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The incredible story of Holly Katke from 
Trident University International

Despite the belief that earning a college degree is as common as earning a high school diploma, only 31% of Americans have a four-year college diploma. Comparing college graduates compared to others with similar social and economic backgrounds who did not continue their education beyond high school, research shows that a college degree is well worth the time and effort invested to achieve it.

Summarized in Box I, page xxi in the Introduction of 
Thriving at Trident
 are positive outcomes associated with a college education and a college degree. As you can see from the length of this list, the college experience benefits graduates in multiple ways at multiple stages of life.

As a graduate of Trident, Holly Katke can attest to the benefits of a college degree. Watch Holly’s video from Trident’s graduation.

· Respond to her story and share what fuels YOUR passion to accomplish your dreams.

Glance back at the seven major benefits or positive outcomes of a college education listed in the textbook Introduction, (Box I.1, page xxi).

· If you were to rank them in terms of their importance to you, which three would rank at the top your list? Why?

Discussion Expectations:

First, review the GE Discussion Rubric before posting to maximize credit. You will need to post THREE TIMES (one for the prompted questions and two reactions to your classmates) to the Discussion board. Participation in these discussions is worth 20% of your grade, so please be sure to make three posts using high-quality responses to receive full credit. More detailed instructions are listed below:

· Make your initial post by starting a NEW thread within 6 days of the beginning of each module.

· Respond to at least two classmates on different days by hitting reply in their original thread.

· A substantial initial post is at least 150 words.

· A response to a classmate is 100 or more words (no simple agreements or disagreements).


PROFESSOR ROSS’S TIPS FOR SUCCESS: Please know that I appreciate you wanting to get through your Module 1 ASAP, but you really need to sit back and reflect on both the Module 1 Case Assignment (CA) and Session Long Project (SLP) … remember, they are not due until Sunday, May 1st which is the end of Module 1). These assignments can be quickly done, but I would NOT recommend doing them in the first few days. Focus on your initial discussion and then take your time on your CA & SLP by looking over/proofreading them a couple of times, and then double checking your work to the syllabus, before uploading them to TLC. REMEMBER these 2 things …there are NO EXTRA POINTS for getting assignments turned in early and WRITING LESS WILL NOT HELP your grade (always expand, put in a personal story or two, insert a professional APA cited reference, and bottom line …WRITE MORE). Last tip, if your assignment takes you less than 15 minutes to complete, don’t upload … go back and do/write more.

I am looking forward to teaching this course and working with you this session. If you have any questions or concerns, please do not hesitate in contacting me.




Information Literacy – Lets Learn how to SURVEY the Chapter

What is the title of the chapter?

Is there a chapter summary at the beginning or end of the chapter?

On what page(s) is the summary located?

List the main headings in this chapter. You may have more or less than ten and these are usually bold.











When you are ready to study turn the headings that you listed above into questions. Use who, what, where, when, why, and how when writing your questions. This will help you recall the information when studying later.

Are there any graphs, charts, or pictures?

If so, describe one or two of the following:




Are there study questions listed at the end of the chapter?

Are there key vocabulary words listed at the end of the chapter?

Describe in
two paragraphs
(4-5 sentences for each paragraph) what the chapter is about. Consider the main points of the chapter and what will be the reader’s “take way” after summarizing.




Defining Academic Integrity

Answers should be written in complete sentences and paragraph form. There should be 4-5 sentences provided for each question. Please be sure to proofread, as scholarly writing is important. Review the grading rubric to ensure all requirements are met.

In your own words, define academic integrity?

How might violations of academic integrity (plagiarism) impact you?

How might violations of academic integrity (plagiarism) impact the reputation of your school?

How might violations of academic integrity (plagiarism) impact the reputation of graduates from your schools?

How might violations of academic integrity (plagiarism) impact a potential employer?


Information Literacy

One attribute of a self-reliant, lifelong learner is information literacy—the ability to locate, evaluate, and use information. When you are information literate, you are a critical consumer of information who knows how to access accurate and relevant information whenever you need it.

Chapter 5 of 

Thriving at Trident

 (p. 102; Box. 5.2) introduces a popular system for organizing and remembering effective reading strategies—the SQ3R system. SQ3R is an acronym for key steps that should be taken when reading college textbooks. Research supports the effectiveness of the SQ3R system for improving reading comprehension and exam performance. The system consists of the following five-step sequence:

1. Survey

2. Question

3. Read

4. Recite

5. Review

This system will be used in completing the Module 1 SLP assignment.

Trident offers a comprehensive library to all students and faculty, and it is important that you know how to access and decipher important information to ensure your success at Trident. The Trident Online Library provides access to thousands of publications and are available 24 hours a day, 7 days a week.

SLP Assignment

First, you will choose a book from the list below based on your intended major. Please note that you will search the book title first and then find the listed chapter within the book.

Business, Leadership, and HRM Students

Weisbord, M. R., & Janoff, S. (2015). Lead more, control less: 8 advanced leadership skills that overturn convention. Berrett-Koehler Publishers.



Chapter Preview

Learning Goal

Ignite Your Thinking


Chapter Preview

Learning Goal

Ignite Your Thinking

Cover image © Shutterstock, Inc.

Send all inquiries to:
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Copyright ©2007, 2010, 2013, 2016, 2020 by Kendall Hunt Publishing Company

ISBN 978-1-7924-4900-0

All rights reserved. No part of this publication may be reproduced,stored in a retrieval system, or
transmitted, in any form or by any means,electronic, mechanical, photocopying, recording, or
otherwise,without the prior written permission of the copyright owner.

Printed in the United States of America


Brief Contents

the PoWer of coLLege And the first-yeAr
exPerience xx

Chapter 1
touching ALL the BAses 1

Chapter 2
LiBerAL Arts And generAL educAtion 27

Chapter 3
goAL setting And MotivAtion 55

Chapter 4
tiMe MAnAgeMent 69

Chapter 5
deeP LeArning 87

Chapter 6
test-tAking skiLLs And strAtegies 121

Chapter 7
three key AcAdeMic success
And LifeLong LeArning skiLLs 141

Chapter 8
higher-LeveL thinking 165

Chapter 9
sociAL And eMotionAL inteLLigence 187

Chapter 10
diversity 209

Chapter 11
finAnciAL LiterAcy 241

Chapter 12
PhysicALWeLLness 263

Chapter 13
PsychoLogicAL WeLLness 287

Chapter 14
educAtionAL PLAnning And
decision-MAking 307

Chapter 15
cAreer exPLorAtion, PrePArAtion,
And deveLoPMent 337



Preface ix
Acknowledgments xvii
About the Authors xviii
Introduction xx

Chapter 1: Touching All the Bases
using PoWerfuL PrinciPLes of student
success And key cAMPus resources 1
Powerful Principles of College Success 1
Principle 1. Active Involvement (Engagement) 2

Time Spent in Class 2
Time Spent on Coursework Outside of Class 3
Active Involvement in the Learning Process 4
Active Classroom Listening and Note-Taking 4
Active Class Participation 6
Active Reading 6

Principle 2. Capitalizing on Campus Resources
(Resourcefulness) 8
Writing Support 9
Campus Library 9
Disability Services Support 9
Financial Aid Office 9
Academic Advising 10
Career Development Support 10

Principle 3. Interpersonal Interaction and Collaboration
(Social Integration) 12
Student–Faculty Interaction 13
Interacting with Academic Advisors 16
Interacting with a Mentor 17
Interaction with Peers (Student–Student Interaction) 17

Principle 4. Reflection and Self-Awareness (Mindfulness) 19
Self-Awareness 20

Summary and Conclusion 21
Internet-Based Resources 22
Chapter 1 Exercises 23

Chapter 2: Liberal Arts and General Education
WhAt it MeAns to Be A WeLL-educAted
Person in the 21st century 27
The Meaning and Purpose of the Liberal Arts 27
The Liberal Arts Curriculum 29
Major Bodies of Knowledge in the General Education

Curriculum 29
Humanities 30
Fine Arts 30
Mathematics 30
Natural Sciences 31
Social and Behavioral Sciences 31
Physical Health and Wellness 32

The Liberal Arts Liberate You from Narrowness
and Broaden Your Perspectives 33

The Social–Spatial Perspective: Moving Beyond the
Self to the Wider World 34
The Perspective of Family 34
The Perspective of Community 34
The Perspective of Society 34
The National Perspective 35
The International Perspective 36
The Global Perspective 36
The Perspective of the Universe (Cosmos) 37

The Chronological Perspective:
Embracing the Past, Present, and Future 37
Historical Perspective 38
Contemporary Perspective 38
Futuristic Perspective 38

The Synoptic Perspective: Integrating Multiple
Perspectives into a Coherent Whole 39

The Liberal Arts Develop Transferable Skills that Can be
Applied across Different Contexts and Situations 40

The Liberal Arts Develop the Whole Person 41
The Co-Curriculum: Using Your Whole Campus

to Develop Yourself as a Whole Person 43
The Liberal Arts Develop Skills for Success in

Your College Major 45
The Liberal Arts Enhance Career Preparation and Career

Success 46
The Liberal Arts Prepare You for Lifelong Learning 47

vi Contents

Internet-Based Resources 48
Chapter 2 Exercises 49

Chapter 3: Goal Setting and Motivation
Moving froM intention to Action 55
The Relationship between Goal Setting and Success 55
Characteristics of a Well-Designed Goal 56
Strategies for Maintaining Motivation and

Making Progress Toward Goals 58
Characteristics of Successful People 61
Self-Efficacy 61
Growth Mindset 62
Grit 64
Internet-Based Resources 66
Chapter 3 Exercises 67

Chapter 4: Time Management
Prioritizing tAsks, Preventing ProcrAstinAtion,
And ProMoting Productivity 69
The Relationship between Goal Setting, Managing

Time, and Managing Tasks 69
The Importance of Time Management for College

Students 70
Strategies for Managing Time and Tasks 71
Developing a Time-Management Plan 73
Key Elements of an Effective Time-Management Plan 74
Making Productive Use of “Free Time” Outside

the Classroom 75
Combating Procrastination 77
Myths That Promote Procrastination 77
Strategies for Preventing and Overcoming

Procrastination 78
Psychological Causes of Procrastination 81
Internet-Based Resources 82
Chapter 4 Exercises 83

Chapter 5: Deep Learning
strAtegic note-tAking, reAding,
And studying 87
What is Deep Learning and Why is it Important? 87
Stages in the Learning and Memory Process 88
Effective Lecture-Listening and Note-Taking Strategies 89

Pre-Lecture Strategies: What to Do Before Class 90
Listening and Note-Taking Strategies: What to

Do During Class 92
Post-Lecture Strategies: What to Do After Class 95

Strategic Reading 97
Pre-Reading Strategies: What to Do Before Reading 98
Strategies to Use During the Reading Process 98
Post-Reading Strategies: What to Do After Reading 101

Strategic Studying: Learning Deeply and
Remembering Longer 103
Give Studying Undivided Attention 103
Make Meaningful Associations 104
Integrate Information from Lectures and Readings 106
Distribute Study Time across Separate Study Sessions 107
Use the “Part-to-Whole” Study Method 107
Capitalize on the Power of Visual Learning 108
Build Variety into the Study Process 110
Learn with Emotion 112
Learn Collaboratively 112

Self-Monitoring: Self-Assessment for Deep Learning 115
Internet-Based Resources 117
Chapter 5 Exercises 118

Chapter 6: Test-Taking Skills and Strategies
WhAt to do Before, during,
And After exAMs 121
Pre-Test Strategies: What to Do in Advance of Exams 121

Recitation 122
Creating Retrieval Cues 123

Strategies to Use Immediately Before a Test 124
Strategies to Use During Exams 126
Strategies for Answering Multiple-Choice Test

Questions 127
Strategies for Answering Essay Questions 129
Post-Test Strategies: What to Do After Receiving

Test Results 132
Test Anxiety: Recognizing and Reducing It 134
Internet-Based Resources 136
Chapter 6 Exercises 137

Chapter 7: Three Key Academic Success
and Lifelong Learning Skills

inforMAtion LiterAcy, Writing,
And sPeAking 141
The Importance of Research and Communication Skills 141
Information Literacy: Research Strategies for

Locating and Evaluating Information 142
Organizing a Research Report 142

Writing Skills and Strategies 148
Writing to Learn 148
Writing to Listen 149
Writing to Read 149
Writing to Remember 149
Writing to Organize 149
Writing to Study 149
Writing to Understand 149
Writing to Create 150
Writing to Discuss 150
Writing for Problem Solving 150

Writing Papers and Reports 150
Public Speaking: Making Oral Presentations

and Delivering Speeches 157

Contents vii

The Importance of Oral Communication 157
Strategies for Making Effective Oral Presentations 157
Managing Speech Anxiety 160

Internet-Based Resources 162
Chapter 7 Exercises 163

Chapter 8: Higher-Level Thinking
Moving Beyond BAsic knoWLedge to
criticAL And creAtive thinking 165
What Is Higher-Level Thinking? 165
Benefits of Higher-Level Thinking 166

Defining and Describing the Major Forms of
Higher-Level Thinking 168

Analysis (Analytical Thinking) 168
Synthesis (Integrative Thinking) 169
Application (Applied Thinking) 169
Multidimensional Thinking 169
Balanced Thinking 171
Critical Thinking (Evaluation) 172
Creative Thinking 176

Using Higher-Level Thinking Skills to Improve
Academic Performance in College 180

Internet-Based Resources 182
Chapter 8 Exercises 183

Chapter 9: Social and Emotional Intelligence
reLAting to others And reguLAting
eMotions 187
The Importance of Social and Emotional Intelligence 187
Listening: A Key Element of Social Intelligence 188
Active Listening Strategies 188
Speaking and Conversational Skills 190
Interpersonal Relationship Skills (a.k.a. Human

Relations Skills) 191
Dating and Romantic Relationships 193
Forms and Stages of Love 194

Managing Interpersonal Conflict 196
Strategies for Resolving Conflicts Assertively 197
Civility 200

Emotional Intelligence 201
Becoming a Leader 202

Internet-Based Resources 206
Chapter 9 Exercises 207

Chapter 10: Diversity
LeArning ABout And froM huMAn
differences 209
What is Diversity? 209
Diversity and Humanity 211
Diversity and Individuality 213
Forms and Varieties of Diversity 214

Cultural Diversity 214
Ethnic Diversity 216

Racial Diversity 216
The Growing Ethnic and Racial Diversity in America 219
Socioeconomic Diversity 219

International Diversity 220
Gender Diversity 221
Sexual-Orientation and Gender-Identity Diversity 221
Generational Diversity 223
The Benefits of Experiencing Diversity 224

Diversity Increases Self-Awareness and Self-Knowledge 224
Diversity Deepens Learning 225
Diversity Promotes Higher-Level Thinking 225
Diversity Stimulates Creative Thinking 225
Diversity Enhances Career Preparation and

Career Success 226
Stereotyping: A Barrier to Diversity 227
Prejudice 229
Discrimination 229

Strategies for Overcoming Stereotypes, Prejudice,
and Discrimination 232

Strategies for Increasing Personal Contact and
Interpersonal Interaction with Members of Diverse
Groups 233

Internet-Based Resources 236
Chapter 10 Exercises 237

Chapter 11: Financial Literacy
MAnAging Money And MiniMizing deBt 241
Sources of Income for Financing a College Education 242

Student Loans 242
Scholarships 243
Grants 244
Veterans Benefits 244
Salary Earnings 244
Developing Financial Self-Awareness 245
Tracking Cash Flow 245

Developing a Plan for Managing Money and
Minimizing Debt 250
Long-Range Fiscal Planning: Financing Your

College Education 254
Internet-Based Resources 258
Chapter 11 Exercises 259

Chapter 12: Physical Wellness
MAintAining BodiLy heALth And AttAining
PeAk PerforMAnce 263
What is Wellness? 263
Physical Wellness 264
Nutrition Management Strategies 265
Exercise and Fitness 271

Physical Benefits of Exercise 271
Strategies for Maximizing the Physical Benefits of

Exercise 273
Rest and Sleep 274

The Value and Purposes of Sleep 275

viii Contents

Strategies for Improving Sleep Quality 276
Adjusting Academic Work Tasks to Your

Biological Rhythms 278
Alcohol Use among College Students 279

Alcohol Abuse 280
Use and Abuse of Illegal Drugs 281

Motives (Reasons) for Drug Use 282
Sexually Transmitted Infections (STIs) 283

Campus Safety 284
Internet-Based Resources 284
Chapter 12 Exercises 285

Chapter 13: Psychological Wellness
Preserving And ProMoting MentAL heALth 287
Mental Health and Self-Esteem 287
Strategies for Improving and Preserving Self-Esteem 287
Emotional Disorders 289
Stress and Anxiety 289

Symptoms (Signs) of Anxiety 291
Stress-Management Strategies 292

Depression 293
Symptoms (Signs) of Major Depression 294
Bipolar Disorder (a.k.a. Manic Depression) 295
Strategies for Coping with Milder Forms of Depression 296

Unhealthy Relationships 298
Abusive Relationships 298
Signs of an Abusive Relationship 298
Strategies for Avoiding or Escaping Abusive Relationships 299
Sexual Assault a.k.a. Sexual Violence 299
Suggested Strategies for Preventing Rape 299
Assumptions that Should not be Made 299
Sexual Harassment 300
Recommendations for Dealing with Sexual Harassment 300

Eating Disorders 301
Substance Abuse and Chemical Dependency 302

Internet-Based Resources 303
Chapter 13 Exercises 304

Chapter 14: Educational Planning and
MAking Wise choices ABout your coLLege
courses, coLLege MAjor, And AcAdeMic
PAthWAy 307
To Be or Not to Be Decided: What Research Shows

about Students’ Choice of a College Major 307
The Importance of Long-Range Educational

Planning: Paving Your Academic Pathway 310
Factors to Consider When Choosing a Major 311

Learning Talents: Multiple Intelligences 311
Learning Values 313
Learning Interests 313
Strategies for Learning about Different Majors 318

Myths about the Relationship between Majors and
Careers 323
Myth 1. When you choose your major, you’re

choosing your career 323
Myth 2. If you decide to continue your education

beyond college graduation, you have to continue
in the same field as your college major 324

Myth 3. Because most college graduates are employed
in business organizations or corporations, it’s
best to major in business 325

Myth 4. If you major in a liberal arts field, the only
career available to you is teaching 326

Internet-Based Resources 327
Chapter 14 Exercises 328

Chapter 15: Career Exploration, Preparation,
and Development
finding A PAth to your future Profession 337
The Importance of Career Planning 337
Strategies for Career Exploration and Preparation 338

Step 1. Awareness of Self 339
Step 2. Awareness of Career Options 342
Strategies for Gaining Awareness of Your Career

Options 343
Step 3. Awareness of Career Options that Provide

the Best “Fit” for You 350
Step 4. Awareness of the Major Steps Needed to

Reach Your Career Goal 351
Career Readiness 353
Networking 360
Personal Interview 360

Internet-Based Resources 361
Chapter 15 Exercises 362

Glossary and Dictionary of College Vocabulary 367

Index 375


Chapter Preview


Plan and Purpose of This Book
This book is designed to help you make a smooth transition to college and equip
you with strategies for success that can be used throughout your college experience
and in life beyond college. Its goal is to promote the academic excellence and per-
sonal development of all students—whether they be students (a) transitioning to
college directly from high school or from full-time employment, (b) living on or off
campus, or (c) attending college on a full- or part-time basis. Whatever your previ-
ous level of academic performance may have been, or how many AP and dual-credit
courses you have already taken, college is a new ball game played on a different field
with new rules and expectations. If you have been an academically strong student
prior to college, this book will make you an even stronger student in college. If you
have not been a particularly successful student in the past, this book will help you
become a successful student in the future.

One of the book’s major goals is to equip you with one of the most powerful
principles of human learning and personal success: self-awareness. Self-awareness is
the critical first step toward personal growth and development in any endeavor.
College students who are self-aware learners, aware of how they are learning and if
they are learning strategically and deeply, rather than mindlessly and superficially.
If you maintain self-awareness about whether you’re “doing college” effectively
(e.g., by using the research-based strategies identified in this book), you will have
taken a huge step toward college success. ”

“Important achievements
require a clear focus, all-out-
effort, and a bottomless trunk
full of strategies.
—Carol Dweck, Stanford professor, and
author of Mindset: The New Psychology
of SuccessPractical, action-oriented strategies make up the heart of this book. Rather than

trying to figure out how to do college on your own through random trial-and-error,
this book provides you with a game plan for doing it right from the start, equipping
you with a comprehensive set of strategies for doing college well. These strategies
are not presented as a laundry list of things you should do (and should not do) dis-
pensed arbitrarily and pontifically by authority figures who think they know what’s
best for you. Instead, the book’s recommendations are accompanied by research-
based reasons why they are effective and worthy of your consideration. If you have a
deep understanding of the underlying principle that makes a strategy effective,
you’re more likely to put that strategy into practice. Furthermore, when you under-
stand the principle behind the practice, it empowers you to create specific strategies
of your own that are built on the same principle.

”“The man who also knows why will be his own boss. As to methods there may be a million and then some, but principles are few. The man
who grasps principles can
successfully select his own
—Ralph Waldo Emerson, 19th-century
author, poet, and philosopher

x Preface

Specific and complete references for the research findings and action strategies cited in this
book are included in the full-length version of the text, titled Thriving in College & Beyond:
Research-Based Strategies for Academic Success and Personal Development (2020).

Preview of Content
The Power of College and the First-Year Experience
In the introduction to this book, you will learn why college has the power to change
your life and benefit you throughout life. The first year of college, in particular, is a
crucial transitional stage characterized by significant change, challenge, and
growth. It is the year of college during which students typically experience the most
academic difficulties and highest risk of dropping out; however, it is also the year
when college students report experiencing the most learning and greatest personal
growth. Students who take a first-year experience or college success course (like the
one you’re likely enrolled in now) are more likely to make a smooth transition to
college, experience a successful first year, and make the most of their college

“Being in this class has helped me a lot. What I learned I will apply to all my other classes.”“I could really relate to
everything we talked about.
It is a great class because you
can use it in your other

“Everything we learned we
will apply in our lives.”
—Comments made by students
enrolled in a college success course

Chapter 1
Touching All the Bases
Using Powerful Principles of Student Success and Key Campus Resources
Like any journey, the journey through college begins with knowing what to bring
with you and what resources to rely on along the way. This chapter supplies you
with (a) an overview and preview of four powerful student-success principles that
you can use throughout your college experience, (b) key campus resources to capi-
talize on, and (c) snapshot summaries of important things to do during the first
weeks of college to get off to a smooth and successful start.

Chapter 2
Liberal Arts and General Education
What it Means to be a Well-Educated Person in the 21st Century
The liberal arts and general education are often misunderstood and underestimated
components of a college education and career preparation. In this chapter, you will
gain a deeper understanding and appreciation of the meaning, purpose, and benefits
of the liberal arts and general education. You will learn how the liberal arts curricu-
lum and general education courses equip you with a broad base of knowledge and a
set of versatile skills that can be used to promote success in all college majors, careers,
and life roles.

Chapter 3
Goal Setting and Motivation
Moving from Intention to Action
Achieving your goals is one definition of success. Studies show that people are
more likely to be successful when they set specific goals for themselves and identify
the means (succession of steps) needed to reach those goals. This chapter supplies

Preface xi

you with practical strategies for setting specific, realistic goals and for maintaining
motivation until you reach your goals.

Chapter 4
Time Management
Prioritizing Tasks, Preventing Procrastination, and Promoting Productivity
Setting goals is an important first step toward achieving success, but managing time
and completing the tasks needed to reach those goals is a critical second step. Time is
a valuable personal resource—when we gain greater control of it, we gain greater
control of our lives. This chapter supplies a comprehensive set of strategies for man-
aging time, establishing priorities, combating procrastination, and completing tasks.

”“In high school, a lot of the work was done while in school, but in college all of your work is done on your time. You really have to organize yourself in
order to get everything done.
—First-year student’s response to a
question about what was most
surprising about college lifeChapter 5

Deep Learning
Strategic Note-Taking, Reading, and Studying
The key academic tasks you’re expected to perform in college include: taking lec-
ture notes, completing reading assignments, studying, and test-taking. This chapter
provides specific research-based and brain-based strategies for tackling these tasks.
Implementing these strategies will enable you to learn at a much deeper level than
rote memorization across all your college courses and throughout life.

Chapter 6
Test-Taking Skills and Strategies
What to do Before, During, and After Exams
Effective test-taking is both an art and a science. This chapter supplies you with a
systematic set of strategies for improving your performance on both multiple-
choice and essay exams. It identifies strategies that can be used before, during, and
after exams, as well as practical tips for becoming more “test wise” and less “test

Chapter 7
Three Key Academic Success and Lifelong Learning Skills
Information Literacy, Writing, and Speaking
Researching, writing, and speaking effectively are flexible skills that can be trans-
ferred and applied to all majors and careers. In this chapter, you will acquire strate-
gies to locate and evaluate information, write papers and reports, and use writing as
a tool to learn deeply and think critically. The chapter also includes specific, practi-
cal tips for making effective oral presentations, overcoming speech anxiety, and be-
coming a more self-confident public speaker.

Chapter 8
Higher-Level Thinking
Moving Beyond Basic Knowledge to Critical and Creative Thinking
National surveys of college professors consistently show that their number one ed-
ucational goal is developing students’ critical thinking skills. In this chapter you will

xii Preface

learn what critical thinking actually is, how it relates to creative thinking and other
forms of higher-level thinking, and how to demonstrate different forms of higher-
level thinking on your college exams and assignments. You will also learn how to
use higher-level thinking skills to draw valid conclusions and to make sound judg-
ments and personal decisions.

Chapter 9
Social and Emotional Intelligence
Relating to Others and Regulating Emotions
Communicating and interacting effectively with others are important life skills and
essential elements of “social intelligence.” Similarly, being aware of, and being able
to manage, one’s own emotions and the emotions of others are critical components
of “emotional intelligence.” This chapter identifies specific ways in which social
and emotional intelligence can be developed and demonstrated; it also supplies in-
terpersonal communication and human relations strategies that promote positive
interactions with others and enhance your leadership potential.

Chapter 10
Learning about and from Human Differences
Today’s college students will experience more diversity on campus than at any other
time in American history. This chapter defines “diversity”, delineates its major
forms, and documents how experiencing diversity deepens learning, enhances criti-
cal and creative thinking, and contributes to career success. The chapter also in-
cludes specific strategies for breaking down barriers and biases that often block hu-
mans from experiencing the full benefits of diversity, and supplies specific strategies
for initiating and sustaining rewarding relationships with members of diverse

Chapter 11
Financial Literacy
Managing Money and Minimizing Debt
Research shows that students who accumulate high amounts of debt in college are
more likely to experience higher levels of stress, lower levels of academic perfor-
mance, and higher risk of withdrawing from college. However, research also shows
that students who use effective money-borrowing and money-management strate-
gies are able to minimize debt, save money while in college, and increase the
likelihood they will complete college and enter a productive career. This chapter
identifies research-based strategies for making wise decisions about student loans
and managing debt, tracking personal income and expenses, and striking a healthy
balance between working for grades and working for pay.

Chapter 12
Physical Wellness
Maintaining Bodily Health and Attaining Peak Performance
Peak levels of performance, including academic performance, cannot be attained
until physical wellness is maintained. Physical wellness involves being mindful of

Preface xiii

what we put into our body (healthy food), what we keep out of it (unhealthy sub-
stances), how we move it (regular exercise), and how well we restore and rejuvenate
it (quality sleep). This chapter identifies strategies for attaining optimal physical
wellness by (a) maintaining a balanced, performance-enhancing diet, (b) getting
high-quality sleep, (c) exercising for total fitness, and (d) avoiding risky behaviors
that undermine personal health, threaten physical safety, and impair human

Chapter 13
Psychological Wellness
Preserving and Promoting Mental Health
Physical and mental health represent the “twin towers” of personal wellness;
this chapter focuses on the latter tower—psychological well-being. Academic
achievement in college and the ability to persist to college completion depend on
students’ ability to maintain their mental health and cope effectively with psycho-
logical stressors, particularly anxiety, depression, unhealthy relationships, and sub-
stance abuse. This chapter supplies specific strategies for preserving self-esteem,
coping with college stressors, maintaining mental health, and attaining optimal psy-
chological wellness.

Chapter 14
Educational Planning and Decision-Making
Making Wise Choices about Your College Courses, College Major, and Ac-
ademic Pathway
Achieving your educational goals requires making strategic choices about your col-
lege courses and your college major. Having an educational plan in mind (and in
hand) early in your college experience will enable you to explore your academic op-
tions and make well-informed decisions about your college major. Your major field
of study should reflect who you are—your personal strengths, talents, interests and
values. This chapter will supply you with strategies for deepening awareness of your
personal attributes and connect them with your educational options and goals, and
will help you design a strategic plan for reaching your chosen educational goal.

Chapter 15
Career Exploration, Preparation, and Development
Finding a Path to Your Future Profession
It may be surprising to find a chapter on career development in a book written for
first-term college students. Certainly, entering college and entering a career are
events taking place at different points in time and represent different life transi-
tions. However, the process of exploring career options and developing career-en-
try skills should begin in the first year of college. Early career planning gives begin-
ning college students a practical, long-term goal to strive for and gets them
thinking about how the skills they are developing in college will contribute to their
success beyond college. Thus, career planning is a form of life planning; the sooner
you start the process, the sooner you start gaining control of your future and start
steering it in the direction you want it to go.

xiv Preface

Chapter Sequence
The chapters in this book are ordered in a way that positions you to ask and answer
the following sequence of questions:

1. Why am I here?
2. Where do I want to go?
3. What must I do to get there?
4. How do I know when I’ve arrived?

“It is hard to know how any student could truly under-stand whom [he or she] wants to be without thinking
carefully about what career
to pursue.”

—Derek Bok, president emeritus,
Harvard University

Early chapters in the book are designed to orient you to the college environment,
excite you about the college experience, and help you see where college can take you.
Once you having a clear sense of why college is worth it, and how it can help you
achieve your goals and brighten your future, you are then positioned (and motivated) to
act on the strategies suggested throughout the remainder of the book. The middle
chapters provide you with strategies for handling the day-to-day academic challenges,
practical tasks, and interpersonal interactions that characterize the college experience.
The book’s final chapters help you make connections between your current first-year
experience, your remaining years in college, and your future career and life goals.

Process and Style of Presentation
The impact of a book depends not only on the information it contains (its content);
it also depends on how its information is delivered (the process). This book’s infor-
mation is delivered with learning and motivational features built into the delivery
process that are designed to: (a) stimulate your motivation to learn, (b) deepen your
understanding of what you are learning, and (c) strengthen your retention (mem-
ory) for what you have learned. These features are described below.

Chapter Purpose and Preview
At the very start of each chapter, a short summary of the chapter’s primary purpose
and key content is provided to supply you with an overview and sneak preview of
what you are about to read. This feature highlights the chapter’s relevance, giving
you a reason (and motivation) to read it. Educational research indicates that when
students see the reason or relevance of what they are about to learn, the more moti-
vated they are about learning it and they learn it more deeply.

At the beginning of each chapter, a question is posed to activate your thoughts and feel-
ings about the chapter topic. This pre-reading exercise is designed to “warm up” or
“tune up” your brain, preparing it to connect the ideas you will encounter in the chap-
ter with the ideas about the topic that you already have in your head. This mental
warm-up feature implements one of the mos


Be sure to read Becoming a Master Student Chapter 2 “Time” and then complete and submit the following exercises on a separate document (Microsoft word, etc..).  The document will likely be multiple pages due to the number of exercises and your skills shot.  Submit them all to me at once in one file.  Complete the exercises and skills snapshots to receive full credit for this weeks exercises/snapshots (50 points).  Please List the questions and then answer them.

Exercise 6 “The Time Monitor”beginning on page 63.  This is a time sensitive exercise so be sure to begin tracking time ASAP.  I would like you to track two “work” or school days (Monday through Thursday) along with the weekend (February 20th and 21st).  Submit to me the answers to Step 5 “Reflect on the results of this exercise” on page 64.  I will make an announcement regarding the time sensitive exercises here shortly to give everybody a heads up.

Complete the Discovery/Intention Statement Journal Entry 6 “Discover the impact of technology on your time and attention” on page 68. Please List the questions and then answer them.  What day did you keep track of your time?  Check your cell phone data usage and check what different apps you spent online.  Where was the majority of your time spent on the day you monitored?  Social Media?  Games?  Are there any changes you want to make in the amount of time you spend online?  What do you intend to do?

Complete the Skills Snapshot on page 110.  Be sure to answer the 9 questions listed in complete sentences. Please List the questions and then answer them

  • 5


Hello.  looking for one person to to all 3 assignments.  pending on the quality of work and if i score high, I will use you for the remaining 3 modules.  Attaching all instructions and e book for Case 1 Academic integrity worksheet, Module 1 Discussion board, and Module one SLP Assignment.   Please note that i am in the Navy and my job is Aviation Ordnancemen and I’ve been in the navy for 19 yrs so for the Academic integrity worksheet use that/keep that in mind ok.   Tips for success is added as well. 


story #1: The prescription of new generation 


story #2 : PAGES 53-57 Read section title: Rules 

For Distinguishing the Normal from Pathological 


Write of social deviance and social control through each of the two readings above, and discussing it in light of the content of that particular article. Elaborate on the characteristics of “place” and “time.” Discuss the influence “time” and “place” have on what cultures define as “deviant” and how they react to it.

Cite any sources, including assigned readings, according to APA citation guidelines.



This discussion board/forum is for students to critically think about the lack of paid maternity leave and how this impacts families.  How the idea of paternity leave benefits and challenges the institutions of the family.  The idea that paternity leave is another area that is the changing the institution of the family.  

  1. First, students will read the following articles (click on titles for articles)Fatherhood, Paternity Leave, and Facebook –Sociology in Focus , Why Mark Zuckerberg’s Paternity Leave Is Important for All , How America’s Lack of Paid Maternity Leave Worsens Inequality , and 5 Fun Facts About Today’s Single Fathers
  2. Next, students will respond to the following questions:
    1. Thinking about the following article; “Why Mark Zuckerberg’s Paternity Leave is Beneficial for All, analyze paternity leave from the perspective of Functionalism.  (a) What are three functions of paternity leave for families according to the article?  (b) What are other functions you can think of? (c) What are some dysfunctions you can think of?
    2. Although we are seeing some progress with paternity leave, maternity leave is still a major concern in the United States.  Using the following article; “How America’s Lack of Paid Maternity Leave Worsens Inequality (a) What are the three points made in the article that align with conflict theory? 
    3. According to the article, “5 Facts About Today’s Fathers”, (a) In addition to new policies for paternity leave, what are some other changes in fatherhood in the United States? (b) Do you know any fathers who reflect these changes?
  3. Lastly, find a classmate whose response to the article “Why Mark Zuckberg’s Paternity Leave is Important for All” about functions or dysfunctions for paternity leave differ from the functions or dysfunctions you indicated in your initial post.  When commenting about the differences do not just say I agree or disagree, explain why you chose the functions or dysfunctions you did and how they differ from your classmates.  Also, think about why your classmate chose a different functions or dysfunctions and a provide a comment about this.  


 Consider what you have learned about collective behavior, social movements, and social change this week. How is the global expansion of social media likely to affect how people pursue social change? How has it done so already? Use specific examples from the media (including a link to information about a recent social movement) as you analyze social movements, social change, technology, and the media. A full citation/reference is not required for the link. 



Sanchez 1

Sixto Sanchez

Joseph Cook




Sociology is referred to as the study of social causes, social change, social life as well as the consequences of human behavior. This study investigates the structure of groups, societies, organizations, and how individuals interact within these contexts (Merton 36). In short, sociology focuses on the understanding of social change, social interaction, social institutions, and social organization. Sociologists are interested in individual experiences that are shaped by social groups’ interactions as well as society as a whole. An article by Clare L. Stacey called “Empathy is hard”, is a perfect example of an article that addresses various topics in sociology. The topics addressed in this article are symbolism interactionism, which is an approach used by sociologists in the explanation of social life in sociology. The other topic is subcultures.

The author of the story explains empathy and personal experience about empathy. The author explains how empathy is not hard to grasp but it might be extremely difficult to practice it. This is because unlike how people view it, empathy does not lead to an individual connection. It is a skill rather than an individual’s trait or perhaps disposition. The author argues that empathy can be cultivated, and once people understand that then they can seek ways to practice empathy (Clare, line 210). Recognizing that empathy is not always harnessed for good, is the first step in empathy cultivation. However, the main idea of this article is the usage of sociological imagination while practicing empathy. Therefore, this story teaches about the usefulness of sociological imagination, which is allowing a better questioning and identification of various aspects of society and in our subgroups.

Throughout the article, an individual learns and understands the importance of using sociological imagination, in symbolic interactions as well as in subcultures they belong. Well, sociological imagination is an ability for a person to see the context that models their decision-making and decisions that are made by others (Garoutte, lines 150-155). For example, the author applied this concept in practicing empathy, which help in becomes more compassionate in viewing the friend’s decision in keeping the martial art studio open despite the COVID situation.

Symbolic interactionism focuses individual attention on how human interaction builds rules as well as meanings, which then fabricates further interactions.it provides a theoretical perspective, which assists in examining the relationship of individuals within their society. This perspective is centered on the concept that communication is how individuals make sense of their social worlds. This viewpoint views individuals as active in modeling their world, rather than as entities who are acted upon by society. This approach looks at individuals and society from a micro-level perspective (Quist-Adade, line 20). In relation to the article, this can be applied in the one-on-one interaction of the author and the friends. However, subculture can be referred to as a culture that originated from a small group of individuals, which differentiates itself from the culture of the parents to which the group belongs (Jensen, lines 419-420). According to the study, most individuals belong to at least a group that can be identified or classified as a subculture. In relation to the article, the author belonged to a particular group of friends, where they had their own routines and practices before COVID emerged. Well, a large group of family members or friends tend to develop their own subculture thus making the author’s group a subculture.

As such, subculture and symbolic interactionist influence as well as relationships with each other. Every person is involved in various activities, groups, roles, or relationships thus participating in a subculture. However, when an individual becomes a member of a particular subgroup, the members of the group usually become their first source of social interaction. The group members interact through having meaningful communication since they find a sense of belonging in each other.

Work cited

Clare L. Stacey. Empathy is hard. What we need is (sociological) imagination.  American Sociological Association. 20 October 2020. https://contexts.org/blog/empathy-is-hard-sociological-imagination/

Garoutte, Lisa. “The sociological imagination and community-based learning: Using an asset-based approach.” Teaching Sociology 46.2 (2018): 148-159.

Jensen, Sune Qvotrup. “Towards a neo-Birminghamian conception of subculture? History, challenges, and future potentials.” Journal of Youth Studies 21.4 (2018): 405-421.

Merton, Robert K. “The sociology of knowledge.” Society & Knowledge. Routledge, 2017. 35-66.

Quist-Adade, Charles. Symbolic interactionism: the basics. Vernon Press, 2019.