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Try College 101

Purpose of Course  showclose

This course is designed to equip you with the basic academic, professional, and personal skills you will need to be successful in college.  You are probably already familiar with some of the skills and topics covered; others will be brand new ideas.  For example, perhaps you have already learned some effective test-taking strategies that work well for you, but you have never heard of the concept of learning styles.  Or, maybe you do know your learning style, but you want to improve your listening skills.  Each student will have a different skill set when they start this course.  In addition, some of the skills this course presents may take a lifetime to master!  The point of the course is to give you, a new college student or a person considering a college education, a purposeful, thorough review of the many tools and skills needed for success and to help you understand how you can improve each of the tools and skills over time.  Keep in mind that the terms “tools” and “resources” can refer to emotional and social skills or techniques, not just to physical objects like books and supplies. You may be tempted to dismiss some of the broad learning outcomes as not important for your immediate success.  For example, you may wonder whether it is really worth your time right now to think about your long-term career goals or your exercise habits.  However, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your goals are the basic building blocks of success in college and beyond. Therefore, the first unit of the course will help you determine what your goals for your college education are.  In other words, you will have the opportunity to thoughtfully answer the question, “why am I doing this?”  Knowing the answer to this question will help you stay motivated when you are under stress throughout your college experience. Units 2 and 3 will show you how to manage your space and time to maximize your ability to learn, and then Units 4–7 will help you understand the learning process itself and the different skills and tools you can use to improve your learning and academic performance.  Unit 8 focuses on tests and test taking, a subject that can cause great anxiety for many people, and Unit 9 follows with general strategies for managing stress, anxiety, and other factors that affect your overall health.  Staying healthy, both physically and mentally, are crucial components of your success, and being a college student can present unique and new challenges to your health.  Finally, Unit 10 will equip you with some tools to prepare for your career after college. As you complete this course, keep in mind that the topics here are chosen and designed to help you be successful in your other courses.  Please take the lessons and skills you learn and try to apply them right away to what you are doing in other classes, and see if they help you!  Banish skepticism, if you can, and just give them a try.

Course Information  showclose

Welcome to TRY COLLEGE 101.  Below, please find general information on this course and its requirements.  Please keep in mind that this course is designed to support your ability to succeed in other college courses. You will benefit from this course by taking it before or during your college studies.

Course Designer: Erika Cole Gillette

Primary Resources: This course is comprised of a range of different free, online materials. However, the course makes primary use of the following materials:

Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its assigned materials.  Most units will require you to complete checkpoint exercises that review the textbook information as well as self-reflective short answer questions that ask you to apply the information.  In addition to these, you will also need to complete the Final Exam.

Note that you will only receive an official grade on your final exam. However, in order to adequately prepare for this exam, you will need to have a strong command of all the material covered in the course.  The most efficient and effective way for you to learn this material is to simply work through all the units and complete all the activities as the instructor and course designer have presented them.

In order to pass this course, you will need to earn a 70% or higher on the Final Exam, which is administered electronically through the Saylor.org Moodle system.  Your score on the exam will be tabulated as soon as you complete it.  If you do not pass the exam, you may take it again.

Time Commitment: This course should take you approximately 83.25 hours to complete.  Each unit includes a “time advisory” that lists the amount of time you should expect to spend on each subunit.  These are only approximate times meant to help you plan your time accordingly, and could vary considerably for you.  Please particularly note that the time commitment for each unit varies significantly; for example, Unit 2 should take you less than 2.5 hours, while Unit 5 will likely take you 11 hours.  It is a good idea to use the time estimates to help you plan in advance when you will find time to complete each unit.  It may be useful to take a look at these time advisories and to determine how much time you have over the next few weeks to complete each unit, and then to set goals for yourself.  For example, Unit 1 should take you 4.75 hours.  Perhaps you can sit down with your calendar and decide to complete subunits 1.1 and 1.2 (a total of 1.5 hours) on Monday night; subunit 1.3 (a total of 3 hours) on Tuesday night; etc.

Tips/Suggestions: The material in this course is designed to be applied generally across all the other courses you will take during your college experience.  As you complete each unit, try to apply that unit’s main ideas to other work you are doing as soon as possible.



SBCTC
This course has been developed through a partnership with the Washington State Board for Community and Technical Colleges. Unless otherwise noted, all materials are licensed under a Creative Commons Attribution 3.0 Unported License. The Saylor Foundation has modified some materials created by the Washington State Board for Community and Technical Colleges in order to best serve our users.

Learning Outcomes  showclose

Upon successful completion of this course, the student will be able to:
  • Clarify and state your individual educational goals, and formulate specific plans to work towards the goals.
  • Design and implement a personal time management plan.
  • Identify your preferred learning style.
  • Describe and employ strategies for effective reading.
  • Describe and employ critical thinking and creative thinking skills.
  • Adequately describe effective listening, note taking, memory retention, and writing skills, and methods for improving these skills.
  • Identify and accurately judge the credibility of websites.
  • Describe and use different methods of exam preparation.
  • Explain test anxiety and list strategies for reducing it.
  • Describe the interview process and strategies for successful interviewing.
  • Create a resume and a cover letter.

Course Requirements  showclose

In order to take this course, you must:

√    Have access to a computer.

√    Have continuous broadband Internet access.

√    Have the ability/permission to install plug-ins or software (e.g. Adobe Reader or Flash).

√    Have the ability to download and save files and documents to a computer.

√    Have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.).

√    Have competency in the English language.

Preliminary Information

  • College Success

    You will be prompted to read sections of this book throughout the course.  You may choose to download the text in full now and skip to the appropriate section as prompted by the resource boxes below, or you can simply download the specific sections of the text assigned as you progress through each resource box below.

    Reading: College Success (PDF)

    Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

Unit Outline show close


Expand All Resources Collapse All Resources
  • Unit 1: Building and Working Towards Educational Goals  

    The objective of this unit is to help you clarify your individual educational goals and formulate plans to work toward those goals.  You will define your own “values” as they relate to your plans for college, and then create a set of goals to work towards which match your values.  Creating both general and specific educational goals and plans will help you understand your educational pathway and identify direct ways of achieving your educational goals.  In short, you will have a chance to consider why you are in college (or why you should consider in enrolling in college), what you want to get out of it, and how you can design a plan that helps you get there.
     
    You should not worry too much about setting goals now that might change later in your life, or even later in your college experience.  This is part of life!  The point is to set some thoughtful goals and start working towards them, rather than wandering through your college experience without any goals at all or, worse yet, working towards goals that somebody else set for you! 

    Time Advisory   show close
    Learning Outcomes   show close
  • 1.1 Assess Your Current Knowledge and Attitudes  
  • 1.1.1 Where Are You Now?  

    Note: This topic is covered by the reading beneath subunit 1.1.  Complete the assessment to gain a better understanding of your current experience.

  • 1.1.2 Where Do You Want to Go?  

    Note: This topic is covered by the reading beneath subunit 1.1.  Complete the assessment to explore your future goals.

  • 1.1.3 How Do You Get There?  
  • 1.2 Identify Your Own Values  
  • 1.2.1 Your College Plan  

    Note: This topic is covered by the reading beneath subunit 1.2.  Complete the first activity in the reading in which you answer questions about your expectations and plan for college. 

  • 1.2.2 Your Values  

    Note: This topic is covered by the reading beneath subunit 1.2.  Complete the second activity in the reading in which you rate the importance of certain values.  The text continues on to address how these values might be viewed in a different way. 

  • 1.3 Build Goals Related to Your Values  
  • 1.3.1 Designing Manageable Goals  

    Note: This topic is covered by the reading beneath subunit 1.3.  Specifically, focus on the first section of the reading and Activity 1 in which you set goals for yourself. 

  • 1.3.2 Prioritizing Multiple Goals  

    Note: This topic is covered by the reading beneath subunit 1.3.  Focus on the section under the title “Priorities” to help you organize and the importance of your goals.

  • 1.3.3 Basic Tools for Achieving Goals  

    Note: This topic is covered by the reading beneath subunit 1.3.  Focus on the remainder of the reading after the “Priorities” section to consider different tools and methods of achieving your goals.

  • 1.3.3.1 Attitudes  

    Note: This topic is covered by the reading beneath subunit 1.3. Read the section entitled “An Attitude for Success.” Especially note the four paragraphs that list actions you can take to improve your attitude for success.

  • 1.3.3.2 Focus and Motivation  

    Note: This topic is covered by the reading beneath subunit 1.3. Read the section entitled “Stay Focused and Motivated,” including the bullet points that list many tips to help you with motivation. 

  • 1.3.3.3 Community and Networking  

    Note: This topic is covered by the reading beneath subunit 1.3. Read the section entitled “Network for Success.”  It will help you recognize how important a community of positive peers is to your success.

  • 1.3.3.4 Handling Setbacks  

    Note: This topic is covered by the reading beneath subunit 1.3. Read the section entitled “Problem Solving: When Setbacks Happen.” This is a really important concept, because setbacks happen to everyone!

  • 1.3.4 Set Your Goals  
  • Unit 2: Creating a Physical and Mental Space for Studying  

    This unit explores ways you can organize your space in order to create optimal study environments.  In the past, you may not have given this topic much thought—maybe you studied in front of the TV, while hanging out with friends, or on your bed at home. Or, maybe you had a great study space, but now you are in a new place!  The reading from the textbook will introduce you to the theory behind picking an effective, distraction-free study space, and why studying there consistently will make a difference in your work.  Additionally, the textbook reading gives you some strategies for minimizing distractions, especially if you live with family, friends, or roommates. 

    Time Advisory   show close
    Learning Outcomes   show close
  • 2.1 Why You Need a Space of Your Own  
  • 2.1.1 Feeling Secure and In Control  

    Note: This topic is covered by the reading beneath subunit 2.1.  Particularly, review the bullet point on “Everyone Needs His or Her Own Space” from the reading.

  • 2.1.2 Physical Space Reinforces Habits  

    Note: This topic is covered by the reading beneath subunit 2.1.  Try to focus on the bullet point on “Physical Space Reinforces Habits” to reinforce how structure and routine may help your studies.

  • 2.1.3 Physical Space Reinforces Mood  

    Note: This topic is covered by the reading beneath subunit 2.1.  In particular, review the bullet point entitled “Different Spaces Create Different Moods.” Consider what type of atmosphere you feel most productive in (i.e. a quiet space like a library, a space with some background noise like a coffee shop, or a space with privacy such as the comfort of your own room). 

  • 2.2 Elements of a Good Study Space  
  • 2.2.1 Associations with Studying  

    Note: This topic is covered by the reading beneath subunit 2.2.  Specifically, focus on the bullet point entitled “Choose a Place You Can Associate with Studying” to help consider how this association trains your brain to be in study mode when you arrive at your designated study space.

  • 2.2.2 Availability When You Need It  

    Note: This topic is covered by the reading beneath subunit 2.2.  Particularly, focus on the bullet point entitled “Your Study Area Should Be Available Whenever You Need It.”  This section will help you to consider the importance of flexibility with being able to study based on your schedule and time frame; consider what types of study spaces are accessible to you to avoid any unanticipated distractions.

  • 2.2.3 The Ability to Meet Your Physical Needs  

    Note: This topic is covered by the reading beneath subunit 2.2.  Focus on the bullet point entitled “Your Study Space Should Meet Your Study Needs” to think about what type of physical space you need in order to make your work more productive.

  • 2.2.4 The Ability to Meet Your Psychological Needs  

    Note: This topic is covered by the reading beneath subunit 2.2.  Focus on the bullet point entitled “Your Study Space Should Meet Your Psychological Needs” to consider what type of atmosphere works best for you. 

  • 2.2.5 Cooperation from Others Using the Space  

    Note: This topic is covered by the reading beneath subunit 2.2.  Focus on the bullet point entitled “You May Need Support of Others to Maintain Your Study Space” for suggestions on how to avoid distractions from common interactions with people in or near your study space.  Also, review “Prepare for Human Interruptions” for advice on how to turn the interruption into an effective study session.

  • 2.2.6 Organized and Distraction Free  

    Note: This topic is covered by the reading beneath subunit 2.2.  Focus on the bullet point entitled “Keep Your Space Organized and Free of Distractions” for suggestions on how to organize your space in order to prevent distractions.

  • 2.3 The Dangers of Multitasking  
  • 2.3.1 What Qualifies as Multitasking?  

    Note: This topic is covered by the reading beneath subunit 2.3.  Focus on the first two paragraphs of the section “The Distractions of Technology,” and then try to write a summary that defines multitasking.  

  • 2.3.2 It Actually Takes More Time  

    Note: This topic is covered by the reading beneath subunit 2.3.  In particular, focus on the third paragraph of “The Distractions of Technology” to learn about time as an issue of multitasking. Think of all the free time you could save by staying on task!

  • 2.3.3 It Shortens Your Attention Span  

    Note: This topic is covered by the reading beneath subunit 2.3.  In particular, focus on the fourth paragraph of “The Distractions of Technology” to learn about how shortening attention span is another issue of multitasking. Can you think of any other disadvantages to multitasking while studying?

  • 2.4 How to Minimize Distractions and Interruptions  
  • 2.4.1 Do Not Multitask  

    Note: This topic is covered by the reading beneath subunit 2.4.  Remember what you learned in subunit 2.3.  Along with eliminating technology distractions, try to avoid multitasking in the form of participating in unrelated activities with family or roommates, while you should be spending your time studying.

  • 2.4.2 Get Cooperation from Others  

    Note: This topic is covered by the reading beneath subunit 2.4.  You may have to rely on others to work with you in developing a manageable schedule for studying in order to minimize distractions.

  • 2.4.3 Learn to Say No  

    Note: This topic is covered by the reading beneath subunit 2.4.  Remember to stay committed to the time you allotted for studying, which may mean saying no to other activities.

  • 2.5 Identify Two Study Spaces for You  
  • Unit 3: Create an Effective Time Management Plan  

    This unit will help you create a reasonable time management plan that includes an appropriate amount of time for school-related work.  One of the most interesting activities in this unit will help you accurately identify how you spend the hours in your week.  If you work through the diagnostic questionnaires included in this unit honestly, you may be surprised to learn how much time you spend doing (or not doing) ordinary activities.  Many peoples’ first estimates about where their time goes are WAY OFF, so do not be surprised if you have to adjust your first guesses.
     
    One of the most difficult life-lessons to learn is that, as adults, we simply will not have enough time for everything we want to do.  This unit will help you come up with a realistic plan that prioritizes the things that are most important to you (based on the values and goals you have already identified) and schedule time to ensure that you can accomplish them.  Next, you will learn about strategies for sticking to your schedule in the face of distractions, frustration, procrastination, and non-academic personal commitments.  Finally, you will see how two basic tools—a calendar planner and a daily to-do list—can be powerful assets in your time management plan.

    Time Advisory   show close
    Learning Outcomes   show close
  • 3.1 Where Does Your Time Go?  
    • Reading: College Success: “Chapter 2, Section 3: Organizing Your Time”

      Link: College Success: “Chapter 2, Section 3: Organizing Your Time” (PDF)
       
      Instructions: In Chapter 2, Section 3, read the introductory text and the text under the heading “Time and Your Personality.”  Please note that this reading also covers sub-subunits 3.1.1 and 3.1.2.  More specifically, to cover the topic of sub-subunit 3.1.1, you should complete Activity 2, “Where Does the Time Go.”  For sub-subunit 3.1.2, complete the Daily Time Log and compare this to your estimates from “Where Does the Time Go.”  The time you spend to faithfully record your activities in the Daily Time Log will pay off in the long run as you understand your own time personality better.  

      This reading and these activities should take you approximately 1 hour to complete.
       
      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

      See a broken link? Please let us know!

  • 3.1.1 Account for Your Time  
    • Web Media: Virginia Tech’s Cook Counseling Center’s “Where Does Time Go?”

      Link: Virginia Tech’s Cook Counseling Center’s “Where Does Time Go?” (HTML)
       
      Instructions: You can use this web media to assist you in completing Activity 2, “Where Does the Time Go?” in the textbook reading assigned in subunit 3.1.  The point of this activity—either in the book or with this web resource—is for you to estimate where you think you spend your time.  After you have completed this activity, then spend time during one day using the Daily Time Log in Figure 2.4 of the textbook to collect data about how you actually spend your time.  Keep the data you collect, as you will use it in sub-subunit 3.1.2 and subunit 3.2.  You may be surprised to learn that your estimate was not very accurate!  This activity should take you approximately 30 minutes to complete, plus a few minutes periodically over a whole day forrecording your actual activities.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

  • 3.1.2 Recognize Your Time Personality  

    Note: This topic is covered by the reading beneath subunit 3.1.  Compare your estimates from the Activity 2, “Where Does the Time Go?” with the actual data you have collected in your Daily Time Log.  This will help you develop a better understanding of how you can adjust and schedule how your time is spent.

  • 3.2 Where Should Your Time Go?  
  • 3.2.1 Determine How Much Study Time You Need  
    • Web Media: Study Guides and Strategies’ “My Weekly Schedule”

      Link: Study Guides and Strategies’ “My Weekly Schedule” (HTML)
                             
      Instructions: Using the data you collected about your own time use and needs in sub-subunit 3.1.1, use this interactive log to create a reasonable schedule that includes enough time for the activities that are most important to help you reach your college goals.  This activity should take you approximately 1 hour to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

  • 3.2.2 Strategies for Using Time Wisely  
  • 3.3 The Battle with Procrastination  
  • 3.3.1 Identifying Procrastination  

    Note: This topic is covered by the reading beneath subunit 3.3.  Use the reading to help you define procrastination, and identify it when it happens.

  • 3.3.2 Reasons for Procrastination  

    Note: This topic is covered by the reading beneath subunit 3.3.  What are some of the reasons why people procrastinate?

  • 3.3.3 Strategies for Beating Procrastination  

    Note: This topic is covered by the reading beneath subunit 3.3.  The book presents many different strategies that can help with procrastination.  Write a few sentences about which you think might help you the most and why.

  • 3.4 Using Calendar Planners and To-Do Lists  
  • 3.4.1 Weekly Academic Planners  

    Note: This topic is covered by the reading beneath subunit 3.4.  Read about how to use a calendar planner to help you plan ahead to use your study time most effectively. Pay special attention to Figure 2.6 and the tips that follow it. 

  • 3.4.2 Daily To-Do Lists  

    Note: This topic is covered by the reading beneath subunit 3.4.  Read about different ways to use to-do lists along with your planner to get and to stay organized.

  • 3.5 Special Tips  
  • 3.5.1 Students Who Work  
  • 3.5.2 Students with Families  
  • 3.5.3 Student Athletes  
  • 3.6 Evaluate Your Time Management Knowledge and Skills  
  • Unit 4: Reading to Learn  

    At first glance, you may think that the topic of this unit—Reading—is unnecessary.  You may think you already know everything there is to know about reading.  After all, you are doing it quite well right now.  However, before you skip to the next unit, consider how often you will be asked to read something in college.  The truth is, if you approach every reading assignment you receive in college by reading one word after another, you will probably never finish in time!
     
    The amount of reading material a college student is responsible for requires different types of reading skills than you have likely been taught in elementary and high school.  This unit will explain how you can learn more in less time during your reading sessions by scanning the body of text and taking notes before you read, identifying the most important passages to read closely, and then reviewing the important material afterwards.
     
    Reading comprehension is actually a skill that you can improve upon for a lifetime.  As you read this unit, keep in mind that the goal of effective learning is not to read the text as quickly as possible, but rather to read it as effectively as possible.  If, after you have read a text, you cannot remember the main points, you have wasted your precious time!  This unit will help you ensure that the time you spend reading is used in a valuable way.

    Time Advisory   show close
    Learning Outcomes   show close
  • 4.1 Assess Your Current Knowledge and Attitudes  
    • Reading: College Success: “Chapter 5: Reading to Learn”

      Link: College Success: “Chapter 5: Reading to Learn” (PDF)
       
      Instructions: Read the first two sections of Chapter 5 entitled “Where Are You Now?” and “Where Do You Want to Go?” which are self-assessment tools.  Of course, you already know how to read, but there are different skills that can enhance your ability to learn through reading.  These tools, and the brief section that follows, entitled “Reading to Learn,” will help you measure where you are now, and identify ways that you can increase your own reading skill.  This reading provides information for subunits 4.1.1 through 4.1.3. 

      Reading and taking notes should take approximately 15 minutes to complete.
       
      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

      See a broken link? Please let us know!

  • 4.1.1 Where Are You Now?  

    Note: This topic is covered by the reading beneath subunit 4.1.  Complete the assessment to gain a better understanding of your current experience.

  • 4.1.2 Where Do You Want to Go?  

    Note: This topic is covered by the reading beneath subunit 4.1.  Complete the assessment to explore your future goals.

  • 4.2 A New Way to Approach Reading  
  • 4.3 How Do You Read to Learn?  
    • Reading: College Success: “Chapter 5, Section 2: How Do You Read to Learn?”

      Link: College Success: “Chapter 5, Section 2: How Do You Read to Learn?” (PDF)
       
      Instructions: Read Section 2.  Note that the “Try It Now” activity is incorporated into the activity included in subunit 4.3.1.  This section presents the four steps of Active Reading, an approach to reading a text that will allow you to absorb more information from a text in a shorter amount of time.  This is a valuable skill you should work to acquire, because you will be responsible for a great deal of reading as a college student!  Make sure to complete the Checkpoint Exercises at the end of the reading.  This reading provides information for sub-subunits 4.3.1 through 4.3.5 as well as any inclusive sub-subunits. 

      This reading and these exercises should take you approximately 1 hour and 30 minutes to complete, not including the time needed to complete the activities in subunit 4.3.1 and 4.3.6.
       
      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

      See a broken link? Please let us know!

  • 4.3.1 Preparing to Read  
  • 4.3.1.1 The Anatomy of a Textbook  

    Note: This topic is covered by the reading beneath subunit 4.3.  Read the heading entitled “Preparing to Read” to learn about the first step in Active Reading.  Take special note of the information contained in table 5.1 entitled “Anatomy of a Textbook.”

  • 4.3.1.2 Using the Cornell Method for Reading  

    Note: This topic is covered by the reading beneath subunit 4.3.  Read the paragraphs that start with the phrase, “Take out your notebook…”to learn how to set goals for reading a particular text by identifying questions before you read.

  • 4.3.2 Now Read  

    Note: This topic is covered by the reading beneath subunit 4.3.  Read the heading entitled “Now Read” to learn about the second step in Active Reading.  Note that even in this step of Active Reading, you are not simply reading one word after another.

  • 4.3.3 Capture the Key Ideas  

    Note: This topic is covered by the reading beneath subunit 4.3.  Read the heading entitled “Capture the Key Ideas” to learn about the third step in Active Reading.

  • 4.3.4 Reviewing What You Read  

    Note: This topic is covered by the reading beneath subunit 4.3.  Read the heading entitled “Reviewing What You Read” to learn about the fourth step in Active Reading.

  • 4.3.5 Strategies for Textbook Reading  

    Note: This topic is covered by the reading beneath subunit 4.3.  This section gives you some additional tools that, when used along with the Active Reading process, can greatly improve your reading effectiveness.

  • 4.3.6 Practice Your Advanced Reading Skills Now  
    • Activity: The Saylor Foundation’s “Advanced Reading Skills Practice, Part Two”

      Link: The Saylor Foundation’s “Advanced Reading Skills Practice, Part Two” (PDF)
       
      Instructions: Click on the link above, and follow the instructions to complete this activity in which you will read the selection you chose in the activity , “Advanced Reading Skills Practice, Part One.”  As you read, you will follow-up on the previous activity, answering the questions you wrote down.  You will also write a brief reflection on your reading experience.  This activity should take you approximately 30 minutes to complete, depending on the length of your reading selection.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

  • 4.4 Dealing with Special Texts  
  • 4.4.1 Mathematics Texts  

    Note: This topic is covered by the reading beneath subunit 4.4.  As you read, note the particular importance of formulas, charts, and exercises in mathematics texts.

  • 4.4.2 Scientific Texts  

    Note: This topic is covered by the reading beneath subunit 4.4.  Note that for science reading, it is especially important to think about how to apply information or theories to other circumstances.

  • 4.4.3 Social Science Texts  

    Note: This topic is covered by the reading beneath subunit 4.4.  Recall the elements of Critical Thinking from Unit 5 and read to see how to apply it to social science texts.

  • 4.4.4 Foreign Language Texts  

    Note: This topic is covered by the reading beneath subunit 4.4.  Pay special attention to the discussion of idioms and the challenges they present.

  • 4.4.5 Integrating Reading with Your Family Life  

    Note: This topic is covered by the reading beneath subunit 4.4.  Reading really should occupy all of your attention in order to be maximally effective.  Recall the drawbacks of multitasking presented in unit 2.  This section will give you some ideas for how to balance your reading needs with your family life.

  • 4.4.6 Online Reading  

    Note: This topic is covered by the reading beneath subunit 4.4.  It presents some of the unique—but critical—issues that arise when reading information online.  This course will address this issue in more detail later in unit 5.  For now, concentrate on understanding the importance of evaluating the quality of online material; there is no use spending precious time reading something if it is not good quality information!

  • 4.5 Building Your Vocabulary  
    • Reading: College Success: “Chapter 5, Section 4: Building Your Vocabulary”

      Link: College Success: “Chapter 5, Section 4: Building Your Vocabulary” (PDF)
       
      Instructions: Read this section.  Learning new vocabulary is not all about flashcards and memorization!  When you read effectively, you will absorb the meanings of many words naturally.  However, one of the main objectives of many college-level texts, especially in introductory courses, is to provide you with new vocabulary that is specific to that subject matter.  Therefore, you should have a strategy for how to learn and incorporate new words into your writing and verbal communication.  In addition, if one of your reasons for achieving a college education is to advance your career or social standing, you will want to pay particular attention to eliminating “Lazy Speech,” which many people consider to be an indicator of lack of education!  Make sure to attempt the “Checkpoint Exercises” at the end of the text.  This reading provides information for subunits 4.5.1 and 4.5.2. 

      This reading and these exercises should take approximately 45 minutes to complete.
       
      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

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  • 4.5.1 Lazy Speech  

    Note: This topic is covered by the reading beneath subunit 4.5.  Complete the activity, which will help you become more aware of how you may overuse these common words.  For an even more accurate measurement, record your conversation with a friend (with their permission, of course!) and listen to it yourself.

  • 4.5.2 Building Better Vocabulary Habits through Reading  

    Note: This topic is covered by the reading beneath subunit 4.5.  Read the bulleted tips that present strategies for acquiring new words while reading.

  • Unit 5: Learning Styles and Learning Processes  

    This unit focuses on the higher-level thinking concepts of critical thinking and creative thinking, which are major components of college-level learning.  Critical thinking is a level of thinking that requires more effort than simple memorization of facts or solving problems that have a right and a wrong answer.  It requires you to make value judgments, either based on personal opinions you have formed, or based on additional information about a situation.  A problem with more than one correct answer, or no correct answer, requires critical thinking to solve.  A college-level education will include—and require—much more of this type of thinking than you may be used to, but it is very rewarding!
     
    In this unit, you will learn about what various styles of learning exist, which style works best for you, how to use your strongest learning style, and how to improve your ability to use other learning styles.  You may have heard about different learning styles before, or perhaps the concept is completely new for you.  Each person processes information a little bit differently, and knowing how your own mind works is a powerful piece of information that can save your study time and your self-esteem.  Other people—teachers, co-workers, and writers, for example—may not always provide new information in the format that you like the best.  But, once you have identified your own learning needs, you can translate information into a format that is easiest for you to understand and remember.

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  • 5.1 Benjamin Bloom’s Six Types of Thinking  
    • Reading: College Success: “Chapter 3, Section 1: Types of Thinking”

      Link: College Success: “Chapter 3, Section 1: Types of Thinking” (PDF)
       
      Instructions: In the Chapter 3 introduction, please complete the exercises “Where Are You Now?” and “Where Do You Want to Go?”  Then, read “How to Get There” and the introductory text under “It’s All in Your Head.”  Then, read Section 3.1, “Types of Thinking”.  Pay special attention to the chart in figure 3.2, which introduces Bloom’s Taxonomy, and evaluate yourself based on this information using the “Thought Inventory” Exercise.  After you have completed the reading for Section 1, complete the Checkpoint Exercises. 

      This reading and these exercises should take you approximately 1 hour to complete, including the time needed to complete the “Thought Inventory” Exercise and the Checkpoint Exercise.
       
      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

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  • 5.2 A Closer Look at Critical Thinking  
  • 5.2.1 Asking Questions  

    Note: This topic is covered by the reading beneath subunit 5.2.  The reading presents several questions you can learn to ask that will improve your critical thinking ability.

  • 5.2.2 Evaluating Information for Assumptions and Biases  

    Note: This topic is covered by the reading beneath subunit 5.2.  Focus on the bullet point that begins with the question “How good is my information?” Take time to ensure that you understand what bias is.

  • 5.2.3 Logical Pitfalls and Fallacies  

    Note: This topic is covered by the reading beneath subunit 5.2.  Focus on the bullet point that begins with the word “Fallacies,” and examine Table 3.2 to learn about the different fallacies that are common.

  • 5.3 A Closer Look at Creative Thinking  
  • 5.3.1 Myths about Creative Thinking  

    Note: This topic is covered by the reading beneath subunit 5.3.  Note the common myths about creative thinking discussed in the text.

  • 5.3.2 Methods to Increase Creative Thinking Skills  

    Note: This topic is covered by the reading beneath subunit 5.3.  Focus on the heading entitled “Tips for Creative Thinking.”

  • 5.4 Problem Solving and Decision Making  
  • 5.4.1 Define the Problem or Decision  

    Note: This topic is covered by the reading beneath subunit 5.4. Specifically read the bullet point that starts “Define the problem.” 

  • 5.4.2 Narrow the Problem  

    Note: This topic is covered by the reading beneath subunit 5.4. Specifically read the bullet point that starts “Narrow the problem.”

  • 5.4.3 Generate Possible Solutions  

    Note: This topic is covered by the reading beneath subunit 5.4. Specifically read the bullet point that starts “Generate possible solutions.”

  • 5.4.4 Choose the Best Solution  

    Note: This topic is covered by the reading beneath subunit 5.4. Specifically read the bullet point that starts “Choose the solution.”

  • 5.5 The VARK Learning Style System  
  • 5.5.1 Determine Your Learning Style  
    • Web Media: Neil Fleming’s VARK: A Guide to Learning Styles: “The VARK Questionnaire”

      Link: Neil Fleming’s VARK: A Guide to Learning Styles: “The VARK Questionnaire” (HTML)
                             
      Instructions: Answer each of the questions on the questionnaire to determine your learning preference.  Many people score highly in more than one category, but one category usually is at least mildly stronger than the other three.  The questionnaire should take you approximately 15 minutes to complete.
       
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  • 5.5.2 The Four Styles and Strategies for Each  
  • 5.6 Reflect on Your Thinking and Learning Skills  
  • Unit 6: Academic Writing and Research in College  

    This unit addresses a very important topic: college-level writing.  Improved writing is one of the major, universal skills that you will take away from a college experience, and it will likely be the skill you use most in your post-college life.  Consider for a minute the many ways in which your writing is the first impression people have about you: emails, thank you notes to your parents’ friends, job applications, the report your supervisor forwards to the CEO, your blog, or your personal website.  Good writing will distinguish you dramatically from your peers and bring terrific advantages in the long term.
     
    Yet, college writing is a very specific kind of writing, with its own set of rules and requirements that are different from any writing you will probably do before or after college.  College writing rules are designed to also teach you about methodical thinking. Writing out a problem, organizing the pieces of the solution to the problem, and then describing the solution clearly for the reader requires you, the writer, to think carefully about the problem itself.  So good writing is both a goal in itself and a tool to reach other goals.  This unit will not necessarily make you a better writer, but it will help you understand the steps to becoming a better writer.
     
    Writing in college is often also designed to teach you about research, provide you with opportunities to conduct research, and teach you how to present the results of research.  In some classes, you might write about research you physically do—like in a biology or psychology class—but in other classes “research” means reading what many other people think about a topic, and then coming to your own conclusion.  This unit also covers the basic process for doing this second form of research, including the important topic of finding quality information on the Internet.

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  • 6.1 What Is Academic Writing?  
  • 6.1.1 Differences between High School and College Writing  
  • 6.1.2 Types of Academic Writing Assignments  
    • Reading: Purdue University Online Writing Lab’s “Common Writing Assignments”

      Link: Purdue University Online Writing Lab’s “Common Writing Assignments” (HTML)
       
      Instructions: Click on the heading for “Understanding Writing Assignments,” and click on the nine different types of writing assignments listed on this website.  Read each webpage for an introduction to writing assignments and information on varying types of assignments.  Note the different approaches suggested for each type of assignment.  In some cases, an instructor will not be clear about which type he or she wants; this means you will have to use critical thinking and problem solving skills to determine the best approach!  It may help to bookmark this website to use throughout your college experience.  This reading should take you approximately 15 minutes to complete.
       
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  • 6.2 Approaches to a Writing Assignment  
  • 6.2.1 Keywords in the Assignment Question  

    Note: This topic is covered by the reading beneath subunit 6.2.  Pay special attention to the bullet points that present seven common keywords that instructors use.

  • 6.2.2 Question Words in the Assignment Question  

    Note: This topic is covered by the reading beneath subunit 6.2.  Note the different types of writing that are associated with different question words.

  • 6.2.3 Clarify the Scope of an Assignment  

    Note: This topic is covered by the reading beneath subunit 6.2.  In particular, read the end of the section which talks about how to clarify the scope of your writing. 

    • Activity: The Saylor Foundation’s “Evaluate Writing Prompts”

      Link: The Saylor Foundation’s “Evaluate Writing Prompts” (PDF)
       
      Instructions: Click on the link above, and follow the instructions to complete this activity, in which you will practice the skills you have learned in Subunit 6.2 by evaluating three different writing prompts.  This activity should take you approximately 30 minutes to complete.
       
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  • 6.3 Becoming a Better Writer  
  • 6.3.1 A College Instructor’s Expectations for Writing  
  • 6.3.1.1 A Thoughtful Title  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.1.  Read the paragraphs about crafting an appropriate title.

  • 6.3.1.2 The Terms of the Assignment  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.1.  Note the different requirements that make up the “terms of the assignment,” and resolve to meet all of them.

  • 6.3.1.3 An Introduction that Explains Your Approach  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.1.  Read the paragraph that discusses the purpose of an introduction.

  • 6.3.1.4 A Clearly Stated Thesis Question or Purpose  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.1.  Pay special attention to what a Thesis Question or Purpose statement is.  Not only will your instructors expect one in your writing assignments, they will make your writing easier and more focused.

  • 6.3.1.5 Explain Everything  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.1.  When you write, you should explain everything that you say, especially quotations or information from other sources.  Read the paragraphs that start “Develop…” “Integrate,” “Build…” and “Document…” to understand the various ways that you need to explain your thoughts in writing.

  • 6.3.1.6 Proofreading  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.1.  Read the paragraphs beginning with “Carefully edit…” to learn why proofreading is an essential step that you skip at your own peril!

  • 6.3.2 The Writing Process  
  • 6.3.2.1 Thinking before Writing  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.2.  As you read the heading entitled “How Can I Make the Process Work for Me?” note the many steps and activities that can come before you write your first draft.

  • 6.3.2.2 Draft Writing  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.2.  As you read the heading entitled, “How Can I Make the Process Work for Me?” identify the steps for writing an outline and creating a first draft.

  • 6.3.2.3 Revising and Editing  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.2.  As you read the heading entitled “What’s the Difference between Revising and Editing?” be sure you understand the definitions of revising, editing, and proofreading, and their different roles in the writing process.

  • 6.3.2.4 Using a Writing Tutor or Editor  

    Note: This topic is covered by the reading beneath sub-subunit 6.3.2.  The heading entitled “What if I Need Help with Writing?” will show you multiple resources that will help you continue to improve your writing skills. 

  • 6.3.2.5 Using Style Guides and Writing Handbooks  
    • Reading: Purdue University Online Writing Lab’s “General Writing Resources”

      Link: Purdue University Online Writing Lab’s “General Writing Resources” (HTML)
       
      Instructions: Spend about a half hour exploring the different resources available on this website.  Note in particular the sections that can help you refine your own writing process (“The Writing Process”), answer your burning questions about basic writing skills (“Mechanics,”  “Grammar,” and “Punctuation,”) and the extremely helpful citation guides on the left-hand side under “Suggested Resources” (“MLA Guide” and “APA Guide”).  You may click on each heading on the webpage to redirect to a particular section for more information.  This reading should take you approximately 30 minutes to complete.
       
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    • Reading: Washington State Board of Community and Technical Colleges: Becky Samitore-Durand’s “Writing Resources”

      Link: Washington State Board of Community and Technical Colleges: Becky Samitore-Durand’s “Writing Resources” (PDF)
       
      Instructions: You have already visited Purdue University’s Online Writing Lab and explored the resources there.  There are many other good online resources to assist you in your writing.  Several more options are listed here.  The most important thing for you to do now is pick the resource that seems most useful to you, and become very familiar with what is available there.  When you need the information later, you do not want to be evaluating lots of different sources.  Evaluate them now, pick the one you like, and stick with it for the future!  This reading should take you approximately 15 minutes to complete.
       
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  • 6.4 Using Others’ Writing Correctly  
    • Reading: College Success: “Chapter 8, Section 2: How Can I Become a Better Writer?”

      Link: College Success: “Chapter 8, Section 2: How Can I Become a Better Writer?” (PDF)
       
      Instructions: In Chapter 8, Section 2, please read the text below the headings “Plagiarism—and How to Avoid It,” and “Forms of Citation.”  Be sure that you understand the underlying reasons why it is important to cite where you found information.  Many students learn how to cite without understanding that citation is a research tool, not a meaningless rule.  After you have completed the reading, work on the Checkpoint Exercises.  Note that this resource covers the topics outlined in sub-subunits 6.4.1 through 6.4.4. 

      This reading and these exercises should take you approximately 1 hour to complete.
       
      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

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  • 6.4.1 Someone Else’s Words  

    Note: This topic is covered by the reading beneath subunit 6.4.  Pay special attention to the paragraph about the dangers of using another writer’s words in your own writing.  There is a correct way to do this that is not plagiarism, which will be covered in 6.4.4.

  • 6.4.2 Someone Else’s Ideas  

    Note: This topic is covered by the reading beneath subunit 6.4.  Just like words, ideas also belong to the original writer.  In college, you will be encouraged to read and use other people’s words and ideas, but you need to know the correct and incorrect ways to do so!  Sub-subunit 6.4.4 will give you the correct way.

  • 6.4.3 Common Knowledge vs. Distinct Contributions  

    Note: This topic is covered by the reading beneath subunit 6.4.  Many students struggle knowing what is common knowledge and what needs a citation.  Read the paragraphs about each for a better idea.  If you are ever in doubt about whether to cite something or not, just cite it anyway. You will never be in trouble for telling someone where you found your information—but you might be in trouble if you do not.

  • 6.4.4 Citing Your Sources  
    • Reading: Purdue University Online Writing Lab’s “MLA Formatting and Style Guide” and “APA Formatting and Style Guide”

      Link: Purdue University Online Writing Lab’s “MLA Formatting and Style Guide” (HTML) and “APA Formatting and Style Guide” (HTML)
       
      Instructions: This topic (and resource) is covered in subunit 6.4.  The reading under the heading “Forms of Citation” simply gives you the names of different citation methods you may be asked to use.  It does not actually describe the methods or show you how to use them.  You have already explored several great online resources and citation manuals under subunit 6.3.2.5.  For your convenience, these links have been provided again here for review.  Click through to one of the above guides and explore the resource.  Specifically pay attention this time to the menu of clickable links that run down the left side of the page.  These links include both style guides and examples of specific citations and documents that you can use as models.  Do this right now, while you are thinking about citations.  Don’t wait until you need this information at the end of a research assignment!  Because different instructors may ask for each type of citation format, it might be a good idea to bookmark both of these webpages for later.  You should spend approximately 2 hours reviewing and studying these formatting guides. 

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    • Web Media: Rutgers University: Paul Robeson Reference Library’s “How to Avoid Plagiarism”

      Web Media: Rutgers University: Paul Robeson Reference Library’s “How to Avoid Plagiarism” (Adobe Flash)
       
      Instructions: This website contains four videos.  Start by clicking the words “1. What is Plagiarism?” to watch the first video and learn what plagiarism is and some possible consequences to your academic career.  Continue to the second video by clicking the words “Click Here for Part 2” on your screen.  This section will explain how to cite your research in the correct way in order to avoid plagiarism.  Continue to part 3 by clicking the words “Click Here for Part 3.” When you come to the quiz show section, select your answers and then read the responses.  After you have finished watching these videos, take the time to locate and familiarize yourself with your own school or university’s academic honesty policy by searching the website or asking an advisor.  You should spend approximately 30 minutes viewing these videos and taking notes.
       
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    • Reading: The New York Times: Trip Gabriel’s “Plagiarism Lines Blur for Students in Digital Age”

      Link: The New York Times: Trip Gabriel’s “Plagiarism Lines Blur for Students in Digital Age” (HTML)
       
      Instructions: Read the article to learn about the complex issue of crediting your sources in order to avoid plagiarism.  How do you feel about the different examples described in the article?  Have you ever been in a situation where you were not sure whether you should cite a source?  Considering what you know now, how would you have handled that situation?  Reading, note-taking, and answering these questions should take you approximately 30 minutes to complete.
       
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  • 6.4.5 Style Points for Using Quotations  
    • Reading: Purdue University Online Writing Lab’s “Quoting, Paraphrasing, and Summarizing” and “Sample Essay for Summarizing Paraphrasing, and Quoting”

      Link: Purdue University Online Writing Lab’s “Quoting, Paraphrasing, and Summarizing” (HTML) and “Sample Essay for Summarizing, Paraphrasing, and Quoting” (HTML)

      Instructions: Many new college writers struggle with how to integrate the research they have collected from other sources into their writing. Learning the mechanics of how to do this is one thing (and you learned that earlier in this unit) but what about style?  Read the “Quoting, Paraphrasing, and Summarizing” resource found with the first link to understand your different choices.  Then, click on the second link, which provides an essay and sample summary, paraphrase, and quotation from the essay.  Before reviewing the sample summary, paraphrase, and quotation, you may want to consider practice writing your own based on the essay, and then compare your work to the sample provided.  Make sure you understand how they are different from each other and how to create your own summary, paraphrase, and quotation in the future.  These readings should take you approximately 1 hour to complete.
       
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  • 6.5 Integrating Research into Your Writing  
  • 6.5.1 Begin Research  
    • Web Media: University of California Libraries’ “Research Tutorial: Where Do I Start?”

      Link: University of California Libraries’ “Research Tutorial: Where Do I Start?” (Adobe Flash)
       
      Instructions: You will use this website for all of subunit 6.5, including subunits 6.5.1 through 6.5.4.  Note the tabs across the top of the page that correspond to the subunit titles.  For subunit 6.5.1, you will read the content under the tab, “Begin Research.”  Click the small arrow on the top right hand of the page next to “1 of 17” to read all 17 entries.  This should take you approximately 15 minutes to complete.
       
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  • 6.5.2 The Knowledge Cycle  
  • 6.5.2.1 The Information Process  

    Note: This topic is covered by the reading beneath sub-subunit 6.5.2.  In particular, focus on entries 1 through 7 about the Information Cycle and Timeline.

  • 6.5.2.2 The Research Cycle  

    Note: This topic is covered by the reading beneath sub-subunit 6.5.2.  In particular, focus on entries 8 and 9 to learn about how information cycles through different types of sources.

  • 6.5.2.3 Types of Sources  

    Note: This topic is covered by the reading beneath sub-subunit 6.5.2.  In particular, click on entries 10 through 15 to learn about each of the different types of information sources and what type of information each can offer you.

  • 6.5.3 Finding Books  
  • 6.5.3.1 Searching a Library's Catalog  

    Note: This topic is covered by the reading beneath subunit 6.5.3.  Please focus on entries 1 through 10 to learn about what kind of sources are collected in a Library Catalog, how to search the catalog for what you want, and how to read the search results.

  • 6.5.3.2 Using Call Numbers to Find the Book  

    Note: This topic is covered by the reading beneath subunit 6.5.3.  Focus on entries 11 through 15 to learn how to use the search results, especially the call numbers to find the items you want on the library’s shelves.

  • 6.5.4 Finding Scholarly Articles  
  • 6.5.4.1 Choosing a Database  

    Note: This topic is covered by the reading beneath subunit 6.5.4.  In particular, focus on read entries 1 through 6 to learn what a database is, what types of sources are included in one, and how to choose the best one for your needs.

  • 6.5.4.2 Searching a Database  

    Note: This topic is covered by the reading beneath subunit 6.5.4.  Please focus on read entries 7 through 10 to learn how to search a database to find what you need.

  • 6.5.5 Search Strategies  
  • 6.6 Evaluating Online Sources  
  • Unit 7: Listen, Take Notes, Read, and Study  

    The five most basic building blocks of learning in college—and elsewhere—are reading, writing, listening, taking notes, and studying.  You have already learned how to improve your reading skills in Unit 4 and your writing skills in Unit 6. This unit presents listening and taking notes and techniques for doing these skills well.  Finally, Unit 8 will cover memory, a key component of studying.  You almost certainly already know how to do all of these things, but could you do them even better?  Do you know how to improve them?
     
    Like any other skill, the key to improving your effectiveness at these skills is to understand the skill better.  Just as a baseball player or golfer will not get better at hitting the ball by continuing to swing poorly over and over, you will not become a better listener by continuing to listen poorly!  The athlete needs to look at his swing, get advice on how to swing better, and practice the better swing. Even professional athletes analyze their performance to improve, so no matter how good you already are, this unit will give you tools to become a more effective student.

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  • 7.1 The Learning Cycle: Prepare, Absorb, Capture/Record, Review/Apply  
  • 7.2 Prepare to Learn in Class  
  • 7.2.1 Mentally Prepare for Class  

    Note: This topic is covered by the reading beneath subunit 7.2. Focus on the bullet points that cover mental aspects of being prepared for class.

  • 7.2.2 Physically Prepare for Class  

    Note: This topic is covered by the reading beneath subunit 7.2.  Focus the bullet points that cover physical aspects of being prepared for class.

  • 7.3 Absorb Information Using Active Listening  
  • 7.3.1 Definition of Listening  

    Note: This topic is covered by the reading beneath subunit 7.3.  Pay attention to the first paragraph that indicates the difference between simple listening and what the book calls “Purposefully focusing.”

  • 7.3.2 Five Principles of Active Listening  

    Note: This topic is covered by the reading beneath subunit 7.3.  In particular, carefully review the five numbered principles that comprise Active Listening.

  • 7.4 Strategies to Improve Your Listening  
  • 7.4.1 Be Mentally Ready to Listen  

    Note: This topic is covered by the reading beneath subunit 7.4.  Review the first numbered strategy entitled “Get your mind in the right space.”

  • 7.4.2 Be Physically Able to Listen  

    Note: This topic is covered by the reading beneath subunit 7.4.  Review the second numbered strategy entitled “Get yourself in the right space.”

  • 7.4.3 Eliminate Distractions  

    Note: This topic is covered by the reading beneath subunit 7.4.  Review the third numbered strategy entitled “Focus on what is being said.”

  • 7.4.4 Learn the Speaker’s Signals  

    Note: This topic is covered by the reading beneath subunit 7.4.  Review the fourth and fifth numbered strategies entitled “Look for signals” and “Listen for what is not being said.”

  • 7.4.5 Ask Questions (At the Right Time)  

    Note: This topic is covered by the reading beneath subunit 7.4.  Review the sixth, seventh, and eighth numbered strategies in the reading.

  • 7.4.6 Other Strategies and Special Challenges  

    Note: This topic is covered by the reading beneath subunit 7.4.  In particular, re-read the section under the heading entitled “Dealing with Special Listening Challenges.” 

  • 7.5 Capture Information Using Note Taking  
  • 7.5.1 Why Note Taking Is Important  

    Note: This topic is covered by the resources beneath subunit 7.5.  For subunit 7.5.1, read the introduction, including learning objectives and table 4.2, “Note-Taking Methods.”

  • 7.5.2 Four Note Taking Methods  
  • 7.5.2.1 Lists  

    Note: This topic is covered by the reading beneath subunit 7.5. To cover the topic of lists, read about the List Method and examine the example carefully.

  • 7.5.2.2 Outlines  

    Note: This topic is covered by the reading beneath subunit 7.5.2.  To cover the topic of outlines, read about the Outline Method and examine the example carefully.

  • 7.5.2.3 Concept Maps  

    Note: This topic is covered by the reading beneath subunit 7.5.2.  Focus on the reading section about the Concept Map Method and examine the example carefully.

    • Reading: Alexandria Technical and Community College’s College Service’s “Methods of Note Taking”

      Link: Alexandria Technical and Community College’s College Service’s “Methods of Note Taking” (HTML)
       
      Instructions: The first section of this webpage describes the Cornell Method, which you will learn about in the next subunit.  For now, scroll down past the section on the Cornell Method to read the red heading entitled “B. Mapping” for some additional information on Concept Mapping.  Concept Mapping is particularly useful not only when taking in class notes, but also during study sessions to help you organize information.  This should take you approximately 15 minutes to complete.
       
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  • 7.5.2.4 Cornell Method  

    Note: This topic is covered by the reading beneath subunit 7.5.2.  Focus on the reading section about the Cornell Method and examine the example carefully.

    • Reading: Alexandria Technical and Community College’s College Service’s “Methods of Note Taking”

      Link: Alexandria Technical and Community College’s College Service’s “Methods of Note Taking” (HTML)
       
      Instructions: The first section of this webpage describes the Cornell Method. Scroll back up to the top of the page to read the red heading entitled “A. Cornell Note-Taking System” for some additional information on the Cornell Method. Note that the chart listing the various elements of the system is actually an example of information organized using the Cornell Method.  This should take you approximately 15 minutes to complete.
       
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  • 7.5.4 General Note Taking Tips  

    Note: This topic is covered by the reading beneath subunit 7.5. Review the sections entitled “General Tips on Note Taking” and “What If You Miss Class?”

  • 7.5.5 What to Do with Your Notes  

    Note: This topic is covered by the reading beneath subunit 7.5.  In particular, review the section entitled “Keeping Your Notes.”

  • 7.6 Practice Your Note Taking Skills Now  
  • Unit 8: Using and Improving Memory Skills  

    Unit 8 focuses exclusively on memory skills.  Memorization is an interesting problem for the college student, because unlike in high school, just knowing a list of facts is unlikely to be the end goal of your learning.  You will need to memorize information, but primarily so that you have access to it in order to perform the higher level thinking skills discussed in Unit 5.
     
    Because memorization is a common study skill for high school subjects, you may already have strategies that you employ.  Nonetheless, just like the other skills of listening, note taking, reading, and writing, you can improve your memory skills by understanding the technique.

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  • 8.1 Review Information to Remember It  
  • 8.1.1 How Memory Works  
  • 8.1.1.1 The Brain Science of Memory  
  • 8.1.1.2 Short- vs. Long-Term Memory  

    Note: This topic is covered by the lecture beneath subunit 8.1.1.1.  Pay special attention to the different skills and activities required for committing information to long-term memory.  The next subunit (8.1.2) will expand upon these skills and activities.

  • 8.1.2 Tips for Putting Information in Long-Term Memory  
  • 8.1.2.1 Decide to Remember It  

    Note: This topic is covered by the reading beneath subunit 8.1.2.  In particular, focus on the bullet point that begins “Make a deliberate decision….”

  • 8.1.2.2 Connect It to Other Information  

    Note: This topic is covered by the reading beneath subunit 8.1.2.  In particular, focus on the two bullet points that begin “Link the information….”

  • 8.1.2.3 Group and Organize Information  

    Note: This topic is covered by the reading beneath subunit 8.1.2.  Focus on the bullet point that begins “Mentally group similar individual items….”

  • 8.1.2.4 Use, Repeat, and Test the Information  

    Note: This topic is covered by the reading beneath subunit 8.1.2.  Focus on the rest of the bullet points (Use Visual Imagery through Location, location, location) for multiple ways to use, repeat, and test the information while you are studying.

  • 8.1.3 Using Mnemonic Devices  
  • 8.1.3.1 Acronyms  

    Note: This topic is covered by the reading beneath subunit 8.1.3.  Focus on the section with the subheading “Acronyms” to learn how you can use acronyms to help recall information.  In thinking about acronyms, consider many organizations that use acronyms to simplify a longer title, such as United States’ government organizations like NASA (National Aeronautics and Space Association) or world-wide organizations like the UN (United Nations).

  • 8.1.3.2 Acrostics  

    Note: This topic is covered by the reading beneath subunit 8.1.3.  Focus on the section after the subheading “Acrostics” to learn about how you can use this device to help recall information. Pay particular attention to the examples provided to memorize musical notes or the order of the planets.  Consider any other acrostics that you may already be familiar with, and write these down in your notes as examples. 

  • 8.1.3.3 Rhymes  

    Note: This topic is covered by the reading beneath subunit 8.1.3.   Focus on the section that appears after the subheading “Rhymes” to learn how you can use rhyming as a device to help recall information.  Consider the examples provided on familiar ways in which rhymes are used to memorize factual information; can you think of any other examples when you have used rhyme to aid your memory? 

  • 8.1.3.4 Jingles  

    Note: This topic is covered by the reading beneath subunit 8.1.3.  Focus on the section that appears after the subheading “Jingles” to learn how the use of catchy music may help you recall information.  Can you think of any advertisements that used a jingle to help make the product more memorable?  Think of how you can use this device as you study.

  • 8.1.4 Active Reviewing Techniques  
    • Lecture: Dartmouth College Academic Skills Center’s “Strategic Learning”

      Link: Dartmouth College Academic Skills Center’s “Strategic Learning” (QuickTime Video)
       
      Instructions: Watch the video, which is nine minutes long, to learn three steps in the learning process: exposure, review, and practice.  Especially note the active reviewing techniques covered at the end of the video.  Note that this resource covers the topics outlined in subunits 8.1.4.1 through 8.1.4.3.  You should spend approximately 15 minutes viewing this video lecture and taking notes.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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  • 8.1.4.1 Repetition Out Loud  

    Note: This topic is covered by the reading beneath subunit 8.1.4.  While you are watching the video, note the special section on repetition.

  • 8.1.4.2 Do Practice Problems  

    Note: This topic is covered by the reading beneath subunit 8.1.4.  While you are watching the video, note the section that covers the importance of doing practice problems.

  • 8.1.4.3 Group Study  

    Note: This topic is covered by the reading beneath subunit 8.1.4.  While you are watching the video, note the special tips for how to make group study effective and useful.

  • 8.2 Exercises to Improve Memory and Retention  
    • Web Media: Lumosity’s “Basic Training”

      Link: Lumosity’s “Basic Training” (Adobe Flash)
                            
      Instructions: Click on the link to the website to test your memory skills.  You will need to create an account, but it is private.  This is a great website (free unless you want to keep doing it past the free options) to improve your memory skills.  Click on the big green "Get Started” button.   Next, choose which areas you want to work on.  Once you have done this (the progress beaker in the upper right corner will fill up to 100% when you are done), complete the registration process. Next, you will be given three beginning tests.  Take the tests, and record or print your results to use in the next assignment.  This should take you approximately 15 minutes to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on thewebpage above.

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    • Activity: Washington State Board of Community and Technical Colleges: Becky Samitore-Durand’s “Memory Tests”

      Link: Washington State Board of Community and Technical Colleges: Becky Samitore-Durand’s “Memory Tests” (PDF)
       
      Instructions: You have already visited the Lumosity website in this subunit.  If necessary, review the Lumosity website or make sure you register based on the instructions for the web media in this subunit.  Read and answer the questions linked above, based on what you have learned from your textbook readings and the Lumosity website.  This should take you approximately 30 minutes to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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  • Unit 9: Be Ready For Tests and Test Anxiety  

    This unit will present you with strategies you can use to study for tests, reduce or eliminate stress related to test taking—commonly called “test anxiety,” and increase your skill at taking tests.
     
    The weeks and days before a test are a great time to remind yourself of an important point: being a college student is voluntary!  Put another way, you are in college because it will help you achieve the goals you set out at the beginning of this course.  If you approach tests as an opportunity to see how well you are doing, rather than a punishment or trial, it will be easier to have a positive attitude about the process.  Nearly every student has experienced test anxiety at some point, so if it happens to you, do not see it as a sign of failure.  Instead, learn the strategies presented in this unit so that when anxiety appears, you will have the emotional tools to fight it off.
     
    One of the most effective strategies for avoiding excessive anxiety during an exam is being well-prepared for the exam itself.  Feeling confident about the material comes from studying effectively and often, and from being healthy and well-rested on the exam day.  Finally, the unit also covers strategies for actually taking the test, including understanding the different question types, which questions to answer first, and other useful information.

    Time Advisory   show close
    Learning Outcomes   show close
  • 9.1 Why Test?  
  • 9.1.1 To Measure Progress  

    Note: This topic is covered by the reading beneath subunit 9.1.  The reading will help you see how the results of your tests can show you how much you have learned, not just what you haven’t learned.

  • 9.1.2 To Reinforce Your Understanding  

    Note: This topic is covered by the reading beneath subunit 9.1.  Read to see how tests are extraordinary learning opportunities.

  • 9.1.3 Testing’s Place in the Learning Cycle  

    Note: This topic is covered by the reading beneath subunit 9.1.  Pay special attention to figure 6.2.

  • 9.2 Why Stress?  
  • 9.2.1 What Is Test Anxiety?  

    Note: This topic is covered by the reading beneath subunit 9.2.

    For this subunit, first do the activity entitled “Testing Your Test Anxiety.”  You may be surprised to learn that you have symptoms of test anxiety—they are extremely common.  Thankfully, the rest of this section will present ways to keep your anxiety from affecting your performance.  

  • 9.2.2 How to Reduce Test Anxiety  
  • 9.2.2.1 Be Prepared by Knowing the Material  

    Note: This topic is covered by the reading beneath subunit 9.2.  Focus on the bullet point entitled “Be Prepared.”

  • 9.2.2.2 Banish Negative Thoughts and Talk  

    Note: This topic is covered by the reading beneath subunit 9.2.  Specifically, complete the exercise entitled “Talking Back to Boogie Talk.”

  • 9.2.2.3 Encourage Positive Thoughts  

    Note: This topic is covered by the reading beneath subunit 9.2.  Focus on the bullet point entitled “Visualize success.”

  • 9.2.2.4 Do Not Compare Yourself to Others  

    Note: This topic is covered by the reading beneath subunit 9.2.  Focus on the bullet point entitled “It’s all about you!”

  • 9.2.2.5 Relaxation Techniques  

    Note: This topic is covered by the reading beneath subunit 9.2. Review the bullet points entitled “Have a plan and follow it,” “Make sure you eat well…” and “Chill!”  You will learn more about relaxation techniques in Unit 10 of this course.

  • 9.3 How to Be Prepared for the Test  
  • 9.3.1 Study Early and Often Instead of Cramming  

    Note: This topic is covered by the reading beneath subunit 9.3.  For this subunit, read the section entitled “Studying Every Day” and “Studying in Course Units.”   

  • 9.3.2 Determine What the Test Will Look Like  

    Note: This topic is covered by the reading beneath subunit 9.3.  For this subunit, read the section entitled “Studying before the Exam” and “More Tips for Success.”   

  • 9.3.2.1 What Information Has the Instructor Emphasized?  

    Note: This topic is covered by the reading beneath subunit 9.3.  The section of the reading entitled “Studying before the Exam” will give you some questions to help you determine what the instructor finds most important.

  • 9.3.2.2 Create Your Own Questions and Review Material  

    Note: This topic is covered by the reading beneath subunit 9.3.  The section of the reading entitled “Studying before the Exam” includes some tips for creating your own study materials.

  • 9.3.2.3 More Tips for Success  

    Note: This topic is covered by the reading beneath subunit 9.3.  The section of the reading entitled “More Tips for Success” offers additional strategies for test studying.

  • 9.3.3 Make the Most of Group Study  

    Note: This topic is covered by the reading beneath subunit 9.3.  For this subunit, read the section entitled “Studying in Groups.”  

  • 9.3.3.1 Pick Quality Study Partners  

    Note: This topic is covered by the reading beneath subunit 9.3.  Read the helpful bullet points entitled “Think Small,” “Go for Quality,” and Look for Complementary…” to learn about how to pick good study groups.

  • 9.3.3.2 Meet Regularly  

    Note: This topic is covered by the reading beneath subunit 9.3. Read the bullet point entitled “Meet Regularly.”

  • 9.3.3.3 Set Agendas and Goals for the Group  

    Note: This topic is covered by the reading beneath subunit 9.3.  The bullet points entitled “Define an agenda…,” “Include some of the following…,” “Assign…,” and “Rotate” for study group management techniques.

  • 9.4 Types of Tests and Strategies for Each  
  • 9.4.1 Formative Assessments  

    Note: This topic is covered by the reading beneath subunit 9.4.  Review the bullet point about formative assessments under “Types of Tests.”

  • 9.4.2 Summative Assessments  

    Note: This topic is covered by the reading beneath subunit 9.4.  Review the bullet point about summative assessments under “Types of Tests.”

  • 9.4.3 Paper Tests  

    Note: This topic is covered by the reading beneath subunit 9.4.  Review the bullet point about paper tests under “Types of Tests.”

  • 9.4.4 Open Book Tests  

    Note: This topic is covered by the reading beneath subunit 9.4.  Review the bullet point about open book tests under “Types of Tests.”

  • 9.4.5 Take-Home Tests  

    Note: This topic is covered by the reading beneath subunit 9.4.  Review the bullet point about take-home tests under “Types of Tests.”

  • 9.4.6 Electronic and Online Tests  

    Note: This topic is covered by the reading beneath subunit 9.4.  Review the bullet point about electronic and online tests under “Types of Tests.”

  • 9.4.7 Oral Tests and Presentations  

    Note: This topic is covered by the reading beneath subunit 9.4.  Review the bullet point about oral tests and presentations under “Types of Tests.”

  • 9.5 General Strategies for Test-Taking  
  • 9.6 Types of Test Questions and Strategies for Each  
  • 9.6.1 Multiple-Choice  

    Note: This topic is covered by the reading beneath subunit 9.6.  Focus on the text below the “Multiple Choice Questions” heading to learn strategies for answering multiple choice questions.

  • 9.6.2 True-or-False  

    Note: This topic is covered by the reading beneath subunit 9.6.  Focus on the text below the “True-or-False Questions” heading to learn strategies for answering this type of question.

  • 9.6.3 Matching  

    Note: This topic is covered by the reading beneath subunit 9.6.  Focus on the text below the “Matching Columns” heading to learn strategies for answering questions that involve matching.

  • 9.6.4 Short Answer  

    Note: This topic is covered by the reading beneath subunit 9.6.  Focus on the text below “Short Answer Questions” to learn strategies for answering this type of question.

  • 9.6.5 Essay  

    Note: This topic is covered by the reading beneath subunit 9.6.  Focus on the “Essay Questions” section of the reading, as well as Table 6.1” to learn strategies for answering essay questions.

  • 9.7 Academic Honesty  
  • 9.7.1 Good Reasons NOT to Cheat  

    Note: This topic is covered by the reading beneath subunit 9.7.  Focus on the bullet points that outline reasons not to cheat.  Also, make sure to view or re-view the Rutgers University video.

  • 9.7.2 Types of Cheating  

    Note: This topic is covered by the reading beneath subunit 9.7.  Pay careful attention to the section titled “Examples of Academic Dishonesty,” as well as make sure to read Gabriel’s “Plagiarism Lines Blur for Students in the Digital Age.”  

  • 9.8 After the Test  
  • 9.8.1 Evaluate and Correct Your Mistakes  

    Note: This topic is covered by the reading beneath subunit 9.8.  In particular, read the headings entitled “Evaluating Your Test Results” and “Correcting Your Mistakes.”

  • 9.8.2 Use Tests to Review and Study  
  • 9.9 Practice Your Test-Taking Skills  
  • Unit 10: Managing Your Health and Stress  

    You may be aware that poor health can be a major cause of stress, but did you know that prolonged stress can also cause bad health?  Especially if being a college student coincides with your first experience living away from your parents, or if you are balancing school with your own family life, it can present new and stressful academic, social, and financial challenges.  Managing your responsibilities well includes managing the stress they may cause you, and there are proven strategies for stress management that can help.
     
    For some people, one of the biggest challenges about stress is recognizing the symptoms of stress before they are out of control.  Others struggle with identifying the causes of their stress.  This unit will present strategies to help you realize when you are feeling stress and pinpoint the cause of that stress.  It will also give you techniques for managing and reducing stress, both in the short- and long-term. 

    Time Advisory   show close
    Learning Outcomes   show close
  • 10.1 What Kind of Student Are You?  
  • 10.1.1 Traditional Students  

    Note: This topic is covered by the reading beneath subunit 10.1.  Focus on the text that appears below the heading “Traditional Students.”  Consider whether you into this category.

  • 10.1.2 Returning Students  

    Note: This topic is covered by the reading beneath subunit 10.1.  Focus on the text that appears below the heading “Returning Students.”  Consider whether you fit into this category.

  • 10.1.3 Commuter Students  

    Note: This topic is covered by the reading beneath subunit 10.1.  Focus on the “Commuter Students” subsection under the “Other Student Groups” heading.  Consider whether you fit into this category.

  • 10.1.4 First-Generation Students  

    Note: This topic is covered by the reading beneath subunit 10.1.  Focus on the “First-Generation Students” text below the “Other Student Groups” heading.  Consider whether you fit into this category.

  • 10.1.5 International and Immigrant Students  

    Note: This topic is covered by the reading beneath subunit 10.1.  Focus on the “Recent Immigrant and International Students” text below the “Other Student Groups” heading.  Consider whether you fit into this category.

  • 10.1.6 Students with Disabilities  

    Note: This topic is covered by the reading beneath subunit 10.1.  Focus on the “Students with Disabilities” text below the “Other Student Groups” heading.  Consider whether you fit into this category.

  • 10.1.7 Working Students  

    Note: This topic is covered by the reading beneath subunit 10.1.  Focus on the “Students Who Are Working” text below the “Other Student Groups” heading.  Consider whether you fit into this category.

  • 10.1.8 Students with Families  

    Note: This topic is covered by the reading beneath subunit 10.1.  Focus on the “Students with a Family” text below the “Other Student Groups” heading.  Consider whether you fit into this category.

  • 10.1.9 What Makes a Successful Student?  

    Note: This topic is covered by the reading beneath subunit 10.1.  Review the “Profile of a Successful Student” section to learn how all types of students can be successful students with the right strategies and resources.

  • 10.2 The Elements of a Healthful Lifestyle  
  • 10.2.1 Nutrition and Weight Control  
  • 10.2.2 Activity and Exercise  
  • 10.2.3 Getting Enough Sleep  
  • 10.2.4 Substance Use and Abuse  
  • 10.3 What Exactly Is Stress?  
    • Lecture: Dartmouth College Academic Skills Center’s “Stress Management”

      Link: Dartmouth College Academic Skills Center’s “Stress Management” (QuickTime Video)
       
      Instructions: Watch the video, which is about eight minutes long, to learn what stress is and effective stress management techniques.  It may help to take notes as you view this video.  Note that this resource covers the topics outlined in 10.3 through 10.6.  You should spend approximately 15 minutes viewing this video and taking notes.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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  • 10.4 What Causes Stress?  
  • 10.4.1 Major Life Events  

    Note: This topic is covered by the reading beneath subunit 10.4.  Review the paragraphs and bullet points that give examples of stress-causing major life events under the “What Causes Stress?” heading.

  • 10.4.2 Everyday Stressors  

    Note: This topic is covered by the reading beneath subunit 10.4.  Review the bullet points and paragraphs that discuss more common stressors under the “What Causes Stress?” heading.  Consider what stress you may face in your daily life and how you may overcome this stress to focus on your studies. 

  • 10.5 The Effects of Stress  
  • 10.5.1 Long-Term Effects  

    Note: This topic is covered by the reading beneath subunit 10.5.  Review the bullet points that follow the first two paragraphs of the section to learn about the significant long-term physical effects of chronic stress. Many of these effects can develop into serious medical conditions over time!

  • 10.5.2 Long-Term Effects of Chronic Stress  

    Note: This topic is covered by the reading beneath subunit 10.5.  Review the bullet points that are identified as acute, or short-term, stress to learn about the negative effects of stress.  Can you identify any additional effects of stress that you have experienced in your life?

  • 10.6 Responses to Stress  
  • 10.6.1 Unhealthy Responses Self-Assessment  

    Note: This topic is covered by the reading beneath subunit 10.6. Rate your own use of unhealthy stress responses using the activity entitled “Past Stress-Reduction Habits Self-Assessment.”

  • 10.6.2 Positive Responses  
  • 10.6.2.1 Sleep and Exercise  

    Note: This topic is covered by the reading under 10.6 and the PowerPoint presentation beneath subunit 10.6.2.  Make note of the positive mental effects of a good sleep and exercise routine.

  • 10.6.2.2 Relaxation Techniques  

    Note: This topic is covered by the reading under 10.6 and the PowerPoint beneath subunit 10.6.2.  The text briefly covers different relaxation techniques under the heading “Learn a Relaxation Technique.”  Also, pay special attention to the section of the PowerPoint which explores these in detail.

  • 10.6.2.3 Getting Help  

    Note: This topic is covered by the reading under 10.6 and the PowerPoint beneath subunit 10.6.2.  It is really important that you reach out for help before you feel desperate or in a panic over your stress levels.  A little help early on can help you learn how to manage stress before it becomes a problem.

  • 10.7 Emotional Health and Happiness  
  • 10.7.1 Problematic Emotions  

    Note: This topic is covered by the reading beneath subunit 10.7.  To cover this topic, please focus on the introduction to the section, complete the self-assessment, and read the text below the heading entitled “Problematic Emotions.”

  • 10.7.1.1 Anxiety  

    Note: This topic is covered by the reading assigned beneath subunit 10.7.  Read the bullet points under the heading “Anxiety” that describe five more serious forms of anxiety. If any of these sound familiar to you, it is likely that some counseling could greatly improve your emotional health.

  • 10.7.1.2 Loneliness  

    Note: This topic is covered by the reading assigned beneath subunit 10.7.  Read the bullet points under the heading “Loneliness.”  Keep in mind that while you may not feel emotions as strongly as they are described here, you may at some point! That is why learning about them now is important and helpful.

  • 10.7.1.3 Depression  

    Note: This topic is covered by the reading assigned beneath subunit 10.7.  Review the bullet points under the heading “Depression.” Pay attention to the bullet points that describe when negative emotions have progressed to the level of depression. 

  • 10.7.1.4 Suicidal Feelings  

    Note: This topic is covered by the reading assigned below subunit 10.7.  Review the bullet points under the heading “Suicidal Feelings.”  Again, pay attention to these symptoms now, even though they may not apply to you or someone you know.  This knowledge could save your life or someone else’s someday!
     
    If you or a friend is in a crisis and needs help at any time, call the National Suicide Prevention Hotline: 1-800-273-TALK (8255). All calls are confidential.

  • 10.7.2 Emotional Balance  

    Note: This topic is covered by the reading beneath subunit 10.7.  To cover this topic, please read the introduction to the section and the text below the heading entitled “Achieving Emotional Balance.”

  • 10.8 Relationships  
  • 10.8.1 Characteristics of Healthy Relationships  

    Note: This topic is covered by the reading beneath subunit 10.8.  Specifically, read the bullet points under the heading, "Building Relationships.”

  • 10.8.2 Managing Conflict  

    Note: This topic is covered by the reading beneath subunit 10.8.  In particular, read the six numbered points under the heading “Resolving Conflict.”

  • 10.8.3 Online and Long-Distance Relationships  

    Note: This topic is covered by the reading beneath subunit 10.8.  Make sure to focus on the section entitled “Online and Long-Distance Relationships” to learn about some common issues in these types of relationships.

  • 10.9 Sexual Health  
  • 10.9.1 Understand Your Sexual Values  

    Note: This topic is covered by the reading beneath subunit 10.9.  Read the section entitled “Sexual Values and Decisions.”  Pay special attention to the careful definitions of various terms used in the text.  Knowing where your values are related to these issues is an important part of building your own value system. 

  • 10.9.2 Preventing Sexually Transmitted Infections  

    Note: This topic is covered by the reading beneath subunit 10.9.  Read the text below the headings entitled “Alcohol and Sexual Activity,” “What’s ‘Safe Sex’,” and “Sexually Transmitted Infections (STI’s).”  Take time to read through the information included in Table 10.2.

  • 10.9.3 Preventing Unwanted Pregnancy  

    Note: This topic is covered by the reading beneath subunit 10.9.  In particular, focus on the section entitled “Preventing Unwanted Pregnancy.”

  • 10.9.4 Preventing Sexual Assault and Date Rape  

    Note: This topic is covered by the reading beneath subunit 10.9.  In particular, read the section entitled “Sexual Assault and Date Rape.” Again, pay special attention to the carefully defined terms in this section. It is important that you are aware of this information so that you can protect yourself and avoid a bad situation.
     
    If you are sexually assaulted, try to talk to someone.  Call a rape crises center, your student health center, or the National Sexual Assault Hotline at 1-800-HOPE for a confidential conversation.

  • 10.10 Evaluate Your Stress Levels  
    • Activity: The Oxygen Plan Corporation’s “Oxygen Plan Stress Test”

      Link: The Oxygen Plan Corporation’s “Oxygen Plan Stress Test” (HTML)
       
      Instructions: Take this self-evaluation, which should take about 5-10 minutes. At the end print or save your “Stress Numbers,” and then click on the “What Your Scores Mean” button.  Read this page, and then print or save it as well.  You will need this information to answer the questions for the next assignment in this subunit.  This should take you approximately 30 minutes to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

    • Activity: Washington State Board of Community and Technical Colleges: Becky Samitore-Durand’s “Week 9 Activity”

      Link: Washington State Board of Community and Technical Colleges: Becky Samitore-Durand’s“Week 9 Activity” (PDF)
       
      Instructions: You have already visited the Oxygen Plan Corporation’s website and completed the stress text included in this activity.  Now, use your results from the “Oxygen Plan Stress Test” to answer the questions linked above.  This should take you approximately 30 minutes to complete.
        
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

  • Unit 11: Your Career After College  

    The time to think about what you will do after college is now!  You may have already given this considerable thought in unit one, but this unit will give you some practical guidelines for preparing the specific tools and elements of a successful job search, and the knowledge to organize yourself for your entire career, not just your first job.

    Time Advisory   show close
    Learning Outcomes   show close
  • 11.1 Finding a Career  
  • 11.1.1 What Kind of Work Suits You?  

    Note: This topic is covered by the reading beneath subunit 11.1.  Focus on the section entitled “What Do You Want to Do When You ‘Grow Up?”  You will work through four phases to identify some careers that suit you well.

  • 11.1.2 Personality Tests  

    Note: This topic is covered by the reading beneath subunit 11.1.  In particular, review “Phase A:Who Am I?” and complete “Exercise 2: What’s My Type?”

  • 11.1.3 Occupation Types  

    Note: This topic is covered by the reading beneath subunit 11.1.  In particular, read through “Phase B: What’s Out There” and spend some time reviewing Table 12.1. 

  • 11.1.4 Other Factors to Consider  

    Note: This topic is covered by the reading beneath subunit 11.1.  In particular, focus on “Phase C: What Factors Might Affect My Choice?”

  • 11.2 Choosing Your Major  
  • 11.2.1 Ways In Which Your Major Choice Is Significant  

    Note: This topic is covered by the reading beneath subunit 11.2.  Read the paragraph that starts, “Choosing a college major can have a big impact…” to get learn how your major can impact your career choices.

  • 11.2.2 Ways In Which Your Major Choice Is Not Significant  

    Note: This topic is covered by the reading beneath subunit 11.2.  Read the bullet points that explain how, while important, the major you choose does not limit your choices significantly.

  • 11.2.3 Tips for Selecting Your Major  

    Note: This topic is covered by the reading beneath subunit 11.2.  Read the bold bullet points for tips on making your major selection process easier.

  • 11.3 Getting the Right Stuff  
  • 11.3.1 The Transfer Ticket  

    Note: This topic is covered by the reading beneath subunit 11.3.  Read the section under the heading entitled “The Transfer Ticket to learn about how to successfully transfer from a two-year program or community college into a four-year program.

  • 11.3.2 Skilled Labor  

    Note: This topic is covered by the reading beneath subunit 11.3. Read the section entitled “Skilled Labor” to learn about the difference between work-based skills that will be specific to a specific career or even a specific job, and transferable skills that are relatable to almost any job. After you have read the passage,  complete Exercise 3, “Transferable Skills Inventory,” to self-assess your own transferable skills.

  • 11.3.3 Are You Ready for a Test Drive?  

    Note: This topic is covered by the reading beneath subunit 11.3. Read the section entitled “Are You Ready for a Test Drive?” to learn the difference between Volunteering, Interning, and paid Job experience.  You will also learn how to identify opportunities that are appropriate for you, and how to create a written agreement for your experience.

  • 11.3.4 Social Resources  
  • 11.4 Thinking About Your Career Now  
  • 11.4.1 Organize Some Space  

    Note: This topic is covered by the reading beneath subunit 11.4.  Focus on the paragraph that starts, “Start by organizing yourself” to get some suggestions on how to organize your career search.

  • 11.4.2 Track Information Systematically  

    Note: This topic is covered by the reading beneath subunit 11.4.  Focus on the paragraph that starts with “Get and keep two notebooks…” for good ideas about how to keep information organized.

  • 11.4.3 Understand Your Financial Needs  

    Note: This topic is covered by the reading beneath subunit 11.4.  Focus on the paragraph that starts with “A second step…” to get a picture of how your current finances affect your career search.

  • 11.4.4 Identify Your Career Resources  

    Note: This topic is covered by the reading beneath subunit 11.4.  Focus on the paragraph that starts with “Start identifying resources…” for ideas about where you can find more information.

  • 11.4.5 Set Goals for Career Development  

    Note: This topic is covered by the reading beneath subunit 11.4.  Focus on the paragraph that starts with “Set goals for yourself....”  Remember what you learned at the beginning of this course about the importance of setting goals.  Your career should be no exception!

  • 11.5 Resumes and Cover Letters  
    • Reading: College Success: “Chapter 12, Section 7: Resumes and Cover Letters”

      Link: College Success: “Chapter 12, Section 7: Resumes and Cover Letters” (PDF)
       
      Instructions: Read this section to get a good picture of the purpose of a resume and cover letter and to learn how to write them.  Make sure to complete the Checkpoint Exercises, except for item 3.  You will create your own resume and cover letter in subunit 11.7.  Keep in mind that it is great to have a draft of a resume and a cover letter that you can easily update as needed for job applications, but also remember that you should plan to make significant alterations to the draft for each job application, in order to tailor both your resume and your cover letter to the company’s specific needs.  Note that this material covers the topics outlined in all of subunit 11.5, including subunits 11.5.1 through 11.5.6. 

      This reading and these exercises should take you approximately 1 hour to complete. 
       
      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

      See a broken link? Please let us know!

  • 11.5.1 The Purpose of a Resume  

    Note: This topic is covered by the reading beneath subunit 11.5.  Pay special attention to the bullet points that explain the generally accepted principles of resume building.

  • 11.5.2 The Elements of a Resume  

    Note: This topic is covered by the reading beneath subunit 11.5.  Read the section that outlines the contents of all three resume elements: Header, Objective, and Resume Body.

  • 11.5.3 Summarizing Your Work Experience  

    Note: This topic is covered by the reading beneath subunit 11.5.  Re-read the bullet point entitled “Resume Body,” and then read the 101 Action Verbs that follow it.  Think about how you can state your best accomplishments using these verbs.

  • 11.5.4 Formatting Your Resume  

    Note: This topic is covered by the reading beneath subunit 11.5.  Read the section entitled “The Finishing Touches.”  It is usually better to keep formatting as simple as possible.  In today’s electronic age, many resumes are read by machine before they are read by human eyes—so fancy formatting could eliminate you before a person ever reads your resume!  Note that the last item in the Checkpoint Exercises requires that you apply all the information you have learned to develop your own resume. 

  • 11.5.5 Cover Letters  

    Note: This topic is covered by the reading beneath subunit 11.5.  Focus on the section entitled “Cover Letters.”  Be sure to understand the purpose of the letter, as well as the important elements that should always be included in the letter.  Keep in mind that a cover letter should be adapted to the specific job being applied for and geared toward the specific company being applied to.  This will help you avoid producing a general cover letter that often goes unnoticed. 

    • Reading: Purdue University Online Writing Lab’s “Cover Letter Workshop”

      Link: Purdue University Online Writing Lab’s “Cover Letter Workshop” (HTML)

      Instructions: Read the headings on this page: “What is the purpose of the cover letter?” and “Learning about the job.” Some of this will review information you have already seen in your text above.
       
      Next, click on the light orange tab on the left side of the page entitled, “What to include,” and read the headings entitled, “How to relate your experience to the job advertised,” “Deciding which qualifications to include,” and “Afraid of not meeting the requirements?”
       
      Finally, click on the light orange tab on the left side of the page entitled “Formatting and Organization,” and read the headings entitled, “Formatting your cover letter,” “Organizing your cover letter,” “Addressing your cover letter,” “The introduction,” “The argument,” “The closing,” and “Before you send the cover letter.”
       
      Note that, although these resources echo the information you read in your textbook, they are organized differently and have much greater detail. They will be very useful to you in the long term.

      This should take you approximately 1 hour to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

  • 11.6 The Job Interview  
  • 11.6.1 Types of Interviews  

    Note: This topic is covered by the reading beneath subunit 11.4.  To cover this topic, focus on the section entitled “Types of Interviews.” 

  • 11.6.1.1 Informational Interviews  

    Note: This topic is covered by the reading assigned beneath subunit 11.6.  Focus on the paragraph that appears after the “Informational Interviews” subheading in the “Types of Interviews” section.

  • 11.6.1.2 Screening Interviews  

    Note: This topic is covered by the reading assigned beneath subunit 11.6.  Focus on the paragraph that appears after the “Screening Interviews” subheading in the “Types of Interviews” section.

  • 11.6.1.3 One-on-One Interviews  

    Note: This topic is covered by the reading assigned below subunit 11.6.  Focus on the text that appears after the “One-on-One Interviews” subheading in the “Types of Interviews” section.

  • 11.6.2 Preparing for an Interview  

    Note: This topic is covered by the reading beneath subunit 11.6.  For this subunit, read the section entitled “Preparing for an Interview.” 

  • 11.6.2.1 Know Your Material  

    Note: This topic is covered by the reading assigned below subunit 11.6.  Focus on the paragraphs that start with “Learn about the organization,” “Use your Network,” “Review the job description,” and “Review your resume.”

  • 11.6.2.2 Prepare an Interview Study Guide  

    Note: This topic is covered by the reading assigned below subunit 11.6.  Read the bullet points under the section entitled “Interview Study Guide.” 

  • 11.6.2.3 Be Rested, Healthy, and Appropriate  

    Note: This topic is covered by the reading assigned below subunit 11.6.  Focus on the paragraphs that begin with “Prepare yourself physically,” “Dress to Impress,” and “Punctuality Counts.”

  • 11.6.3 Making a Great Impression  

    Note: This topic is covered by the reading beneath subunit 11.6.  For this subunit, read the sections entitled “Tips for Success during the Interview” and “After the Interview.” 

  • 11.6.3.1 Tips for Success during the Interview  

    Note: This topic is covered by the reading assigned below subunit 11.6.  Review the bullet points under the “Tips for Success during the Interview” section to reinforce your learning of some tips that will help you relax and make a great impression during your interview.

  • 11.6.3.2 After the Interview  

    Note: This topic is covered by the reading assigned below subunit 11.6.  Finally, re-read or review the paragraph  below the heading “After the Interview” to reinforce your understanding of the important last steps you should always do after an interview to distinguish yourself from the competition.

  • 11.6.3.3 Be Early  
  • 11.6.3.4 Relax and Be Friendly  
  • 11.6.3.5 Send a Follow-up within 24 hours  
  • 11.7 Create Your Own Resume and Cover Letter  
    • Reading: Purdue University Online Writing Lab’s “The Interactive Resume”

      Link: Purdue University Online Writing Lab’s “The Interactive Resume” (PDF)
       
      Instructions: Open this interactive document, and click on each of the sections to review the purpose of each element of a resume.  Be sure to click on and read all of the following sections: Contact Information, Objective, Experience, Education, and Honors and Activities.  This reading should take you approximately 30 minutes to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

    • Activity: Purdue University Online Writing Lab’s “Sample Resumes”

      Link: Purdue University Online Writing Lab’s “Sample Resumes” (PDF)
       
      Instructions: Use the Purdue Owl Sample Resumes to develop your own resume, based on the information you have learned in this unit.  You may find that the other resume resources listed along the left side of the webpage are also helpful. Once you have developed a rough draft of your resume, it is very important that you ask several knowledgeable people to review it for you, such as a career counselor, a supervisor at your current job, or a person with experience in business.  You should spend approximately 2 hours completing this assignment.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

    • Activity: Purdue University Online Writing Lab’s “Cover Letters 3: Writing Your Cover Letter”

      Link: Purdue University Online Writing Lab’s “Cover Letters 3: Writing Your Cover Letter” (HTML)
       
      Instructions: Click on the link above and use the Purdue Owl Resources to create a cover letter for a job posting you are interested in.  Work through all five light orange tabs on the left side of the page, entitled, “Cover Letter Headings,”  “Addressing Cover Letters,” “Cover Letter Introductions,” Cover Letter Body Paragraphs,” and Cover Letter Closings.”
       
      As you read through each tab, create that section of your own letter, using information about the actual company and job you are interested in. Just like your resume, it is a good idea to have a knowledgeable person review your first few cover letters, until you have mastered this skill.

      This assignment should take approximately 1 hour to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

    • Activity: Washington State Board of Community and Technical Colleges: Becky Samitore-Durand’s “Resume/CV and Cover Letter” and VisualCV, Inc.’s “Create Your VisualCV”

      Link: Washington State Board of Community and Technical Colleges: Becky Samitore-Durand’s “Resume/CV and Cover Letter” (PDF) and VisualCV, Inc.’s “Create Your VisualCV” (HTML)
       
      Instructions: There are many additional ways to present your resume and qualifications on the job market.  Once you have created a resume and cover letter on paper that you feel presents your personal information well, you may decide to also format them in alternative ways.  Remember that traditional companies and hiring departments may prefer a standard document-based resume over a web-based or other interactive software based resume.
       
      If you are interested in an interactive resume, you may read the assignment instructions to use the online software to complete a Virtual CV.  Then, write a basic cover letter to go with it.

      This should take you approximately 2 hours to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the VisualCV, Inc. website.

      See a broken link? Please let us know!

  • Final Exam  

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