| |
| |
| |
| Welcome to Post-Secondary Education: Opening Doors to Success | |
| |
| |
| |
| Where are you now � and where can higher learning take you? | |
| |
| |
| |
| How can successful intelligence help you achieve your goals? | |
| |
| |
| |
| Successful intelligence focuses on actions | |
| |
| |
| |
| Successful intelligence powers success | |
| |
| |
| |
| How will Keys to Success help you build successful intelligence? | |
| |
| |
| |
| The chapter material | |
| |
| |
| |
| The in-chapter activities | |
| |
| |
| |
| The end-of-chapter exercises | |
| |
| |
| |
| What will motivate you to make the most of learning? | |
| |
| |
| |
| Focus on your self-esteem | |
| |
| |
| |
| Think positively | |
| |
| |
| |
| Take action | |
| |
| |
| |
| Be responsible | |
| |
| |
| |
| Develop positive habits | |
| |
| |
| |
| Face your fears | |
| |
| |
| |
| How can what you learn now help you succeed in school, work, and life? | |
| |
| |
| |
| Higher learning helps you value diversity | |
| |
| |
| |
| Higher learning prepares you to learn from failure and celebrate success | |
| |
| |
| |
| Learning from failure | |
| |
| |
| |
| Celebrating success | |
| |
| |
| |
| Higher learning helps you apply successful intelligence in a changing world | |
| |
| |
| |
| Values, Goals, Time, and Stress: Managing Yourself | |
| |
| |
| |
| Why is it important to know what you value? | |
| |
| |
| |
| Identifying and evaluating personal values | |
| |
| |
| |
| Values affect your educational experience | |
| |
| |
| |
| Academic integrity: Ethical values promote success at school | |
| |
| |
| |
| Values and cultural diversity | |
| |
| |
| |
| How do you set and achieve goals? | |
| |
| |
| |
| Set long-term goals | |
| |
| |
| |
| Set short-tem goals | |
| |
| |
| |
| Prioritize goals | |
| |
| |
| |
| Work to achieve goals | |
| |
| |
| |
| How can you effectively manage your time? | |
| |
| |
| |
| Identify your time-related needs and preferences | |
| |
| |
| |
| Build a schedule | |
| |
| |
| |
| Use a planner | |
| |
| |
| |
| Keep track of events and commitments | |
| |
| |
| |
| Schedule tasks and activities that support your goals | |
| |
| |
| |
| Indicate priority levels | |
| |
| |
| |
| Use scheduling technique | |
| |
| |
| |
| Plan regularly | |
| |
| |
| |
| Post monthly and yearly calendars at home | |
| |
| |
| |
| Make and use to-do lists | |
| |
| |
| |
| More suggestions for time management | |
| |
| |
| |
| Procrastination | |
| |
| |
| |
| Avoiding procrastination | |
| |
| |
| |
| Be flexible | |
| |
| |
| |
| How do you cope with the stress of being a student? | |
| |
| |
| |
| Stress management strategies | |
| |
| |
| |
| Learning Styles, Education and Careers: Knowing your talents and finding your direction | |
| |
| |
| |
| How can you discover your learning styles? | |
| |
| |
| |
| The value of learning styles assessments | |
| |
| |
| |
| Putting assessment results in perspective | |
| |
| |
| |
| Assess your Multiple Intelligences | |
| |
| |
| |
| Assess your personality with the Personality Spectrum | |
| |
| |
| |
| What are the benefits of knowing how you learn? | |
| |
| |
| |
| Academic benefits | |
| |
| |
| |
| Career benefits | |
| |
| |
| |
| How can Multiple Intelligences help you explore occupations and careers? | |
| |
| |
| |
| Use career exploration strategies | |
| |
| |
| |
| Personal Triumph: Terry Fox | |
| |
| |
| |
| Successfully Intelligent Thinking: Analytical, Creative and Practical Thinking for Solving Problems and Making Decisions | |
| |
| |
| |
| What is successfully intelligent thinking? | |
| |
| |
| |
| Successfully intelligent thinking is balanced | |
| |
| |
| |
| Successfully intelligent thinking means asking and answering questions | |
| |
| |
| |
| Successfully intelligent thinking requires knowing your purpose | |
| |
| |
| |
| Successfully intelligent thinking is yours to build | |
| |
| |
| |
| How can you improve your analytical thinking skills? | |
| |
| |
| |
| Gather information | |
| |
| |
| |
| Analyze and clarify information | |
| |
| |
| |
| Break information into parts | |
| |
| |
| |
| Examine whether examples support ideas | |
| |
| |
| |
| Distinguish fact from opinion | |
| |
| |
| |
| Examine perspectives and assumptions | |
| |
| |
| |
| Perspectives and assumptions in information | |
| |
| |
| |
| Personal perspectives and assumptions | |
| |
| |
| |
| Evaluate information | |
| |
| |
| |
| How can you improve your creative thinking skills? | |
| |
| |
| |
| Brainstorm | |
| |
| |
| |
| Shift your perspective | |
| |
| |
| |
| Set the stage for creativity | |
| |
| |
| |
| Take risks | |
| |
| |
| |
| How can you improve your practical thinking skills? | |
| |
| |
| |
| Experience helps develop practical thinking skills | |
| |
| |
| |
| Practical thinking means action | |
| |
| |
| |
| How can you use analytical, creative, and practical thinking together to solve a problem or make a decision? | |
| |
| |
| |
| Solving a problem | |
| |
| |
| |
| Making a decision | |
| |
| |
| |
| Keeping your balance | |
| |
| |
| |
| Reading and Learning: Focusing on Content | |
| |
| |
| |
| What will help you understand what you read? | |
| |
| |
| |
| How can you set the stage for reading? | |
| |
| |
| |
| Take an active approach to difficult texts | |
| |
| |
| |
| Choose the right setting | |
| |
| |
| |
| Define your purpose for reading | |
| |
| |
| |
| Use special strategies with math and science texts | |
| |
| |
| |
| Develop strategies to manage learning disabilities | |
| |
| |
| |
| Build reading speed | |
| |
| |
| |
| Expand your vocabulary | |
| |
| |
| |
| Analyze word parts | |
| |
| |
| |
| Use words in context | |
| |
| |
| |
| Use a dictionary | |
| |
| |
| |
| How can SQ3R help you own what you read? | |
| |
| |
| |
| Survey | |
| |
| |
| |
| Question | |
| |
| |
| |
| Read | |
| |
| |
| |
| Recite | |
| |
| |
| |
| Review | |
| |
| |
| |
| How can you respond critically to what you read? | |
| |
| |
| |
| Use knowledge of fact and opinion to evaluate arguments | |
| |
| |
| |
| Media literacy | |
| |
| |
| |
| Why and how should you study with others? | |
| |
| |
| |
| Leaders and participants | |
| |
| |
| |
| Being an effective participant | |
| |
| |
| |
| Being an effective leader | |
| |
| |
| |
| Strategies for study group success | |
| |
| |
| |
| Research and Writing: Gathering and Communicating Ideas | |
| |
| |
| |
| How can you make the most of your library? | |
| |
| |
| |
| Start with a road map | |
| |
| |
| |
| Learn how to conduct an information search | |
| |
| |
| |
| Narrowing your topic | |
| |
| |
| |
| Conducting a keyword search | |
| |
| |
| |
| Conduct research using a search strategy | |
| |
| |
| |
| Use general reference works | |
| |
| |
| |
| Browse through books on your subject | |
| |
| |
| |
| Use periodical indexes to search for periodicals | |
| |
| |
| |
| Ask the librarian | |
| |
| |
| |
| How can you use the Internet to research? | |
| |
| |
| |
| Know the basics | |
| |
| |
| |
| Use subject directories and search engines | |
| |
| |
| |
| Internet search strategy | |
| |
| |
| |
| Use analytical thinking to evaluate every source | |
| |
| |
| |
| What is the writing process? | |
| |
| |
| |
| Planning | |
| |
| |
| |
| Open your mind through brainstorming | |
| |
| |
| |
| Narrow your topic through prewriting strategies | |
| |
| |
| |
| Conduct research and make notes | |
| |
| |
| |
| Write a thesis statement | |
| |
| |
| |
| Write a working outline | |
| |
| |
| |
| Create a checklist | |
| |
| |
| |
| Drafting | |
| |
| |
| |
| Freewriting your draft | |
| |
| |
| |
| Writing an introduction | |
| |
| |
| |
| Creating the body of a paper | |
| |
| |
| |
| Writing the conclusion | |
| |
| |
| |
| Avoiding plagiarism: Crediting authors and sources | |
| |
| |
| |
| Continue your checklist | |
| |
| |
| |
| Revising | |
| |
| |
| |
| Using analytical abilities as you revise | |
| |
| |
| |
| Evaluating paragraph structure | |
| |
| |
| |
| Checking for clarity and conciseness | |
| |
| |
| |
| Editing | |
| |
| |
| |
| A final checklist | |
| |
| |
| |
| Listening, Note Taking and Memory: Receiving, Recording, and Remembering Information | |
| |
| |
| |
| How can you become a better listener? | |
| |
| |
| |
| Know the stages of listening | |
| |
| |
| |
| Manage listening challenges | |
| |
| |
| |
| Divided attention and distractions | |
| |
| |
| |
| Shutting out the message | |
| |
| |
| |
| The rush to judgement | |
| |
| |
| |
| Hearing loss or learning disabilities | |
| |
| |
| |
| Become an active listener | |
| |
| |
| |
| How can you make the most of note taking? | |
| |
| |
| |
| Preparing to take class notes | |
| |
| |
| |
| Record information effectively during class | |
| |
| |
| |
| Taking notes during class discussions | |
| |
| |
| |
| Review and revise your notes | |
| |
| |
| |
| Plan a review schedule | |
| |
| |
| |
| Revise using other sources and successful intelligence | |
| |
| |
| |
| Summarize | |
| |
| |
| |
| Work with study groups | |
| |
| |
| |
| Which note taking system should you use? | |
| |
| |
| |
| Take notes in outline form | |
| |
| |
| |
| Use the Cornell note-taking system | |
| |
| |
| |
| Create a concept map | |
| |
| |
| |
| How can you record information faster? | |
| |
| |
| |
| How does memory work? | |
| |
| |
| |
| Three types of memory | |
| |
| |
| |
| Retaining information in long-term memory | |
| |
| |
| |
| What memory strategies can improve recall? | |
| |
| |
| |
| Strategies for encoding and recall | |
| |
| |
| |
| Use mnemonic devices | |
| |
| |
| |
| Create visual images and associations | |
| |
| |
| |
| Use visualization | |
| |
| |
| |
| Create acronyms | |
| |
| |
| |
| Develop acrostics | |
| |
| |
| |
| Use songs and rhymes | |
| |
| |
| |
| Personal Triumph | |
| |
| |
| |
| Test Taking: Showing What You Know | |
| |
| |
| |
| How can preparation improve test performance? | |
| |
| |
| |
| Identify test type and material covered | |
| |
| |
| |
| Create a review plan and schedule | |
| |
| |
| |
| Prepare through careful review | |
| |
| |
| |
| Take a pre-test | |
| |
| |
| |
| Understand the level of learning required | |
| |
| |
| |
| Prepare physically | |
| |
| |
| |
| Make the most of last-minute studying | |
| |
| |
| |
| How can you work through test anxiety? | |
| |
| |
| |
| Prepare thoroughly | |
| |
| |
| |
| Maintain a positive attitude | |
| |
| |
| |
| Use life experiences | |
| |
| |
| |
| What general strategies can help you succeed on tests? | |
| |
| |
| |
| Write down key facts | |
| |
| |
| |
| Begin with an overview | |
| |
| |
| |
| Read test directions | |
| |
| |
| |
| Mark up the questions | |
| |
| |
| |
| Take special care on machine-scored tests | |
| |
| |
| |
| Work from easy to hard | |
| |
| |
| |
| Watch the clock | |
| |
| |
| |
| Master the art of intelligent guessing | |
| |
| |
| |
| Maintain academic integrity | |
| |
| |
| |
| How can you master different types of test questions? | |
| |
| |
| |
| Multiple-choice questions | |
| |
| |
| |
| True-False questions | |
| |
| |
| |
| Matching questions | |
| |
| |
| |
| Fill-in-the-blank questions | |
| |
| |
| |
| Essay questions | |
| |
| |
| |
| How can you learn from test mistakes? | |
| |
| |
| |
| Relating to Others: Communicating in a Diverse World | |
| |
| |
| |
| How do you experience diversity? | |
| |
| |
| |
| Diversity affects everyone | |
| |
| |
| |
| Diversity on campus | |
| |
| |
| |
| How can you develop cultural competence? | |
| |
| |
| |
| Value diversity | |
| |
| |
| |
| Identify an evaluate personal perceptions and attitudes | |
| |
| |
| |
| Prejudice | |
| |
| |
| |
| Stereotypes | |
| |
| |
| |
| Be aware of what happens when cultures interact | |
| |
| |
| |
| Discrimination | |
| |
| |
| |
| Hate crimes | |
| |
| |
| |
| Build cultural knowledge | |
| |
| |
| |
| Adapt to diverse cultures | |
| |
| |
| |
| How can minority students make the most of college or university? | |
| |
| |
| |
| Define your perspective | |
| |
| |
| |
| Define your experience | |
| |
| |
| |
| How can you communicate effectively? | |
| |
| |
| |
| Adjust to communication styles | |
| |
| |
| |
| Identifying communications styles | |
| |
| |
| |
| Speakers adjust to listeners | |
| |
| |
| |
| Listeners adjust to speakers | |
| |
| |
| |
| Make use of constructive feedback | |
| |
| |
| |
| Offering constructive feedback | |
| |
| |
| |
| Receiving feedback | |
| |
| |
| |
| Understand body language | |
| |
| |
| |
| Communicate across cultures | |
| |
| |
| |
| Manage conflict | |
| |
| |
| |
| Conflict prevention strategies | |
| |
| |
| |
| Conflict resolution | |
| |
| |
| |
| Manage anger | |
| |
| |
| |
| How do you make the most of personal relationships? | |
| |
| |
| |
| Use positive relationship strategies | |
| |
| |
| |
| Avoid destructive relationships | |
| |
| |
| |
| Sexual harassment | |
| |
| |
| |
| Violence in relationships | |
| |
| |
| |
| Rape and date rape | |
| |
| |
| |
| Choose communities that enhance your life | |
| |
| |
| |
| Creating Your Life: Building a Successful Future | |
| |
| |
| |
| How can you maintain a healthy body and mind? | |
| |
| |
| |
| Eat right | |
| |
| |
| |
| Exercise | |
| |
| |
| |
| Types of exercise | |
| |
| |
| |
| Get enough sleep | |
| |
| |
| |
| Recognize mental health problems | |
| |
| |
| |
| How can you make successful intelligent decisions about substances and sex? | |
| |
| |
| |
| Alcohol | |
| |
| |
| |
| Tobacco | |
| |
| |
| |
| Drugs | |
| |
| |
| |
| Identifying and overcoming addiction | |
| |
| |
| |
| Sexual decision making | |
| |
| |
| |
| Birth control | |
| |
| |
| |
| Sexually transmitted diseases | |
| |
| |
| |
| How can you continue to activate your successful intelligence? | |
| |
| |
| |
| How can you create and live your personal mission? | |
| |
| |
| |
| Live with integrity | |
| |
| |
| |
| Aim for your personal best | |