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Moving Beyond Advice: Student Success Strategies Based in Research

Success strategies are based on research, with citations included.

Exploring the Research in Summary feature provides summaries of student

success research studies.

Moving beyond advice, Student Success in College: Doing What Works! provides effective student success strategies that are based on learning and motivational theories and original research studies. While learning

about how to read and use scholarly sources, students build the knowledge, skills, and confidence needed to be successful in college.

Practicing Process Skills: How to Read and Use Scholarly Sources

Chapter 1 introduces and provides strategies for the process of

reading peer-reviewed journal articles.

Exploring the Research in Depth feature in every chapter provides original peer-

reviewed journal articles to work through.

Developing High-Level Skills: Reading, Critical Thinking, and Information Literacy Skills

Exploring the Research in Depth feature walks students through the steps to build these skills.

Peer-reviewed journal articles provide an opportunity to practice building reading,

critical thinking, and information literacy skills.

Increasing Self-Efficacy and Motivation: Support to Do What Works!

Extensive practice retrieval options via Quick Quizzes and MindTap.

Chapter Summary Note-Taking Models and Exploring the Research with the

Author walkthroughs support students’ understanding.

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Student Success in College

THIRD EDITION

DO ING W HAT WORK S!

CHRISTINE HARRINGTON Center for Student Success a t the New Jersey Counc i l o f County Col leges

Middlesex County Col lege

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Important Notice: Media content referenced within the product description or the product text may not be available in the eBook version.

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Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203

© 2019, 2016, 2013 Cengage Learning, Inc.

Unless otherwise noted, all content is © Cengage

ALL RIGHTS RESERVED. No part of this work covered by the copy- right herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner.

Student Success in College: Doing What Works! Third Edition Christine Harrington

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iii

Brief Contents

Preface

Part 1: Determining Your Path to Success Introduction: Getting Started

Chapter 1 Discovering the Value of Education and

Sharpening Key Thinking Skills

Chapter 2 Setting Goals and Choosing a Career Path

Part 2: Strategies and Skills for Success

Chapter 3 Building Academic Skills

Chapter 4 Strengthening Soft Skills

Chapter 5 Demonstrating Knowledge and Skills

Part 3: Being Successful: Plans and Perseverance

Chapter 6 Mapping Your Path to Success: Plans and Action Steps

Chapter 7 Staying on Track and Celebrating Success

Exploring the Research in Depth Appendix

Answer Key Appendix

References Index

Subject Index

IX

03

19

47

75

105

137

167

201

235

281

289

301

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Chapter iv Contentsiv Contents

Preface ix

Determining Your Path to Success 1PART 1

iv

Introduction: Getting Started 3 College Expectations: Getting a Strong Start 4

The Syllabus 4 Campus and Community Resources 7

Value of the First-Year Seminar Course 7 Student Success Myths or Facts? Test Your

Knowledge! 9

Success Strategies at a Glance 10

Chapter 1: Discovering the Value of Education and Sharpening Key Thinking Skills 19

Exploring the Research in Summary 20

Head, A. J. (2012). Learning curve: How college gradu- ates solve information problems once they join the work- place. Project Information Literacy Research Report (ERIC Document Reproduction Service No. ED536470).

Value of a College Education 21 Decision-Making 26 Information Literacy 28

What Is Information Literacy? 28 Websites and Evaluating Sources 31 Peer-Reviewed Journal Articles 31

What is a peer-reviewed journal article? 33 The parts or elements of research articles 34 Abstract and introduction 34 Method 35 Results 36 Discussion 37 Reading journal articles 38

Critical Thinking 39 What Is Critical Thinking? 39 Bloom’s Taxonomy 40 The Process of Becoming a Critical Thinker 42

Foundational condition 1: Knowledge 42 Foundational condition 2: Self-efficacy 43 Foundational condition 3: Desire and drive 43

Learning condition 1: Challenging learning tasks and opportunities 43

Learning condition 2: Learning strategies and support 44

CHAPTER 1 CHAPTER SUMMARY: Cornell Method Note-Taking Model 45

Chapter 2: Setting Goals and Choosing a Career Path 47

Exploring the Research in Summary 48

Morisano, D., Hirsh, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology, 95(2), 255–264.

Setting Goals 49 Importance of Goal Setting 49 The ABCS of Setting and Implementing

Effective Goals 51 Aim high: Challenging goals are best! 52 Believe in yourself: Self-efficacy is key! 53 Care and commit: Motivation matters! 53 Specify and self-reflect: Monitoring your

progress is important! 54

Career Exploration and Decision-Making 55 How Do We Make Career Decisions? 55

Social cognitive theory 58 Happenstance learning theory 59 Person-environment fit 59

Career Indecision 60 Self-Assessment 62

Exploring your values 62 Exploring your abilities 63 Exploring your personality and interests 64

Learning about Careers 67 Career websites 67 Informational interviews 69

CHAPTER 2 CHAPTER SUMMARY: Matrix Notes Note-Taking Model 71

Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

vContents v

Strategies and Skills for Success 73PART 2 Chapter 3: Building Academic Skills 75

Exploring the Research in Summary 76

McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. Psychological Science, 20(4), 516–522.

How Memory Works: Building Foundational Knowledge 77

The Memory Process 78 Encoding 78 Storage 78 Retrieval 80

Memory Strategies 80 Rehearsal 80 Elaboration 81 Chunking 81 Mnemonics 81 Retrieval practice 82

Active Reading Strategies 82 Power of Prior Knowledge 83 The 3R and SQ3R Reading Methods 84 Highlighting 85

Note-Taking 86 Preparing for and Participating in Class 86 Note-Taking Methods 88

Note-taking apps 89 Linear notes 90 Traditional outline 91 Digital notes 91 Cornell method 92 Concept maps 92 Matrix notes 92

Note-Taking Tips 94

Studying Strategies 95 We Are All Multisensory Learners 95 Testing Your Knowledge 96 Teaching to Learn and Study Groups 98 Organizing and Making Connections 100

CHAPTER 3 Map Note-Taking Model 102

Chapter 4: Strengthening Soft Skills 105 Exploring the Research in Summary 106

Clark, G., Marsden, R., Whyatt, J. D., Thompson, L., & Walker, M. (2015). ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability. Active Learning in Higher Education, 16(2), 133–147. doi: 10.1177/1469787415574050. 106

What Are Soft Skills? 108 Professionalism 110 Time and Project Management 112

Matching Use of Time with Values and Goals 113 Work–School–Life Balance 114 Meeting Deadlines 115

Make a prioritized to-do list 115 Develop a schedule 116 Combat procrastination 117

Avoid Multitasking: Single-Task It! 118

Interpersonal Skills 120 Communication and Conflict Management 120 Emotional Intelligence 124 Teamwork and Collaboration: The 5R

Approach 125 Establish rapport 126 Develop group rules 127 Assign group roles 127 Get ready to work and support one another 128 Remember to evaluate 128

Diversity and Cultural Competence 129

Leadership 131

CHAPTER 4 CHAPTER SUMMARY: Cornell Method Note-Taking Model 134

Chapter 5: Demonstrating Knowledge and Skills 137

Exploring the Research in Summary 138

Issa, N., Schuller, M., Santacaterina, S., Shapiro, M., Wang, E., Mayer, R., & DaRosa, D. (2011). Applying multimedia design principles enhances learning in medical education. Medical Education, 45(8), 818–826.

Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Chapter vi Contentsvi

Purpose of Academic Tasks 139

Academic Integrity 141 What Is Academic Integrity? 141 Citing Sources and Paraphrasing 143

Papers and Presentations 145 Developing a Plan 145 The Writing Process 148 Presentations 151

Managing performance anxiety 151 Beginning and ending strong 152

Audience engagement 152 Using multimedia effectively 153

Test-Taking Strategies 156 Multiple-Choice Tests 156 Short-Answer and Essay Exams 158 Take-Home and Online Exams 160

CHAPTER 5 CHAPTER SUMMARY: Digital Notes Note-Taking Model 162

Being Successful: Plans and Perseverance 165PART 3 Chapter 6: Mapping Your Path to

Success: Plans and Action Steps 167

Exploring the Research in Summary 168

Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta- analysis of the impact of service-learning on students. Journal of Experiential Education, 34(2), 164–181.

Creating an Academic Plan 169 Connecting with Your Advisor or Academic

and Career Mentor 169 Understanding Curriculum Requirements 170

General education and major-specific coursework 171

Elective options: minors and double majors 172 Sequence and plan 172 Course format: online courses 173

Exploring Experiential Learning Opportunities 176

Internships 176 Study abroad 177 Service learning 178

Career Planning: Discovering the Power of Networking 179

Importance of Networking 179 Creating a Professional Presence 180

Social media 181 Crafting an elevator speech 183

Expanding and Strengthening Your Network 184 Expanding your network 185 Mentoring relationships 185 Strengthening your network 187

Job Search Tips 187

Financial Planning 190 Financing Your Education 190 Return on Investment 192 Establishing Good Credit 194 Financial Planning and Budgeting 196

CHAPTER 6 CHAPTER SUMMARY: Concept Map Note-Taking Model 199

Chapter 7: Staying on Track and Celebrating Success 201

Exploring the Research in Summary 202

Iglesias, S. L., Azzara, S., Squillace, M., Jeifetz, M., Lores Arnais, M. R., Desimone, M. F., & Diaz, L. E. (2005). A study on the effectiveness of a stress management programme for college students. Pharmacy Education, 5(1), 27–31.

Reflecting on Progress 203 Self-Regulation 203

Cognitive feedback 204 Outcome feedback 205

The Accuracy of Self-Assessments 206 Making Mistakes: The Role of Attribution

Theory 207

Staying Motivated 209 Behavioral Motivators 210 Cognitive Motivators 211

Self-efficacy 212 Humanistic Motivators 213

Maslow’s hierarchy of needs 214 Self-determination theory 215

Social Motivators 215 Getting involved 215

Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

viiContents vii

Managing Stress 217 Stress Management Techniques 217 Mindfulness 219 Avoiding Unhealthy Behaviors: Substance

Abuse 220

Being Resilient and Developing Grit 222 What Are Resilience and Grit? 222 Perseverance 223 Mindset 224

Seligman’s learned optimism 224 Rotter’s locus of control 225 Dweck’s growth mindset 226

Support 227 Your support system 228 Campus support 229

Celebrating Success 230

CHAPTER 7 CHAPTER SUMMARY: Matrix Notes Note-Taking Model 232

Exploring the Research in Depth Appendix 235 Howard, H. E., & Jones, W. P. (2000). Effectiveness of a freshmen seminar in an urban university: Measurement of selected indicators. College Student Journal, 34, 509–515. 235

Travis, T. (2011). From the classroom to the board- room: The impact of information literacy instruction on workplace research skills. Education Libraries, 34(2), 19–31. 241

Deepa, S., & Seth, M. (2013). Do soft skills matter? Implications for educators based on recruiters’ perspective. The IUP Journal of Soft Skills, 7(1), 7–20. 252

Oliver, J., & Kowalczyk, C. (2013). Improving student group marketing presentations: A modified Pecha Kucha approach. Marketing Education Review, 23(1), 55–58. doi:10.2753/MER1052-8008230109 262

Coulter-Kern, R. G., Coulter-Kern, P. E., Schenkel, A. A., Walker, D. R., & Fogle, K. L. (2013). Improving student’s understanding of career decision-making through service learning. College Student Journal, 47(2), 306–311. 268

Fritson, K. K. (2008). Impact of journaling on students’ self-efficacy and locus of control. InSight: A Journal of Scholarly Teaching, 3, 375–383. 274

Answer Key Appendix 281

References Index 289

Subject Index 301

Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

viii Time for Action

Exploring the Research in Summary

Chapter 1: Discovering the Value of Education and Sharpening Key Thinking Skills Head, A. J. (2012). Learning curve: How college graduates solve information problems once they join the workplace. Project Information Literacy Research Report (ERIC Document Reproduction Service No. ED536470). 20

Chapter 2: Setting Goals and Choosing a Career Path Morisano, D., Hirsh, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology, 95(2), 255–264. 48

Chapter 3: Building Academic Skills McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. Psychological Science, 20(4), 516–522. 76

Chapter 4: Strengthening Soft Skills Clark, G., Marsden, R., Whyatt, J. D., Thompson, L., & Walker, M. (2015). ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability. Active Learning in Higher Education, 16(2), 133–147. doi: 10.1177/1469787415574050 106

Chapter 5: Demonstrating Knowledge and Skills Issa, N., Schuller, M., Santacaterina, S., Shapiro, M., Wang, E., Mayer, R., & DaRosa, D. (2011). Applying multimedia design principles enhances learning in medical education. Medical Education, 45(8), 818–826. 138

Chapter 6: Mapping Your Path to Success: Plans and Action Steps Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of service-learning on students. Journal of Experiential Education, 34(2), 164–181. 168

Chapter 7: Staying on Track and Celebrating Success Iglesias, S. L., Azzara, S., Squillace, M., Jeifetz, M., Lores Arnais, M. R., Desimone, M. F., & Diaz, L. E. (2005). A study on the effectiveness of a stress management programme for college students. Pharmacy Education, 5(1), 27–31. 202

Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

ix

Preface

An Academically Rigorous, Research-Based Approach

Research-Based Strategies

Original Research Studies: Students Learn How to Read Scholarly Sources

Just Seven Chapters Allows for Meaningful Exploration of Success Strategies

More Time to Dive Deep into the Content

Build Essential Information Literacy and Critical Thinking Skills

A Guided Pathways Framework That Helps Students Choose a Career Pathway

Extensive Coverage of Career Theories and Exploration Process

Academic, Financial, and Career Planning

What Makes Student Success in College: Doing What Works! Unique?

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ABOUT THE AUTHOR Dr. Christine Harrington is serving as the executive director of the New Jersey Center for Student Success at the New Jersey Council of County Colleges on a two-year term. In this position, she uses a guided pathways framework to increase successful experiences and outcomes at all 19 community colleges in New Jersey. Previously, Dr. Harrington has worked at Middlesex County College for 16 years as a professor of psychology, student success course coordinator, director of the Center for the Enrichment of Learning and Teaching, counselor, and disability service provider. Dr. Harrington was the 2016 recipient of the Excellence in Teaching First-Year Seminars award that was presented at the annual First-Year Experience conference. She also teaches graduate courses on teaching and learning at Rutgers University. Dr. Harrington frequently shares her expertise and passion about teaching, learning, and student success at national and local conferences as well as at colleges and universities across the United States. She is also the author of Dynamic Lecturing: Research-based Strategies to Enhance Lecture Effectiveness.

ACKNOWLEDGMENTS I am beyond grateful to my family, colleagues, students, and my amazing team at Cengage. Writing this book would not be possible without the never-ending support and encouragement provided by my husband, Dan, and two sons, Ryan and David. I’d also like to thank my mom, dad, mother-in-law, and niece Ashley for always being there for me and supporting me every step of the way.

I would also like to thank my many FYE colleagues across the nation for sharing their endless passion and ideas about how to best help students achieve their goals. I am particularly thankful for the collaborative partnerships with my colleagues at the New Jersey Council of County Colleges and across the state, the New Jersey Department of Labor and Workforce Development, the Office of the Secretary of Higher Education, and the Department of Education. It is a true pleasure working with such wonderful colleagues across the state, my fellow executive directors in other states with Centers for Student Success, and national partners such as Jobs for the Future who are so committed to student success.

Thanks to Tom Peterson and Suzanne LoPorto for their incredible photographs in this text, and to the many students who appear in them. I would also like to thank Ryan Harrington and Aditya Shah for developing the index.

My students have always been, and will continue to be, a source of inspiration, but it is difficult to describe the positive feeling I experience when students share how this book has helped them achieve their goals. I am tremendously grateful for the positive feedback about the book as well as their suggestions about how to improve it. I am also thankful to the many reviewers whose feedback was incredibly valuable and helped strengthen this text.

Tom Peterson

An Academically Rigorous, Research-Based Approach Research-Based Strategies

Student Success in College: Doing What Works!

Andrii Kondiuk/Shutterstock.com

Prefacex

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An Academically Rigorous, Research-Based Approach xiPreface xi

Exploring the Research in Summary

Learning How to Read and Use Peer-Reviewed Research

Original Research Studies: Exploring the Research in Depth

Just Seven Chapters Allows for Meaningful Exploration of Success Strategies

No Need to Rush

Student Success in College: Doing What Works!

In-Depth Coverage of Content

Student Success in College: Doing What Works!

iStock.com/papparaffie

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Chapter xii Prefacexii

Flexibility

Increased Opportunity for Critical Thinking and Information Literacy

A Guided Pathways Framework That Helps Students Choose a Career Pathway

Setting Effective Career and Academic Goals Using the ABCS Goal- Setting Framework

Mapping Your Path to Success: Academic, Financial, and Career Plans

Student Success in College: Doing What Works!

Staying on Track Student Success in

College: Doing What Works!

Shutter_M/Shutterstock.com

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An Academically Rigorous, Research-Based Approach xiiiPreface xiii

How This Text Benefits Students

Choose a career pathway and related major

Monitor your progress

Practice success strategies

How This Text Benefits Instructors

Keep students engaged in class and online with author-created

resources

Test student knowledge

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Chapter xivxiv Preface

Track student progress

Train faculty to achieve course learning outcomes

What’s New in the Third Edition?

Student Success in College: Doing What Works!

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An Academically Rigorous, Research-Based Approach xvPreface xv

Side-by-Side Comparison of Second and Third Editions

Second Edition Third Edition

Introduction: Getting Started College Expectations: Getting a Strong Start (moved from Chapter 1 plus new content on cam- pus and community resources)

Value of the First-Year Seminar Course (moved from Chapter 1; 7 Smart Success Strategies now called Success Strategies at a Glance)

Chapter 1: College Expectations: Being a Critical Thinker

You’ve Made the Right Decision (still in Chapter 1) Faculty Expectations (moved to Introduction) Critical Thinking (still in Chapter 1) Active Reading (moved to Chapter 3) Peer-Reviewed Journal Articles (still in Chapter 1)

Chapter 1: Discovering the Value of Education and Sharpening Key Thinking Skills

Value of College Education (new focus on purpose and societal value) Decision-Making (moved from Chapter 7) Information Literacy (new section with some content from Chapter 4; includes Peer-Reviewed Journal Articles) Critical Thinking

Chapter 2: Skills You Need: Memory, Note-Taking, and Studying Techniques

How Memory Works (moved to Chapter 3) Note-Taking: Our Only Hope (moved to Chapter 3) Studying Approaches That Work (moved to Chapter 3)

Chapter 2: Setting Goals and Choosing a Career Path

Setting Goals (moved from Chapter 3) Career Exploration and Decision-Making (moved from Chapter 7 with new content on career indeci- sion and how we make career decisions)

Chapter 3: Setting Effective Goals and Making the Most of Your Time

Power of Long- and Short-Term Goals (moved to Chapter 2) The ABCS of Setting and Implementing Effective Goals (moved to Chapter 2) Celebrating Progress and Achievement (moved to Chapter 7) Time Management (moved to Chapter 4) Organizational Tools (moved to Chapter 4) Avoid Multitasking: Single-Task It! (moved to Chapter 4)

Chapter 3: Building Academic Skills How Memory Works (moved from Chapter 2) Active Reading Strategies (moved from Chapter 1 plus new content on prior knowledge) Note-Taking (moved from Chapter 2) Study Strategies (moved from Chapter 2 plus an increased focus on teaching to learn)

Chapter 4: It’s Show Time: Papers, Presentations, and Tests

Academic Integrity (moved to Chapter 5) Papers and Presentations (moved to Chapter 5) Test-Taking Strategies (moved to Chapter 5) Group Projects (still in Chapter 4)

Chapter 4: Strengthening Soft Skills New chapter What Are Soft Skills? (new content) Professionalism (new content) Time and Project Management (moved from Chapter 3 plus new content) Interpersonal Skills (moved from Chapter 4 plus new content on communication, conflict manage- ment, teamwork and collaboration, and diversity and cultural competence) Leadership (new content)

Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Chapter xvi Prefacexvi

Second Edition Third Edition

Chapter 5: Motivation, Resilience, and Stress Management: Strategies for When College and Life Get Challenging

Motivation (moved to Chapter 7) Resilience (moved to Chapter 7) Stress Management (moved to Chapter 7)

Chapter 5: Demonstrating Knowledge and Skills Purpose of Academic Tasks (new content) Academic Integrity (moved from Chapters 1 and 4) Papers and Presentations (moved from Chapter 4) Tests (moved from Chapter 4)

Chapter 6: How Are You Doing? Maximizing Learning via Self-Reflection

The Academic Self-Regulation Process (moved to Chapter 7) The Accuracy of Self-Assessments (moved to Chapter 7) Making Mistakes: The Role of Attribution Theory (moved to Chapter 7) Self-Reflection Techniques (moved to chapter 7)

Chapter 6: Mapping Your Path to Success: Plans and Action Steps

Creating an Academic Plan (moved from Chapter 7 plus new content on double majors and connect- ing with your advisor) Career Planning: Discovering the Power of Networking (new content on networking, elevator speech, expanding and strengthening your net- work and job search tips; plus creating a profes- sional presence content moved from Chapter 7) Financial Planning (new content on financing your education, return on investment, and financial planning and budgeting; plus establishing good credit moved from Chapter 7)

Chapter 7: Making Good Academic, Career, and Financial Decisions

The Decision-Making Process (moved to Chapter 1) Academic Options (moved to Chapter 6) Career Decision-Making (moved to Chapter 2) Financial Decisions (moved to Chapter 6)

Chapter 7: Staying on Track and Celebrating Success

Reflecting on Progress (moved from Chapter 6) Staying Motivated (moved from Chapter 5) Managing Stress (moved from Chapter 5) Being Resilient and Developing Grit (moved from Chapter 5 plus new content on grit) Celebrating Success (moved from Chapter 3)

Research in Depth Appendix Research in Depth articles moved to an appendix at the end of the text New Research Articles:

Travis, T. (2011). From the classroom to the boardroom: The impact of information lit- eracy instruction on workplace research skills. Education Libraries, 34(2), 19–31. Retrieved from ERIC database. Deepa, S., & Seth, M. (2013). Do soft skills matter? Implications for educators based on recruiters’ perspective. IUP Journal of Soft Skills, 7(1), 7–20. Retrieved from Business Source Elite. Oliver, J., & Kowalczyk, C. (2013). Improving student group marketing presentations: A modified Pecha Kucha approach. Marketing Education Review, 23(1), 55–58. doi:10.2753/ MER1052-8008230109

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1PART DETERMINING YOUR PATH TO SUCCESS:

Introduction: Getting Started

Chapter 1: Discovering the Value of Education and Sharpening Key Thinking Skills

Chapter 2: Setting Goals and Choosing a Career Path

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Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

3

Introduction: Getting Started

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1 What are some of the differences between high school and college?

Why is the syllabus so important?

How can you find out what resources are available to you as a college student?

What does the research say about the first-year seminar course?

Why is it important to learn about research-based success strategies?

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Getting Started4

Tom Peterson

College Expectations: Getting a Strong Start

Learning about what is expected of college students, the differ- ences between high school and college, and the importance of resources such as the syllabus will help you get off to the right start in college. As you know, college is quite different than high school. For starters, the schedule is significantly different, with some courses meeting only once or twice per week and classes often being longer in duration. A typical full-time college stu- dent is in class only for approximately 15–20 hours per week. However, college students are expected to engage in significant learning outside of the classroom. Most student success pro- fessionals and faculty recommend spending approximately 2–3 hours outside of class learning and studying for every hour you spend in class. Thus, if you are a full-time college student, a gen- eral rule of thumb is to plan to spend at least 30 hours per week engaged in studying behaviors outside of class. Keep in mind that the actual time needed for studying may vary from student to student and perhaps even from semester to semester based on factors such as how much you already know about a subject, the difficulty of the subject, and the nature of the assignments and tasks.

In college, you will have the opportunity to deeply engage with the content and complete tasks that will help you further develop high-level skills such as critical thinking. Take full advantage of these learning opportunities by:

Taking time to fully understand what is expected of you Using research-based success strategies Putting high levels of effort into these tasks Knowing what resources are available to you and using these resources as needed

The Syllabus The syllabus is an important resource that will help you understand what is expected of you (see Sample Syllabus Figure). The syllabus is typically posted in the course’s learning management system or distributed on the first day of class. It provides you with an overview of the course, including a course description, contact information for your professor, resources you’ll need, and the course learn- ing outcomes. Learning outcomes are what your professors expect you to be able to know, think, or do as a result of taking the course. The learning outcomes are incredibly important because they capture the purpose of the course. When you look at your course learning outcomes, you’ll discover that your professors are going to expect you to do much more than just memorize information; you will also need to think critically about different disciplines and create a variety of high- level academic products. Focusing on what you will be learning will help you meet with success.

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College Expectations: Getting a Strong Start 5

The syllabus also contains information about assignments and learning activ- ities. Completing these tasks will help you achieve the course learning goals. To help you better understand expectations for assignments, your professors will often include detailed information about the assignment or rubrics in the sylla- bus. Rubrics are tools used to provide students with specific information about expectations related to the assignment, showing what you will need to do in order to earn a high grade and successfully accomplish the task. Rubrics are also used by professors during the grading process.

The syllabus will also provide you with information about how much each assignment counts toward the final grade. This refers to weighting. Different assign- ments are often weighted differently. For example, exams are typically weighted more heavily than quizzes, meaning exams count more than quizzes toward your final grade. To calculate your final grade, you will need to know the weighting for each category of assignments (i.e., quizzes, lab reports, exams, etc.) and how many of each type of assignment you will need to do throughout the semester. Many learning management systems automatically calculate your grade, but if this is not the case, you can use a grade calculator app for this purpose. Take a look at Grade Calculation Examples Table to see how weighting can impact your final grade.

Another key feature of the syllabus is the course outline; the course outline will provide you with a calendar for the course. It will include information about when topics will be addressed and due dates for assignments. As soon as you get copies

Texts: Student Success in College: Doing What Works! 3rd edition, Cengage Learning

Articles and Websites: Several additional resources will be used. These will be posted in the Learning Management System.

In order to learn, you’ll need to be actively involved and engaged with the course content so you can expect this semester to be filled with lively discussions, activities, and challenging assignments. Because we learn best when engaged with others, you will work with a partner or small group almost every class period.

Welcome to Pathways to Success!

You will develop a higher sense of self-efficacy by:

Identifying and utilizing strategies and resources that promote academic success, personal growth, and resilience.

1.

Demonstrating critical thinking, information literacy, and technological skills.2.

Practicing interpersonal and leadership skills essential in a diverse, global society.3.

Reflecting on values, goals, decisions, and actions in relation to their impact on self and others.

4.

Creating academic, career and financial plans.5.

Learning Outcomes:

Career exploration and academic planning

Purpose and structure of higher education

Goal setting

Decision making, critical thinking and information literacy

Grit and resilience

Self-reflection

Study strategies

Financial literacy

Course Content Areas

What book and other materials do I need? What can I expect to happen during class?

What is this course all about?

This course is designated to help you explore career options, set meaningful academic and career goals, develop essential skills such as information literacy and critical thinking skills,

and engage in academic behaviors and study strategies that will help you meet with success.

FYS 100

Dr. Christine Harrington

Please reach out to me! You are on the road to success! I am here to support your journey. In addition

to getting to know one another during class, we will also have individual meetings outside of class. Please visit me often

charrington@njccc.org

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Getting Started6

of all of your syllabi, transfer the course calendar information, especially due dates, into a master calendar that you will use throughout the semester. Having import- ant due dates on your calendar will help you keep track of what you need to do each week. The next step is planning when you will work on the assignments. In other words, schedule time to work on these activities in your calendar. Planning will help you complete assignments on schedule. The importance of the syllabus cannot be overstated—be sure to keep your syllabi in a safe place and regularly refer to them to stay on top of course requirements.

THE SYLLABUS: INFORMATION YOU NEED

Grade Calculation Example 2

Assignment Grade Earned Percentage toward Final Grade

Final Grade in Course: 79% C+

90 15

70 70 70 70

45

86 40

This table provides two grade calculation examples, demonstrating how the weighting of different assignment types results in different final grades.

GRADE CALCULATION EXAMPLES TABLE Grade Calculation Example 1

Assignment Grade Earned Percentage toward Final Grade

Final Grade in Course: 87% B+

90 60

70 70 70 70

10

86 30

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Value of the First-Year Seminar Course 7

Campus and Community Resources As you begin your first semester, it is important to know about the resources that are available to you as a college student. Successful individuals reach out for help when needed and it will be easier for you to reach out for assistance if you know about the different types of support services available on your campus. Check out your college website or ask your professor to learn about the various offices and departments on campus that can support you during college. For example, most colleges and universities offer a variety of support with academic tasks. Profes- sional or peer tutors are typically available as are librarians and your college profes- sors when you need assistance with completing academic assignments. Academic advisors and career counselors are available to help you develop an academic and career plan and develop networking skills. If you are struggling with personal issues, many colleges and universities offer confidential counseling on campus or can refer you to services in the local community. There are also a variety of spe- cialized services such as Disability Services, Veteran Services, and Minority Stu- dent Affairs Services. If you are living on campus, you will also have access to a resident advisor who can help you find the support you are looking for. If you are a first-generation college student, it may be particularly important for you to con- nect with campus supports. By doing so, you can more quickly learn about how to transition to college effectively and develop a support system that will help you with this process.

During the first few weeks of college, investigate what services exist on your campus or in your local community. In addition to learning about the services provided, it is helpful to know where the services are located and their hours of operation. Knowing this information early on in the semester will make it easier for you to take advantage of these resources when needed.

Value of the First-Year Seminar Course Research has consistently indicated that first-year semi- nar courses contribute to student success in college (Bou- dreau & Kromrey, 1994; Derby & Smith, 2004; Potts & Shultz, 2008). Studies have shown that this course is beneficial for students of all ability levels (Howard, 2000; Miller, Janz, & Chen, 2007). For example, researchers have found that students who took a first-year seminar course had higher grades and earned more credits early on, as compared to those who did not take the first-year seminar course, and that these academic advantages were long-lasting (Karp, Raufman, Efthimiou, & Ritze, 2015). Based on a review of research studies investigating the effectiveness of first-year seminars, Jaijairam (2016) noted the following benefits of the course:

Better grades More likely to graduate on schedule

Tom Peterson

Tom Peterson

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Getting Started8

More likely to reflect on academic performance and progress More likely to think critically More likely to participate in class Increased self-confidence Better sense of career options

Given this long list of benefits, it is not surprising that most colleges offer this type of course and many even require it. In fact, in a national survey, approximately 90% of the colleges that responded indicated that they offered a first-year seminar course at their institutions (Young & Hopp, 2014). The first-year seminar course helps students transition successfully to college.

As you are getting ready to embark on this challenging, yet exciting, journey called college, think about the topic of this text for a moment: student success. You probably already have an opinion about why some students are successful in college while others are not. Others do, too. You could walk up to 10 different people on the street and ask them what it takes to be successful in college, and you’ll probably get 10 different answers. Our views, and personal advice, are often based on individual experiences. Unfortunately, just because a technique worked for someone else doesn’t mean it will work for you. Research, on the other hand, is more powerful than advice. Information gathered from thousands of students makes it more likely that the techniques shown to be effective will also work for you. In other words, findings from research are typically more accurate and mean- ingful than advice from one person.

This text takes you beyond advice and into the science of success. It is filled with research-based information to help you succeed. In addition to learning about topics such as time management, goal setting, motivation, and study strategies, you will also learn about how to read and extract key information from scholarly sources such as peer-reviewed journal articles. Although this activity can definitely be a challenging one for new students, learning this skill early will serve you well in college. College professors will expect you to be able to read and use scholarly sources in your work, but there is often not much, if any, class time devoted to teaching you how to read research articles and extract the key information. This text will teach you strategies for reading these challenging articles, give you prac- tice at summarizing the key points, and prompt you to think critically about the findings and their value. You will also build your information literacy skills by searching library databases to find additional research on student success topics. After this course, you’ll be ready to include information from these sources in your papers and presentations, which will help you create successful academic products for your other classes.

WHY LEARNING ABOUT RESEARCH-BASED SUCCESS STRATEGIES IS IMPORTANT

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Value of the First-Year Seminar Course 9

Taking this course will give you the skills and confidence you need to reach your goal. Specifically, you will learn that a variety of factors, such as using sup- ports and resources, being motivated, making good decisions, managing time well, setting goals, thinking positively, and using effective study strategies, have been found to be connected to academic success (DeBerard, Speilmans, & Julka, 2004; Johnson, 1997; Lammers, Onwuegbuzie, & State, 2001; Murray & Wren, 2003). More good news—these factors are within your control. Once you are armed with solid, accurate information about how these factors contribute to success, you will be able to use this information to achieve your goals. In essence, you will be ready to “Do What Works!” Let’s start by checking your current knowledge about what works.

Student Success Myths or Facts? Test Your Knowledge! Myth or Fact? Decide whether you believe the following statements are true or false. 1. Because the world is an ever-changing place, memorizing information is not

that important. 2. Highlighting is one of the most effective reading strategies. 3. Reading skills are the best predictor of how well you will comprehend what

you read. 4. Students who study alone are more productive and learn more than students

who study with others. 5. The best way to study is to review and reread your notes. 6. Students today are much better at multitasking. 7. When taking a multiple-choice test, it is always best to “go with your gut” and

stick with your first answer. 8. Professors expect you to use numerous quotations in your research papers. 9. Students are generally pretty accurate when predicting their grades in a course. 10. Being focused on grades will help you learn a lot and achieve at high levels.

Some of the information you learn from this text and your course will not be new to you—you have after all been a student for a long time. However, you might be surprised to find that you are using strategies that are only minimally effective. In fact, all of the Myth or Fact statements are false. For a sneak peek at strategies that work, check out the Success Strategies at a Glance for each chapter.

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Getting Started10

Success Strategies at a Glance There’s something magical about the number seven. It’s not just lucky; it’s a num- ber that researchers have found to be most productive in terms of memory. This is why there are seven chapters in this text. Findings from a famous psychological study tell us that seven chunks of information are what work best naturally within our memory systems (Miller, 1956). We’ve put this research into practice, using it to shape the organization of the text.