • Based on surveys of 700,000 students in 548 colleges • “Engagement matters for all students, but it matters more for some than for others.” –

Academically underprepared

– – –

Students of color First-generation students Non traditional learners

Rationale for Engagement It helps your students be successful.

It’s fun and rewarding too.

Learning is optimized when students are actively engaged in learning.

We remember: • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we both see and hear • 70% of what we have discussed with others • 80% of what we have experienced personally • 95% of what we teach someone else

Instructional Strategy: The Rule of 10 and 2

College Success for the New Millennial Generation Dr. Marsha Fralick

Overview

 Generational differences  Who are the New Millennials?

 Eight generational norms  Education for the 21 st Century

This is a Test: Which Generation?

        Lacks motivation Holds lofty and unrealistic expectations (impatient) Is ignorant of the world of work (ill prepared) Has no respect for business culture Displays a poor work ethic Excels in social skills for team oriented environment Possesses no internal guidance system (external voices telling them what to do) “What’s in it for me?”

The Radio Generation • 1900-1946 • Traditionalists • Respect for authority

The TV Generation • 1946-1964 • Watched TV 24 hours a week • The Baby Boomers • Questioned authority (Don’t trust anyone over 30) • Hung out at burger joints

The Internet Generations • Generation X 1965-1977 • New Millennials 1978-1995 • On the Internet 24 hours a week • Independent • Yes we can!

• Hang out online

What Comes Next?

 Hippies  Yuppies  Zippies

Introduce yourself. Where are you in the technology continuum?

• Baby boomer 1946-1964 • Generation X 1965-1977 • New Millennials 1978-1995 • How much technology did you use in college?

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)

Instructional Strategy: Stand up if you agree. Could they be the smartest generation ever?

What happens to the brain when you play video games?

• Highly developed spatial skills useful for architects, engineers and surgeons • Faster processing of visual information • Better hand-eye coordination • Video games teach people to work in teams, learn and collaborate and discover.

Some Facts from Pew Research

• They are generally happy with their lives and optimistic about the future • Unique appearance

54% have tattoos, hair dyed an unnatural color or body piercings other than ear lobes

• Their top goals are fame and fortune

Maintain Close Contact with Family

• 82% talked with a parent yesterday • 45% speak by phone with parents daily • 75% say parents helped them financially in the last year • 64% got help from parents to run errands, help with housework or home repairs in the last year

Family Organization Chart for Baby Boomers

Dad

Father Knows Best!

Hierarchy

Mom Kid #1 Kid #2 Kid #3 Kid #4 In 1960, 40% of teens said they would be better off without parents!

Family Chart for New Millennials

Grandparents Parents

Democracy

Kid Stepparents

Helicopter Parents

Use Technology to Connect

• 50% send or receive a text message daily • 29% use instant messages daily • 44% have a profile on Face Book or My Space and 38% use them daily

Technology: The Benefits

• Makes people more efficient • Makes you closer to friends and family • Makes it easier to make new friends

These New Millennial students are now being called Generation “E”

What does the “E” stand for?

New Millennials or Generation E

• 18-30 years old • E mpowered • E ntitled • E lectronic –

Leading change from paper to electronic media

Instructional Strategy: Wait time Give me 5 Provide positive reinforcement Share your observations about the New Millennial Generation.

Eight Norms The New Millennial Generation

1. Freedom to Choose

What to buy When to do things Where to work What and how to learn Learning any time, any place Be what you want to be Yes, we can!

2. Customization

• Change it to fit your needs – –

Cell phones TiVo

• Education that matches learning style

3. Scrutiny

• Use the Internet to search for information before they buy a product.

• Read blogs, forums and reviews and consult friends through Facebook • Is it worth it?

• Is it relevant to my life?

4. Integrity

• Because of information available on the Internet they are aware of scandals, corruption and dishonesty.

• They want to make the world a better place.

• They can make a difference in the world.

• They spend time on things that are important to them.

5. Collaboration

• They are the connected generation. • They collaborate in chat groups, play multi-user video games and share files.

• Enjoy social interaction use technology as a tool to connect. • Prefer to learn and work in teams.

6. Entertainment

• They want life to be fun, including school and work. • Education should be interesting.

• Contrast with the baby boomer idea of working first and they relaxing and having fun. • Learn by doing.

7. Speed

• They expect instant response – –

Instant messaging Text messaging

• Multi-tasking

8. Innovation

• Innovation is occurring rapidly. –

Cell Phones

– – –

iPad Laptops New media

• Learn through discovery.

A Vision of Students Today http://www.youtube.com/watch?v=dGCJ46vyR9o

Instructional Strategy: Snowballing What problems do New Millennial Students face in college today?

Why do so many drop out?

Education today was designed for the industrial age.

• The emphasis was on mastering a set amount of knowledge. • Teachers lectured, students took notes and memorized the material to pass the tests.

Today we have many students who are disinterested and unsuccessful in school. Why doesn’t this model fit for the 21 st Century?

Education for the 21 st Century

• • •

From Teacher Focused The Teacher Is the Source of Knowledge Lecture Content Is the Same for All

• • •

To Student Focused The Internet Is the Source of Knowledge Interact, Lead, Discover Learn how to learn

Education for the 21 st Century

• It is not what you know that counts. It is what you can learn. • Need skills to deal with rapid change. • Customize education to fit learning style • Encourage collaboration

Education for the 21 st Century

• Students need to process new information quickly and think creatively, critically and collaboratively. • They still need to master the basics of reading, math and science.

Designing Education for the 21 st Century

• Choice • Customization • Value • Integrity • Collaboration • Fun • Speed • Innovation Group Activity: What are some strategies for implementing these ideas?

Designing Education for the 21 st Century

• Choice • Customization • Value • Integrity • Collaboration • Fun • Speed • Innovation Write some intention statements about some new ideas you are willing to try.

A Review Personality and Learning Style Assessments

Dr. Marsha Fralick

Overview

• •

Personality type

– How does it affect teaching and learning?

– How does it affect career choice?

– Exercises – Learn about yourself and the different types of learners in your classes – How can you help your students?

Learning style

– Interpreting the assessment – Exercise

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?

Begin Self-Assessment How we interact with the world and where we place our energy E _ ____________________________|____________________________ I Extraversion Introversion How does it affect career choice?

Introvert or Extravert • How does it affect teaching?

• How does it affect learning?

Stand up if you are an I. Find another I.

Stand up if you are an E. Find another E.

Instructional Strategy: Think, Pair, Share

Talker Listener

• How do I know that I am • How do I know that I am a talker?

a listener?

• How can I develop my listening skills?

• How can I develop my talking skills?

• How can I help listeners • How can I help talkers talk more?

listen more?

Self-Assessment The kind of information we naturally notice and remember S _ ____________________________|___________________________ N Sensing Intuition How does it affect career choice?

Instructional Strategy: The one minute paper.

By Ian Jackson

Sensing or Intuitive • How does it affect teaching?

• How does it affect learning?

• Do your assignments fit both types?

Self-Assessment How we make decisions T _ ____________________________|___________________________ F Thinking Feeling How does it affect career choice?

Thinking or Feeling • How does it affect teaching?

• How does it affect learning?

How can you meet the needs of both feeling and thinking types in your classroom?

Self-Assessment Whether we prefer to live in a more structured or spontaneous way J _ ____________________________|_____________________________ P Judging Perceiving How does it affect career choice?

Judging or Perceptive • Remember judging is orderly and organized • Perceptive is spontaneous and go with the flow • How does it affect teaching?

• How does it affect learning?

J and P Exercise: • Where do you stand?

– I can play anytime – I have to finish my work before I play

Learning Style • Measures preferences in 20 areas: o

Perceptual

o o o o

Environmental Emotional Sociological Physical

20 Learning Style Factors  Perceptual 

Auditory, visual, kinesthetic, tactual

 Environmental 

Sound, light, heat, design

 Physical 

Time of day, food, mobility

 Emotional 

Motivation, responsibility, persistence, structure

 Sociological 

Self, peer or adult oriented

Note that a detailed list of learning strategies for your style follows this chart.

Learning Style The Paper Airplane Exercise

Student Learning Outcomes and Assessment Dr. Marsha Fralick

What are student learning outcomes?

• What students should know • What students should be able to do • What students value • It is not what you are going to do to the student!

The Old I will cover time management strategies. The New Students will select time management strategies to accomplish lifetime goals. Assessment Students will write a journal entry about time management strategies they can use to accomplish their lifetime goals.

Focus After students have complete your course: • What should they know • What they should be able to do • What should they be like (values, attitudes)

Why are student learning outcomes important?

Activity: 60-60, 30-30

Why are learning outcomes important?

• Students know what they are expected to learn • Learner centered approach (as compared to coverage of contents) • Improve programs • Demonstrate effectiveness • Required for accreditation • Accountability • Enhancing teaching and learning • Celebrate your success!

Continuous Improvement

Types of outcomes • Knowledge Cognitive content • Skills Applying knowledge of content • Attitudes and Values The affective domain, values, ethics • Behavioral outcomes Performance

Writing Student Learning Outcomes • Use action words –

Design, produce, demonstrate, create

• They should be measureable

Examples of Assessment

Direct Evidence

Did students achieve the outcomes?

• Pre and post tests • Objective tests and quizzes • Essay exams • Vocational assessments • Journal entries • Assignments and projects • Educational plans

Examples of Assessment

Indirect Evidence

• Surveys of student satisfaction • Statistics – – – –

Retention Success Graduation Transfer

Indirect evidence can be powerful!

Fall to Spring Persistence First Time Students

Successful PDC 124 Students All PDC Students Cuyamaca College Overall 100 80 60 40 20 0 Fa 2000 Sp 2001 Fa 2001 Sp 2002 Fa 2002 Sp 2003 Fa 2003 Sp 2004

Student Overall Evaluation of PDC 124

50 40 30 20 10 0 Percent Very Good 50 Good 38 Sat 11 Poor 1 88% of students rated the course as very good or good.

This Course Will Help Improve My Grades In College

50 40 30 20 10 0 Percent Strongly Agree 24 Agree 48 Neutral 21 Disagree 6 Strongly Disagree 2 Percent

Results

College

CyFair Kingwood Montgomery North Harris Tomball System Average

Persistence rate of all Student Types

79% 67% 77% 81% 70%

Persistence rate of CollegeScope students

94% 82% 88% 90% 82% 75% 87%

Instructional Strategy: What is something you learned?

Something you found useful