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College Success, v. 1.0

By: Bruce Beiderwell, Linda F. Tse, Tom Lochhaas and Nicholas B. deKanter

- Version: 1.0
- Shared Versions: 2 what's this?
- Pub Date: August 2010
- eISBN: 978-1-4533-2726-5
- Pages: 361
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About This Textbook:

College Success is intended for use in Freshmen Orientation, Study Skills or Student Success courses. A 2009 study revealed that 34% of college freshmen nationwide were not returning for their sophomore year of college. This textbook is designed to help change that.

Although many of the topics included—from study skills to personal health, from test-taking to managing time and money—will look familiar to those who have used student success textbooks that have been around for many editions, College Success takes a new approach. The focus is on realistic, practical tools for the students who need them. This is a book designed, frankly, for students who may have difficulty with traditional college textbooks. The style is direct and to the point. Information is presented concisely and as simply as possible. This is not a weighty tome that discusses student success—this is a manual for doing it.

College student demographics have changed considerably in recent decades. More than a third of all students enroll not directly from high school but after a delay of some years. More students are working and have families. More students come from varied ethnic and cultural backgrounds. More students are the first in their family to attend college. More students have grown up with electronic media and now read and think in ways different from the previous generation. With these and so many other cultural changes, more students are not well prepared for a college education with the study skills and life skills they need to become successful students.

For each student to get the most out of College Success and their college experience they must understand who they are as it relates to college. To that end, in every chapter students explore themselves, because success starts with recognizing your own strengths and weaknesses. Students make their own goals based on this self-assessment, determining what success in college really means for them as individuals. Interactive activities then help students learn the choices available to them and the possibilities for improving their skills. Skills are presented in step-by-step processes, tips for success in manageable highlighted displays. Most important, students always see the value of what they are reading—and how they can begin to apply it immediately in their own lives.

Supplements:

This textbook comes with the following materials that you can use in your classroom.

Instructor Manual

The Instructor Manual will help guide you through the main concepts of each chapter such as learning objectives, key terms and takeaways. Many also include explanations and answers to chapter exercises.

Powerpoint Lecture Notes

A PowerPoint presentation highlighting key learning objectives and the main concepts for each chapter are available for you to use in your classroom. You can either cut and paste sections or use the presentation as a whole

Test Item File

Need assistance in supplementing your quizzes and tests? Our test item files (in Word format) contain many true/false, multiple choice, fill in the blanks, and short essay questions.

About the Author:

Bruce Beiderwell
UCLA
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Bruce Beiderwell (PHD UCLA) has served as Director of the UCLA Writing Programs since 2001. He regularly teaches developmental writing classes that serve students who arrive at the university without the preparation or skills they will need to succeed. This teaching role links him to broad efforts from across the campus, particularly the library and the College Learning Center. In this respect, he works with colleagues in English as a Second Language, Library Science, Athletics, and Counseling. In addition, Bruce’s role as a faculty mentor to student athletes in the University’s "Community of Learners" program connects directly to his work identifying, placing, and instructing at risk students. Bruce has also overseen and taught in UCLA's Transfer Intensive Program built upon the notion that the crucial part of a successful transfer is the ability to write. For his work with nontraditional students seeking admission (or re-admission) to the university through UC Extension courses he received a UCLA Teaching Award. While Bruce has spent most of his professional life as a writing teacher and administrator, his Ph.D. is in English literature and his first publications focused on nineteenth century fiction. His book, Power and Punishment in Scott's Novels was nominated for a McVities Prize. Bruce was also guest editor of a special edition of European Romantic Review that was devoted to essays on Walter Scott. In addition he is the co-author of the widely used literature anthology The Literary Experience (co-authored with Jeff Wheeler) published by Wadsworth Publishers Bruce's teaching interests along with his concern for undergraduate education have moved him outside this fairly narrow scholarly world. He has taught a wide range of literature and composition courses in the past 20 years--everything from courses on Faulkner to business writing workshops. He has been involved in administrative work (student placement, curriculum development). And he has consulted in the development of teaching materials for use in business settings.

Linda F. Tse
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Linda F. Tse (MS Minnesota State University, Mankato) has been an educator for over two decades, first as a high school English teacher in Hong Kong and currently at Minneapolis Community & Technical College. Since 1997, Linda has been working as a counselor on college campuses, initially at four-year comprehensive universities before finding her passion working with the student body at MCTC where 43% of the students are non-Caucasian and more than 80 different languages are spoken on campus. New immigrants for whom English is a second language, first generation college students, non-traditional students, single parents, and students living below the poverty line make up the majority of the College’s student population. Born to refugee parents in Hong Kong, Linda came to the U.S. on a student visa with the help of a scholarship. Her personal struggle together with her professional training has enabled her to relate readily to under-represented and under-served students who aspire to higher education in the face of adversity and disadvantage. In this regard, she provides academic, career, and personal counseling, while teaching classes in Career Development and Life Planning, and College Success Strategies. In addition to her academic responsibilities, Linda works professionally with dislocated workers and people with disabilities.

Tom Lochhaas
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Tom Lochhaas is a teacher, a writer, an editor and a consultant. He received his MFA in writing from the University of Arizona and is ABD in English at Washington University. He is a member of Phi Beta Kappa. Tom has taught at the University of Arizona, Otterbein College, Washington University and at UCLA. His teaching focus has been on freshman course with an emphasis on reading, writing, and study and communication skills. Tom’s special interests are in working with unprepared students and recent immigrants. As a college instructor, Tom has always focused on what students actually need—not necessarily what professors might think they need—to succeed in their studies, regardless of the particular topic. In an academic world where many students do not read their textbooks at all, or have difficulty understanding them when they do, it is critical to be realistic about how today’s students learn and how best to reach them. “A weighty traditional tome might look like the best classic student success textbook to some instructors”, Tom says, “but such a text fails if students can’t or won’t read it. Students quickly become frustrated by reading materials not useful to them as students or appropriate for their needs.” His expertise in how to shape an effective textbook is part of what he brings to this authorship team As a professional college textbook editor and writer, Tom specializes in making textbooks accessible for students in many curriculum areas including communications, software and technical manuals, and public health information. In his work with public organizations such as the American Red Cross and the National Safety Council, he has brought an expertise in language and reading level to ensure a wide range of publications are appropriate for their intended audiences. He has written or ghost-written several dozen textbooks and other books.

Nicholas B. deKanter
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Nick deKanter (Tufts University) is an educational advocate, consultant and marketing professional. As Founder and President of the Vision 21 Education Group, he is working to support schools seeking to transform into 21st century learning environments that help students master core subjects and connect them to real world needs, think critically, communicate clearly, and practice collaboration and innovation.

Shared Versions: 2

Lester Tanaka
College of Southern Nevada
Published: September 2011 Book Details

Rationale for Changes:

I chose FWK because of the skyrocketing costs of textbooks and the churning of new editions. I've taught College Success for over 20 years using one of the best selling college success textbooks on the market. I love the editing features and the ease with which I can personalize the text using references to my course requirements, CSN or southern Nevada.

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Published: September 2011 Book Details