A Beginner’s Guide to College Success
Jonathan Golding, Philipp Kraemer, and David Royse
A Beginner’s Guide to College Success is designed to address a wide range of topics that are of interest to aspiring or new college students, including financial decisions, choosing an area of study, adapting to new responsibilities, managing time wisely, and more.
The guide begins by introducing the reader to the way college is structured and walking the reader through the preparations required to embark upon a college career.
Preliminary chapters help the reader explore the value of a college education, begin to consider a major, and better understand the role credits, grades, and degrees play in the higher education system. Later chapters address the challenges different types of students—military veterans, those with disabilities, and student athletes, to name a few—may face as they transition from high school to college.
These chapters also cover best practices for communicating with faculty members, succeeding in large lecture classes, dealing with reading assignments, how to get the most out of online learning, and more. The guide closes with a collection of chapters dedicated to studying, preparing for exams, and taking advantage of campus resources, including the library, to bolster personal learning.
Full of tips and practical advice, A Beginner’s Guide to College Success is a useful resource for any student considering college and wondering how it differs from high school.
Activating a Teaching–Learning Philosophy: A Practical Guide for Educators
Erlene Grise-Owens, J. Jay Miller, and Larry W. Owens
This how-to manual provides a structured framework for developing a comprehensive teaching–learning philosophy from articulation through implementation to evaluation—and then reactivation. Using professional literature and teaching–learning experiences, the authors provide pragmatic steps for using a grounded philosophy to inform, engage, and assess teaching–learning. They advocate an integrated teaching–learning philosophy to promote ongoing commitment, engaged competency, and meaningful purpose in practice for educators.
The book can be used as an individual tool for professional development or in programs that prepare engaged educators, including doctoral curricula. It can also be used to inform unit and even university-level activation of a joint, shared, philosophical approach to support accountability efforts, such as institutional effectiveness and accreditation.
The authors intend this book to serve as the resource they wish they had possessed when they first ventured into the teaching role—and, indeed, throughout a career trajectory.
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