|
|
|
|
All materials in the Student Success Center Resource Library are available to FYE instructors, peer mentors, and staff Aaron, J. E., (2000). The little, brown essential handbook for writers. (3rd ed.).New York: Longman. Brief, accessible, and inexpensive, The Little Brown Essential Handbook for Writers, 3/e answers common and not-so- American Psychological Association. (2007). Publication manual of the American Psychological Association. The Publication Manual of the American Psychological Association offers updated information on reporting statistics, 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. (3rd ed.). New York: Pearson Keys to Successful Writing prepares student writers for college, career, and everyday writing success by developing 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. 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. 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. 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 igher 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 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. (3rd ed.). New York: 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. (3rd ed.). Thousand Oaks: Pine Forge 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
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. Bergman, L. (Writer), & Rummel, D. (Director). (2004). Secret History of the Credit Card [Television series The average American family today carries ten credit cards. Credit card debt and personal bankruptcies are now at an all time high. With no legal limit on the amount of interest or fees that can be charged, credit cards have become the most profitable sector of the American banking industry: more than $30 billion in profits last year alone. FRONTLINE and The New York Times examine how the credit card industry became so pervasive, so lucrative, and so politically powerful. Bertrand, Y. (2003). Contemporary theories and practice in education. (2nd ed.).Madison, WI: Atwood 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 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. (10th 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. 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. (2nd ed.). Accompanies Keys to Success: How to Achieve Your Goals, 2nd 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 Carter, C., Bishop, J., & Kravits, S. L. (2007). Keys to college studying: Becoming an active thinker. (2nd 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. (4th 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. (5th 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 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 Carter, C., Bishop, J., & Kravits, S. L. (2006). Keys to success: Building successful intelligence for college, career 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 Carter, C., Bishop, J., & Kravits S. L. (1998). Keys to Success: How to Achieve Your Goals. (2nd ed.). Upper Saddle 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. (2nd 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 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., Clifton, D. O. (Ph.D.) & Anderson, E. “Chip” (Ph.D.). (2002). StrengthsQuest: Discover and develop your strengths in Discover Your Own Natural Talents For Your Greatest Achievement Over the past 30 years, the Gallup Organization has
College and University: Educating the Modern Higher Education Administration Professional Library will have many volumes, starting with Volume 84 (1), Summer 2008 Conley, D. T. (2005). College knowledge: What it really takes for students to succeed and what we can do to get them Although more and more students have the test scores and transcripts to get into college, far too many are struggling once The book is based on an extensive three-year project sponsored by the Association of American Universities in partnership with 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.
Cuseo, J., Fecas, V., & Thompson, A. (2007). Thriving in college & beyond: Research-based strategies for Cushman, K. (2006). First in the family: Your college years: Advice about college from first generation students. "If we can do it, so can you!" That's the message sent to students in this advice book, written with college students who 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 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 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 DiYanni, R. J., (2005). Fifty great essays. (2nd 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. Downing, S. (2011). On course: Strategies for creating success in college and in life. (6th ed.). Boston: Wadsworth Cengage Learning. ON COURSE: STRATEGIES FOR CREATING SUCCESS IN COLLEGE AND IN LIFE presents a hands-on approach to learning essential life and study skills. Now in its 6th edition, ON COURSE is used as a text in student success courses, first-year experience programs, and inward-looking courses that promote student growth and self-awareness. ON COURSE demonstrates the choices that successful students make. A self-assessment tool at the beginning of the text helps students to identify behaviors and beliefs they may wish to change in order to achieve more of their potential in college and in life. Students have an opportunity to revisit their self-assessment at the conclusion of the text. Written in a positive, motivational style, ON COURSE empowers students with the tools they need to take charge of their success in college and in 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, memory and test taking—provided in the “Wise Choices in College” sections helps students excel in all of their college courses. Students are encouraged by hearing from their peers through a unique feature called “One Student’s Story,” which highlights the implementation of the text’s strategies. Downing, S. (2007). On course: Strategies for creating success in college and in life. (5th ed.). Boston: Houghton Mifflin 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. (3rd ed.). Boston: Houghton Mifflin. Book description taken from 5th 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. Downing, S. (2011). On course: Strategies for creating success in college and in life, Study skills plus edition. (1st ed.). Boston: Wadsworth Cengage Learning. ON COURSE: STRATEGIES FOR CREATING SUCCESS IN COLLEGE AND IN LIFE, STUDY SKILLS PLUS EDITION was created for educators who would like to promote student growth and self-awareness, and whose goal it is to empower their students while providing more extensive instruction in study skills. The Study Skills Plus Edition engages students in a learner-centered construction of study skills knowledge, and gives students practice in applying empowerment strategies. The ON COURSE STUDY SKILLS PLUS EDITION demonstrates the choices that successful students make. This new text highlights the very process of learning how to solve academic challenges with improved study skills so that students learn the empowering process of critical and creative problem solving that will enable them to achieve greater success in all parts of their lives. This is accomplished through case studies, where students can apply strategies they learn to scenarios before creating their own academic skills plan. A self-assessment tool at the beginning of the text helps students to identify behaviors and beliefs they may wish to change in order to achieve more of their potential in college and in life. Students have an opportunity to revisit their self- assessment at the conclusion of the text. Written in a positive, motivational style, ON COURSE empowers students with the tools they need to take charge of their success in college and in life. Downing's powerful guided journal entries are retained from the ON COURSE text to help students develop essential life skills by encouraging exploration of personal responsibility, self- motivation, interdependence, and self-esteem. 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 Examining a play from the inside out, Egri starts with the heart of any drama: its characters. All good dramatic writing hinges on 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. (2006). Becoming a master student. (11th ed.). Boston: Houghton Mifflin Co. The Eleventh Edition of Becoming a Master Student raises the bar for Student Success texts. While the vision and proven content of the text has been maintained, the Eleventh Edition has been rejuvenated with a cleaner, more sophisticated design that appeals to both traditional students and adult learners. Other enhancements include a new organizational framework that provides structure throughout the text and helps students learn to monitor thinking and learning; career application case studies at the end of each chapter that allow students to apply new skills to the workplace right away; improved integration of learning styles within each chapter to make addressing the four modes of learning easier; and expanded coverage of multiple intelligences and a new visual, auditory, and kinesthetic inventory in to help students discover more about their individual learning styles. The long-standing best seller in student success, Becoming a Master Student gives students a framework for examining their lives from a self-discovery perspective. Through a student-created and value-based approach to life and learning, the text inspires and motivates students to acquire and develop the skills needed for success in college and throughout life. Articles, strategies, and exercises help students understand their strengths and weaknesses, set goals, and practice academic and life skills.
Ellis, D. (2007). Becoming a master student. (12th ed.). Boston: Houghton Mifflin Co. Description taken from 11th 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. (10th 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. 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. 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 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 prepared, or not prepared, them for the world of higher education. Feldman, R. S. (2007). Annotated instructor's edition power learning: Strategies for success in college and life. (3rd ed.).
Feldman, R. S. (2009). Annotated instructor's edition p.o.w.e.r. learning: Strategies for success in college and life. (4th ed.). Boston: McGraw-Hill Higher Education. The only first-year experience text with a unifying system for critical thinking and problem solving, P.O.W.E.R. Learning maximizes students' potential for success in college and in life. Using the simple, class-tested principles of the P.O.W.E.R (Prepare, Organize, Work, Evaluate, and Rethink) system, students gain a sense of mastery and achievement as they move through the text; with the growth of their confidence comes the increased intellectual enthusiasm and personal discipline needed for them to excel. Ferrett, S. K. (2006). Peak performance: success in college and beyond. (5th 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. (6th 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 he 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. (2010). Peak performance: Success in college and beyond. (7th ed.). Boston: McGraw-Hill. This best-selling text presents new and returning college students with practical, hands-on strategies for increasing their performance inside and outside the classroom. Peak Performance helps students make the connection between their academic efforts and their job and life skills. Students learn a variety of personal productivity skills related to positive work and study habits, as well as creative problem-solving, organizational, and interpersonal skills. This new edition includes the latest issues affecting students, such as campus safety and changing technology. Also, more “how to” information gives students even more opportunity to put the material into practice. The revised design and new illustrations help visual learners understand key theories and concepts and provide more practical applications. 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 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. (5th ed.). Canada: LDF Publishing Inc. Description taken from 8th 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. (2010). Step by step: To college and career success. (3rd ed.). Boston, MA: Bedford/ Research at colleges and universities all over the world has shown that first-year students are far more likely to succeed and graduate if they actively study “how to do college.” Step by Step was written by the leading experts in the field to give you proven strategies for making a successful transition to college and doing well in your courses. It will help not only with academic skills such as taking notes,thinking critically about course material, and taking exams, but also with challenges such as choosing the right courses, managing your time, staying healthy, and getting the most out of campus opportunities. Gardner, J. N., Barefoot, B. O., & Jewler, A. J. (2009). Your college experience: Strategies for success. (8th ed.). Boston, MA: Wadsworth Cengage Learning. This thoroughly updated edition of a pioneering classic combines proven material on timeless issues such as learning strategies, critical thinking, time management, relationships, and personal health with new information on cutting-edge trends, topics, and technology important to today's students. The text reflects a stronger focus on purpose, life planning, and practical career preparation, as well as integrated coverage of current technology. Each chapter includes a new portfolio component that combines these themes by encouraging students to electronically document their ideas and achievements, giving them practical computer experience while creating a valuable record to share with future employers. Real-life student profiles and abundant, engaging writing prompts help students to understand their own experiences in a broader context, while lists of relevant resources, on campus and online, offer support to help them deal with challenges and ultimately succeed in college.
Gardner, J. N., Barefoot, B. O., & Jewler, A. J. (2007). Your college experience: Strategies for success. (7th 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. Gardner, J. N., Barefoot, B. O., & Jewler, A. J. (2008). Your college experience: Strategies for success concise seventh 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. (6th ed.). Australia: 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. (5th ed.). 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. (3rd ed.). New York: 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 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. (2nd ed.). Australia: Wadsworth 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. (8th 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
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. (3rd ed.). Upper Saddle River, NJ: 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 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 on peer instructors sharing the classroom. Many of the dozens of examples from institutions throughout the country come from first-year seminar programs, where hundreds of instructors are honing the art of team teaching with students. This volume is right for you if you are an instructor seeking a proven method for improving undergraduate teaching or an administrator with responsibility over a peer leader program. Included are recommendations for effective program management and appendices offering sample job descriptions, training agenda and syllabi, team building activities, and evaluations. Hartel, W. C., Schwartz, S. W., Blume, S. D., & Gardner, J. N. (1994). Ready for the real world. Belmont, CA: Wadsworth This text responds to the need increasingly felt by colleges and universities to be more accountable for how well they prepare students to meet the challenges of life and the world of work after graduation. Deans realize their school will attract more students if they can make stronger claims about the preparation their school gives. The big issue until now has been the lack of an available model and teaching materials for programs which want to offer a more practical transition course. This text provides the model. Hartman, K., & Stewart, T. (2010). Investing in your college education: Learning strategies with readings. (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. INVESTING IN YOUR EDUCATION, 2nd Edition, enables students to grasp the connections between all the courses they take during the first year, the success skills they need in college, and the learning that will take place both in and outside the classroom. The textbook is based on the idea that students are making an enormous investment by going to college: an intellectual investment, a financial investment, and an investment of time. The Second Edition expands on this theme, aligning lessons in academic and life skills with readings from textbooks, journals, magazines, websites, and other news sources. This text exposes students to a broad range of disciplines they will likely encounter in their college career, and offers the opportunity to apply study skills to their future career. Hartman, T. (Ph.D.). (1999). The color code. New York: Scribner. Taylor Hartman's The Color Code: A New Way to See Yourself, Your Relationships, and Life introduces a fresh method for analyzing your own personality and behavior--as well as those of people around you--and then utilizing that knowledge to improve workplace and personal relationships. The author, a psychologist and leadership coach, offers a remarkably astute system for grouping everyone into categories denoted by a color: red (power wielders), blue (do-gooders), white (peace keepers), and yellow (fun lovers). He then explains how to ensure that all possible alliances between them function at optimum effectiveness. --This text refers to an out of print or unavailable edition of this title. Heiman, M., & Slomianko, J. (2001). Learn to learn: Thinking skills for the 21st century . (8th ed.). Somerville, MA: Learning to Learn, Inc. A Research-Based Learning System. Learning to Learn ®(LTL) is a system of learning and reasoning strategies with a long history of research and development. The LTL system is based on research conducted at the University of Michigan on the thinking skills of successful learners. High-achieving students were asked to verbalize their thinking when they did academic work. A pattern of skills common to successful learners was discovered. It was found that successful learners
Of these skills, the most important one is the process of asking questions. Without it, very little learning occurs. These learning strategies are used in all successful learning – in and out of the classroom. For example, crossing a street in traffic involves using these skills. When you cross a busy street, you look for feedback , carrying on an internal dialogue, asking yourself questions such as, “How far away are the cars and how quickly are they traveling? Will I make it safely across the street if I cross now, or should I walk to the corner and cross at the light?” In making this analysis, you’ve separated out and identified the critical elements of this situation. Finally, you’re goal-directed .You want to get across the street. Most students don't bring these natural learning skills into the classroom. In school, students' ongoing questioning is often discouraged, and memorization is emphasized. With LTL, students learn to use their natural learning skills for academic work. They learn to “translate” the four major learning strategies and apply them directly to what they are learning. They move beyond memorization towards natural learning and critical thinking. Higbee, J.L., MacDonald, L., Van Blerkom, D., Payne, E.M., & Smilkstein, R. (Eds.) (2007). Best practices in college reading and learning. This interesting volume of articles about practices to help teachers with reading and learning is designed to motivate teachers to help their students to succeed. Hirschberg, S., & Hirschberg, T. (2004). One world, many cultures. (5th ed.). New York: Longman This truly global multicultural reader features 63 contemporary selections by internationally acclaimed authors from 32 countries. The compelling readings explore cultural differences in relation to race, class, gender, and nationality, challenging students to compare their experiences with those of others in radically different cultural circumstances. Eight thematic chapters explore cultural perspectives on human experiences around the globe: family life, adolescent relationships, gender roles, work and identity, race and class conflict, the struggles of individuals against governments, the immigrant experience, and a new chapter on social customs, rituals, and entertainment. Holkeboer, R., & Hoeksema, T. (1998). The college success reader. Boston: Houghton Mifflin. This lively, eclectic volume of essays about college life and learning is designed to stimulate small-group discussion of such provocative issues as academic honesty, competition for grades, and diversity. Holschuh, J. P., & Nist, S. L. (2007). Effective college learning. New York: Longman. Effective College Learning is an innovative, highly visual study skills textbook founded on contemporary research in learning theory. Dorling Kindersley, an internationally known publisher of high-quality, colorful books, has designed this visually engaging book specifically to appeal to a new generation of visual learners. Full of artistic photographs, instructive and elegant flow-charts, and designed with an easy-to-read, inviting lay-out, Effective College Learning engages the reader’s senses as it opens the mind to new ways of learning. Hopper, C. H. (2006). Practicing college learning strategies. (4th ed.). Boston: Houghton Mifflin. Practicing College Learning Strategies presents practical applications of study skills in a clear and concise, workbook style format. The text is known for providing ample exercises throughout each chapter, reflecting the author's belief that students can be taught how to learn more effectively through hands-on reinforcement. Now produced in two-color, the Fourth Edition has a sleek design and is organized around a new learning strategies framework. This framework includes chapter-opening objectives that preview the materials students are about to learn. The author presents the latest research on the brain, helping students to understand how they learn, how to capitalize on their strengths, and how to adjust for their weaknesses. Structured activities and exercises guide students in the reflection process to make the information personal and useful and to provide practice opportunities. The straightforward explanations and structured activities that model the learning process make this text especially useful for first time college students or returning adults. Huff, L., & Jordan, P. (2007) Advising Special Student Populations: Adult Learners, Community College Students, Academic advisors find themselves working with an increasingly rich mix of students. These students negotiate multiple issues related to their age and experience, sexual identity, ethnic and racial background, level of academic success, community college experience, and search for a major. Every institution numbers in its ranks students who fit into one or more of these groups. It is becoming increasingly important that academic advisors recognize, understand, and address the needs of our special student populations. Part of what makes these populations "special" is their clearly defined set of characteristics and needs. Another part is their academic advisors' dedication to acknowledging these particular needs and addressing them fully and respectfully while understanding that each individual is unique. This monograph is designed to help advisors understand students who may possess common strengths, challenges, learning styles, history, academic and/or personal needs or other characteristics. This monograph highlights the features of each of the six special student populations represented, and offers advice to academic advisors and advising program administrators about how we can best serve/help these students. Hunter, M.S., McCalla-Wriggins, B., & White, E.R. (Eds.) (2007). Academic advising: New insights for teaching and learning in the first year (Monograph No. 46 [National Resource Center]; Monograph No. 14 [National Academic Advising Association]). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition. Grounded in the philosophy that academic advising is a robust form of one-on-one teaching, this monograph places advising in a new light, one that brings it to the center of the institutional mission and activity. The monograph challenges all readers to embrace the tremendous potential that academic advising has for educating today’s college students. Chapter authors explore the advising paradigm; examine current student demographics; and address learning patterns, self-assessment, and technology as key components of advising. Chapters also explore academic advising before enrollment and beyond the advising office, as well as the critical issue of advising assessment. The diverse populations of first-year students addressed in this monograph include adult learners, students of color, students with disabilities, honors students, undecided students, first-generation students, and GLBT students. The monograph editors conclude the volume by offering a series of recommendations and addressing the future of advising. Immergut, B. (2003). Master math: Solving word problems. Canada: Delmar Cengage Learning. Students throughout the world fear and dread solving word problems. As students' reading skills have declined, so have their abilities to solve word problems. This book offers solutions to the most standard and non-standard word problems available. It follows the suggestions of the National Council of Teachers of Mathematics (NCTM) and incorporates the types of problems usually found on standardized math tests (PSAT, SAT, and others). Jacobs, L. F., & Hyman, J. S. (2006). Professors’ guide to getting good grades in college. New York: Collins. The Professors' Guide to Getting Good Grades in College is the first book to reveal the insider secrets about how professors really grade. The book offers high-value, practical tips about how to succeed at each of the five "grade-bearing" moments of the semester: (1) The Start (2) The Class (3) The Exam (4) The Paper and (5) The Last Month of the Semester. Fast-paced, entertaining, and easy-to-follow, the Professors' Guide will help you get truly excellent grades in college. Johnson, S. (M.D.). (1998). Who moved my cheese?: An amazing way to deal with change in your work and in Change can be a blessing or a curse, depending on your perspective. The message of Who Moved My Cheese? is that all can come to see it as a blessing, if they understand the nature of cheese and the role it plays in their lives. Who Moved My Cheese? is a parable that takes place in a maze. Four beings live in that maze: Sniff and Scurry are mice--nonanalytical and nonjudgmental, they just want cheese and are willing to do whatever it takes to get it. Hem and Haw are "little people," mouse-size humans who have an entirely different relationship with cheese. It's not just sustenance to them; it's their self-image. Their lives and belief systems are built around the cheese they've found. Most of us reading the story will see the cheese as something related to our livelihoods--our jobs, our career paths, the industries we work in--although it can stand for anything, from health to relationships. The point of the story is that we have to be alert to changes in the cheese, and be prepared to go running off in search of new sources of cheese when the cheese we have runs out. Journal of College Reading and Learning (multiple volumes) College Reading and Learning Association starting with Volume 27 (2), Spring 2007. Journal of Developmental Education (multiple volumes) National Center for Developmental Education starting with Volume 30 (3), Spring 2007.
Kanar, C. C. (2007). The confident student. (6th ed.). Boston: Houghton Mifflin. This text combines practical and immediately applicable skills and critical-thinking strategies with an emphasis on self-discovery, self-management, and self-assessment. Chapters are presented as a continuous narrative to help students make the transition to college-level reading and work. A new chapter, Building Career Skills, includes information on decision-making as it relates to career preparation, and an emphasis on the skills most valued by employers. · Revised Thinking Ahead About Career exercises encourage students to apply the concepts they learn in each chapter to real-life situations. · The Comprehensive Skill Finder (or Confidence Index) provides a 4-point scale to help students discover which of their skills need further development. Plus workplace skills are marked with an asterisk to indicate a related article on the Career Resource enter Web site. --This text refers to the Paperback edition. Kanar, C. C. (1998). The confident student. (3rd ed.). Boston: Houghton Mifflin Company. The Confident Student teaches strategies and skills to help the student obtain the goals most important to him or her—whether they be based on short-term academic achievement or long-range life and career aspirations.
Katz, J. R. (with Carter, Bishop, & Kravits). (2001). Keys to nursing success. Upper Saddle River, NJ: Prentice Hall. A core text for Freshman/Sophomore-level courses in College Success; and a supplementary text for pre-Nursing electives or Requirements. This innovative text/workbook is designed to help entry-level students understand the various aspects and in a nursing school program. It covers a full range of topics—from exploring the opportunities of the nursing profession; to discovering personal learning styles, values, and goals; to learning how to manage one's time, relationships, and money; to developing skills in reading, studying, critical thinking, note-taking and writing, listening, memory, test-taking, and lab work. Keeling, R. P (M.D.). (2006). Learning reconsidered 2: Implementing a campus-wide focus on the student experience. USA: Various. Learning Reconsidered 2: Implementing a Campus-Wide Focus on the Student Experience is a blueprint for action. It shows how to create the dialogue, tools, and materials necessary to put into practice the recommendations for in Learning Reconsidered. This companion book brings together new authors, discipline-specific examples, and models for applying the theories in the original publication to move beyond traditional ideas of separate learning inside and outside the classroom. Kegan, R., & Lahey, L.L. (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco, CA: Jossey-Bass. Why is the gap so great between our hopes, our intentions, even our decisions-and what we are actually able to bring about? Even when we are able to make important changes-in our own lives or the groups we lead at work-why are the changes are so frequently short-lived and we are soon back to business as usual? What can we do to transform this troubling reality? In this intensely practical book, Harvard psychologists Robert Kegan and Lisa Laskow Lahey take us on a carefully guided journey designed to help us answer these very questions. And not just generally, or in the abstract. They help each of us arrive at our own particular answers that can solve the puzzling gap between what we intend and what we are able to accomplish. How the Way We Talk Can Change the Way We Work provides you with the tools to create a powerful new build-it-yourself mental technology. Kelley, D. (1998). The art of reasoning. (3rd ed.). Includes instructor manual & test bank. New York: W.W. Norton & An inviting alternative to traditional texts in introductory logic, The Art of Reasoning is widely acclaimed for its conversational tone and accessible exposition of rigorous logical concepts. The Third Edition has been meticulously updated and continues the successful pedagogical approach of the two previous editions, guiding students through the fundamental elements of formal deductive logic, classification and definition, fallacies, basic argument analysis, inductive generalization, statistical reasoning, and explanation. In addition, the Third Edition features an expanded ancillary package, including LogicTutor, an interactive software program offering review exercises and tutorials, Readings for Logical Analysis, a collection of diverse readings that complement the core text, and a revised Instructor’s Manual and Test Bank. Kelly, W. J., & Lawton, D. L. (2001). Discovery: An introduction to writing. (2nd ed.). Boston: Allyn and Bacon. The first in a series of two full-color worktexts for the developmental writing market, Discovery focuses on helping students build sentence and paragraph writing skills. With its encouraging tone, careful explanations, and abundance of carefully sequenced and incrementally challenging exercise sets, it enables students to view writing as a means of discovering more about themselves and their surroundings. The book starts with an overview of the writing process and special attention is given to prewriting and the development of topic and supporting sentences to help students put grammar correctness in the context of writing. Parts 2 through 5 provide lucid and well illustrated explanations of basic sentence elements, grammar, punctuation, and mechanics. Part 6 is a section of student and professional reading selections, which includes an introduction on critical reading and comprehension and contains numerous writing exercises. An appendix provides practical advice for ESL writers studying English grammar and writing. In every chapter, Discovery offers a progression of Exploration exercises that begin with comprehension and practice of fundamental concepts (a and b). The next level (c) focuses on invention and the writing of short pieces. Students then proceed to Challenge exercises that call for critical thinking, drafting, and revision. Grammar, mechanics, and punctuation chapters conclude with summary exercises that call upon students to use all the grammar and sentence skills learned in the chapter. In addition, four of the text's five parts conclude with Discovering Connections, a set of paragraph writing assignments designed to encourage creativity and critical thinking. Discovering Connections exercises also conclude each chapter in Part 1. Kelly, W. J., & Lawton, D. L. (1998). Odyssey: A guide to better writing. Boston: Allyn & Bacon. Welcome to the first full-color worktext series in the developmental writing market: Discovery: an Introduction to Writing, which focuses on sentence-and paragraph –level writing skills; and Odyssey: A Guide to better Writing, which helps students build skills in sentence, paragraph, and essay writing. With their encouraging tone, careful explanations, and abundance of carefully sequenced and incrementally challenging exercise sets, Discovery and Odyssey enable students to view writing as a means of discovering more about themselves and their surroundings. Koring, H., & Campbell, S. (2005). Peer advising: Intentional connections to support student learning. Manhattan, KS: Peer Advising is designed to introduce readers to the critical elements of successful peer advising programs. Peer advising is an important way institutions can extend advising services to students; in turn it provides a way to enrich the student experience for peer advising program. Recruitment, selection and development of peer advisors are highlighted; program budgets, assessment, and evaluation suggestions are shared. Exemplary practices from across the country highlight chapter content.
Lannon, J.M. (2007). Technical communication. (10th ed.). Boston: Pearson Custom Publishing. Whether handwritten, electronically mediated, or face-to-face, workplace communication is more than a value-neutral exercise in “information transfer”; it is a complex social transaction. Each rhetorical situation has its own specific interpersonal, ethical, legal, and cultural demands. Moreover, today’s professional is not only a fluent communicator, but also a discriminating consumer of information, skilled in the methods of inquiry, retrieval, evaluation, and interpretation essential to informed decision making. Designed in response to these issues, Technical Communication, Tenth Edition, addresses a wide range of interests for classes in which students from a variety of majors are enrolled. The text explains, illustrates, and applies rhetorical principles to an array of assignments, from brief memos and summaries to formal reports and proposals. To help students develop awareness of audience and accountability, exercises incorporate the problem-solving demands typical in college and on the job. Self-contained chapters allow for various course plans and customized assignments. Lannon, J. M. (2004). The writing process: A concise rhetoric, reader and handbook.(8th ed.). New York: Longman. This concise writing guide demystifies writing by presenting the writing process as a series of critical thinking decisions about audience and purpose. Widely used for its clear, readable writing style, The Writing Process is Longman's most concise rhetoric/ reader/handbook combination, presenting accessible coverage of the writing process, complete discussions and models of the rhetorical modes, and a brief handbook. Emphasizing writing as decision-making, the text offers practice in analyzing the unique rhetorical demands of each writing situation by showing how considerations of audience and purpose influence writing. Numerous student papers in various draft stages and a strong collection of professional readings—essays, fiction, poetry, memoirs, and cartoons—illustrate the writing strategies. A new collection of 16 additional readings in the back of the text and four updated chapters on research make this edition more flexible than ever. Leamnson, R. (1999). Thinking about teaching and learning: Developing habits of learning with first year college and Here is a compelling read for every teacher in higher education who wants to refresh or reexamine his or her classroom practice. Building on the insights offered by recent discoveries about the biological basis of learning, and on his own thought-provoking definitions of teaching, learning and education, the author proceeds to the practical details of instruction that teachers are most interested in--the things that make or break teaching. Practical and thoughtful, and based on forty years of teaching, wide reading and much reflection, Robert Leamnson provides teachers with a map to develop their own teaching philosophy, and effective nuts-and-bolts advice. His approach is particularly useful for those facing a cohort of first year students less prepared for college and university. He is concerned to develop in his students habits and skills that will equip them for a lifetime of learning. He is especially alert to the psychology of students. He also understands, and has experienced, the typical frustration and exasperation teachers feel when students ingeniously elude their teachers’ loftiest goals and strategies. Most important, he has good advice about how to cope with the challenge. This guide will appeal to college teachers in all disciplines. Leonard, E. (2005). College success simplified. (1st ed.). USA: Longman. Written by a trained counselor and learning specialist, College Success Simplified is a concise introduction to the study and life skills students need to master for college success. Leslie-Toogood, A. & Gill, E. (2008). Advising Student-Athletes: A Collaborative Approach to Success. NACADA Monograph (Series No. 18). Manhattan, KS: NACADA. College student-athletes are a unique population on a college campus. Advising Student Athletes: A Collaborative Approach to Success is a monograph dedicated to educating campus professionals on how to best work collaboratively to maximize student- athlete success on campus. This monograph includes contributions by leading researchers and practitioners on key topical areas including social issues of sport, academic reform, bridging the gap between campus and athletics, unique student-athlete issues, student development theory, career considerations and ethical and legal issues. There are several case studies on subpopulations and special issues such as LGB, learning issues, two-year college transfers, international, nonrevenue sports, division 3, and mental health. Finally, hot topics are also addressed such as HBCUs, social networks, high achieving African American male student-athletes, Black female student–athletes, crisis situations and high school considerations. The reader will find several practical strategies and suggestions, in addition to discussion questions and resource listings. This population. Levine, A. , & Cureton, J. S. (1998). When hope and fear collide: A portrait of today’s college student. San Francisco: In his 1980 book When Dreams and Heroes Died, Arthur Levine presented a portrait of a generation of college students without heroes, a generation that turned inward, away from activism and community and toward individual and material gain. But when Levine returned to campuses in the 1990s, he discovered a startling and encouraging shift in the attitudes of the new generation of students. When Hope and Fear Collide examines a generation motivated by a conflicting sense of hope and fear. While today's students fear a great many things both on a global and local level they are less pessimistic than the previous generation, as they look for ways to make a difference in their world. Campus faculty, administrators, and student services professionals are in a pivotal position, able to nurture students' hopes and help them confront and overcome their fears. Levine and Cureton give them the information they need to make a difference. Contents: · Generation Without a Name · Flaws, Problems, and Decline: The New Localism · Campus Politics: Let the Buyer Beware! · Multiculturalism: The Campus Divided · Personal Life: Retreat from Intimacy · Academics: Search for an Insurance Policy · The Future: Doing Well of Doing Good · Conclusion: A Transitional Generation Arthur Levine is president and professor of education at Teachers College, Columbia University. Jeanette S. Cureton served as assistant to the president at Curry College in Milton, Massachusetts, and as a research assistant to Arthur Levine at the Harvard Graduate School of Education. Levine-Brown, P., Bonham, B.S., Saxon, D.P., & Boylan, H.R. (2008). Affective assessment for developmental students, part 2. Research in Developmental Education, 22 (2), 1 – 4. Research in Developmental Education (RiDE) is a research-based, single article publication designed to review and analyze current developmental education practices or report on up-to-date research literature and studies.
Light, R. J. (2001). Making the most of college: Students speak their minds. Cambridge, MA: Harvard University Press. Winner of the Virginia and Warren Stone Prize, Awarded Annually by Harvard University Press for an Outstanding Book on Education and Society Why do some students in the United States make the most of college, while others struggle and look back on years of missed opportunities? What choices can students make, and what can teachers and university leaders do to improve more students' experiences and help them make the most of their time and monetary investment? And how is greater diversity on campus--cultural, racial, and religious--affecting education? How can students and faculty benefit from differences and learn from the inevitable moments of misunderstanding and awkwardness? Two Harvard University Presidents invited Richard Light and his colleagues to explore these questions, resulting in ten years of interviews with 1,600 Harvard students. Making the Most of College offers concrete advice on choosing classes, talking productively with advisors, improving writing and study skills, maximizing the value of research assignments, and connecting learning inside the classroom with the rest of life. The stories that students shared with Light and his colleagues about their experiences of inspiration, frustration, and discovery fill the book with spirit. Some of the anecdotes are funny, some are moving, and some are surprising. Many are wise--especially about the ways of getting the best, in classroom and dormitory, from the new racial and ethnic diversity. Filled with practical advice, illuminated with stories of real students' self-doubts, failures, discoveries, and hopes, Making the Most of College presents strategies for academic success. Lipsky, S. A. (2008). College study: The essential ingredients. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. For Study Skills or Learning Strategies courses, first-year seminars, or for use as a supplementary text for Peer Educator training courses. Building on the success of the first edition, this revised edition of College Study contains a complete and balanced coverage of essential learning and study techniques, with an emphasis on critical thinking and problem solving at the college level. Using an active learning approach, this text integrates student behaviors, attitudes, and learning styles focusing on reader choice, application, and assessment of practical strategies. This concept creates an effective, efficient, and individualized system of study that guides students to become self-regulating learners. New features include The VARK Questionnaire, strategies for Online Learning, Critical Thinking Tasks, Comprehension checks, and Companion website. Longman, D., & Atkinson, R. H. (2002). College learning and study skills. (6th ed.). Australia: Wadsworth. CLASS: COLLEGE LEARNING AND STUDY SKILLS provides an excellent in-depth examination of the academic strategies students need to succeed in class. The text offers detailed advice with little busy work and focuses on the essential areas that students need to pass their exams, complete assignments, and write informative term papers. Noted for its interactive text/workbook format and student-friendly style, all the exercises in the book help monitor students' comprehension of each chapter. Throughout the book there are numerous opportunities for the students to reflect on their own habits and to practice their writing, research, and use of the Internet. Detailed examples are integrated throughout the narrative so that students can see the application of essential study skills in a real-life context. Lunding, S. C. (Ph.D.)., Paul, H., & Christensen, J. (2000). Fish!: A remarkable way to boost morale and improve results. Here's another management parable that draws its lesson from an unlikely source--this time it's the fun-loving fishmongers at Seattle's Pike Place Market. In Fish! the heroine, Mary Jane Ramirez, recently widowed and mother of two, is asked to engineer a turnaround of her company's troubled operations department, a group that authors Stephen Lundin, Harry Paul, and John Christensen describe as a "toxic energy dump." Most reasonable heads would cut their losses and move on. Why bother with this bunch of losers? But the authors don't make it so easy for Mary Jane. Instead, she's left to sort out this mess with the help of head fishmonger Lonnie. Based on a bestselling corporate education video, Fish! aims to help employees find their way to a fun and happy workplace. While some may find the story line and prescriptions--such as "Choose Your Attitude," "Make Their Day," and "Be Present"-- downright corny, others will find a good dose of worthwhile motivational management techniques. If you loved Who Moved My Cheese? then you'll find much to like here. And don't worry about Mary Jane and kids. Fish! has a happy ending for everyone. --Harry C. Edwards Magnan, R. (2005). 147 practical tips for using icebreakers with college students. Madison, WI: Atwood Publications. Building a sense of community in the classroom is key to fostering a safe and supportive environment for learning. Icebreakers are designed specifically for this purpose – to create that sense of a community of learners, working together. If you are considering using icebreakers for the first time, these tips offer convincing reasons for using them and suggest specific icebreakers for specific situations. If you already use icebreakers, these tips will expand your repertoire and provide thought-provoking insights into other situations in which you could include community-building activities. You’ll find tips and icebreakers that will help students feel more comfortable, make introductions easier, give you a better sense of your students, help students get to know each other, and encourage them to share and explore differences. You will find tips to generate interest in your course, bring out students' feelings about the subject and the course, and to foster confidence and comfort in a virtual community. Malnarich, G. Pedagogy of possibilities: Developmental education, college-level studies, and learning communities. This monograph invites developmental educators and learning community practitioners to create challenging and supportive learning environments for academically underprepared students. for adopting an approach to learning communities for developmental students and intentionally targets high-risk curriculum.
McDonald, B., Kristensen, K. (Producers), & McDonald, B. (Director). (2000). White Face [Motion picture]. United States: In these politically correct times it is difficult to believe that America’s most conspicuous minority group has been the most ignored by the mainstream media. In this illuminating documentary, filmmaker Brian McDonald follows the lives of three Clown- Americans and their families.
McGlynn, A. P. (2001). Successful beginnings for college teaching: Engaging your students from the first day. Madison, WI: Atwood Publishing. Laying the groundwork for a successful semester starts with the first day of class. Author Angela Provitera McGlynn tells that the first day is not the day to pass out a syllabus and let everyone go. Rather, it's the day to set the context for the rest of the semester. The author stresses the need for developing an atmosphere of respect for diversity while simultaneously providing a safe and excting place to explore differences. Included are a whole variety of ice breakers and other exercises to keep students engaged and interacting. In addition, such vital issues as classroom dynamics, motivating students, and dealing with incivility are addressed with suggestions for promoting positive interactions. Mendenhall, V., Nelson, J. (Writers). (2007). Generation Next: Speak Up. Be Heard [Television series episode]. In S. In this revealing documentary, celebrated NewsHour and Frontline journalist Judy Woodruff takes viewers across the United States to examine the lives of 16 to 25-year-olds – a demographic that many are calling “Generation Next.” The program demystifies an age group that is hooked on technology, generally supportive of gay rights and racial differences, but also swamped in debt and facing uncertain career paths. Traveling through the Northeast, the South, the Great Plains, and the West, the program combines the candor of face-to-face conversations with the findings of an extensive Pew Research Center survey conducted among Generation Nexters. Miller, G. (1998). Prentice hall reader. (5th ed.). Upper Saddle River, NJ: Prentice Hall. For Freshman Composition courses. The Prentice Hall Reader is an engaging text for freshman composition courses, proven over time and through success to help students become better readers and writers. Widely adopted for George Miller’s supportive voice and highly effective writing assignments, The Prentice Hall Reader illuminates the importance of revision in the writing process by presenting a student essay in both its first and final draft in each chapter. Montgomery, R.J., Moody, P.G., & Sherfield, R.M. (1997). Cornerstone: Building on your best. Needham, MA: For courses in Freshman Orientation, Student Success, Study Skills Life Skills, and Career Development. This text offers one of the most complete, concrete student success programs in the country, with suggestions and strategies for academic success and personal improvement–including goals, change, and career/life planning. Visually stunning, conversationally written, and student-tested, the book provides students with a variety of solutions to almost any problem faced in the first year of college and beyond. Included with every new copy is the Video Cases on CD-ROM Activity and Learning Guide to facilitate active learning. Montgomery, T. (2005). Interpretations. New York: Pearson Longman. The highest-level book in a three-book series, Interpretations helps developing writers make the connections between reading, writing, and critical thinking. Not a traditional workbook, this text takes a holistic, top-down approach to writing instruction and moves beyond traditional exercises, offering a wide variety of activities and opportunities for journaling, supplemental readings, quick reference guides, and unique step-by-step writing assignments. Interpretations guides developing writers gently through every stage of the writing process. Moore, M. P. (1995). The Scribner ESL workbook for writers. Boston: Longman. This workbook focuses on composition and is written for ESL students in university composition courses. Its chapters loosely correlate to THE SCRIBNER HANDBOOK FOR WRITERS. Accessible to the non-native speaker, the book's comprehension and production exercises are designed to move beyond sentence grammar to paragraph level discourse. Moore, R., Baker, B. A., & Packer, A. H. (1996). College success. Upper Saddle River, NJ: Prentice Hall. Written in an easily accessible writing style and taking into account that individual needs are unique, this text/workbook guides students through an innovative journey of life skills development that incorporates basic skills and workplace competencies as defined by the U.S. Dept. of Labor SCANS Report. It offers broad coverage of both study skills and personal development -- and integrates them throughout into real-life workplace applications. Along the way, students are encouraged to evaluate many theories, ideas, and values and to correlate them with their personal needs and abilities. NACADA Journal (many volumes) The Journal of the National Academic Advising Association starting with Volume 20 (2), Fall 2000. NADE Digest (many volumes) National Association for Developmental Education Digest: Promoting Communication Among Developmental Education Professionals starting with Volume 4 (1), Fall 2008 Nadell, J., Langan, J., & Comodromos, E. A. (2005). The longman reader. (7th ed.). New York: Longman. Featuring the same superior teaching apparatus and thought-provoking selections as its widely-praised parent text, The Longman Reader, Brief Edition is a shorter and even more economical alternative to the best-selling, rhetorically-organized original, The Longman Reader. The Seventh Edition offers fresh examples of professional essays that range widely in subject matter and approach, from the humorous to the informative, from personal meditation to argument. Each selection captures students’ interest and clearly illustrates a specific pattern of development. The text also includes separate chapters on reading and writing, detailed introductions to the patterns of development, “before and after” student essays for each pattern, and more activities and assignments than any comparable reader. Nathan, R. (2005). My freshman year: What a professor learned by becoming a student. New York: Penguin Group. After fifteen years of teaching anthropology at a large university, Rebekah Nathan had become baffled by her own students. Their strange behavior – eating meals at their desks, not completing reading assignments, remaining silent through class discussions – made her feel as if she were dealing with a completely foreign culture. So Nathan decided to do what anthropologists do when confused by a different culture: Go live with them. She enrolled as a freshman, moved into the dorm, ate in the dining hall, and took a full load of courses. And she came to understand that being a student is a pretty difficult job, too. Her discoveries about contemporary undergraduate culture are surprising and her observations are invaluable, making My Freshman Year essential reading for students, parents, and faculty alike. Nilson, L. B. (2007). Teaching at it’s best: A research-based resource for college instructors. (2nd ed.). San Francisco: This best-selling handbook is an essential toolbox—a compilation of hundreds of practical teaching techniques, formats, classroom ctivities, and exercises—meant to give classroom instructors a go-to guide for help teaching any subject matter. It is for those who teach in traditional contexts as well as those who teach adult and diverse student populations; it is for those who use considerable technology and multimedia resources as well as those who rely on conventional classroom methods. Newly revised and expanded, this edition covers more on the topics relevant to today's classroom such as technology and the Internet, simulations and games, diversity, service learning, and faculty evaluation systems. It also includes entirely new sections on teaching with laptops, course portfolios, three new sections on teaching problem solving, and a new chapter on getting your students to do readings. Other new sections include adult learning, the learning-centered syllabus, the cognitive profile learning styles model, and newly written chapters on classroom management, academic honesty, and grading. Rich with quick tips on a wide range of current issues, this is a guide that all teachers will continuously refer to for development and support of their teaching. Nist, S. L., & Holschuh, J. P. (2006). College Success Strategies. (Penguin Academic Series, 2nd ed.). New York: Longman. The concise and affordable Penguin Academic Edition of College Success Strategies, 2/e, teaches students the skills and strategies that will enable them to be lifelong learners capable of knowing how to approach new and challenging material in college and beyond. Although the first priority of College Success Strategies is to help students learn effectively in their college courses, the skills they learn from this text will serve them well in the future in a variety of learning situations. College Success Strategies is designed to engage students in thought about their own learning and the important role they play in the learning process. Because effective learning is a complex process, the authors have based College Success Strategies on the idea that there are four key factors that must interact for learning to occur: 1.) The characteristics of the learner (motivation, interest, beliefs, etc); 2.) The tasks that students are asked to do (both the level of thinking required and type of assessment); 3.) The strategies that students must use (previewing, annotation, mapping, etc); and 4.) The characteristics of the texts with which students interact (textbooks, lecture, internet, and other sources of information). The strategies used in this book are based on the authors’ many years of experience interacting with college students and professors, as well as their own research focusing on how college students study. Students are often unprepared for the study demands of college and therefore overwhelmed and frustrated with the work. It takes more than just a few simple tips for a student to succeed academically and this book is designed to help students obtain lifelong methods and strategies to achieve success in college and beyond. The Student Success Center Resource Library two copies. Osher, B. (Ph.D.), & Ward, J. (Ed.S.). (1995). Learning for the 21st Century. (2nd ed.). Dubuque, IA: Kendall/Hunt Publishing Co. The purpose of this book is to make you a better student, a better citizen, and, some day, a better professional. This book is by no means Revealed Truth, but we believe it contains much that is true. The truths it contains, however, won’t take you very far if they are only answers to tests. Therefore, it is crucial that you question, consider, and contemplate the message of Learning for the 21st Century. And even then that’s not enough. To get the maximum benefit from this book you must see how it applies to your life and use it to plan a better one. Throughout the book there are exercises, experiments, and invitations to make commitments and take actions. We recommend you engage in every one. Starting now! Palomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implementing and improving assessment in higher education. San Francisco: Jossey-Bass. This step-by-step guide provides the most current practices for developing assessment programs on college and university campuses. Assessment Essentials outlines the assessment process from the first to the last step and is filled with illustrative examples to show how assessment is accomplished on today's academic campuses. It is especially useful for faculty members and others who may be new to the assessment process. In clear, accessible language, Palomba and Banta describe effective assessment programs and offer a thorough review of the most up-to-date practices in the field. Each chapter of the book addresses a specific aspect of assessment and is designed to walk users through various steps of the assessment process. This comprehensive resource shows how to do the following:
Pattengale, J. A. (2010). The Purpose-guided student: Dream to succeed. New York: McGraw-Hill. Jerry Pattengale’s The Purpose-Guided Student: Dream to Succeed helps students to find their way, and to be excited about doing so! Through connecting class work to life passions, Pattengale helps students to persist to graduation and beyond. The Purpose-Guided Student has a practical and engaging “big picture approach” that helps students “to create dreams stronger than their struggles,” and to develop intrinsic motivation. Engaging students in discussions about important questions relative to their future and capitalizing on the many classes and campus experiences students face, The Purpose-Guided Student motivates students find their passion and succeed in college and beyond.
Patton,B. R., Giffin, K., & Patton, E. N. (1989). Decision making: Group interaction. (3rd ed.). New York: Harper Collins Providing a theoretical basis for making effective choices in group situations, this third edition combines the most current research with real-life application. Introducing the communication practices, patterns, and circumstances that promote or inhibit group interaction, it helps readers improve their own group performance while familiarizing them with the ever-growing body of knowledge on group processes. Piscitelli, S. (2008). Rhythms of college success: A journey of discover, change, and mastery. Upper Saddle River, NJ: His message is memorable; his energy is contagious. Building on Steve Piscitelli’s classroom experiences and workshops, his new book Rhythms of College Success: A Journey of Discovery, Change and Mastery focuses on the whole student - both internally and externally. It embraces the power of personal choice and addresses the (sometimes) competing needs of first-year students. Using a universal theme of music, the book offers memorable messages that show how respect, responsibility, reflection, and renewal can fuel student success. Throughout the text, readers are introduced to the 4R’s and how these, along with change and life balance, impact one’s future and one’s success. More than 100 activities, 75 figures and innovative part openers keep students engaged and help them on their own journey of discovery, change and mastery. Power, T. A. (ACSW). (2004). Formula for success in the first year. USA: Elan Publishing Company, Inc. Going to college? This is the guidebook for you. Helps you develop strategies for success in school. Plus has place for notes, addresses, etc. Reynolds, J. A. (1996). Succeeding in college: Study skills and strategies. (1st ed.).Boston: Allyn & Bacon. For courses in Freshman Orientation Student Success, and Study Skills. This lively and readable book covers time management, study methods, reading skills, and research skills through a variety of hands-on activities, collaborative exercises, engaging text, readings, photos, and visual aids. Study skills are discussed in the context of critical thinking and diversity throughout the book. Students learn skills to help them master the content in their college courses, as well as develop lifelong learning skills to emerge from college with a broadened awareness of the world around them. Ricchini, J., & Arndt, T. (2002). Life during college: Valuable advice & tips for success. (multiple editions). Alexandria, Life During College is an easy-to-read and easy-to-understand introductory guide to college life. This book will help prepare your students for success by providing them with a variety of valuable advice and tips, like: how to choose courses, how to select a major, how to manage time, how to control debt, how to take effective notes, how to study for exams, how to develop a healthy lifestyle, and how to prepare for a career. freshman orientation program as supplemental reading material. Ricchini, J., & Arndt, T. (2004). Voyage to success: Your college adventure guide. Alexandria, VA: Life After Graduation LLC Voyage to Success was developed to provide you with the tools you need to become a successful college student. The most comprehensive college adventure guide available, Voyage to Success addresses all aspects of a student’s life in college, including academic, personal, social, financial and career planning. Using Voyage to Success as your college adventure guide will enable you to answer questions like:
Packed full of bullet-point descriptions, charts, tables, real-life examples, inspirational quotes, and interesting tips, Voyage to Success is not only entertaining to read, but also educational and informative. In addition, the individual and group exercises are sure to produce plenty of opportunities for personal growth and interactive discussions. Ross, D.A. (1996). Master math: Basic math and pre-algebra. Canada: Delmar Cengage Learning. Master Math: Basic Math and Pre-Algebra teaches the reader in a very user-friendly and accessible manner the principles and formulas for establishing a solid math foundation. This book covers topics such as complex fractions, mixed numbers and improper fractions; converting fractions, percents, and decimals; solving equations with logarithms or exponents, and much more. Russert, T. (2004). Big Russ and me. New York: Miramax. Saunders, L. E., Call, N. A., & Green, C. L. (1995). Your Utah State Experience: Strategies for Success. (2nd ed.). Dubuque, IA: Kendall/Hunt. The Survival course is designed to rapidly familiarize students with the university environment, policies, procedures, and resources. In addition, the class gives a thumbnail sketch of learning and life skills necessary for success in college. To be discussed will be topics relating to physical, mental, and emotional wellness. Schein, H., Laff, N., & Allen, D. (with Bechtel, D. S., & Trimble R. W. (2004). Giving advice to students: A road map for All members of the academic community are potential advice givers who want to help students map their own routes. However, many on campus frequently fail to incorporate their implicit knowledge about the academy into the thoughts they share with students. Giving Advice to Students is designed to help campus professionals, especially faculty and student affairs professionals, blend their expertise to help students understand the underlying assumptions that direct their education and to integrate their college experiences. The monograph is useful as a training handbook and dialog stimulus for professionals. Included essays can be reproduced as tip sheets for students that can help make campus resources readily accessible. Selby, N., & Bledsoe, P. S. (2004). Writing simplified: A composition guide. USA: Longman. Brief and inexpensive, this rhetoric covers the writing process, paragraphs and essays, and the rhetorical modes. And it includes a solid review of grammar and punctuation. Writing Simplified is the latest title in Longman's Simplified Series. Both its format and brevity will attract instructors and students alike. Writing Simplified covers the entire writing process, from invention to proofreading, in a step-by-step fashion, while acknowledging the flexibility and non-linear path that writing often takes. Activities and exercises are included in each section. Seligman, M. E. P. (2006). Learned optimism—how to change your mind and your life. New York: Vintage Books (division of Random House, Inc.). Known as the father of the new science of positive psychology, Martin E.P. Seligman, draws on more than twenty years of clinical research to demonstrate how optimism enhances the quality of life, and how anyone can learn to practice it. Offering many simple techniques, Dr. Seligman explains how to break an “I—give-up” habit, develop a more constructive explanatory style for interpreting your behavior, and experience the benefits of a more positive interior dialogue. These skills can help break up depression, boost your immune system, better develop your potential, and make you happier. With generous additional advice on how to encourage optimistic behavior at school, at work and in children, Learned Optimism is both profound and practical–and valuable for every phase of life. Sherfield, R. M., Montgomery, R. J., & Moody, P. G. (2001). Capstone: Succeeding beyond college. Upper Saddle River, NJ: Prentice Hall. For senior-year capstone courses. Filled with extensive examples and real-world advice from both recently-graduated students and working professionals, this text helps students make the transition from college to the world of work more successfully. Sherfield, R. M., Montgomery, R. J., & Moody, P. G. (2004). Case studies for the first year: An odyssey into critical thinking and problem solving. Columbus, OH: Pearson Prentice Hall. Case Studies for the First Year takes students on a journey through collaboration and teamwork that will open their minds to new possibilities, require critical and creative problem solving, and help them develop sound decision-making abilities. This brief yet substantive approach to critical thinking is delivered in an inviting and relevant manner that will interest traditional and nontraditional first-year students. It includes an introduction on effectively using case studies in preparing students for participatory and proactive thinking. Forty-two dynamic case studies are used to engage student in evocative discussions, encourage cooperative learning and problem solving, teach the value of team work, and strengthen listening and communication skills. Sherfield, R. M., Montgomery, R. J., & Moody, P. G. (2008). Cornerstone: Discovering your potential, learning actively, and living well. (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. For courses in First-Year Orientation, Student Success, Study Skills, Extended Orientation, Freshman Year Experience. Filled with stories of inspiration, this book is founded on the hope that comes with education, goal-setting and determination and thus motivates students by concentrating on concrete academic and personal strategies which will help them navigate the changes they face. Utilizing Bloom's Taxonomy and SQ3R throughout, it is a text that actually uses reading and critical thinking strategies rather than just talking about them. This edition reflects a deeper focus on self-responsibility and active learning which is reinforced by its interactive design. Thoroughly updated, it now includes new chapters on money and debt management, and self-engagement. As suggested by its new subtitle, this edition also contains a wealth of activities to help students discover their potential, learn actively, and live well. Sherfield, R. M., Williamson, J. C. & McCandrew, D. A. (2007). Roadways to success, textbook and course manual. Needham Heights, MA: Allyn Bacon. Roadways to Success, 4th Edition, moves study skills to a new level – first it uncovers the skills essential to better classroom performance, and then reveals how to use them to positively impact one’s own academic and career success. So students learn how to understand what the professor wants, identify time-management strengths, overcome obstacles to listening, use successful studying techniques, tackle test anxiety, and more. They also discover how health and wellness can improve the chance for academic success, as well as understand why research and planning helps make career decisions easier, and ultimately better. This revision includes new critical thinking exercises, an integrated case study, and a new chapter on diversity. It offers solid coverage of technology, strong applications and new ways for college students to reach their academic potential. Smith, B. L., MacGregor, J., Matthews, R. S., & Gabelnick, F. (2004) Learning communities: Reforming undergraduate education. San Francisco: Jossey Bass. Learning Communities is a groundbreaking book that shows how learning communities (LCs) can be a flexible and effective approach to enhancing student learning, promoting curricular coherence, and revitalizing faculty. Written by Barbara Leigh Smith, Jean MacGregor, Roberta S. Matthews, and Faith Gabelnick (acclaimed national leaders in the learning communities movement) this important book provides the historical, conceptual, and philosophical context for LCs and clearly demonstrates that they can be a key element in institutional transformation.
Smith, R. M. (1998). Mastering Mathematics: How to be a GREAT math student. (3rd ed.). Pacific Grove, CA: Brooks/Cole Publishing Company. Provides solid tips for every stage of study, stressing the importance of a positive attitude. The Student Success Center Resource Library has four copies. Sotirious, P. E. (2001). Integrating college study skills: Reasoning in reading, listening, and writing. (6th ed.). Australia: Wadsworth Publishing. This successful text shows students how to use study strategies by integrating their reading, writing, and listening skills. Through a balance of discussion and carefully sequenced exercises, Sotiriou coves basic college survival skills and progresses to specific strategies for studying, reading, note taking, and exam taking. Integrating College Study Skills is more sophisticated than many books on the market because it doesn't look or read like a workbook. It delves deeper into the understanding and application of basic learning strategies, more so than other study skills books, by guiding the student to use reasoning when studying. Staley, C. C. (2003). 50 Ways to Leave Your Lectern. Australia: Thomson Wadsworth. Today's college teacher is caught between paradigms: to lecture or not to lecture. Lecturing is now described as ineffective and passé in today's world of higher education. In practice, however, most professors still lecture because they were taught by the lecture method; they were conditioned to become auditory learners, and they have had no formal training in alternative teaching methods. Faculty are biologists, art historians, or mathematicians, and they think of teaching in terms of quantifiable content. But if lecturing is "out," what is "in"? How does one move from "empty vessel" to active learning? How can we truly engage today's student? Trends in higher education have begun to shift the teacher's role from soloist or center-stage performer to conductor, orchestrating and synthesizing a dynamic, multifaceted learning experience. Yet the question lingers: How do we leave our lecterns? How can teachers engage students? Staley, C. C. (2009). Focus on college success. Boston: Wadsworth Cengage Learning. According to recent market research, students are less academically engaged than ever before--a downward trend that has nothing to do with intellect, but everything to do with motivation, focus, and discipline. An exciting new book is uniquely equipped to turn the tides. Visually appealing, research-based, and highly motivational, Focus on college success thoroughly engages students with direct applications and immediate results. Written by Connie Staley, one of the best-known names in the field of motivation and focus, this new text increases the credibility of the college success course by providing tools that helps students and improves retention. Thoroughly researched, the text covers the topics most important to student success and incorporates underlying themes of motivation and self-discipline throughout. Rather than talking down to students or speaking over their heads, Focus on College Success strikes a personal and informal conversation with readers--directly connecting with and drawing them into text discussions. Many students today are overoptionalized and over-obligated. Focus on College Success addresses those issues head-on, creating teachable moments in every class period--and concrete results Starke, M.C. (1997). Strategies for College Success. (3rd ed.). Upper Saddle River, NJ: Prentice Hall. This introduction to college life explores the academic, personal, and social aspects of attending college for both traditional and non- traditional students. Stern, L. (2007). What every student should know about avoiding plagiarism. New York: Allyn & Bacon/Longman. What Every Student Should Know About Avoiding Plagiarism teaches students to take plagiarism seriously and understand its consequences. Here, source usage methods–summary, paraphrase and quotation–are explained, with examples. The most common types of plagiarism are discussed, from simple mistakes such as forgetting to use quotation marks when using someone else’s exact words, or failing to acknowledge another’s thoughts and ideas, to wholesale fraudulence, such as purchasing student papers from online sites and claiming them as one’s own work. A brief essential guide to citing sources using both MLA and APA documentation styles is also included. Stone, M.E., & Jacobs, G. (Eds.). (2008). Supplemental instruction: improving first-year student success in high-risk courses (Monograph no. 7, 3rd ed.). Colombia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Sukiennik, D., Bendat, W., & Raufman, L. (2001). The career fitness program: Exercising your options. 6th ed.). Upper Saddle River, NJ: Prentice Hall. Publisher’s description of book: (Taken from the 8th edition) For Career Planning, Career Development, and Career Decision Making courses/workshops. This revision retains and updates its’ best-selling attributes(now including online course management) which are designed to help students choose, change, or confirm career choices, this best-selling text/workbook is firmly focused on today's career realities and economy–with sufficient breadth to encourage change and growth for students of all ages, backgrounds, and circumstances. It is user-friendly, easy to read, and is suitable for both 2-year and 4-year college students. CFP goes beyond facts and figures by offering critical questions that help students focus on “What’s in it for me?” The organization of the book follows the standard sequence of career search and decision-making issues–Personal Assessment, The World of Work, and The Job Search. This enables the text to be used in short term courses or workshops while still giving students a comprehensive text for reference. Swing, R.L. (Ed.). (2004). Providing and improving, volume II: Tools and techniques for assessing the first college year (Monograph No. 37). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. This second volume of Proving and Improving collects essays from the First-Year Assessment Listserv, which is hosted by the Policy Center on the First Year of College and the National Resource Center. Like the first volume, this one brings together the nation’s leading experts and practitioners of assessment in the first college year. They offer overviews of commercially available instruments and provide case studies of qualitative assessment strategies. The monograph also includes a comprehensive introduction by Randy Swing, describing strategies for implementing an effective assessment effort, and a typology of assessment instruments that allows readers to identify and compare instruments geared to the issues and programs they want to assess. Tieger, P. T. & Barron-Tieger, B. (2001). Do what you are: Discover the perfect career for you through the secrets of personality type. (3rd ed.). Boston: Little, Brown and Company. Unlock the secrets of personality type – how you process information, make decisions, and interact with the world around you – and discover the career that is right for you. Do What Your Are has already helped more than half a million people find truly satisfying work. After helping you discover you Personality Type, it provides real-life case studies of people who share your Type and introduces you to the key ingredients your work must have for it to be truly fulfilling. Whether you’re a recent college graduate, job seeker, or mid-life career switcher, this lively guide will help you discover the right career for you. Using workbook exercises and explaining specific job-search strategies, Do What You Are lists occupations that are popular with your Type and offers a rundown of your work –related strengths and weaknesses. It also shows, step by step, how to use your unique strengths to customize your job search, ensuring the best results in the shortest period of time. Timpson, W. M., & Burgoyne, S. (2002). Teaching and performing: Ideas for energizing your classes. (2nd ed.). Madison, WI: Atwood Publishing. To be or not to be. That is the question. To be a teacher-performer or not to be. Authors Timpson and Burgoyne assert that teachers are inherently performers and as such, techniques from the stage enhance and expand a teacher’s ready repertoire of discipline-based content. While teachers are trained as planners and scholars, very few are trained as performers. Using performance theory, the authors show how an educator can transform ordinary classroom experiences into occasions that attract and engage the students. In this second edition of Teaching and Performing, the authors expand on the possibilities of using warm-up exercises, assuming roles, props, lighting, blocking, energy, concentration, and a variety of other techniques important to good theatre and good teaching. Timpson, W. M., Yang, R., Borrayo, E., & Canetto, S. S. (2005). 147 practical tips for teaching diversity. Madison, WI: Atwood Publishing. Diversity is vitally important to today's classroom, but many college teachers remain uncertain as to how to handle this sensitive subject. Compiled from the real-life experiences of over a dozen professors and experts, 147 Practical Tips for Teaching Diversity tackles this question head on. Taking you from the classroom to the committee meeting to the the community at large, this book offers hands-on advice for improving diversity discussions all through the semester. You will find the following topics:
Whatever your past experiences with teaching diversity, this book is sure to help both you and your students expand your thinking and understanding, both inside and outside of the classroom. Tobias, S. (1993). Overcoming math anxiety: revised and expanded. New York: W.W. Norton & Company. Sheila Tobias said it first: mathematics avoidance is not a failure of intellect, but a failure of nerve. When this book was first published in 1978, Tobias's political and psychological analysis brought hope and made "math anxiety" a household expression. The new edition retains the author's pungent analysis of what makes math "hard" for otherwise successful people and how women, more than men, become victims of a gendered view of math. It has been substantially updated to incorporate new research on what we know and don't know about "sex differences" in brain organization and function, and it has been enlarged to include problems, puzzles, and strategies tried out in hundreds of math anxiety workshops Tobias and her colleagues have sponsored. What remains unchanged is the author's politics. She sees "math anxiety" as a political issue. So long as people themselves to be disabled in mathematics and do not rise up and confront the social and pedagogical origins of their disabilities, they will be denied "math mental health." Tobias defines this as "the willingness to learn the math you need when you need it." In an ever more technical society, having that willingness can make the difference between high and low self-esteem, failure and success. Troxel, W. G., & Cutright M. (Eds.). (2008). Exploring the evidence: Initiatives in the first college year (Monograph No. 49). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. For more than 25 years, educators have developed and institutionalized efforts to help first-year students succeed. This monograph celebrates those efforts by sharing case studies from 22 institutions that have created programs and initiatives to support their first-year students. The programs range from encouraging civic engagement and academic achievements to institutional structures that aid in the delivery of programs to entering students. This monograph is a great resource for educators who are seeking ideas for new programs or to improve existing initiatives to help first-year students thrive.
Ukens,. L. (2000). Energize your audience: 75 quick activities that get them started…and keep them going. San Francisco: Jossey-Bass. Get 'em started and keep 'em going ? quick! Choose from the 75 hands-on activities in this book to
The key word here is quick! While there are tons of books containing icebreakers and energizers, many of the activities are too involved for the limited time available. This book solves that problem. "A great way to get your session off to an active start is by adding Energize Your Audience! to your bookshelf. Lorraine Ukens has that special knack of writing exercises that immediately capture and energize your audience. And, isn't that what you want in an icebreaker?" Van Blerkom, D. L. (2000). College study skills: Becoming a strategic learner. (3rd ed.). Australia: Wadsworth Thomson Learning. Publisher’s description of book: (Taken from the 5th edition) This comprehensive text/workbook strives to get the student involved with the learning process and helps the student learn how to learn. Students are exposed to different strategies and are encouraged to find the strategies that complement their own learning styles. The author’s step-by-step guidance combined with the book’s many wonderful applications and exercises give the hands-on practice that help students quickly apply the newly learned skills to coursework. College Study Skills: Becoming a Strategic Learner also includes excerpts from college textbooks—psychology, history, biology, and sociology—so students can practice new skills on real course material. Van Blerkom, D. L. (2002). Orientation to college learning. (3rd ed.). Austrailia: Wadsworth. A concise text focused just on the essentials students need to achieve academic success! This straightforward, all-in-one guide covers basic college survival skills related to studying and course preparation. Its step-by-step approach to studying effectively, complemented with in-depth explanations for each skill presented will equip students will all the learning skills and strategies they need. No other text does a better job of building on the student's previous years of studying to prepare them for intensive, fast-paced college courses. Velasquez, O. (2010). BAMS: The essential guide to becoming a master student. Belmont, CA: Wadsworth. BAMS: THE ESSENTIAL GUIDE TO BECOMING A MASTER STUDENT is a new text created to promote student success by helping students discover their abilities and reach their full potential. The 160 page brief text encourages first-year students in an easy-to-read, short article format. Each page invites students to put new ideas into action immediately and select additional strategies as they plan for their future.
Wahlstrom, C. M., & Williams, B. K. (2002). Learning success: Being your best at college and life. (3rd ed.). USA: Wadsworth. The authors have written the book not only for traditional on-campus students but also for the growing number of part-timers, parents, working students, commuters, and other nontraditional students. The book provides a practical philosophy based on action. The book's goal is to help students be the best in college by showing students how to master the academic and personal skills needed to succeed in higher education--how to manage their time, improve their reading and note-taking skills, handle finances, work toward their career goals, and so on. It is also shows students that the skills one needs for success in college are the same skills one needs for success in life. The Third Edition is enhanced by an interactive CD-ROM (packaged with every text) that reinforces and extends the texts content. Walter,T. L., Knudsvig G. M., & Smith D. P. (2003). Critical thinking: Building the basics. (2nd ed.). Canada: Thomson/Wadsworth. Part One: A Basic Strategy For Learning And Thinking Smart: The TCDR (Topic-Class-Description-Relevance) Strategy. Part Two: Making The TCDR Strategy Work For You. Exercise Set A: Developing and Evaluating Your Answers. Improving Your Thinking By Getting Feedback. More Points for You to Evaluate. Where Do You Go From Here? Using Your Own Textbooks. Your Next Challenge. Learning From Another Person's Input. Exercise Set B: Another Strategy for Improving Thinking. Evaluating Your Own Answers. Getting a Second Opinion. More Points For You To Evaluate. Your Next Challenge. Your Five Questions and Answers. It's Time To Move On. Reading Excerpt. Answer Key.Part Three: Learning From Your Computer. Learning From Your Computer Need Not Be a Problem. Simulating a Computer Learning Experience. Principles of Success. How to Use Your Computer To Find Questions and to Develop Answers. The Missing Link: What Do Good Questions and Answers Look Like? Using TCDR. Learning From Professional Journals. Learning From Books of Fiction and Nonfiction. The Psychology Behind Learning to Learn. The Student Success Center Resource Library has two copies. Watson, D. L. (2000). Learning skills for college and life. Australia: Wadsworth. Learning skills for college and life is devoted to the self-development of learning skills. Students learn how to deal with psychological stumbling blocks, to cope with their ambivalence and anxiety about learning skills, to solve problems, to structure the environment to encourage desired behavior, to take small steps, and to get feedback on their progress. It is easy to tell first-year students what to change but it is challenging to explain how to change. David Watson meets this challenge. Speaking more as a mentor than an academician, Watson shows the reader how to carry out self-change projects to build new skills. Watts, M. M. (2007). College: We make the road by walking. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. For courses in First Year Experience, College Orientation, and College Success. “A journey of a thousand miles begins with one step.” —Lao-tzu Taking a personal approach to learning, College: We Make the Road by Walking, 2nd Edition encourages readers to examine their own story–their background, learning styles, knowledge base and values–and how it can contribute to their future learning experiences and the entire learning community. A truly unique freshman experience text, it is organized in a four part format, offers journeys in self-exploration, knowledge, research, and contribution, and emphasizes information literacy throughout. Filled with scholarly readings, journal activities, writing assignments and more, it emphasizes the progressive nature of learning and the personal responsibility one has to make it meaningful and significant. Watts, M. M. (2007). Student orientation series (SOS): Service learning. Upper Saddle river, NJ: Prentice Hall. For courses in Student Success, Freshman Seminar/Orientation, or any course with a Service Learning component. Watts, in Service Learning, discusses the various programs available to students; the difference between service learning and internships; how to find these programs; and how such experiences help students determine their majors, give back to the community, and find the right career fit. 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. Williamson, J. C., McCandrew, D. A., & Muse, C. T.Sr. (2007). Roadways to success. (4th ed.). Upper Saddle River, NJ: Prentice Hall. For courses in College Orientation and Study Skills. Roadways to Success, 4th Edition, moves study skills to a new level – first it uncovers the skills essential to better classroom performance, and then reveals how to use them to positively impact one’s own academic and career success. So students learn how to understand what the professor wants, identify time-management strengths, overcome obstacles to listening, use successful studying techniques, tackle test anxiety, and more. They also discover how health and wellness can improve the chance for academic success, as well as understand why research and planning helps make career decisions easier, and ultimately better. This revision includes new critical thinking exercises, an integrated case study, and a new chapter on diversity. It offers solid coverage of technology, strong applications and new ways for college students to reach their academic potential. Wood, N. V. (1995). College reading and study skills. (5th ed.). Fortworth,TX: Harcourt. In College Reading and Study Skills, students are taught to read textbooks and exam questions; to listen and take notes on lectures, assignments, and other instructions; to speak in organized groups, class discussions, reporting situations; and to plan and write college papers and essay exams. In this edition, students are also taught improved ways to integrate higher levels of thinking into all of these communication situations. Young, M. E. (2005). Learning the art of helping: Building blocks and techniques. (3rd ed.). Upper Saddle River, NJ: Prentice Hall. For counseling techniques and for basic skills courses in counseling, social work, and psychology departments. Assuming no prior knowledge of counseling techniques, this highly interactive text takes students, step-by-step through the acquisition of the skills and techniques for effectively helping their future clients. The author's straightforward writing style, clearly-stated instructions, and numerous practice exercises prepare students to use assessment information, plan treatment, and implement helping strategies. Coverage encompasses the full complement of commonly used techniques, from basic "building block" skills to more advanced therapeutic skills. Zitrin, R. A., & Langford, C. M. (2000). The moral compass of the American lawyer –truth, justice, power and greed. New York: Ballantine Books. These are perilous times for Americans who need access to the legal system. Too many lawyers blatantly abuse power and trust, engage in reckless ethical misconduct, grossly unjust billing practices, and dishonesty disguised as client protection. All this has undermined the credibility of lawyers and the authority of the legal system. In the court of public opinion, many lawyers these days are guiltier than the criminals or giant corporations they defend. The Student Success Center Resource Library has two copies.
Zlotkowski, E. (Ed.). (2002). Service-Learning and the First-Year Experience: Preparing Students for Personal Success and Civic Responsibility (Monograph No. 34). Columbia, SC: University of South Carolina, National Resource for The First-Year Experience and Students in Transition. This monograph combine a research-based argument for the value of service-learning in the first year of college with a practical discussion of the issues related to implementation. Readers will fine program and course models from a variety of disciplines, curricular structures, and institutional types. Connecting service-learning to the broader issues of the first college year, this monograph allows readers to examine where and how learning takes place best. 167 pages. Student Success Center Resource Library Video List Video clips to supplement College Success textbooks. There is a critical thinking question to reinforce the main point and stimulate classroom discussion. 60 Minutes II, Power of Plastic: When America's Love Affair with Credit Card Goes Sour [Television broadcast]. (2001, January 23). United States: CBS Video (CBS) If the bill for America's love affair with credit cards came due today, it would cost $600 billion dollars, an expensive affair. And now, the power of plastic is seducing the college crowd. Big profits are at stake, and, believe it or not, colleges are making millions of dollars for letting banks hawk their credit cards, right on campus. The General Accounting Office is taking a look at all this, as is Congress and a few states. Under pressure, some colleges are now kicking banks off campus. But, as 60 Minutes II Correspondent Vicki Mabrey reported earlier this year, all this concern comes too late for a mother who lost her child to the lure of plastic. Brandon Tells His Story [Motion Picture]. United States: The Century Council Brandon Tells His Story features Brandon Silveria, a permanently disabled man who crashed his car after drinking at age 17. Brandon and his father, Tony, tour America's high schools to educate students - over three million to date - about the dangers and consequences of drunk driving and underage drinking. In addition to the lecture program, their lifesaving message reaches thousands more students with a half-hour video and accompanying classroom activity guide that brings Brandon's story to high schools across the country. Career Decisions for College Students: Pathways to Success [Motion picture]. United States: National Resource Center for the First-Year Experience & Students in Transition. Carter, C. & Kravits, S. L. (Writers/Directors). (1996). Key Advice to accompany Keys to Success: How to Achieve Your Goals [Motion picture]. United States: Prentice Hall. Cheating Crisis in America’s Schools [Television broadcast]. (2004, April 29). United States: ABC News Productions, Primetime Live. Angelo Angelis, a professor at Hunter College in New York City, was recently grading some student papers on the story of Paul Revere when he noticed something strange. A certain passage kept appearing in his students' work, he said. It went like this, Angelis told Primetime's Charles Gibson: "Paul Revere would never have said, 'The British are coming, the British are coming,' he was in fact himself British, he would have said something like, 'the Red Coats are coming.' " Angelis typed the words into Google, and found the passage on one Web site by a fifth-grade class. Half a dozen of his college students had copied their work from a bunch of elementary school kids, he thought. The Web site was very well done, Angelis said. For fifth graders, he would give them an "A." But his college students deserved an "F". Lifting papers off the Internet is one of the newer trends in plagiarism — and technology is giving students even more ways to cheat nowadays. CNN Today: College Success [Motion picture]. (2002, 2003, and 2004). United States: Thomson/Wadsworth These videos consist of numerous CNN News segments documenting current events that have taken place on college campuses nationwide, and discusses related topics that today's students face. Many of these short clips correspond with topics from the UNIV 100 course test, and would serve as excellent discussion starters. – Source: Bowling Green State University Dan Litchford’s BIONIC Training [Motion picture]. (1995). United States: WSU from Training Week. Ellis, D. B., & Gardner, J. N. (1997). A meeting of the Minds: Two Perspectives on New Student Seminars [Teleconference video]. United States: National Resource Center for the Freshman Year Experience at University of South Carolina. Issues Forum: John Edgar Wideman, Fiction Writer. (2000). United States: CATS Life Map: A Learning Centered System for Students Success [Motion picture]. (2000). United States: CATS. Organizing for Enrollment Management: Keys to Student and Institutional Success [Motion picture]. (2001). United States: The National Resource Center for the First-Year Experience and Students in Transition. Prepare for Success [Motion picture]. United States: Premier School Agendas Ready or Not: Talking with Kids about Alcohol [Motion picture]. United States: The Century Council. Smith, C. (Producer), & Barnett, D. (Director). (2008). Happy valley [Motion picture]. United States: Forever Green Pictures. One miracle after another occurs through the passion of one full time single father whose original intention was to reunite his 12-year-old daughter with her addicted mother. Test Taking Strategies [Motion picture]. (1997). United States: College Survival, a Program of Houghton Mifflin Co. Today’s Heroes [Motion picture]. Sponsored as a service by The Hitachi Foundation. United States: The Points of Light Foundation, National Youth Leadership Council. Wadsworth Study Skills Video Series [Motion picture]. (1999). United States: Wadsworth Publishing Co. Volume 1: Improving Your Grade Volume 2: Lectures for Practice Notetaking World of Diversity, A [Motion picture]. United States: Brooks/Cole Publishing Co. Video 1: Expanding your Cultural Awareness Video 2: Developing your Diversity Skills A video that shows the effect cultural back-ground can have on communication on campus Your College Experience: Strategies for Success [Motion picture]. United States: South Carolina ETV Your Guide to Agenda Program Orientation: “If I plan to learn I must learn to plan” [Motion picture]. (1995). United States: Premier School Agendas |
