june 2013. o introductions research strongly indicates that new students who participate in student...
TRANSCRIPT
TIDEWATER COMMUNITY COLLEGE INSTRUCTOR
TRAINING
“Thriving in the Community College &
Beyond”
By: Julie McLaughlin June 2013
WHY THIS CLASS?
Research strongly indicates that new students who participate in student success courses (such as the one that’s using this text) are more likely to stay in college, complete their degrees, and achieve higher grades. These positive effects have been found for:
Cuseo, Joe; Thompson, Aaron;, McLaughlin, Julie; Moono, Steady. Thriving in the Community College and Beyond. Kendall Hunt, 2011, 2013.
WHY THIS CLASS?
o All types of students (underprepared and well prepared, minority and majority, residential and commuter, male and female);
o students at all types of colleges (two- and four-year, public and private);
o students attending colleges of different sizes (small, midsized, and large); and
o students attending colleges in different locations (urban, suburban and rural).
Cuseo, Joe; Thompson, Aaron;, McLaughlin, Julie; Moono, Steady. Thriving in the Community College and Beyond. Kendall Hunt, 2011, 2013.
CINCINNATI STATE RETENTION DATA
FYE SUCCESS
EF 2010 Retention Rate EF 2011 Retention Rate Fall-to-fall retention for students who are successful in FYE is
12.6 points higher than the college overall for the EF 2010 cohort and 11.5 points higher for the EF 2011 cohort.
Successful (ABC) 58.9% 58.1%
Successful? (D) 27.7% 38.9%
Unsuccessful (F/W) 19.4% 17.8%
Did not enroll/Exempt 43.1% 45.2%
College Total 46.3% 46.6%
Ove
rall
Ra
tin
g -
Exc
elle
nt/
Ve
ry G
oo
d
CINCINNATI STATE DATA
CINCINNATI STATE DATA
CINCINNATI STATE DATA
WHO ARE WE TEACHING?
oVeterans
oDisplaced workers
o Single parents
o First generation
o Learning disabilities
o Special populations
OUR STUDENTSCHARACTERISTICS OF MILLENIALS
o Helicopter parents
o Most racially and ethnically diverse
generation
o Despise being separated from contact with
friends
o Have always been told they are “special”
o Connected 24/7
OUR STUDENTS
CHARACTERISTICS OF MILLENIALS
o They watch television everywhere but on a television
o Encyclopedias? Huh?
o 1 in 5 have a parent who is an immigrant
OUR STUDENTSTEACHING MILLENIALS
o Use Technologyo Need constant feedback and reinforcemento Explain exact procedureo Use humoro Seek to be challengedo Rely on collaboration with peerso Learning needs to be hands-on, interactive,
collaborative and fun
WHY ACTIVE LEARNING?o Use as equalizer in class
o Diverse student population
o Reach all students and bring them to the same level
o High level and lower functioning students work together for success
o Research indicates that active involvement is the most fundamental and most powerful principle of human learning and college success (Astin1993; Kuh 2000).
o Active involvement could be considered the first base of college success because if it is not touched or covered you cannot advance to another base.
ACTIVE INVOLVEMENT
Adapted from: Cuseo, Joe; Thompson, Aaron;, McLaughlin, Julie; Moono, Steady. Thriving in the Community College and Beyond. Kendall Hunt, 2011, 2013.
o Not defining knowledge but USING knowledge
o Use what they learn and retain it
EDUCATION
Glasser, M.D., William, Choice Theory, New York. Harper Collins, 1998.
School Knowledge Education
ACTIVE LEARNING ACCORDING TO CHICKERING
o Learning is not a spectator sport!
o Talk
o Write
o Relate to past experiences
o Apply to daily lives
o Must make what they learn part of
themselvesAdapted from: Chickering, Arthur, and Zelda Gamson. Seven Principles for Good Practice in Undergraduate Education. AAHE/March, 1987.
GETTING STARTED WITH YOUR FYE COURSE
1) Know your students.
2) Let your students know your expectations.
3) Get to know your students and allow them to get to know you.
4) Utilize the course textbook.
5) Start each class out with some type of tradition.
6) Keep the students engaged!
7) Get and give feedback as much as possible.
8) HAVE FUN!
UTILIZING THE TEXTBOOK
o Thought starters
o Think about its/Journal entries
o Snapshot summary boxes
o Remember cues
o Quotes
UTILIZING THE TEXTBOOK
o Student perspectives
o Author’s experience
o End of chapter exercises
o End of chapter reflections
INSTRUCTOR’S MANUAL
1) Getting started with your FYE course
2) Icebreakers
3) Teaching the introduction
4) Ending the course
5) Appendix
o Building class community and course enthusiasm
o Know their instructoro Know the purpose and value of the courseo Know their classmateso Serve to lay the foundational cornerstones
for a successful learning experience in any course.
From: Instructor’s Manual for Thriving in College & Beyond: Research–Based Strategies for Academic Success and Personal Development.
FIRST CLASS SESSIONS
o Icebreakero Review syllabuso 1st day reflectiono Expectations
FIRST DAY
IDEAS TO USE THROUGHOUT THE TERM
o Minute Papers
o You Tube Videos
o First Five Minutes
o Music
o Quote of the Day
INTRODUCTIONo Why this Class and Why College
o Snapshot Summary 1.1 (p. xxiii) Student Diversity in America’s Community Colleges
o Snapshot Summary 1.2 (pgs. xxv-xxvi) Why College Is Worth It
o Activity: Analyze and Prioritize the Benefits of College
INTRODUCTION
oSuccess stories
oBenefits of collaboration
CHAPTER 1 o Syllabi – in class
oAppropriate/Inappropriate Emails
o Syllabus Worksheet
o I like but I don’t like….
o Ideal student
o Hiring employees
o 20 things I can do this term
ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR CAMPUS RESOURCES AND BEING A SUCCESSFUL STUDENT
CHAPTER 2o A Checklist of Success – Promoting
Principles and Practices
o Role Play
o College Catalog
o Campus Resources
o Academic Advising Worksheet
ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR GOAL SETTING, MOTIVATION, AND CHARACTER
o http://youtu.be/y9ozDgtWTLQ (famous failures)
o http://youtu.be/Y6hz_s2XIAU (famous failures)
o Who are You?
o The Dash Poem (eulogy) http://www.thedashmovie.com/
o 3 life events
CHAPTER 3 ACTIVITIES
o SMART goals
o Setbacks into comebacks
o Locus of control / personal responsibility
o Motivation/long-range goals worksheet ?
o Autobiography
CHAPTER 3
ACTIVITIES continued
o Self-Defeating Behavior
o Strengths/Weaknesses
o Personal Responsibility Worksheet
o Walk a Mile in My Shoes Worksheet
o Goal Collage
ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR TIME MANAGEMENT
o Chaos toss
o “Acceptable” reasons to miss
class
o Time management worksheet
CHAPTER 4 o Time Wasters
o Planners/Calendars
o Missing Class
DEEP LEARNING AND HIGH-LEVEL THINKING
o In a national survey of 40,000 college professors who taught freshman through senior-level courses in various fields, 97% of them reported that the most important goal of a college education is to develop students’ ability to think critically (Milton, 1982).
o Similarly, college professors who teach introductory courses to freshmen and sophomores indicate that the primary educational purpose of their courses is to develop students’ critical thinking skills (Stark et al., 1990).
From: Thriving in the Community College & Beyond Strategies for Academic Success and Personal Development
ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR CRITICAL AND CREATIVE THINKING
o What song?
o Object (paperclip, dime)
o Puzzles
o Campus issues (how to resolve)
o Objectivity exam (also test taking)o One red paper clip
http://www.Youtube.Com/watch?V=be8b02edzvw
CHAPTER 5
o TV Advertising
oOrdinary Objectives Paper
MY POWER LEARNING ASSESSMENT
Students complete a learning styles test and receive a
report detailing how they should take part in class participation, complete homework assignments, and prepare for class and exams.
LEARNING STYLES ACTIVITIES
o My Power Learning (
www.unlockyourlearning.com)
o My Power Learning Worksheet
o Write name with non-dominant hand
CHAPTER 6 o SQ3R
oNote Taking
oAppointment with tutoring center, writing center, etc.
CHAPTER 7o Objectivity Exam
o Following Directions
o Creating Retrieval Cues
o Compute GPA
o Can You Follow Directions?
ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR DIVERSITY
o Diversity projecto Oreo cookie exerciseo Diversity bingoo Exploring stereotypeso Role playo Status gameo Circles of my multicultural self
ROLE PLAY
The Professional Instructor
Role Play“Thug”
CHAPTER 8 Definition of diversity
World village
Choose your neighbor
Artifact
Group similarities
MANAGING MONEY
oWants vs. needs
oWays to save money
oHaving fun without spending (much)
money
o Finance worksheet
CHAPTER 9 ACTIVITIES
Incidentals
Meet with financial aid
Monitoring money
What’s on your _____________?
ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR HEALTH AND WELLNESS
o Health paper or
grid
o STD Handshake
o Live to be 100
o Fast Food Frenzy
CHAPTER 11 ACTIVITIES
Wellness wheel (and handout)
Improving physical health
Wellness self-assessment
Self improvement
Sleep and meal record
CHAPTER 12 ACTIVITIES
Strengths worksheet
Values
Accomplishment exercise
CHAPTER 12
Ideal job
Career research
Career exploration worksheet
CHAPTER 12 Think About It
Reflect on answers in Chapter 3
Personal needs
Human resources representatives
Ideal career
Educational plan
Career article
ENDING THE COURSE
Objectives ?
Presentation
Video
Final reflection
Paper
Letter
CLOSURE ACTIVITIES
oPat on the back
oRoster gift
oClass awards
QUESTIONS
CONTACT INFORMATION
Julie McLaughlin3520 Central Parkway
Cincinnati, Ohio 45223(513) 569-1891
www.cincinnatistate.edu
WORKS CITEDo Chickering, Arthur, and Zelda Gamson. Seven Principles for Good
Practice in Undergraduate Education. AAHE/March, 1987.
o Course Pedagogy for the First-Year Seminar: Research-Based Strategies for Classroom Instruction, Course Assignments, and Student Grading. From: Instructor’s Manual for Thriving in College & Beyond.
o Cuseo, Joseph, Aaron Thompson, Julie McLaughlin, and Steady Moono. Thriving in the Community College & Beyond. Dubuque: Kendall Hunt, 2010. 2013. Print.
o Glasser, M.D., William, Choice Theory, New York. Harper Collins, 1998.
o Howe, N., & Strauss, W. (2003). Millennials go to college. Executive Summary by Steve Eubanks.
o Monaco, M. & Martin, M. (2007). The millennial student: A new generation of learners. Athletic Training Education Journal, 42-46.