Academic Transformation

Series
Prentice Hall
Author
De Sellers / Carol W. Dochen / Russ B Hodges  
Publisher
Pearson
Cover
Softcover
Edition
3
Language
English
Total pages
272
Pub.-date
January 2014
ISBN13
9780321885722
ISBN
0321885724
Related Titles



Description

For courses in Learning Frameworks (ie., Applied Cognitive and Behavioral Psychology), Effective Learning, Learning to Learn, and Student Success.

 

This book uses the latest neurobiological research to help students master both cognitive and self-regulation skills for college success.

 

Academic Transformation uses an academically rigorous yet engaging and practical approach to successfully balance cognitive and self-regulation theory and research with realistic and proven skills that students can apply to their college careers. MyStudentSuccessLab (www.mystudentsuccesslab.com) helps students to 'Start strong, Finish stronger' by acquiring the skills they need to succeed for ongoing personal and professional development.

 

Teaching & Learning Experience: Connects Theory to Practice (“Learning Frameworks”)

Academic Transformation utilizes a narrative tone and eye-catching design to provide powerful lessons on the subjects of learning, academic performance, willpower, motivation, procrastination, time management, stress management, and behavior redirection all while giving readers a solid understanding of why certain strategies lead to goal achievement. This program provides:

  • Personalized Learning with MyStudentSuccessLab: Whether face-to-face or online, MyStudentSuccessLab helps students build the skills they need through peer-led video interviews, interactive practice exercises, and activities that provide academic, life, and professionalism skills. The MyStudentSuccessLab with eText, a title-specific course, is available in an updated (2015) version. The course includes an eText; book-specific Chapter Quiz, Midterm, and Final exam assessments; and alignment of the Learning Path to the table of contents in the text. It offers new and revised module content, enhanced Conley Readiness Index (CRI) reporting, Learning Catalytics™ interactive response tool, Media Share file loading tool for video-based assignments, and improved accessibility.
  • Autonomous Learning: The current college population, often called the iGeneration, needs this proven path to become autonomous learners and to successfully navigate the academic and work world.
  • Research-Based: Incorporates the latest research from neurobiology related to cognition and self-regulation, thus deepening student knowledge of how to become an autonomous learner.
  • Study Aids: Various enhancements offer students a better learning experience.
  • Application to Other Academic Courses: From learning objectives and self-assessments to summaries, key terms, and critical thinking exercises utilizing journal questions, students have the opportunity to apply what they are learning so that each knowledge/skill set will generalize to their other academic courses.

Features

Personalized Learning with MyStudentSuccessLab (www.mystudentsuccesslab.com), a title-specific course, is available in an updated (2015) version. The course includes an eText; book-specific Chapter Quiz, Midterm, and Final exam assessments; and alignment of the Learning Path to the table of contents in the text. It offers new and revised module content, enhanced Conley Readiness Index (CRI) reporting, Learning Catalytics™ interactive response tool, Media Share file loading tool for video-based assignments, and improved accessibility. This learning outcomes-based technology promotes student engagement through the following:

  • NEW! Conley Readiness Index (CRI), a research-based behavioral diagnostic, developed by Dr. David T. Conley, measures readiness around a skill set and builds ownership of learning.
  • A Full Course Pre- and Post-Diagnostic test, based on Bloom’s Taxonomy, is linked to key learning objectives in each topic.
  • Each individual topic in the Learning Path offers a Pre- and Post-Test dedicated to that topic, an Overview of objectives to build vocabulary and repetition, access to Video interviews to learn about key issues ‘by students, for students’, Practice exercises to improve class prep and learning, and Graded Activities to build critical-thinking skills and develop problem-solving abilities.
    • Student Resources include Finish Strong 247 YouTube videos, Calculators, and Professionalism/Research & Writing/Student Success tools.
    • NEW! Overviews have been revised for stronger student usability, including a “Key Term Review” feature, which helps students focus on the key terms that they’ll be introduced to in the chapter.
    • NEW! New Growth Mindset videos, with follow-up questions, test students’ abilities.
    • NEW! Updated writing assignments or case-based activities are included in each module, to allow students to apply their learning in new ways.
      • Writing activities include an online rubric for ease in grading.
      • Case studies are auto-graded.
    • REVISED! Critical Thinking questions are included in every module.
    • NEW! Midterm and Final Exam tests are available to assign.
    • NEW! Chapter Quizzes now reside within each module, rather than in a separate Quiz module. Quizzes are a mix of multiple-choice and true/false questions.

 

Autonomous Learning: The current college population, often called the iGeneration, needs this proven path to become autonomous learners and to successfully navigate the academic and work world.

  • REVISED! The book takes a cohesive and holistic approach to learning. It avoids taking a skills-based approach and does not introduce skills in isolation from content. Students are provided a framework from which to view learning both inside and outside the classroom and from both the cognitive and affective domains of learning. (Ex. – In each chapter.)
  • REVISED! The book fosters students’ academic growth at all levels of the postsecondary learning continuum. Written to support students including: first-generation, traditional-age, part- and full-time, those attending 2- and 4-year colleges and universities, returning students, enrolled in summer bridge programs, on probation or returning from suspension, and preparing for graduate study. (Ex. – In each chapter.)

 

Research-Based: Incorporates the latest research from neurobiology related to cognition and self-regulation, thus deepening student knowledge of how to become an autonomous learner.

  • REVISED! Update of collegiate learning from a neuroscience perspective, both theory and practice. An exciting new approach to academic success for college students that brings together current theory and research from neuroscience, education, educational psychology, cognitive psychology, and related fields. Each chapter connects theory to practice (learning frameworks) in an easy-to-read and interesting format. This is NOT your typical student success book! It is different, fresh, scholarly, and academically creditable. (Ex. – In each chapter)
  • NEW! The latest neurobiological research explains and validates both cognitive and self-regulatory theories and practices, including new content on a variety of topics. “Real world” examples are provided throughout to help students relate to the content and theory and to develop a deep understanding of how and why they learn (and behave), and help them manage difficult situations. (Ex. – In each chapter)
  • REVISED! Refinement of self-regulation theory and practice based on new understanding of habit formation, decision-making, and willpower. The book fosters a self-discovery approach so students learn to monitor and regulate their own learning which allows students to become more autonomous in their learning. (Ex. – Each chapter)

 

Study Aids: Various enhancements offer students a better learning experience.

  • NEW! Learning objectives for each chapter, as “Questions to focus on as you explore this chapter”. (Ex. – Beginning of chapter.)
  • NEW! Each chapter begins with a brief preview of the chapter “Case Study” that allow students to apply the content to a real situation for each topic. (Ex. – Beginning of chapter.)
  • REVISED! Pre-chapter self-assessments reflect content changes and allow students to recognize where they stand in relationship to the topic and tailor each chapter to fit their own needs. Students assess their knowledge of strategies and internalize their strengths and areas for improvement. (Ex. – Beginning of chapter.)
  • NEW! The “Thinking Critically” sections focus on improving specific thinking skills. Exercises throughout also promote critical thinking opportunities for students, along with journal questions to think through and develop each method of learning. (Ex. – In each chapter.)
  • REVISED! Chapter Conclusions and Summaries were combined to create “Brief chapter summaries” to streamline the material. (Ex. – End of each chapter.)
  • NEW! Now in a 4-color design which brings the concepts to life and more accessible to students. (Ex. – Throughout the book).
  • NEW! Addition of Appendix containing Self-Change project instructions, charts, graphs, etc. (Ex. – At the end of the book.)

 

Application to Other Academic Courses: From learning objectives and self-assessments to summaries, key terms, and critical thinking exercises utilizing journal questions, students have the opportunity to apply what they are learning so that each knowledge/skill set will generalize to their other academic courses.

  • NEW! Transferability of skills and use of strategies throughout students’ academic program are promoted throughout. Students learn to deeply integrate the content and strategies and transfer this knowledge to other courses and disciplines. (Ex. – Within each chapter)
  • NEW! The book addresses various learning modalities, such as online and blended learning. The multi-modal approach helps students apply content to both college and life experiences. (Ex. - Packing the Essentials and Chapter 3)
  • NEW! Reading chapter to focus more on specific reading techniques relevant to iGeneration and reading in digital and paper formats. (Ex. – Chapter 4).
  • REVISED! The Online Instructor’s Manual includes both new and an increased number of exercises, and now offers connections to online content in MyStudentSuccessLab. It provides creative and interesting exercises that allow students to contextualize the material, easy-to-follow implementation strategies for active learning in class or online, and readings to supplement knowledge on each topic. (Ex. - Supplements all chapters.)

New to this Edition

Personalized Learning with MyStudentSuccessLab (www.mystudentsuccesslab.com), a title-specific course, is available in an updated (2015) version. The course includes an eText; book-specific Chapter Quiz, Midterm, and Final exam assessments; and alignment of the Learning Path to the table of contents in the text. It offers new and revised module content, enhanced Conley Readiness Index (CRI) reporting, Learning Catalytics™ interactive response tool, Media Share file loading tool for video-based assignments, and improved accessibility. This learning outcomes-based technology promotes student engagement through the following:

  • NEW! Conley Readiness Index (CRI), a research-based behavioral diagnostic, developed by Dr. David T. Conley, measures readiness around a skill set and builds ownership of learning.
  • A Full Course Pre- and Post-Diagnostic test, based on Bloom’s Taxonomy, is linked to key learning objectives in each topic.
  • Each individual topic in the Learning Path offers a Pre- and Post-Test dedicated to that topic, an Overview of objectives to build vocabulary and repetition, access to Video interviews to learn about key issues ‘by students, for students’, Practice exercises to improve class prep and learning, and Graded Activities to build critical-thinking skills and develop problem-solving abilities.
    • Student Resources include Finish Strong 247 YouTube videos, Calculators, and Professionalism/Research & Writing/Student Success tools.
    • NEW! Overviews have been revised for stronger student usability, including a “Key Term Review” feature, which helps students focus on the key terms that they’ll be introduced to in the chapter.
    • NEW! New Growth Mindset videos, with follow-up questions, test students’ abilities.
    • NEW! Updated writing assignments or case-based activities are included in each module, to allow students to apply their learning in new ways.
      • Writing activities include an online rubric for ease in grading.
      • Case studies are auto-graded.
    • REVISED! Critical Thinking questions are included in every module.
    • NEW! Midterm and Final Exam tests are available to assign.
    • NEW! Chapter Quizzes now reside within each module, rather than in a separate Quiz module. Quizzes are a mix of multiple-choice and true/false questions.

 

Autonomous Learning: The current college population, often called the iGeneration, needs this proven path to become autonomous learners and to successfully navigate the academic and work world.

  • REVISED! The book takes a cohesive and holistic approach to learning. It avoids taking a skills-based approach and does not introduce skills in isolation from content. Students are provided a framework from which to view learning both inside and outside the classroom and from both the cognitive and affective domains of learning. (Ex. — In each chapter.)
  • REVISED! The book fosters students’ academic growth at all levels of the postsecondary learning continuum. Written to support students including: first-generation, traditional-age, part- and full-time, those attending 2- and 4-year colleges and universities, returning students, enrolled in summer bridge programs, on probation or returning from suspension, and preparing for graduate study. (Ex. — In each chapter.)

 

Research-Based: Incorporates the latest research from neurobiology related to cognition and self-regulation, thus deepening student knowledge of how to become an autonomous learner.

  • REVISED! Update of collegiate learning from a neuroscience perspective, both theory and practice. An exciting new approach to academic success for college students that brings together current theory and research from neuroscience, education, educational psychology, cognitive psychology, and related fields. Each chapter connects theory to practice (learning frameworks) in an easy-to-read and interesting format. This is NOT your typical student success book! It is different, fresh, scholarly, and academically creditable. (Ex. — In each chapter)
  • NEW! The latest neurobiological research explains and validates both cognitive and self-regulatory theories and practices, including new content on a variety of topics. “Real world” examples are provided throughout to help students relate to the content and theory and to develop a deep understanding of how and why they learn (and behave), and help them manage difficult situations. (Ex. — In each chapter)
  • REVISED! Refinement of self-regulation theory and practice based on new understanding of habit formation, decision-making, and willpower. The book fosters a self-discovery approach so students learn to monitor and regulate their own learning which allows students to become more autonomous in their learning. (Ex. — Each chapter)

 

Study Aids: Various enhancements offer students a better learning experience.

  • NEW! Learning objectives for each chapter, as “Questions to focus on as you explore this chapter”. (Ex. — Beginning of chapter.)
  • NEW! Each chapter begins with a brief preview of the chapter “Case Study” that allow students to apply the content to a real situation for each topic. (Ex. — Beginning of chapter.)
  • REVISED! Pre-chapter self-assessments reflect content changes and allow students to recognize where they stand in relationship to the topic and tailor each chapter to fit their own needs. Students assess their knowledge of strategies and internalize their strengths and areas for improvement. (Ex. — Beginning of chapter.)
  • NEW! The “Thinking Critically” sections focus on improving specific thinking skills. Exercises throughout also promote critical thinking opportunities for students, along with journal questions to think through and develop each method of learning. (Ex. — In each chapter.)
  • REVISED! Chapter Conclusions and Summaries were combined to create “Brief chapter summaries” to streamline the material. (Ex. — End of each chapter.)
  • NEW! Now in a 4-color design which brings the concepts to life and more accessible to students. (Ex. — Throughout the book).
  • NEW! Addition of Appendix containing Self-Change project instructions, charts, graphs, etc. (Ex. — At the end of the book.)

 

Application to Other Academic Courses: From learning objectives and self-assessments to summaries, key terms, and critical thinking exercises utilizing journal questions, students have the opportunity to apply what they are learning so that each knowledge/skill set will generalize to their other academic courses.

  • NEW! Transferability of skills and use of strategies throughout students’ academic program are promoted throughout. Students learn to deeply integrate the content and strategies and transfer this knowledge to other courses and disciplines. (Ex. — Within each chapter)
  • NEW! The book addresses various learning modalities, such as online and blended learning. The multi-modal approach helps students apply content to both college and life experiences. (Ex. - Packing the Essentials and Chapter 3)
  • NEW! Reading chapter to focus more on specific reading techniques relevant to iGeneration and reading in digital and paper formats. (Ex. — Chapter 4).
  • REVISED! The Online Instructor’s Manual includes both new and an increased number of exercises, and now offers connections to online content in MyStudentSuccessLab. It provides creative and interesting exercises that allow students to contextualize the material, easy-to-follow implementation strategies for active learning in class or online, and readings to supplement knowledge on each topic. (Ex. - Supplements all chapters.)

 

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Pearson Collections gives you the power to create custom course materials for your class. With an easy-to-use website, you can choose the chapters you want from Pearson product and add in your own learning resources. The result: all of your course materials in one place. https://www.pearsonhighered.com/collections/

Table of Contents

Packing the Essentials

Toothbrush? Check! Backpack? Check! Commitment? Check!

 

Chapter 1 The Road to Autonomous Learning

I don’t know where I’m going, but I’m making good time.

 

Chapter 2 Thinking and Intellectual Performance

I think, ergo I learn.

 

Chapter 3 Learning in Class

But I slept through class in high school.

 

Chapter 4 Learning Outside Class

Outside of class?!? The brochure didn’t say anything about this.

 

Chapter 5 The Brain, The Mind, and Academics

My, what big dendrites you have.

 

Chapter 6 Preparing for Performance

Lights, cameras, action!

 

Chapter 7 Establishing Direction in Your Life

Is there an app for that?

 

Chapter 8 Willpower

I know I can, I know I can.

 

Chapter 9 Making Effective Choices

To party or not to party: That is the question.

 

Chapter 10 Managing Stress and Anxiety in the 21st Century

AAUUUGH *%^$#&!@ (I feel much better now).

 

Chapter 11 Patterns in Human Development

All these people are like me?

 

Chapter 12 Individuality

I’ve just gotta be me.

 

Appendix

Postscript

References

Index

Back Cover

 

Start strong. Finish stronger.

www.MyStudentSuccessLab.com

Author

Dr. De Sellers began one of the earliest cognitive-based learning framework courses for American college students in 1973 at Texas State University, incorporating both emerging theory and research-based practice from numerous academic disciplines.  Although carrying administrative duties, including Dean of General Studies and Director of the Student Learning Assistance Center, she continued to teach the course for 25 years.  She holds both an M.A. and Ph.D. in Curriculum and Instruction, with a focus on adult learners, from the University of Texas at Austin.  Currently she is president of Cerridwen, Inc., a counseling and educational consulting firm, and is a Licensed Professional Counselor with a specialty in pastoral counseling.    

 

Dr. Carol W. Dochen directs the Student Learning Assistance Center at Texas State University. In addition to her administrative duties, she has taught both the University’s learning framework course and first-year seminar course for more than 25 years. She is actively involved in state and national developmental education organizations and was a founding member of the annual statewide College Academic Support Programs (CASP) conference and the Texas Association for Developmental Education (TADE), of which she is a past president. She holds an M.Ed. in School Psychology from Texas State University and a Ph.D. in Higher Education Administration, with a minor in Educational Psychology, from the University of Texas at Austin.

 

Dr. Russ Hodges is an associate professor in the College of Education at Texas State University where he co-created and now teaches graduate courses in the new doctoral, master’s, and certificate programs in developmental education. Russ also coordinates the University’s learning framework course. Russ is currently serving his third term as chair of the Council of Learning Assistance and Developmental Education Associations (CLADEA). He is a past president and treasurer of the College Reading and Learning Association (CRLA). Russ also serves on the editorial boards for the Journal of Developmental Education and the Journal of College Reading and Learning. He holds a M.Ed. in Counseling from the University of Louisiana Monroe and an Ed.D. in Developmental Education from Grambling State University.

Reader Review(s)

"This book does a great job in leading students from teacher directed learners to autonomous learners. It promotes metacognitive thinking and a deeper understanding of how we learn. There are many good exercises that students find interesting. Every chapter is useful and supports students progression toward our learning outcomes. This book comes the closest to covering the outcomes determined by the Texas Higher Education Coordinating Board for this course." --Charles Hairgrove, Richland College

 

“I find the research reviewed in the book to be of the highest quality and appropriate to the population using the text. Because I teach at a comprehensive research institution, the research presented in the book helps lend credibility to the text and the content. The topics which have research references such as neural development and the patterns of human development are stronger because they are presented from a research perspective. I teach a tough, skeptical population and thanks to this text the students do not criticize the text as previous textbooks were criticized.” --Lisa Portwood, University of Oklahoma

 

“The Academic Transformation textbook fulfills a need that we have to expose our freshmen to ideas and guidance about how they can more fully excel in college. Students may start the class thinking they know everything about how to be successful academically and yet they have not really learned about the things they will find in this textbook. The textbook helps us explore the ‘depths’ of academic success skills.” --Brian Searcy, Northeastern State University (OK)