|54.00||approx. 7-9 days|
For use in a variety of contexts: A one- or two-credit hour study skills or learning strategies course, a skills course linked or paired with content-area course work, introductory-level content course using a supplemental learning strategies text, a first-year orientation program or seminar, a series of workshops for first-year or students on academic probation, or a tutor or peer educator training course requiring a learning strategies text.
College Study uses an active learning approach that focuses on the reader choosing, applying, and assessing practical strategies, with the goal of creating an effective, efficient, and individualized system of study.
Readers are exposed to how to make informed choices about learning content that is often new, complex, and changing rapidly, especially given the increasing link between technology and learning. Included is the inter-relationship of students' learning behaviors and attitudes, with an emphasis on applying multi-modal strategies into daily course work. The text covers the major learning skills topics: academic planning and goal-setting, time management and procrastination, productivity, active listening and note taking, reading and studying, preparing for and taking tests, enhancing learning and memory, reducing worry/anxiety, and online and web-based strategies. This text is written in a streamlined format; with an informal, personal writing style; and engaging activities that maintain the reader's attention and appeal to today's college students.
TECHNOLOGY OFFERING: MyStudentSuccessLab is available with this book upon request. It is an online solution designed to help students 'Start strong, Finish stronger' by building skills for ongoing personal and professional development. Go to http://mystudentsuccesslab.com/mssl3 for a Point and Click DEMO of the Time Management module.
Activities involving critical, creative, or problem-solving thinking skills, designated by a corresponding icon. Examples are analyzing academic behaviors and attitudes, critiquing why a strategy does or does not work, predicting and solving academic problems, differentiating types of test questions, and creating or modifying study aids that are most effective and efficient for the individual. Students receive much-needed practice with higher-level thinking skills. (Ex. - In All Chapters).
Focus on modeling the essentials of learning. Illustrations of how peers apply specific strategies, in the form of visual examples and students' comments, provide both appealing and convincing models. Helps readers apply strategies to course work. (Ex. - In All Chapters).
Personal Action Statements are specific strategies students choose to implement within a designated time frame. After implementing Personal Action Statements, students will Assess Your Success with the purpose of identifying what techniques do and do not work for them. Through the process of choosing, using, and assessing strategies, students work toward building an effective and efficient study system for themselves. (Ex. - End of most chapters.).
Pause and Reflect exercises provide opportunities for students to think about and process key ideas. Questions guide students' observations and commentary. Instructors can have students share reflections as part of a group discussion or activity. (Ex. - In All Chapters).
Try it out! exercises direct students to apply immediately a strategy introduced in the chapter-a crucial aspect for the development of students' personal system of study. (Ex. - In All Chapters).
Comprehension checks, included at the end of each chapter, provide a reminder and a format for students to check their understanding and recall of key content.
Chapter Terms are key vocabulary introduced in the chapter. Readers check their understanding by providing both a meaning and an example for each term.
Technology updates are embedded in all chapters. Readers are exposed to information regarding use of technology in major areas of college learning and study. Also, new comments in Student Voices sections reflect the increasing use of technology in college academics. (Ex. - In All chapters).
New icon indicates added sections which are titled Online Course Work. These sections contain information relating chapter topics to online, hybrid, and other Web-based course work. (Ex. - In Most chapters).
New Chapter 6: Enhancing Your Learning and Memory. The content emphasizes strategies to strengthen learning and memory. Plus, an added section on collaborative learning and how to create study groups, based on current research demonstrating the powerful effect of peer-to-peer learning. (Ex. - Chapter 6).
New Test-taking content is divided into two chapters (Chapter 7: Preparing for Tests and Chapter 8: Taking Tests ). There is a large quantity of information. This separation should ease instructors’ pacing of content and classroom presentation. Both chapters contain information about preparing for and taking online exams, and information on cumulative final exams has been added to Chapter 7. (Ex. -Chapters 7 & 8).
New Learning Modalities strategies according to visual, auditory, or tactile/kinesthetic learning modalities (as opposed to learning styles) are included. Students identify, try out, and assess specific strategies, with the goal of developing multi-modal systems of study. The switch from learning styles to modalities reflects current literature; matching learning styles and strategies appears to have a weak impact on student learning. Furthermore, incorporating a variety of sensory modalities seems to have a positive impact on learning and memory, especially for difficult subject matter. (Ex. - End-of-chapter Try it out! and Assess Your Success exercises.)
TECHNOLOGY AND PEARSON CHOICES
MyStudentSuccessLab (www.mystudentsuccesslab.com) is an online solution designed to help students ‘Start strong, Finish stronger’ by building skills for ongoing personal and professional development. This Learning Outcome based technology promotes student engagement through:
· The Learning Path Diagnostic offers for the course, 83 Full Course Pre- and Post-Diagnostic (Bloom’s Taxonomy Levels I-VI) questions, and for each topic, 20 Pre- and Post-Test (Bloom’s Taxonomy Levels I-VI) questions.
· The Overview provides learning objectives to build vocabulary and repetition.
· Video interviews on key issues ‘by students, for students’.
· The Practice exercises improve class preparation and learning.
· Graded Activities build critical thinking skills and develop problem-solving abilities (includes Essays and Journaling).
· Instructors benefit from an Implementation Guide to easily assign and assess progress.
· Students have access to relevant FinishStronger247 YouTube videos, the Pearson student Facebook page chock full of tips, MySearchLab use for doing effective research, and more.
PearsonChoices - CourseSmart and Custom Publishing. Having choices for how to deliver course content is important.
· CourseSmart Textbooks Online is an exciting new choice for students looking to save money. As an alternative to purchasing the print textbook, students can subscribe to the same content online and save up to 50% off the suggested list price of the print text. With a CourseSmart e-textbook, students can search the text, make notes online, print out reading assignments that incorporate lecture notes, and bookmark important passages for later review. For more information, or to subscribe, visit www.coursesmart.com.
· Pearson Custom Publishing allows professors to create their own professionally produced customized textbooks and media products to best complement their course. We offer high-quality content, professional design, quick production, and reliable on-time delivery. The result is a valuable textbook that students will use, cover to cover, tailored to meet exactly the needs of the professor, students, and course. Visit www.pearsoncustom.com.
CHAPTER 1 Creating Academic Success
CHAPTER 2 Managing Your Time
CHAPTER 3 Maximizing Your Productivity
CHAPTER 4 Active Listening and Note Taking
CHAPTER 5 Reading and Studying Text Material
CHAPTER 6 Enhancing Your Learning and Memory
CHAPTER 7 Preparing for Tests
CHAPTER 8 Taking Tests
CHAPTER 9 Continuing Your Academic Success: A Review
Start strong. Finish stronger.
Sally Lipsky has a B.S. elementary education from the University of New Mexico, M.Ed. reading education from Texas Southern University, and Ph.D. language communications and adult education from the University of Pittsburgh. She is a full professor in the Developmental Studies Department, College of Education, Indiana University of Pennsylvania. Her work has centered on aspects of student learning at the post-secondary level, including college reading and study strategies and peer-to-peer learning.
Sally's publications include:
· A Training Guide for College Tutors and Peer Educators. Boston: Pearson Education, Inc., 2011.
· What Every Student Should Know About Reading and Studying the Social Sciences (w/ Hamer, A. B.). Boston: Allyn & Bacon, 2010.
· Introduction to Higher Education (w/ Winstead, S.). New York, NY: Pearson Custom Publishing.
· College Study: The Essential Ingredients, 2 e. Upper Saddle, NJ: Pearson Education, Inc.
She is a member of the College Reading and Learning Association (CRLA) and the National Association for Developmental Education (NADE), and has facilitated numerous professional presentations.
“This is the book that encourages, through prompts and discussion, critical thinking, self-awareness and reflection about an individual learner's strengths and challenges with college level study and success.”
--Janet Marie Zupan, University of Montana, Missoula