If students don't know the "unwritten rules" for community college success how might it impact them? This book meets students where they are and helps them develop a plan to handle any situation. The Community College Experiencerecognizes Student Success is determined by motivation, preparation, knowledge, persistence, and relationships, the outcome largely measured byperformancein other courses from the first term throughout the college career. Students are often not prepared for the social and cultural challenges such as meetingexpectations, managingpressures on time, and navigatingfinancial issues. Many of the standards for college success are indeed those "unwritten rules" that require an experienced perspective to anticipate, understand, and overcome. This text covers the topics students need to make the transition into a community college culture, become active learners, and make intelligent choices. Course materials are realistic and supportive. They resonate withdiverse student backgrounds, including first-generation college students, students of color, returning adults, and others. Once students know the "rules" - written and unwritten they can adapt their plan for a more successful college experience.
Amy Baldwin, M.A., is an instructor of writing, literature, and college success at Pulaski Technical College in North Little Rock, Arkansas. Since 1996, she has served the college in various roles including self-study editor, distance education coordinator, and professional development coordinator. She is also the author of four student success textbooks that were the first on the market that addressed the special needs of students: The Community College Experience 3rd edition (Pearson, 2012), The First-Generation College Experience 1st edition (Pearson, 2012), The Community College Experience PLUS 3rd edition (Pearson, 2013), and The College Experience 1st edition (Pearson, 2013). She has also facilitated over 120 workshops and breakout sessions all over the country—at community colleges, K-12 professional days, and national conferences--on teaching and learning issues such as transitioning to college, student engagement practices, and active learning. Amy will complete her doctorate of higher education from the University of Arkansas at Little Rock in December 2012. The focus of her dissertation is student engagement, retention, and success for African-American males in college. She is also serving as the project manager for the Complete College America initiative for the state of Arkansas.
Introduction for Faculty
Introduction for Students
Chapter 1: College Culture and the Campus
Chapter 2: Goal Setting, Motivation, and Learning Styles
Chapter 3: Relationships and Diversity
Chapter 4: Time and Money
Chapter 5: Stress and Health Choices
Chapter 6: Learning, Memory, and Thinking
Chapter 7: Reading
Chapter 8: Listening and Note-Taking
Chapter 9: Writing, Presenting, and Information Literacy
Chapter 10: Studying and Taking Tests
Chapter 11: Planning for Your Degree
Chapter 12: Planning for a Career and a Life