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Learning Strategies for College and Career

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Learning Strategies for College and Career

Third Edition   Hettich, Campbell, © 2018, 450 pages

Learning Strategies for College and Career focuses on a student success model built on a foundation of research and effective practices in the literature of educational psychology, psychology, student affairs, and higher education. The model is used as a framework for the entire book, but the text itself is arranged around traditional clusters of ideas, issues, learning strategies, and processes that are known to facilitate student success.

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ISBN 		Description ISBN Bookstore
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978-1-5178-0385-8 		Online eBook + Lab 978-1-5178-0385-8 (9781517803858) $22 $29
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978-1-62751-935-9 		Unbound textbook 978-1-62751-935-9 (9781627519359) $43 $61
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978-1-62751-938-0 		Loose Leaf + eBook + Lab 978-1-62751-938-0 (9781627519380) $50 $71
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Instructor's Manual
The Instructor's Manual consists of chapter summaries, learning objectives, chapter and lecture outlines, lecture suggestions and classroom activities to better assist you with your teaching curriculum.
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This PowerPoint™ slide set combines figures, tables and text to further illustrate the principles discussed in the text.
Test Bank (Blackboard)
The Blackboard Test Bank contains questions in a variety of formats including multiple choice, true/false, short answer, and essay questions. This file is an archive of per-chapter zipped Blackboard pool files.
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The Canvas QTI Quiz Bank contains questions in a variety of formats including multiple choice, true/false, short answer, and essay questions. This file is an archive of per-chapter zipped QTI pool files.
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The Homework Bank contains questions in a variety of formats including multiple choice, true/false, and short answer questions.

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About the Authors

Rebecca Campbell person
Rebecca Campbell, PhD, is a Professor of Educational Psychology at Northern Arizona University, where she teaches courses on the theory of teaching and learning for the Professional Education Programs. Generally, her work focuses on how pedagogy and academic policies can facilitate student success in higher education. Her research foci include looking at best practices in first-year seminar design, academic probation interventions, and gateway courses. Dr. Campbell has over 25 years of experience designing and implementing first-year seminars and student success course interventions at both the community college and university level. This text is the result of her experience working to facilitate the persistence and completion of thousands of students during her career in higher education.
Paul Hettich person
Paul I. Hettich, PhD, earned his degrees in psychology from Marquette University, New Mexico State University, and Loyola University Chicago. He served as an Army personnel psychologist, program evaluator in an education laboratory, and corporate applied research scientist—positions that created a “real-world” foundation for a 35-year career at Barat College (Illinois). In addition to full-time teaching, he chaired the psychology department, served as academic dean, and directed institutional research, grant writing, and community college articulation. Following DePaul University’s acquisition of Barat College, he continued to head the psychology program and retired from DePaul with the rank of Professor Emeritus. He has delivered numerous professional presentations and authored or coauthored several refereed publications, including three books and three book chapters. Hettich’s earlier work in study skills has evolved into his current professional interest in college-to-workplace transition issues, including concepts reflected in this edition. Since the publication of Learning Skills for College and Career (2nd Ed.), several new developments have occurred in the student success field, including new research, an expansion of concepts, and new instructional delivery approaches. Thus, he is pleased to have partnered in the production of this edition with Professor Rebecca Campbell, a highly experienced, dedicated, and active professional in this field.

Description

We are proud to share with you several changes to the third edition of Learning Strategies for College and Career. Most importantly, we are extremely excited about the creation of our student success model. This model is built on a foundation of research and effective practices in the literature of educational psychology, psychology, student affairs, and higher education. Unlike like other student success textbooks, our model is used as a framework for the entire book, but the text itself is arranged around traditional clusters of ideas, issues, learning strategies, and processes that are known to facilitate student success. The model, the Seven Qualities of Successful Students (SQSS), helps students be intentional about the way they are being motivated, reflective, strategic, healthy, responsible, connected, and constructive so that both personal and academic outcomes can be gained. Take, for example, a student who is responsible for managing their time and assignments and is able to increase focus and motivation during study. This results not only in the ability to submit quality work on time but also in their increased ability to fit in time for friends and activities.

We are also proud of several other changes to the third edition of Learning Strategies for College and Career. In particular:

  • Help-seeking, as an important behavior for college success was included in Chapter 4: Help-Seeking Behavior and Campus Resources. By valuing opportunities to get expert assistance, students are positioned to respond to situations which might negatively impact their long-term goals.

  • The concept of using feedback, both personal and academic, was included in the chapter on assessment. By using feedback to gauge success, students can become more quickly resilient and responsive in the face of negative course feedback or more reflective and motivated in the face of positive course feedback.

  • This edition includes broader coverage of the context of learning in general. We have included foundational information about academic policies, courses, and instructional modes, as well as addressed learning strategies, memory theory, metacognition, and how to study.

  • This edition also includes broader coverage of the notion of self-regulation or self-management. Rather than limiting the self-regulation and management to traditional academic issues such as time and studying, we have made connections with a larger set of issues that students need to manage. These include wellness issues such as money, health, sleep, and nutrition, as well as personal issues such as emotions, stress, communication and listening.


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