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Those who succeeded are beginning to learn what being a college student means.

Asset Development Post Semester Assessment. Those who succeeded are beginning to learn what being a college student means. are beginning to accept the time demands for study. are beginning to take responsibility for their own learning. learned they can succeed in Math.

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Those who succeeded are beginning to learn what being a college student means.

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  1. Asset Development Post Semester Assessment Those who succeeded • are beginning to learn what being a college student means. • are beginning to accept the time demands for study. • are beginning to take responsibility for their own learning. • learned they can succeed in Math. • have better study skills and reading skills. • formed study groups • learned to utilize the math tutors in the Math Lab. • learned to utilize office hours. • learned to ask questions and to identify what they need to ask. • learned to plan their time • learned to take organized notes. • learned to identify the course work they need to meet their goals and make a plan. • accumulated 300 hours in the math lab.

  2. Student Self-Reports Tools for Thought “I would like to be part of another learning community. By linking math and English together I felt I had a better understanding of the issues and it really forced me to look at all aspects of evidence regarding a topic.”

  3. Student Self-Reports This is My United States of Whatever . . . “This Learning Community was a joy to be in because it provided a good forum to share my ideas, and help on how to form them into solid discussion topics. It challenged me to think a lot about my ideals, and was an overall joy to be in.”

  4. Student Self-Reports This is My United States of Whatever . . . “I'd take another learning community like this because I felt encouraged to speak my opinions (no matter how different they were from everyone else's) and felt I was not discriminated against because of them.”

  5. Student Self-Reports  Asset Development “The learning community is very helpful in ways that have improved my determination to stay in college. Now, more than ever before, I'm sure that this is the place for me to be.”

  6. Counseling Services Menu Entry level or first semester student • Orientation to College Campus • Educational plans • CSM catalog and the Schedule of classes • AA/AS degree worksheet • CSU and IGETC transfer worksheets • Overview of the CSM Student Services • Student Handbook Common college terms • Course scheduling • Stress Reduction, test anxiety • College study skills, homework strategies, study plans, • How to prepare for exams • How to have a productive and positive meeting with your Professor • When and how to use tutoring services

  7. Counseling Services Menu Second level or second semester student • Degree requirements for an AA/AS degree • Certificate requirements • General Education transfer requirements, CSU/UC • Major/Core Course requirements for transfer • Transcript evaluation and course substitution process

  8. Counseling Services Menu Third level or 30 semester units • What is a Transfer Admission agreement? • Which schools have an agreement with CSM and how the application process works? • Educational Plan for AA/AS • Educational Plan to transfer to a CSU/ UC • How and when to use ASSIST • How and when to use College Source. • How and when to use other college web sites

  9. Counseling Services Menu Career Exploration, Major Planning and Getting Ready to Transfer • Career and Major Planning • EUREKA career and college exploration • Personality and Interests surveys • Decision making and goal setting; Transfer research • How to choose a college major • Career paths related to specific college majors • How to get ready for your academic counseling appointment • How to get ready for your meeting with a UC or CSU representative • Classroom presentations by UC or CSU representatives

  10. Engaging Students in the Collaborative Process An LC Model: Collaborative between Counselor, English Professor, Philosophy Professor and Students • Identify a learning need • Invite student participation • Establish an agreed upon SLO • Faculty + Counselor set up active learning exercise • Students participate in the learning exercise • Faculty + Counselor and Students process the exercise • Check the process outcomes with the stated SLO

  11. How We Benefit Professionally • We build networks of like-minded colleagues—make friends outside of our discipline. • We participate in stimulating discussions about learning and subject matter connections. • We have fun—we feel more connected to our campus.

  12. A summary of comments from teaching faculty: • Having a counselor come to the class opened up discussions with the students on topics, such as learning styles and educational goals, that would not have come up otherwise. • These topics are clearly important to students’ success. Students who would not have sought out a counselor on their own made appointments and followed through on establishing educational plans, entirely in response to having a counselor come to the classroom to make the first contact. • As teachers in an LC, we realized how important counseling is to students' success and we gained new respect for the skills and knowledge that our counselor brought to the classroom.

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