College Success

(10 reviews)

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Bruce Beiderwell, UCLA
Linda Tse, Minnesota State University
Tom Lochhaas , Various
Nicholas deKanter, Vision 21 Education Group

Pub Date: 2015

ISBN 13: 978-1-9361265-6-9

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Reviewed by Theresa Harper, Academic Success Counselor, Oregon State University

Combines topics for an orientation to college as a whole (health, campus diversity, finances, etc.) and academic skills important for college … read more

 

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Reviewed by Kim McAloney, Academic Engagement Cultural Center Coordinator, Oregon State University

College Success covers a wide variety of subjects regarding the success of college students. The order of topics discussed makes sense while also … read more

 

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Reviewed by Brian Koeneman, Associate Honors Advisor, U of MN

The book is very thorough and comprehensive, almost to a fault. I question whether college students will read the book in its entirety but … read more

 

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Reviewed by Wesley Ferreira, Assistant Professor, Colorado State University

One of the biggest strengths of the book is its ability to clearly articulate different learning styles and explain how students can employ … read more

 

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Reviewed by Travis Rybchinski, Instructor, Dakota College at Bottineau

This textbooks covers many different subject areas that can help first time college students gain success. I did not see a index or glossy but the is … read more

 

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Reviewed by Abhinav Bhargava, Teaching Assistant, University of Massachusetts

The books acknowledge a wide range of questions which are important for students. It has intrinsic information about various titles with analysis and … read more

 

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Reviewed by Kelly Love, College Success Coach and Adjunct Professor, Portland Community College

The text is very comprehensive in many respects, sometimes to a fault because it might lose students in going into so many different topics. The one … read more

 

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Reviewed by Phyllis Nissila, Instructor, Lane Community College, Eugene, Oregon

Having taught such classes for over twelve years in the community college setting, I noted the inclusion of all of my "essential topics" in this … read more

 

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Reviewed by Alise Lamoreaux, Adult Basic & Secondary Education, Lane Community College

College Success is an umbrella text covering a wide gamete of topics primarily related to the study skills and personal habits associated with a … read more

 

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Reviewed by Maurice Hamington, Executive Director, University Studies, Portland State University

College Success takes a comprehensive approach to a student's preparation for college. It is a book that should be read by anyone about to undertake … read more

 

Table of Contents

  • Chapter 1: You and Your College Experience
  • Chapter 2: Staying Motivated, Organized, and On Track
  • Chapter 3: Thinking about Thought
  • Chapter 4: Listening, Taking Notes, and Remembering
  • Chapter 5: Reading to Learn
  • Chapter 6: Preparing for and Taking Tests
  • Chapter 7: Interacting with Instructors and Classes
  • Chapter 8: Writing for Classes
  • Chapter 9: The Social World of College
  • Chapter 10: Taking Control of Your Health
  • Chapter 11: Taking Control of Your Finances
  • Chapter 12: Taking Control of Your Future

About the Book

Our primary goal in writing College Success is to help you succeed in college.

According to Department of Education data, 30 percent of college freshmen leave school in their first year and as many as 50 percent never graduate. College Success is designed to help change that.

College Success has a student-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in college. This is not a textbook full of theory and extensive detail that merely discusses student success; rather, this is a how-to manual for succeeding in college. The book provides realistic, practical guidance ranging from study skills to personal health, from test taking to managing time and money. Furthermore, College Success is accessible—information is presented concisely and as simply as possible.

College Success has the following features to help you achieve your goals: Each chapter asks you to evaluate yourself because success starts with recognizing your strengths and weaknesses, your hopes and desires, and your own personal, individual realities. You’ll develop your own goals based on these self-assessments, determining what success in college really means for you as an individual. Throughout the book, you will find numerous interactive activities created to help you improve your skills. To assist you with this, the material is presented in easily digestible “chunks” of information so you can begin applying it immediately in your own life—and get the most out of your college education.

About the Authors

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 readmission) 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 PhD 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 coauthor of the widely used literature anthology The Literary Experience (coauthored with Jeff Wheeler and published by Wadsworth).

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 twenty years—everything from courses on Faulkner to business writing workshops. He has been involved in administrative work (e.g., student placement, curriculum development). And he has consulted in the development of teaching materials for use in business settings.

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 and Technical College (MCTC). 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 percent of the students are non-Caucasian and more than eighty different languages are spoken on campus. New immigrants for whom English is a second language, first-generation college students, nontraditional 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 United States on a student visa with the help of a scholarship. Her personal struggle together with her professional training have enabled her to relate readily to underrepresented and underserved 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 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, Pima Community College, Otterbein College, Washington University, Saint Louis Community College, and UCLA. His teaching focus has been on freshman courses 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 that a wide range of publications are appropriate for their intended audiences. He has written or ghostwritten several dozen textbooks and other books.

Nick deKanter (MA, 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 twenty-first-century learning environments that help students master core subjects, connect subjects to real-world needs, think critically, communicate clearly, and practice collaboration and innovation.