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Overview

Raise the academic bar for your students and watch their confidence and success skills increase. STUDENT SUCCESS IN COLLEGE: DOING WHAT WORKS!, SECOND EDITION provides an accessible and relevant way for students to move beyond opinions and advice about how to succeed in college by offering an integrated approach of research-backed student success practices paired with student success research studies. Students learn how to put skills for success into practice as they strive to accomplish their academic goals. With an overall theme of reading, critical thinking, and information literacy skills, the text helps students feel comfortable with the structure of research study articles, making it more likely that they will successfully use these higher level sources earlier in their academic careers. By increasing academic rigor, STUDENT SUCCESS IN COLLEGE: DOING WHAT WORKS!, SECOND EDITION builds research-based knowledge about what study skills work; teaches students how to engage with scholarly sources; provides opportunities for students to actively read, critically think, and enhance information literacy skills; and supports students to increase their self-efficacy and motivation.

Christine Harrington, New Jersey Center for Student Success at the New Jersey Council of County Colleges

Dr. Christine Harrington is the executive director of the New Jersey Center for Student Success at the New Jersey Council of County Colleges. In this position, she works with colleagues at all 19 community colleges on student success initiatives, including reimagining the Student Success Course within the Guided Pathways framework. Dr. Harrington has been working in higher education for 16 years at Middlesex County College in New Jersey. For the first half of her career at Middlesex County College, she worked in Student Services as a counselor and disability services provider. She then became a full-time professor of psychology and student success and served as the director for the Center for the Enrichment of Learning and Teaching, a professional development center for faculty, and as the Student Success Course coordinator. She is a licensed psychologist with a Ph.D. in counseling psychology, an M.A. in counseling and personnel services, and a B.A. in psychology. Dr. Harrington was the 2016 recipient for the Excellence in Teaching First-Year Seminars Award. She has been teaching the Student Success Course at the community college level for over 15 years, and she currently teaches graduate courses on course design, assessment and feedback, as well as teaching strategies for the Graduate School of Education at Rutgers University. Dr. Harrington is a national expert on student success and the scholarship of teaching and learning. She frequently presents at national conferences, colleges and universities. In 2017, she was invited to give the plenary address on Increasing Academic Rigor in the First-Year Seminar at the 36th Annual Conference on the First-Year Experience in Atlanta, GA, and she gave the plenary address on Dynamic Lecturing at the Conference on Higher Education Pedagogy at Virginia Tech, VA and at the Evidence-Based Teaching and Learning Lilly Conference in Bethesda, MD.
  • Exploring the Research In Depth. Starting in Chapter 1, you'll learn how to read peer-reviewed journal articles. The Exploring the Research In Depth feature in every chapter allows you to practice active reading, critical thinking, and information literacy skills. These skills will prepare you to use peer-reviewed research in your college classes. Five research articles are new to this edition, presenting up-to-date research findings, including “The Testing Effect: Illustrating a Fundamental Concept and Changing Study Strategies,” “Laptop multitasking hinders classroom learning for both users and nearby peers,” “Impact of journaling on students’ self-efficacy and locus of control,” “Using the four-questions technique to enhance learning,” and “Improving student's understanding of career decision-making through service learning”.
  • Quick Quizzes. Feedback is one of the most powerful ways to promote learning. After each major heading in each chapter, students practice retrieving what they have learned so far. Research has shown that immediate retrieval like this is one of the most effective ways to learn. Students not only remember content, but become better monitors of their learning progress as they can self-check their answers in the Appendix. Students can also find practice quizzes and flashcards in MindTap.
  • Emphasis on Critical Thinking, Goals, and Self-Reflection. More explicit coverage of critical thinking, including Bloom's Taxonomy and the process of becoming a critical thinker, is included in Chapter 1. New research-based framework for establishing the ABC'S approach to goal-setting is included in Chapter 3. A new Chapter 6: How Are You Doing: Maximizing Learning via Self-reflection focuses on the importance of the self-regulation process in achieving goals. Research-based self-assessments throughout the book assist students with engaging in the self-reflection process. Four new research-based self-assessment tools are included: the Hope Scale, Basic Needs Scale, Self-Assessment of Your Self-Regulation, and the Self-Efficacy for Learning Form.
  • MindTap is a fully online, highly personalized learning experience built upon STUDENT SUCCESS IN COLLEGE. MindTap combines student learning tools - readings, multimedia, activities, and assessments - into a singular Learning Path that guides students through their course. Instructors personalize the experience by customizing authoritative Cengage Learning content and learning tools with their own content in the Learning Path via apps that integrate into the MindTap framework. The Learning Path for STUDENT SUCCESS IN COLLEGE will include Learning Outcomes, Chapter Reading (with inline videos and interactive versions of chapter activities), Chapter Quizzes, a Discussion Board Activity, and Chapter Homework (Aplia).
  • Exploring the Research In Depth. Starting in Chapter 1, you'll learn how to read peer-reviewed journal articles. The Exploring the Research In Depth feature in every chapter allows you to practice active reading, critical thinking, and information literacy skills. These skills will prepare you to use peer-reviewed research in your college classes. Five research articles are new to this edition, presenting up-to-date research findings, including “The Testing Effect: Illustrating a Fundamental Concept and Changing Study Strategies,” “Laptop multitasking hinders classroom learning for both users and nearby peers,” “Impact of journaling on students’ self-efficacy and locus of control,” “Using the four-questions technique to enhance learning,” and “Improving student's understanding of career decision-making through service learning”.
  • In seven chapters, STUDENT SUCCESS IN COLLEGE provides students with academic strategies to implement across their classes. Students put critical-thinking skills into action by reading peer-reviewed journal articles that highlight why the success strategies are supported.
  • The seven chapters chunk key college success concepts into seven meaningful themes and offer you the flexibility to cater the course schedule to the needs of your students, spending more time where they need it the most.
  • The introductory 7 Smart Success Strategies give students a sneak peek at key strategies they'll need to put into action and provide them with the context around the themes covered in each chapter. The seven questions that open up each chapter connect back to the 7 Smart Success Strategies.
  • Chapter Summary Note-taking Models emphasize the practice of extracting key information and organizing it in a way that helps students to process. Cornell Method notes, concept maps, matrices, and new digital notes created using word processing software are featured models.
  • Exploring the Research In Depth provides a four-step process for reading the research with the following prompts: Engage via a Research Prediction, Read for Key Points, Critically Think about the Research, and Build Information Literacy Skills. Peer-reviewed research articles from sources such as the Journal of Career Assessment, the American Psychological Association, and the College Student Journal, provide an innovative way for students to practice reading and immediately apply proven strategies for success in college.
  • Exploring the Research In Summary gives a brief overview of a relevant research study that is mentioned in the chapter and shows how to use the information. Students are given exposure to thinking about specific ways they can apply the research findings to their academic lives.
1. COLLEGE EXPECTATIONS: BECOME A MORE SOPHISTICATED AND CRITICAL THINKER.
You''ve Made the Right Decision: Check out These Statistics! Faculty Expectations. Critical Thinking. Active Reading and Learning: How to Use This Textbook. EXPLORING THE RESEARCH IN SUMMARY: McDaniel, M. A., Howard, D. C., and Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. Peer-Reviewed Journal Articles. EXPLORING THE RESEARCH IN DEPTH: Howard, H. E., & Jones, W. P. (2000). Effectiveness of a freshmen seminar in an urban university: Measurement of selected indicators.
2. SKILLS YOU NEED: MEMORY, NOTE TAKING, AND STUDYING TECHNIQUES.
EXPLORING THE RESEARCH IN DEPTH: Einstein, G. O., Mullet, H.G., and Harrison, T. L. (2012). The testing effect: Illustrating a fundamental concept and changing study strategies. The testing effect. How Memory Works: Building Foundational Knowledge. Note Taking: Our Only Hope! Studying Approaches That Work: Establishing an Effective Learning Framework. EXPLORING THE RESEARCH IN SUMMARY: Dickinson, D. J., & O''connell, D. Q. (1990). Effect of quality and quantity of study on student grades
3. SETTING EFFECTIVE GOALS AND MAKING THE MOST OF YOUR TIME.
EXPLORING THE RESEARCH IN DEPTH: Sana, F., Weston, T., and Cepeda, N. J. (2013) Laptop multitasking hinders classroom learning for both users and nearby peers. The Power of Long and Short Term Goals. EXPLORING THE RESEARCH IN SUMMARY: Morisano, D., Hirsh, J. B., Peterson, J. B., Pihl, R. O., and Shore, B. M. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. The ABCs of Setting and Implementing Effective Goals. Celebrating Progress and Achievement. Time Management. Organizational Tools. Avoid Multitasking: Single-task It!
4. IT''S SHOW TIME: PAPERS, PRESENTATIONS, AND EXAMS.
EXPLORING THE RESEARCH IN DEPTH: McClain, L. (1983). Behavior during examinations: A comparison of “A”, “C”, and “F” students. Academic Integrity. Papers and Presentations EXPLORING THE RESEARCH IN SUMMARY: Issa, N., Schuller, M., Santacaterina, S., Shapiro, M., Wang, E., Mayer, R., & DaRosa, D. (2011). Applying multimedia design principles enhances learning in medical education. Test-Taking Strategies. Group Projects.
5. MOTIVATION, RESILIENCE, AND STRESS MANAGEMENT: STRATEGIES FOR WHEN COLLEGE AND LIFE GET CHALLENGING.
EXPLORING THE RESEARCH IN DEPTH: Fritson, K. K. (2008). Impact of journaling on students'' self-efficacy and locus of control. Motivation. Resilience. Stress Management. EXPLORING THE RESEARCH IN SUMMARY: 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.
6. HOW ARE YOU DOING? MAXIMIZING LEARNING VIA SELF-REFLECTION.
EXPLORING THE RESEARCH IN DEPTH: Dietz-Uhler, B., and Lanter, J. R. (2009). Using the four-questions technique to enhance learning. The Academic Self-Regulation Process. The Accuracy of Self-Assessments. EXPLORING THE RESEARCH IN SUMMARY: Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self-evaluations undermine students'' learning and retention. Making Mistakes: The Role of Attribution Theory. Self-reflection Techniques.
7. MAKING GOOD ACADEMIC, CAREER, AND FINANCIAL DECISIONS.
EXPLORING THE RESEARCH IN DEPTH: 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. The Decision-making Process. Academic Options. EXPLORING THE RESEARCH IN SUMMARY: Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of service-learning on students. Career Decision Making. Financial Decisions.
References.
Answer Key Appendix.
Index.
MindTap
Each MindTap product offers the full, mobile-ready textbook combined with superior and proven learning tools at one affordable price. Students who purchase digital access can add a print option at any time when a print option is available for their course.

This Cengage solution can be seamlessly integrated into most Learning Management Systems (Blackboard, Brightspace by D2L, Canvas, Moodle, and more) but does require a different ISBN for access codes. Please work with your Cengage Learning Consultant to ensure the proper course set up and ordering information. For additional information, please visit the LMS Integration site.

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“Teaching any first-year experience course is a challenge given the varied institutional purposes of the course. Student Success in College helps meet that challenge by accomplishing several things - exploring research that is important to understanding students, providing many activities that engage the students with each other and the instructor, and meaningful chapters with content that supports student success.”

“With our previous text, it was difficult to get students to buy into the advice that was offered because they felt like it was just common sense. In contrast, the advice in the Harrington text is based on peer-reviewed research, so students see it as valid and relevant. Since it has been scientifically proven to work with others, students believe it will work for them also and are more apt to try out the suggested strategies. I would recommend STUDENT SUCCESS IN COLLEGE: DOING WHAT WORKS! as an effective text for any student success course. It provides all of the appropriate study skills information in a unique format, using research to prove the effectiveness of the techniques and modeling their use throughout the text. Most importantly, the text sets a high standard for students by forcing them to think critically about the material and how they can use it in their own lives.”

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

FOR INSTRUCTORS

Instructor's Web Site (Instructor's Manual with Test Bank, PowerPoint®)

ISBN: 9781305275553
Everything you need for your course in one place! This collection of book-specific lecture and class tools is available online via www.cengage.com/login. Access and download PowerPoint presentations introductions and tips from the author, learning outcome matrices, instructor's manual, videos, and more.

Cengage Learning Testing, powered by Cognero® Instant Access

ISBN: 9781305663862
Cengage Learning Testing Powered by Cognero® is a flexible, online system that allows you to: import, edit, and manipulate content from the text's test bank or elsewhere, including your own favorite test questions; create multiple test versions in an instant; and deliver tests from your LMS, your classroom, or wherever you want.

CSFI 2.0, 1 term (6 months) Instant Access

ISBN: 9781305276048
The College Success Factors Index (CSFI) 2.0 is an online resource to help you assess students at the start of your course in ten key areas linked by research to college success, identify at-risk students with early-alert reporting, validate your college success program with a post-course assessment of students' progress, and improve your institution's retention rates. Textbook-specific remediation for STUDENT SUCCESS IN COLLEGE, 2E will help your students strengthen the areas where the survey indicates they need improvement in order to achieve greater success in college.

FOR STUDENTS

CSFI 2.0, 1 term (6 months) Instant Access

ISBN: 9781305276048
The College Success Factors Index (CSFI) 2.0 is an online resource to help you assess yourself at the start of a course in ten key areas linked to college success, allowing you to identify your areas for improvement to increase your likelihood of success. It also enables you to determine your progress at the end of the course. Textbook-specific remediation for STUDENT SUCCESS IN COLLEGE, 2E will help you strengthen the areas that the survey indicates you could improve to achieve greater success in college.