student success santa barbara community college dr. marsha fralick

Student Success Santa Barbara

Community College

Dr. Marsha FralickDr. Marsha Fralick

Ice Breaker

What are your goals for this What are your goals for this workshop?workshop?

ThinkThink

Pair Pair

ShareShare

Overview Morning

• Research on student successResearch on student success• Practical applications Practical applications • Exploring personality type with Do What Exploring personality type with Do What

You AreYou Are• ExercisesExercises

• Exploring learning style with PEPSExploring learning style with PEPS• ExerciseExercise

Overview Afternoon• Components of a model student Components of a model student

success programsuccess program• Engaging students in LearningEngaging students in Learning

• Practical exercises for the Practical exercises for the classroom classroom

• Resources for instructors and Resources for instructors and workshop presenters workshop presenters

• Favorite Exercises (if time)Favorite Exercises (if time)

Training Notes

www.collegesuccess1.com

What is the dream that students have when they begin college?

The American Dream

• Get a degreeGet a degree• Get a better jobGet a better job• Improve the quality of lifeImprove the quality of life• Increase self-respect Increase self-respect • Be the best you can be Be the best you can be

The Reality

• What Happens?What Happens?• After 8 years, only 53% of those After 8 years, only 53% of those

seeking degrees achieved their goalsseeking degrees achieved their goals• 40-50% of the students don’t even 40-50% of the students don’t even

return the next semesterreturn the next semester• 6 out of 10 transfer students give up 6 out of 10 transfer students give up

their plans or drop out in one their plans or drop out in one semester semester

Sources: Achieving the Dream website, PACE Research

Achieving the Dream is Difficult• Lack of basic skills in reading, writing Lack of basic skills in reading, writing

and mathand math• Poor study habitsPoor study habits• Lack of clear goals for college and Lack of clear goals for college and

careers careers • Unfamiliar with available on-campus Unfamiliar with available on-campus

resources resources • College success courses help students College success courses help students

achieve their goals. achieve their goals.

From Community College Research CenterCCRC Brief

America’s Perfect Storm

Large numbers of students lack literacy skills, especially disadvantaged minorities.

Technological innovation and globalization have changed the world of work. Higher levels of education equal higher pay.

The population is becoming older and more diverse. Most new growth from immigrants with lower skills..

Many of our students are not prepared for the storm

To Achieve the Dream

• Improve basic skills including how Improve basic skills including how to studyto study

• Understand career trends of the Understand career trends of the future and how they can prepare future and how they can prepare for them. for them.

Community College Survey of Student Engagement (CCSSE)

• College reform based on researchCollege reform based on research• Recommendations based on Recommendations based on

surveys of 700,000 students from surveys of 700,000 students from 548 colleges in 48 states over the 548 colleges in 48 states over the past 5 years past 5 years

CCSSE Strategy #1: Set High Expectations and Clear Goals

• Believe that all students can learnBelieve that all students can learn• Create roadmaps for Create roadmaps for

accomplishing degree and transfer accomplishing degree and transfer goals goals

• Provide the support needed to Provide the support needed to accomplish goalsaccomplish goals

CCSSE Strategy #2: Focus on the Front Door

• Helping students succeed the first Helping students succeed the first semester dramatically increases semester dramatically increases retentionretention

• Critical early periods Critical early periods • Academic advising plays a key roleAcademic advising plays a key role

CCSSE Strategy #3: Elevate Developmental Education

• 61% are underprepared61% are underprepared• Need assessment and placement Need assessment and placement • In addition to reading, writing and In addition to reading, writing and

math, students need to know how math, students need to know how to study and learn to study and learn • Emphasis on learning styleEmphasis on learning style• Becoming a lifelong learner Becoming a lifelong learner

CCSE Strategy#4: Use Engaging Instructional Approaches

• Active and collaborative learning Active and collaborative learning increases persistence and retentionincreases persistence and retention

• Most successful engagement Most successful engagement activities happen in the classroomactivities happen in the classroom

CSSE Strategy #5: Make Engagement Inescapable• In the classroomIn the classroom• Academic advising?Academic advising?

Some Lessons Learned

• Engagement does not happen by Engagement does not happen by accident; it happens by design.accident; it happens by design.

• Engagement matters for all student, but Engagement matters for all student, but it matters more for some than for others:it matters more for some than for others:• UnderpreparedUnderprepared• Students of colorStudents of color• First generationFirst generation• Nontraditional learnersNontraditional learners

Group Discussion

• How can the CSSE strategies be How can the CSSE strategies be applied to Santa Barbara applied to Santa Barbara Community College?Community College?

• Each group will read one strategy Each group will read one strategy and brainstorm ideas of how it can and brainstorm ideas of how it can be applied.be applied.

• Share with the larger group. Share with the larger group.

Cuyamaca CollegeEl Cajon, CA

Personal Development 124, Lifelong Success

• 8000 students enrolled in college8000 students enrolled in college

• 2000 take PDC 124 each year2000 take PDC 124 each year

• One of the top 15 revenue producing One of the top 15 revenue producing programs for the college programs for the college

• 56 sections a year56 sections a year

Bridge

High School

Community College

University

College Success

• MotivationMotivation• Time and MoneyTime and Money• Memory and ReadingMemory and Reading• Test TakingTest Taking• Taking Notes, Writing and Taking Notes, Writing and

SpeakingSpeaking

Career Success

• Personality and Related MajorsPersonality and Related Majors• Learning Style and IntelligenceLearning Style and Intelligence• Interests and ValuesInterests and Values• Career and Educational PlanningCareer and Educational Planning

Lifelong Success

• Communication and RelationshipsCommunication and Relationships• Critical and Creative ThinkingCritical and Creative Thinking• Maintaining a Healthy LifestyleMaintaining a Healthy Lifestyle• Appreciating DiversityAppreciating Diversity• Positive ThinkingPositive Thinking• Life StagesLife Stages

Course Choices

• Face to FaceFace to Face• 22 sections22 sections

• Blended Blended • 22 sections22 sections

• OnlineOnline• 12 sections12 sections

Program Results

Program Review 2000, 2005 Program Review 2000, 2005

The most significant finding is increased persistence.

Persistence

• Students who return the next Students who return the next semestersemester

• Approximately half of community Approximately half of community college students nationwide do not college students nationwide do not persist after the first semesterpersist after the first semester

College Persistence Semester to Semester5 Year Average at Cuyamaca College

• All successful PDC students 89%All successful PDC students 89%• All students 63%All students 63%

A 26% improvement! A 26% improvement!

Student Confidence

• The course helped 62% of students The course helped 62% of students feel more confident about their feel more confident about their academic skillsacademic skills

Student Satisfaction

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

Grade Improvement

• 72% of student agreed or strongly 72% of student agreed or strongly agreed that the course helped to agreed that the course helped to improve gradesimprove grades

College Success: A Study of Positive and Negative

Attrition

Community College ReviewCommunity College Review

The Successful Student

• Had a definite goal or college majorHad a definite goal or college major• Earned a B+ or better in high schoolEarned a B+ or better in high school

Based on this research, choosing a major and career planning was included in our college success course.

Choosing a Major

• The course helped 52% of The course helped 52% of students choose a majorstudents choose a major

Time for a Break?

•Carl Jung and personality type

Online:

Carl Jung 1875-1961

• We are born with natural We are born with natural preferences which we develop over preferences which we develop over a lifetime.a lifetime.

• Exercise: What is a preference?Exercise: What is a preference?

Administering the DWYA

• Find a time when you are not tired Find a time when you are not tired or rushed.or rushed.

• There are no right or wrong There are no right or wrong answers. answers.

• Each type has their own unique Each type has their own unique gifts and talents.gifts and talents.

Getting Good Results

• Encourage students to give honest Encourage students to give honest answers.answers.

• What are some reasons students What are some reasons students would not give honest answers?would not give honest answers?

• Think, Pair, ShareThink, Pair, Share

Administering the DWYA

• The test does not measure:The test does not measure:• IntelligenceIntelligence• Psychological or emotional Psychological or emotional

healthhealth

Administering the DWYA

• Answer the questions Answer the questions honestlyhonestly to get the to get the best results.best results.

• Answer the questions Answer the questions how you usually how you usually are when you are not stressed. are when you are not stressed.

• Do not answer the questions:Do not answer the questions:• How you want to beHow you want to be• How you have to be at home, work or How you have to be at home, work or

schoolschool• How others want you to beHow others want you to be

Begin Self-Assessment

How we interact with the world and where we place our energy

E_____________________________|____________________________I Extraversion Introversion

Self-Assessment

The kind of information we naturally notice and remember

S_____________________________|___________________________NSensing Intuition

Personality Exercise

• Write about the picture for 5 Write about the picture for 5 minutesminutes

By Ian Jackson

Self-Assessment

How we make decisions

T_____________________________|___________________________F Thinking Feeling

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?Where do you stand?• I can play anytimeI can play anytime• I have to finish my work before I I have to finish my work before I

play play

How can a knowledge of personality type help a student to become successful?

ThinkPair Share

Understanding Type Helps Increase Student Success

• Helps all students understand their Helps all students understand their gifts and talents and matching gifts and talents and matching careerscareers

• Help at risk students to develop Help at risk students to develop strategies to achieve their goals strategies to achieve their goals

• Research has shown that ENFP, Research has shown that ENFP, ESFP, INFP, ISFP have higher ESFP, INFP, ISFP have higher dropout ratesdropout rates

Student Success

• Choosing a majorChoosing a major• Career choiceCareer choice• Learning StyleLearning Style• CommunicationCommunication• Self-understandingSelf-understanding

The PEPS Learning Style Assessment• Measures preferences in 20 areasMeasures preferences in 20 areas

• PerceptualPerceptual•AuditoryAuditory•VisualVisual•KinestheticKinesthetic•TactileTactile

PEPS

• Immediate environmentImmediate environment• SoundSound• HeatHeat• LightLight• Design (formal or informal)Design (formal or informal)

PEPS

• EmotionalityEmotionality• MotivationMotivation• ResponsibilityResponsibility• PersistencePersistence• StructureStructure

PEPS

• SociologicalSociological• Self orientedSelf oriented• Peer orientedPeer oriented• Adult orientedAdult oriented

PEPS

• PhysicalPhysical• Time of dayTime of day• Food intakeFood intake• MobilityMobility

Learning Style Exercise: The Paper Airplane

Time for a Break?

Components of a Model Student Success Program

Broad Scope

• College successCollege success• Career successCareer success• Lifelong success Lifelong success

Emphasis on Student Engagement

• See the Instructor Manual for Tips See the Instructor Manual for Tips for Engaging Students in Learning for Engaging Students in Learning

• Your students enjoy itYour students enjoy it• It makes teaching more fun tooIt makes teaching more fun too

Applied Psychology

• From theory to practiceFrom theory to practice• Academically rigorous, yet Academically rigorous, yet

practical practical

Careers: A Key Component

• PersonalityPersonality• Learning StyleLearning Style• InterestsInterests• ValuesValues• Career ResearchCareer Research

Make it Count

• Transfers as general education for Transfers as general education for CSUC, Area E, Lifelong CSUC, Area E, Lifelong UnderstandingUnderstanding

• Transfers to University of California Transfers to University of California

Technology

A Skill Needed for College Success and the Future World of Work

New Millennials

• Our current college studentsOur current college students• Most were born with a computer in the Most were born with a computer in the

home and were using them by age 5 home and were using them by age 5 • Cyber generationCyber generation• The connected generation The connected generation • 82% are online daily82% are online daily• Average 12 hours per week online Average 12 hours per week online

Where are you in the technology continuum?

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

in college?in college?

Rationale for Using Technology• Your students use itYour students use it• It captures their attentionIt captures their attention• Education on demandEducation on demand

Any time or placeAny time or place• Increased accessIncreased access• New roles for faculty New roles for faculty

Take a Look

Resources for Faculty

• Instructor ManualInstructor Manual• Exercises and HandoutsExercises and Handouts

• SyllabusSyllabus• ResearchResearch• PowerPointPowerPoint• Internet LinksInternet Links

www.collegesuccess1.com

• Questions?Questions?