Aaron, J. E., (2000). The little, brown essential handbook for writers. (3^rd ed.).New York: Longman.

Brief, accessible, and inexpensive, The Little Brown Essential Handbook for Writers, 3/e answers common and not-so-common questions about the writing process, usage, grammar, punctuation, mechanics, document design, research writing, and documentation. Minimal terminology, clear explanations and examples, and pointers for ESL writers help students at all levels. Extensive sections on document design and source documentation support writers in all disciplines, both in and out of school. The convenient pocket size, spiral binding, and numerous reference aids make the book convenient to carry and easy to consult.

American Psychological Association. (2007). Publication manual of the American Psychological Association. (5^th ed.). Washington, DC: American Psychological Association.

The Publication Manual of the American Psychological Association offers updated information on reporting statistics, writing without bias, preparing manuscripts with a word processor for electronic production, and publishing research in accordance with ethical principles.
Style manual for writers, editors, students, educators, and professionals across all fields. Provides clear guidance on grammar, the mechanics of writing, and APA style. Includes examples, new guidelines and advice, and more.

The Student Success Center Resource Library has three copies.

Anderson, M. (2005). Keys to Successful Writing: Unlocking the Writer Within. (3^rd ed.). New York: Pearson Longman.

Keys to Successful Writing prepares student writers for college, career, and everyday writing success by developing the writing process through reading, thinking, and writing.

An essay-level rhetoric/reader/handbook presenting straightforward, consistently applicable tools and techniques, Keys's organization flows from simple to more complex essays.  Featuring a student-friendly, highly accessible writing style, the text presents clear, specific strategies for writing. These methods are combined with student and professional models that are engaging, provocative, and contemporary.

The Student Success Center Resource Library has two copies.

Arthur, J. (2004). Concise guide to college success, a: carpe diem. Upper Saddle River, NJ: Pearson Prentice Hall.

For Student Orientation classes.

This well-written text started as a professor's advice to help his own students succeed in and out of the classroom. This brief text serves as a reference tool to improve writing, grammar, and punctuation, as well as gives information about studying, exam taking, classes, and “the care and feeding of professors.” Also includes a short introduction to critical thinking and logic with exercises.

The Student Success Center Resource Library has two copies.

Banner, J. M. Jr., & Cannon, H. C. (2001). The elements of learning. New Haven, CT: Yale University Press.

Selected by Choice as an outstanding academic title for 2000.

Selected as an outstanding book by University Press Books for Public and Secondary School Libraries.

This engaging and helpful book is both a thoughtful celebration of the learning process and a practical guide to becoming a better student. Written by the authors of the acclaimed Elements of Teaching, it is designed to help students of all ages—particularly high school and college students—attain their full potential for success in any area of study.
James M. Banner, Jr., and Harold C. Cannon explore the qualities needed to get the most out of education: industry, enthusiasm, pleasure, curiosity, aspiration, imagination, self-discipline, civility, cooperation, honesty, and initiative. For each of these elements they offer general reflections, useful suggestions, and a description of a fictional student who either embodies or lacks these qualities. The second part of the book helps students understand the environment in which they learn, by focusing on such topics as teachers, the curriculum, ways of learning, and the transition from school to college. The core points of the text are reinforced by answers to questions that haunt students, as well as tips on what to do to become the best student possible. Throughout, the authors encourage students to consider learning as part of their lives and to be active participants in their own education. 

The Student Success Center Resource Library has six copies.

Barefoot, B. O. (1998). Exploring the evidence: Reporting outcomes of first-year seminars. Columbia, SC: University of South Carolina.

This document provides a compendium of evaluation research findings on first-year seminars at 50 institutions of higher education. Program reports are listed by type of institution: two-year institutions, small four-year institutions, mid-sized four-year institutions, and large four-year institutions. Each listing provides a brief description of the institution and its students, followed by a summary of the freshman seminar course or program, the evaluation design, and course or program outcomes. Contact information for each program is also provided. An index allows access by course or program outcomes in the following areas: academic achievement/grade point averages; credit hours attempted/completed; effects on faculty; financial outcomes; graduation rates; instructional strategies/models; retention; student adjustment/involvement; student satisfaction; student self assessment; evaluation of course components/resources; gender-linked findings; impact on academic advising; seminar grades as predictors; timing of the course; and utilization of services.

Barkley, E., Cross, K. P., & Major, C. H. (2004). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey Bass.

Engaging students in active learning is a predominant theme in today's classrooms. To promote active learning, teachers across the disciplines and in all kinds of colleges are incorporating collaborative learning into their teaching. Collaborative Learning Techniques is a scholarly and well-written handbook that guides teachers through all aspects of group work, providing solid information on what to do, how to do it, and why it is important to student learning. Synthesizing the relevant research and good practice literature, the authors present detailed procedures for thirty collaborative learning techniques (CoLTs) and offer practical suggestions on a wide range of topics, including how to form groups, assign roles, build team spirit, solve problems, and evaluate and grade student participation.

Behrens, L., Rosen, L. J., & Beedles, B. (2005). A sequence for academic writing. (3^rd ed.). New York: Longman.

This brief rhetoric focuses on the key strategies that any academic writer needs to know -- summary, synthesis, analysis, and critique. Building off the hallmark writing instruction of the best-selling text, Writing and Reading Across the Curriculum, this best-selling writing guide focuses on the critical reading and writing strategies that students need in order to thoughtfully interpret and incorporate source material into their own papers. The text employs high-interest readings from a range of disciplines to allow students to practice these strategies and skills, while numerous student papers model the kinds of academic texts students are expected to produce.

Bell, I., McGrane, B., & Gunderson, J. (2004). This book is not required. (3^rd ed.). Thousand Oaks: Pine forge Press.

This Book Is Not Required: An Emotional Survival Manual for Students invites students to examine their college education - what it could be and what, alas, it often is. This book does not look at the four years of college merely in terms of the formal world of classes and professors. It looks at the larger experience of college life and its effect on students during these four years. After all, some of the most important learning in college takes place outside of the classroom.

This Book Is Not Required has been regarded as a powerful tool to introduce students to the sociological analysis and personal reflection of college life. Now in its third edition, the book continues to educate students on the college experience as a whole looking at the personal, social, intellectual, and spiritual demands and opportunities presented by college life. In a personable and refreshingly straightforward style, authors Inge Bell, Bernard McGrane, and John Gunderson critically discuss how academic life distinguishes between learning the institutional rules of higher education and internalizing those rules. The book demystifies professors and teaching assistants by discussing their institutional roles and incentives and invites students to take responsibility for and make the most of their educational experiences.

Key Features

• Real-life student vignettes honestly address actual issues facing college students
• Two new chapters, "Welcome to College" (Chapter 1) and "Questions of Academic Integrity" (Chapter 5), explore the increased prevalence of cheating on campus due to the Internet
• Encourages a participatory college education and personal reflection for students in many different disciplines

This Book Is Not Required is a valuable guidebook for any student new to the college experience. It is also an excellent text for Freshman Orientation programs and for a number of courses in Sociology, Psychology, and Personal Adjustment.

Bertrand, Y. (2003). Contemporary theories and practice in education. (2^nd ed.).Madison, WI: Atwood Publishing.

Newly revised and expanded, this ever-popular title serves equally well as a course text or as a professional development tool. Integrating new material, Bertrand has updated and reorganized the text for a more interrelated and functional format.

Theories of education and theories of learning abound. Making sense of these theories and comparing them to one another is an important but difficult task. Here, Bertrand has developed a model for program planning and sound pedagogy which is informed by a deep understanding of the myriad approaches available today. This book will help you analyze your practice and/or assist your students in developing a coherent theoretical foundation of their own.

Bertrand, Y. (2004). Nowhere else: Wisdom for daily life. Madison, WI: Atwood Publications.

"Wisdom always begins with wonder and astonishment....Wonder should invariably lead to doubt, and doubt in turn to philosophical reflection." – Yves Bertrand

Wisdom is a favorite topic of discussion among philosophers and gurus, but the quest to think wisely just as often attracts ordinary people leading ordinary lives. In Nowhere Else, Yves Bertrand presents such readers with a holistic approach to wisdom and contentment, and offers an alternative to getting co-opted by the alluring ideologies of competition, consumerism, and celebrity.  Nowhere Else creates a guide for the reader in order to move towards an individualized wisdom. It is a process of transformations: from fatality to personal energy, from actor to author of our lives, from competition to authenticity, and finally from self-knowledge to action. It is Bertrand’s contention that wisdom brings about happiness, connectedness, and the will to take part in life. For those seeking to make sense of their lives within the context of modern society, this volume offers a refreshingly unique approach, one which blends both modern and classical thought.

Burton,L. W., & McDonald, D. (2002).  The language of argument. (10^th ed.). New York: Longman.

This highly regarded English Composition text teaches students to read argument and provides material around which they can write their own argumentative essays. Throughout the collection, short and compelling pieces generate classroom debate by touching on today's most controversial issues. The brevity of each argument allows instructors to assign one or more readings in a single class period. While the majority of reading selections function as models of good writing, the collection also contains poorly structured writing examples so that students can analyze and learn from the flaws.

Designed to provoke powerful reader responses, The Language of Argument's collection of over 100 short, compelling, and deeply-felt arguments touch on some of today's most hotly debated issues. The book opens with brief, accessible discussions of the different forms of argument illustrated with sample essays and print advertisements. This coverage is followed by a rich assortment of brief, but provocative arguments for analysis. "Eight Rules for Good Writing" at the end of the book reviews topics like finding a subject and organizing material.

Caldwell, R., Grandi, J., & Helmbrecht, L. (Ph.D.). (2001). First year experience: Success at Weber State University. Dubuque, IA: Kendall/Hunt.

The First Year Experience program has become a vital resource to the overall success of students. This textbook is a perfect example of how the First Year Experience program has continually striven to meet the needs of incoming students, and is designed to help you become the most successful student you can be. This textbook was written by Weber State staff and faculty members who teach in the FYE program. We have chosen the topics in this textbook in the hope that they are relevant for you and your overall success. This textbook will not guarantee passing grades, graduating with honors, or landing that perfect job. It will help you have a successful academic career.

Carter, C. (1990). Majoring in the rest of your life: Career secrets for college students. New York: Noonday Press.

Majoring in the Rest of Your Life is a practical strategy to get you from your first semester freshman year to your first job. Courses are not the only place to learn in college, and Majoring in the Rest of Your Life shows you how to make the most of your opportunities to expand your horizon, discover what you enjoy doing, get practical experience, and meet people. It tells you how to investigate career possibilities and how to make yourself the perfect candidate for your dream job. Majoring in the Rest of Your Life will help you put together a career plan to land the job that will make you both happy and successful.

Majoring in the Rest of Your Life features the following:

·         A personal inventory assessment quiz

·         Insider advice

·         Marketing yourself

·         14 pages of job possibilities

·         Time management

·         A listing of over 200 companies with internships

·         Part-time work ideas

Carter, C., Bishop, J., & Kravits S. L. (1998). Adopter’s resource kit. (2^nd ed.). Accompanies Keys to Success: How to Achieve Your Goals, 2^nd edition. Upper Saddle River, NJ: Prentice Hall.

Instructor’s manual, transparency masters, sample syllabi, pre- and post-tests, assessments, and test questions for the second edition of Keys to Success.

Carter, C., Bishop, J., & Kravits, S. L. (2007). Keys to college studying: Becoming an active thinker. (2^nd ed.). Upper Saddle River, NJ: Prentice Hall.

For Study Skills or academically-oriented Student Success courses.

This proven student success author team has updated its study skills text to extend the depth of core coverage while increasing the relevance and usefulness of the material.  In addition to a comprehensive treatment of study skills, Keys to College Studying integrates a definitive theme of active thinking throughout the text and exercises.  This theme builds will, skill, and self-management abilities — i.e., students’ ability to develop skills, strengthen the will to learn, and monitor and manage their progress. This theme enhances student involvement, understanding, and motivation.  End-of-chapter exercises, as well as new in-chapter exercises, link to and reinforce the theme.

Carter, C., Bishop, J., & Kravits, S.L. (2005). Keys to effective learning: Developing powerful habits of mind. (4^th ed.). Upper Saddle River, NJ: Prentice Hall.

For Study Skills, Student Success, and Freshman Seminar courses.

This book focuses on developing effective learning techniques to help students excel in school, in their careers, and throughout their lives as lifelong learners. Unlike traditional study skills texts, this one emphasizes how students learn effectively by involving them in the active process of mastering their mental abilities and their personal confidence.

Carter, C., Bishop, J., & Kravits, S. L. (2009).  Keys to success: Building analytical, creative, and practical skills. (5^th ed.). Upper Saddle river, NJ: Prentice Hall.

For courses in Student Success, Freshman Seminar/Orientation (Ideal for one-credit courses and trimester schools).

Now students can get the most out of college and use what they learn to achieve their goals in an ever changing world!  KEYS unlocks every student's potential by focusing on the individual.  No more one size fits all!  This is the only book that truly personalizes the information so every student learns to capitalize on their strengths and bolster their weaknesses by creating a strategic success plan in every aspect of their life.  This invigorating revision focuses on helping students develop their analytical, creative, and practical thinking skills to ensure they achieve their most important goals in College, Career, and Life by building successful intelligence.  The Keys message is simple - When students understand how material will help them get where they want to go, they will become more motivated and able to retain what they learn. The skills readers acquire through using this text will not only help them succeed in college, but will also serve them on the job and in life.

Carter, C., Bishop, J., & Kravits, S. L. (2007). Keys to success: Building analytical, creative and practical  skills. (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

For courses in Student Success, Freshman Seminar/Orientation.

Now students can get the most out of college and use what they learn to achieve their goals in an ever changing world!  KEYS unlocks every student's potential by focusing on the individual.  No more one size fits all!  This is the only book that truly personalizes the information so every student learns to capitalize on their strengths and bolster their weaknesses by creating a strategic success plan in every aspect of their life.  This invigorating revision focuses on helping students develop their analytical, creative, and practical thinking skills to ensure they achieve their most important goals in College, Career, and Life by building successful intelligence.  The Keys message is simple - When students understand how material will help them get where they want to go, they will become more motivated and able to retain what they learn. The skills readers acquire through using this text will not only help them succeed in college, but will also serve them on the job and in life.

Carter, C., Bishop, J., & Kravits, S. L. (2006). Keys to success: Building successful intelligence for college, career and life. (5^th ed.). Upper Saddle River, NJ: Prentice Hall.

For courses in Student Success, Freshman Seminar/Orientation.

How can students get the most out of college and use what they learn to achieve their goals in an ever-changing world?  This new edition focuses on helping you to build your successful intelligence - a combination of analytical, creative, and practical thinking skills that will help you achieve your most important goals in College, Career, and Life. The Keys message is simple - When students understand how material will help them get where they want to go, they will become more motivated and able to retain what they learn. Because this text shows readers how what helps them succeed in colllege will also serve them on the job and in life, Keys to Success, appeals to every age (traditional and older) and stage (full-time, part-time, working, parenting) of student.

Carter, C., Bishop, J., & Kravits S. L. (1998). Keys to Success: How to Achieve Your Goals. (2^nd ed.). Upper Saddle River, NJ: Prentice Hall.

This interactive best-selling text emphasizes thinking and learning by connecting college success skills to career and life skills.

Chickering, A. W., & Reisser, L. (1993). Education and identity. (2^nd ed.). San Francisco: Jossey-Bass.

Arthur Chickering and Linda Reisser have produced an intelligent and penetrating scholarly work that is a worthy sequel to its distinguished predecessor. If the history of Education and Identity is any indication, this second edition will take its place among the classics in higher education literature. This completely revised and updated edition of Chickering's classic work presents new findings from the last twenty-five years and describes policies and practices in higher education that will foster the broad-based development of human talent essential to our society in the 21st century.

The Student Success Center Resource Library has two copies.

Clawson, C. C. (1991). Conquering math phobia: A painless primer. New York: John Wiley & Sons, Inc.

This is a mathophobe's answered prayer. After a revealing discussion of what went wrong with the teaching of math in the U.S., it sets out to remedy the situation by demonstrating that we have nothing to fear from math. With a step-by-step program, it helps adults conquer their math fears and dysfunctions, integrate mathematical competency into their lives and begin to enjoy the pleasures of numbers. Demonstrating both the intellectual amusement and increased personal productivity that a familiarity with numbers can provide, it builds a firm foundation of basic calculating skills that will enable readers to approach numbers with confidence, gain control over their finances and apply their new skills in the workplace.

Clifton, D. O. (Ph.D.) & Anderson, E. “Chip” (Ph.D.). (2002). StrengthsQuest: Discover and develop your strengths in academics, career, and beyond. Washington, DC: Gallup Press.

Discover Your Own Natural Talents For Your Greatest Achievement Over the past 30 years, the Gallup Organization has conducted more than two million psychological interviews and identified themes of talent indicative of success. StrengthsQuest offers you the opportunity to discover and develop your top five themes to achieve academic, career and personal excellence. This book includes a single-user ID code that gives you access to Gallup's Strengthsfinder and revolutionary online program for students.

Conley, D. T. (2005). College knowledge: What it really takes for students to succeed and what we can do to get them ready. Boston Jossey-Bass.

Although more and more students have the test scores and transcripts to get into college, far too many are struggling once they get there. These students are surprised to find that college coursework demands so much more of them than high school. For the first time, they are asked to think deeply, write extensively, document assertions, solve non-routine problems, apply concepts, and accept unvarnished critiques of their work. College Knowledge confronts this problem by looking at the disconnect between what high schools do and what colleges expect and proposes a solution by identifying what students need to know and be able to do in order to succeed.

The book is based on an extensive three-year project sponsored by the Association of American Universities in partnership with The Pew Charitable Trusts. This landmark research identified what it takes to succeed in entry-level university courses. Based on the project's findings - and interviews with students, faculty, and staff - this groundbreaking book delineates the cognitive skills and subject area knowledge that college-bound students need to master in order to succeed in today's colleges and universities. These Standards for Success cover the major subject areas of English, mathematics, natural sciences, social sciences, second languages, and the arts.

Connolly, S. (2007). Student orientation series (SOS): Learning communities. Upper Saddle River, NJ: Prentice Hall.

For Freshman Orientation courses where Learning Communities are part of the program and/or offered on campus.

Connolly, Learning Communities, explores various programs, why they have been established, and how students benefit from them.  This book is intended to be an overview on collegiate learning communities.

Part of our Student Orientation Series (S.O.S.) which consists of various short booklets on special interest topics–an excellent resource for when assignments or the course focus takes you beyond the standard coverage.

Cushman, K. (2006). First in the family:  Your college years: Advice about college from first generation students. Providence, RI: Next Generation Press.

"If we can do it, so can you!" That's the message sent to students in this advice book, written with college students who were the first in their families to go past high school. It's tough to aim for college if other family members have not—so this book offers the kind of encouraging, practical guidance that an older sibling would give. Inspiring stories of the diverse student contributors—who end up at institutions from community colleges to elite universities—combine with warm and well-organized counsel and checklists. (August 2005)

Danesi, M. (2004). Poetic logic, the role of metaphor in thought, language and culture. Madison, WI: Atwood Publishing.

Homo sapiens is a "meaning-producing" species. The ability of our minds to create these meanings is termed poetic logic. The use of metaphor to create and communicate ideas is so commonplace and pervasive as to go unnoticed. We no longer are aware that a metaphor is truly a metaphor because it is so entrenched. These metaphors permeate our thought processes, are exemplified in our language, and are reflective of our cultures.

Deem, J. (1993). Study skills in practice, instructor’s edition. Boston: Houghton Mifflin.

Study Skills in Practice gives clear, step-by-step instructions on how to study; provides ample exercises for practicing new study techniques; and offers the support needed to use those methods in any academic environment. Features include “Challenge exercises ask student to think critically about the material they have studied and propose strategies for dealing with real-life situations; a variety of textbook selections exposes students to course content from a broad range of academic disciplines; practice exercises take students through each step of the study process; collaborative learning exercises encourage students to work together; and a “Summary Form” at the end of each chapter brings together essential information  from the chapter and applies skills learned to academic courses.

DeLucia, R. C. (2003). Urban learners: Serious about college. (3rd ed.). Columbus, OH: Prentice Hall.

For Freshman Orientation, College Preparation, or College Survival.

Written specifically with the urban and commuter student in mind, this comprehensive, interactive, and motivational text is designed to promote and enhance college success in four major areas: 1) skills development; 2) personal growth and adjustment; 3) career development; and 4) orientation and integration to college. The contributing writers have dedicated their lives to working with urban college freshman, and are keenly aware of their unique personal adjustment issues. As a collective, the writers represent the cultural diversity of the students this book addresses.

DiYanni, R. J., (2005). Fifty great essays. (2^nd ed.). New York: Longman.

Fifty Great Essays provides an outstanding collection of classic and contemporary writing as part of Longman's Penguin Academics Series of low-cost, high-quality offerings intended for use in introductory college courses.

This medium-sized reader features a collection of eminently teachable and rewarding essays for today's college composition courses. Combining commonly taught, classic essays with the best of contemporary writing, Fifty Great Essays provides flexible options for every composition classroom. The selections are diverse in both subject matter and authorship. They have been chosen as models of good writing, as well as for their usefulness as springboards for student writing. An introductory section informs students about the characteristics of the essay form and offers instruction both on reading essays critically and on the process of writing effective essays.

Downing, S. (2007). On course: Strategies for creating success in college and in life. (5^th ed.). Boston: Houghton Mifflin Company.

The concise length, tight focus, and emphasis on self-development are keys to this text's appeal. Written in a positive, motivational style, On Course empowers students with tools they need to take charge of their success in college and life. Downing's distinctive guided journal entries help students develop essential life skills by encouraging exploration of personal responsibility, self-motivation, interdependence, and self-esteem. Extensive coverage of study skills—reading, note taking, memorizing, and test taking—provided in the "Wise Choices in College" sections help students excel in all of their college courses.

Downing, S. (2002). Strategies for creating success in college and in life. (3^rd ed.). Boston: Houghton Mifflin.

Book description taken from 5^th edition.

The concise length, tight focus, and emphasis on self-development are keys to this text's appeal. Written in a positive, motivational style, On Course empowers students with tools they need to take charge of their success in college and life. Downing's distinctive guided journal entries help students develop essential life skills by encouraging exploration of personal responsibility, self-motivation, interdependence, and self-esteem. Extensive coverage of study skills—reading, note taking, memorizing, and test taking—provided in the "Wise Choices in College" sections help students excel in all of their college courses.

Drexler, K.M., & Garcelon, G. (2004). Strategies for active citizenship. Upper Saddle River, NJ.

For Student Success and Career Development courses, Orientation courses, introductory Political Science courses, and Citizenship or Sociology courses.

This exciting, timely new text demystifies the area of citizen engagement in the democratic process and extends student success into life and civic success. Carefully arranged to lead learners through a process of self-awareness, skills-building, and strategic action, it covers such topics as self-definition of values, writing, reading, critical thinking, teamwork, and communication for effective leadership. Citizenship is presented in an enthusiastic and positive light throughout the text; real-world vignettes of contemporary social change leaders introduce student success topics with applications beyond that of just the classroom, extending into community involvement and empowering students to improve society-at-large.

Egri, L. (1960). The art of dramatic writing. New York: Simon & Schuster.

Among the many "how-to" playwriting books that have appeared over the years, there have been few that attempt to analyze the mysteries of play construction. Lajos Egri's classic, The Art of Dramatic Writing, does just that, with instruction that can be applied equally well to a short story, novel, or screenplay.

Examining a play from the inside out, Egri starts with the heart of any drama: its characters. All good dramatic writing hinges on people and their relationships, which serve to move the story forward and give it life, as well as an understanding of human motives -- why people act the way that they do. Using examples from everything from William Shakespeare's Romeo and Juliet to Henrik Ibsen's A Doll's House, Egri shows how it is essential for the author to have a basic premise -- a thesis, demonstrated in terms of human behavior -- and to develop the dramatic conflict on the basis of that behavior.

Using Egri's ABCs of premise, character, and conflict, The Art of Dramatic Writing is a direct, jargon-free approach to the problem of achieving truth in writing.

Ellis, D. (2007). Becoming a master student. (12^th ed.). Boston: Houghton Mifflin Co.

Description taken from 11^th edition.

Becoming a Master Student consistently gives students a framework for examining their lives from a self-discovery perspective, and the Tenth Edition continues this student-created, value-based approach to life and learning. The relevant articles, strategies, and exercises throughout the text help students understand their own strengths and weaknesses, set goals, and practice academic and life skills. Students are inspired and motivated to acquire and develop the skills needed for success in college and throughout life.

Ellis, D. (2003). Course manual for becoming a master student. (10^th ed.). Boston: Houghton Mifflin.

The Course Manual for Becoming a Master Student is designed to assist you in planning the curriculum of you college survival course. Most instructors’ preparation will include writing the course purpose statement, establishing course objectives, determining instructional choices, integrating some technology in the course, assessing assignments and exercise, identifying evaluation criteria, and creating and maintaining a supportive classroom atmosphere for college and university students in their first term of higher education as they start on their journey to success. Newcomers to this discipline might consider this manual as an encyclopedia of topics related to teaching college success courses for first- year and returning students.

Ender, S. C., & Newton, F. B. (2000). Students helping students: a guide for peer educators on college campuses. San Francisco: Jossey-Bass.

This practical training guide is for the thousands of college students who serve as leaders, tutors, counselors, and advisors for their peers. Beginning with a fundamental discussion on student growth and development, this resource provides learning objectives and exercises to help prepare peer educators for such tasks as tutoring, student orientation, residence hall advising, crisis intervention, coaching, and more. Perfect for individual or group use, Students Helping Students is a long-awaited guide for students and campus professionals.
The Student Success Center Resource Library has four copies.

Erickson, B. L., & Strommer, D. W. (1991). Teaching college freshmen. San Francisco: Jossey-Bass.

Gives new and veteran faculty practical guidance on how to most effectively teach and create academic support systems for college students in their first, most critical year. Describes how to design a useful syllabus, how to develop productive out-of-class assignments, how to enhance class participation through creative techniques, and how to evaluate student learning for better insights. The authors offer practical guidance to new and veteran faculty on how to most effectively teach and create academic support systems for college students in their first, most critical year.

Erickson, B. L., Peters,C. B., & Strommer, D. W. (2006). Teaching first year college students: Revised and expanded edition of teaching college freshmen. San Francisco: Jossey Bass.

Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student populations since the first edition was published. The updated strategies are designed to help first-year students adjust effectively to both the academic and nonacademic pressures of college. The authors also help faculty understand first-year students and show how their experiences in high school have prepared¾or not prepared¾them for the world of higher education.

Feldman, R. S. (2007). Annotated instructor's edition power learning: Strategies for success in college and life. (3^rd ed.). Boston: McGraw-Hill.

• "Taking Charge of Your Career": This new module, which can be added to any custom version of POWER Learning, helps students identify their future career goals, find career opportunities, create career portfolios, prepare for interviews, and more!
• "Continuing Education: Making the Leap from Community College to a Four-Year School": This new module, which can be added to any custom version of POWER Learning, helps transfer students to determine their best fit, assess their options, complete the application process, look into financial aid packages, and manage the transfer of their academic credits.
• "Strategies for Success for Student Athletes": This new mode, which can be added to any custom version of POWER Learning, helps student athletes to prioritize, avoid distraction, ask for help, and avoid burnout.
• Completely Customizable: P.O.W.E.R. Learning can be customized to suit any course or curriculum. The 2005 edition has added custom-only chapters and has been reorganized to ensure that the most frequently chosen chapters appear together—so that building a school- or program- specific version is easier than ever.

·         Interactive multimedia e-book! P.O.W.E.R Learning is an integrated learning experience that combines the traditional textbook within the media-rich environment of the Internet. Designed to appeal to all learning styles, text material is presented through integrated components, including "Try It" exercises, "Journal Reflections," case studies, video clips, study quizzes, and much more! The e-book is also available separately--without purchase of the text--at www.mhhe.com/power2004.

Ferrett, S. K. (2006). Peak performance: success in college and beyond. (5^th ed.). Boston: McGraw Hill Higher Education.

This best-selling text presents new and returning college students with practical, hands-on methods of increasing their performance inside and outside the classroom. It helps them make the connection between their academic efforts and their job and life skills. They learn a variety of personal productivity skills related to positive work and study habits, as well as creative problem-solving, organizational, and interpersonal skills.

The new edition has been extensively updated to include an even stronger integration of the theme of "Self-Management", reinforcing the importance of character and personal responsibility. All the interactive exercises and assessments have been revised to promote critical thinking, and a new culminating chapter now focuses on exploring majors, career development, and service learning.

Ferrett, S. K. (2008). Peak performance: Success in college and beyond. (6^th ed.). Boston: McGraw-Hill.

This best-selling text presents new and returning college students with practical, hands-on methods of increasing their performance inside and outside the classroom. It helps them make the connection between their academic efforts and their job and life skills. They learn a variety of personal productivity skills related to positive work and study habits, as well as creative problem-solving, organizational, and interpersonal skills.

The new edition has been extensively updated to include an even stronger integration of the theme of "Self-Management", reinforcing the importance of character and personal responsibility. All the interactive exercises and assessments have been revised to promote critical thinking, and a new culminating chapter now focuses on exploring majors, career development, and service learning.

Folsom, P., & Chamberlain, B. (2007). The new advisor guidebook, Mastering the art of advising through the first year and beyond. Manhattan, KS: NACADA.

New academic advisors note that watching a skilled veteran advisor with students is like watching an artist at work. Their conferences are “jam-packed” with information, yet have the ease and fluidity of a conversation. Until now becoming an excellent advisor has been entirely an experiential journey. Now there is a guidebook that can help new professionals master the art of academic advising. Insightful contributions from more than 30 academic advising professionals provide new advisors with the essentials needed to help students grow and make the most out of their college experiences. A professional growth chart helps new professionals not just survive, but thrive, during their first year and beyond. Exemplary Practices from across the country highlight what colleges and universities can do to help new advisors succeed. “Voices from the Field” commentaries in each chapter offer reflections from new and experienced advisors on what it takes to move from new hire to successful advising professional.

Ford, H. L. (2004). Preparing for College Writing: Fourth Edition: A Practical Guide to Grammar and Composition. New York: Pearson.

Preparing for College Writing is designed for both basic writing and developmental writing courses. Written in clear and straightforward language, this book provides basic chapter that stress paragraph development within the process of writing. An introduction to essay writing is included as a bridge to developmental writing. The grammar section covers the issues most needed at this level. The developmental section focuses on the essay writing and the most serious grammatical errors.

 Fraser. (1996). Making Your Mark. (5^th ed.). Canada: LDF Publishing Inc.

Description taken from 8^th edition.

Making Your Mark has been used by over one million students at over 1,500 institutions across North America.

Making Your Mark is not about study skills; it’s about helping students develop lifelong success skills that begin in college and continue throughout their careers. Students use our high-performance change model to take the success skills to a new level.

The exercises in Making Your Mark encourage students to reflect upon what motivates them and help them see how they can preserve that motivation throughout their college years. Students also examine their past work habits and determine how they can improve their self-management skills, and understand how they can transfer their college success skills to a career setting.

The interactive exercises in Making Your Mark target

·         Developing and strengthening student motivation

·         High performance habits and change

·         Relationship building

·         Academic skill building

·         Interactive exercises based on student motivation and high-performance change

Frost, S. H. (1991). Academic advising for student success: A system of shared responsibility. Wasington, DC: Jossey-Bass.

Covers the background and current situation in academic advising; examines the effects and use of personal contact, involvement, and persistence; and looks at the student/advisor relationship. Discusses the knowledge on advising a variety of student types in various situations, and offers strategies for future program success.

Gardner, J. N., Barefoot, B. O., & Jewler, A. J. (2007). Your college experience: Strategies for success. (7^th ed.). Australia: Thomson Wadsworth.

The most thoroughly revised edition yet! Featuring extensive revisions to the Learning chapters and a new chapter on memory, Your College Experience, 7e continues its 20-year tradition of providing straightforward, intelligent coverage of the skills students need to succeed in college today. New co-author Betsy Barefoot has updated and added new research materials throughout, and worked to streamline the text. Now only 16 chapters, the book presents more current information in fewer chapters than ever before.
Also new to this edition: iLrn College Success! Available with new copies of the book, this innovative teaching tool lets instructors create assignments that students can use to assess their mastery of topics covered in the book. Assignments are automatically graded, providing instructors and students with immediate feedback on student performance. iLrn gives students the power to prioritize and strategically use their study time, while it gives instructors the power to tailor their in-class time to meet their students' most pressing needs.

Gardner, J. N., Barefoot, B. O., & Jewler, A. J. (2008).  Your college experience: Strategies for success concise seventh edition. (7^th ed.). Australia: Wadsworth Thomson Learning.

This Concise Seventh Edition of Your College Experience continues the 20-year tradition of providing straightforward, intelligent coverage of the skills students need to succeed in college today. With added emphasis on the challenges faced by non-traditional students, this edition addresses the adult-student perspective in every chapter—regardless of the specific chapter focus.

Gardner, J.N., & Jewler, A. J. (2005).Your college experience: Strategies for success media edition. (6^th ed.). Australia: Wadsworth Thomson Learning.

CONCISE MEDIA EDITION, Sixth Edition, provides students with an intelligent introduction to the basic skills and strategies that they can use to succeed in college. Both academic and social/behavioral skills are explored in this useful tool that will help students achieve and employ strategies.

Gardner, J.N., & Jewler, A. J. (2004).Your college experience: Strategies for success concise media edition. (5^th ed.). Australia: Wadsworth Thomson Learning.

Gardner and Jewler know what your students need to succeed in college—and in life! This powerful and extensive revision is accompanied by an unrivaled collection of teaching and learning resources.

Each chapter of the flexible and unique Instructor’s Manual includes additional exercises, test questions, tips on teaching, a list of common concerns of first year students, Microsoft PowerPoint slides and CNN video clips in an easy-to-use search engine, and a case study relevant to the topics covered.

Glazier, T. F. (1987). The least you should know about English: Basic writing skills form C. (3^rd ed.). New York: Holt, Rinehart and Winston.

Featuring the same simple, friendly approach that has helped students with their spelling, punctuation, and sentence and paragraph structure for over twenty years THE LEAST YOU SHOULD KNOW ABOUT ENGLISH now provides an electronic version with interactive exercises.

Gordon, V. N., Habley, W. R., & Associates. ( 2000). Academic advising: A comprehensive handbook. San Franciso: Jossey-Bass.

One of the greatest challenges in higher education is helping students achieve academic success while ensuring their personal and vocational needs are fulfilled. High enrollment, new curricula, and technological advances are just some of the developments that have profoundly affected academic advising. This handbook not only clarifies the current status of academic advising but also envisions its role and practice for the future.

More than thirty experts share their wisdom and experience from the field. They provide rich insights for faculty and full-time advisors, counselors, and those who are responsible for the administration or coordination of advising services

Topics include the following:

·         The history and philosophy of academic advising

·         The influence of theory in contemporary practice

·         Ethical considerations and legal obligations

·         Advising multicultural students and students with special needs

·         Integrating advising with career and life planning

·         Advising students one-to-one and in groups

·         Organizational models for effective advising

·         Technological resources that support advising

·         Strategies for training and evaluating advisors

·         Anticipating and adapting to changes in academic advising

Gordon, V. N., & Minnick, T. L. (2002). Foundations: A reader for new college students. (2^nd ed.). Australia: Wadsworth Publishing.

Focusing on the issues most relevant to the understanding of succeeding in college, this reader includes several essays and articles on each topic, giving students the chance to consider a number of different perspectives. Gordon and Minnick include personal essays, research-based articles, and other insightful ways of looking at the total college experience. Questions and journal activities accompany the readings to encourage class discussion and personal reflection.

Goshgarian, G. (2005). The contemporary reader. (8^th ed.). New York: Pearson Longman.

A best-selling popular culture reader, The Contemporary Reader offers more than 70 reading selections focused on current cultural issues and organized around ten engaging, provocative topics that engage students to read and write critically.

This reader includes more contemporary selections than any other popular culture reader on the market with over 90% of the readings written in the last five years. The text's ten tightly focused thematic chapters cover a range of writing on interesting issues familiar to students and relevant to our times.

Greene, L. J. (2004). Study wise: A program for maximizing your learning potential. Columbus, OH: Prentice Hall.

For freshman orientation courses in Student Success and Study Skills.

This text is a multi-faceted instructional program that gives first-year students the essential tools they require to learn productively and succeed academically. In addition to providing highly effective study and test preparation skills, the book also trains students to think analytically, critically, and strategically. It systematically offers a range of specific, easy-to-learn and -use methods for identifying, understanding, and solving the day-to-day problems individuals are likely to encounter in college and in life.

Gupta, K. (1999). A practical guide to needs assessment. San Francisco: Jossey-Bass.

This thoroughly revised edition of the best-selling resource A Practical Guide to Needs Assessment offers a practical and comprehensive guide for practitioners who are responsible for

• Introducing a training program
• Creating adult education programs
• Assessing the development needs of a workforce
• Improving individual, group, organization or interorganizational performance in the workplace
• Implementing community, national, or international development interventions

Designed as a resource for practitioners, this book is filled with how-to information, tips, and case studies. It shows how to use data-based needs assessments to frame people-related problems and performance, improvement opportunities to obtain support from those who are affected by the changes, make effective decision, and increase efficiency.

Hacker, D. (1996). Rules for writers. (1st ed.). Boston: Bedfpr Books of St. Martin’s Press.

From the best-selling family of handbooks in the country, Rules for Writers offers comprehensive handbook coverage, with exercises — now thoroughly integrated with a companion Web site and updated with crucial advice on researching in the digital age, working with sources, and avoiding plagiarism. And what could be better than Diana Hacker handbook coverage? Diana Hacker handbook coverage at a low price and Diana Hacker Web content for free.

Hamachek, A. L. (2007). Coping with college: A guide for academic success. (3^rd ed.). Upper Saddle River, NJ: Prentice Hall.

For courses in Study Skills, Adult Learning and Freshman Orientation.

Brief enough to fit a busy schedule, this valuable guide offers a wealth of practical suggestions for achieving personal and academic success in college. Based on research and student interviews, it offers powerful strategies that can be used immediately to overcome procrastination, minimize study disruptions, meet deadlines, develop vocabulary, overcome test anxiety and more. This revision retains its action-oriented, quick-access style, while including new material on critical thinking, listening, classroom etiquette, and reading comprehension. New end-of-chapter enrichment activities and models for goal setting and writing composition make this text an essential ingredient for anyone striving to improve academic performance and success.  

Hamid, S. L. (2001). Peer leadership: A primer on program essentials. National Resource Center for the First-Year Experience & Students in Transition, SC: University of South Carolina.

This monograph from the publisher of volumes on first-year students and other students in transition offers a guide to teachers and administrators interested in peer leadership, with a special focus