Chapter 16: maintaining wellness

• according to the survey conducted by the American College Health Association, 25% of college students reported that stress has had a negative effect on either a test or course grade
• dietary substance that is linked to higher stress levels= caffeine
• stress' 2 biggest sources: life events & daily hassles
• handling stress:

-be in good physical & mental shape

-get adequate sleep

-modify your lifestyle (identifying parts of your life that don't serve you well, plan to change, carry out plans)

-reward yourself when achieve small goals

-keep payoff in mind

-laugh

-pray/meditate

-yoga

-practice a hobby

-get a massage

-deep breathing

• depression is diagnosed more in women than men
• depression is one of most common psychiatric disorders in U.S.
• warning signs of suicide:

recent loss & inability to let go of grief

change in personality

withdrawal/sadness/apathy

self-hatred

changes in sleep patterns (too much/too little)

change in eating habits (too much/too little)

"i might as well end it all", "i want to kill myself", etc.

preoccupation w death

• nutrition & weight management suggestions:

eat less red meat, butter, white rice, white bread, sweets

eat plenty of fruits & vegetables

actual fruit instead of fruit juices (contain a lot of sugar)

avoid fried foods & foods w a lot of fat & sugar

eat nuts & legumes & beans

watch portion sizes

eat breakfast (can jump start metabolism)

check nutrition labels (strive for diet w only 20% fat)

• freshmen 15: term for weight that freshmen in college gain during 1st semester
• eating disorders:

-anorexia: self-induced starvation, extreme preoccupation w food, body weight less than 85% of healthy weight

-bulimia: cycles of bingeing (eating a LOT of food) then purging (vomiting/abusing laxatives/exercising excessively/ fasting)

signs: 

intense fear of gaining weight

restricting types of food like ones w fat

weighing less than 85% of recommended weight

stopping/not getting monthly menstrual period

seeing body as fat even though it's underweight

overexercising

secrecy about food

denial of problem w eating

• numerous studies indicate that about 75% of traditional-age college students have engaged in sexual intercourse at least once
• STIs (sexually transmitted infections) spread through genital contact but sometimes can be mouth-to-mouth or mouth-to-genital contact
• many women don't show symptoms (considered asymptomatic)
• HPV (human papillomavirus) is particularly common STI
• if sexually active, talk to partner about protection against STIs & unwanted pregnancies
• (latex rubber/polyurethane) condoms are a contraceptive & protect against spread of STIs
• 50% of college students reported helping a drunken friend in the past year
• five or more drinks for males and four or more drinks for females on a single occasion is considered heavy drinking, which is sometimes called binge drinking
• heavy drinking --> increased risk of poor test performance, missed classes, unlawful behavior, violence, memory loss, drink driving, regretful behavior, vandalism, negative effect on academic performance, social relationships, decision making, & health
• social smoking: smoking done only when hanging out w friends, drinking, or partying
• 3 classes of commonly abused prescription drugs: 

-opioids: block transmission of pain messages to brain (morphine, codeine, vicodin, etc.)

-central nervous system depressants: can be useful in treating anxiety & sleep disorders UNDER A DOCTOR'S CARE. larger doses--> drug tolerance, if stop taking drug, brain activity can rebound & race out of control --> seizures & other (valium, librium, xanax, etc.)

-stimulants: enhance brain activity, increase in alertness, elevated blood pressure, increased heart rate (ephedrine, ritalin, dexadrine)

• 5 most common illegal drugs:

-marijuana: effects can linger 3-7 days, long term use- risk of lung infections & cancer

-ecstasy (MDMA): synthetic drug, effects can last 4-6 hours, depletes serotonin, heavy users experience obsessive traits, anxiety, paranoia, sleep disturbance

-heroin: highly addictive drug with the potential to be more damaging and fatal than other opiates, body develops tolerance on 1st use, can be injected, smoked, or snorted. users of intravenous drugs can develop collapsed veins, infection of heart lining, etc.

-cocaine: heightens senses, highly addictive, feel tired & unmotivated & find it impossible to sleep during the crash 

-methamphetamine: "meth", easy to make, produce euphoria, enhanced wakefulness, increased physical activity, decreased appetite, chronic use can lead to psychotic behavior, intense paranoia, hallucinations, rages & violent behavior

Chapter 15: appreciating diversity

• diversity: variations in social & cultural identities among people living together
• multiculturalism: ACTIVE process of acknowledging & respecting the diverse social groups, cultures, religions, races, ethnicities, attitudes, & opinions w/in a community
• many of our beliefs come from personal experience & reinforcement
• stereotypes: an oversimplified set of assumptions about another person or group
• more likely to develop stereotypes if you have negative experiences involving members of a group
• types of diversity: age, religion, physical ability, gender, sexual orientation, etc.
• ethnicity: affiliation assigned to group historically connected by common national heritage or language
• culture: aspects of group of people that are passed on or learned (traditions, beliefs, etc.)
• race: refers to biological characteristics shared by groups (skin tone, hair texture, facial features, etc.)
• in the fall of 2007, nearly 37 percent of American college students were twenty–five years of age or older
• age diversity= opportunity to learn from others who have diff. life experiences
• if someone has disability, treat them w respect, just like you would treat any student
• gender studies courses could open up new ways of thinking about male & female characteristics, attributes, & identity as they relate to your world
• inclusive curriculum: offers courses that introduces students to diverse people, worldviews, & approaches
• education about diversity can increase problem-solving skills (diff. perspectives), positive relationships (common goals, respect, appreciation, commitment to equality), decrease stereotyping, & promo development of more in-depth view of world
• service & volunteer organizations: connections to individuals interested in similar causes, provide link to social pipeline, camaraderie, & support & committed to community

examples: fraternities &sororities

• career/major groups: can make contacts in field that could lead to career options
• political/activist organizations: political affiliations/causes, provide debating events & forums to address current issues/events
• special-interest groups: events highlighting specific interests/talents 
• biases: tendency to hold certain perspective when there are valid alternatives
• discrimination: act of treating people differently bc their race, ethnicity, gender, socioeconomic class, etc. rather than on merits
• prejudice: preconceived judgement/opinion of someone based not on facts or knowledge ex. prejudging someone bc their skin color
• student run organizations can provide multiple avenues to express ideas, pursue interests, & cultivate relationships
• hate crime: any prejudicial activity and can include physical assault, vandalism, and intimidation
• religious diversity has been central to the American experience since our colonial origins
• successful college students have skills in understanding, appreciating, & embracing diversity

Chapter 14: establishing & maintaining relationships in college

• build relations w college instructors: basis is mutual respect
• what your instructors expect from you: come to class, do assigned work, listen, participate, think critically about course material, persist, honesty
• instructors who know you well can write letters of recommendation
• academic freedom: unlimited freedom of speech & inquiry granted to professors to further advancement of knowledge as long as human lives/rights/privacy are not violated
• if things go wrong btwn you & instructor:

1. ask for a meeting to discuss problem
2. go to administrative ladder, starting at the bottom

• in class, get at least 1 person's contact info so that you won't be lost in class
• don't get lost in social media & let it interfere w academic success & well-being
• relationships in college: many opportunities & different choices
• don't marry before you & partner know for sure who you are & what you want in life
• college students change life goals & outlook a lot which can negatively affect relationships
• breaking up- explain feelings & talk it out, do it cleanly & calmly, be mature
• don't get involved w your boss, professor, subordinate, etc.
• marriage/parenting + college = hard
• establish good relationship w parents by being aware of their concerns
• find a comfort zone/niche in college to feel comfortable
• don't overextend yourself when it comes to campus activities
• service learning combines coursework w outside work in a community w goal of teaching civic responsibility & strengthening  community
• protect your privacy online by not oversharing, restrict photos to friends only, etc.
• a roommate doesn’t have to be a best friend, just someone with whom you can comfortably share your living space while in college
• academic freedom allows you to express your own differing opinion
• seek help from campus's counseling center if you find yourself having relationship problems
• co-op programs: allow students to work in field of study while enrolled in college, offer valuable experiences & preview of what work in the field is like
• you may need to take responsibility for some things that you previously relied on your parents for
• 10% of first-year college students have difficulties getting along with roommates
• helicoptor parent is a term coined by instructors and administrators to describe parents who exhibit hovering behaviors like trying to make decisions for a student or wanting to know what they are doing every minute of the day

Chapter 13: managing your money

• budget: spending plan that tracks all sources of income & expenses during a set pd. of time
• creating a budget:

1. gather basic info: learn more about income & spending behaviors, how much $ is coming in & when? write it all down, track spending for a couple of weeks, record every bill & purchase
2. build a plan: make columns of income, expected cost, & actual cost
3. do a test run: use budget plan to see how things go
4. make adjustments: improve budget, reallocate funds

• fixed expense: will cost you the same amount every time you pay it
• variable expense: one that may change
• recognize difference btwn needs & wants: need= something you must have, wants= goods, services, experiences. NEEDS BEFORE WANTS.
• live w others & share costs
• consider pros & cons of living closer to campus, to save gas, time, etc.
• use lost-cost transportation
• seek out discount entertainment options- student discounts
• embrace secondhand goods
• avoid unnecessary fees
• types of financial aid:

-need based scholarships: based on talent (past accomplishments, sports, arts, potential, etc.) & financial need, don't have to be repaid
-merit scholarships: based on talent but not necessarily financial need, don't have to be repaid
-grants: based on financial need, don't have to be repaid, students meed academic qualifications for grants by being admitted to college & maintaining acceptable grades
-work study: for students w financial need, job at the school
-student loans: best option is subsidized federal student loan

• subsidized federal student loans: backed by gov., interest paid on your behalf
• unsubsidized federal student loans: require you to make interest payments while you're enrolled
• ^if not, interest is added to amount you owe (capitalization)
• parent loan for undergraduate students (PLUS) loans: applied for & owed by parents, disbursed directly to students, higher interest
• private student loans: stricter credit requirements, higher interest than federal loans, interest payments begin immediately
• to qualify for aid, fill out FAFSA (free application for federal student aid) 
• to avoid losing funding, meet grade requirements, complete courses, & finish degree on time
• file for financial aid every year
• meet filing deadlines
• credit score: numerical representation of your fiscal responsibility derived from credit report w info about accounts in your name
• w a credit card, don't just make minimum payment bc the remaining balance will be charged interest
• don't use credit card to fund a lifestyle you can't afford
• debit cards are good form of constraint on your spending 

Chapter 12: making the right choice for majors & careers

• today's economy: global, unstable, innovative, boundaryless, customized, & fast
• you are solely responsible for your career
• to advance career, you must accept the risks that come w employment & plan for the future
• college degrees do not guarantee employment
• Patrick Coombs, author of Major in Success, recommends that you choose a major that you are passionate about
• commitment to lifelong learning will help keep you employable
• co-curricular experiences; learning occurring outside of classroom, through on-campus clubs, groups, co-op programs, internships, etc.
• outsource: contract out jobs to external organization to get lower costs
• Holland developed a number of tools & concepts that can help people organize their various dimensions to identify potential career choices
• ^personality types:

-Realistic: concrete, down-to-earth, practical; competitive/assertive behavior; interest in activities w motor coordination, skill, & physical strength; action > verbal/interpersonal; like taking concrete approach to problem solving instead of relying on abstract theory; interested in scientific/mechanical areas
-Investigative: analytical, rational, logical; value intellectual stimulation/achievement; prefer to think > act, organize/understand > persuade; interest in physical/biological/social sciences; not people-oriented
-Artistic: creative, innovative, independent; value self-expression, relating w others, emotionally expressive; dislike structure, interested in cultural/aesthetic
-Social: kind, caring, helpful, understanding; value helping & making contribution; use strong speaking skills to teach/counsel/advise; drawn to close interpersonal relationships
-Enterprising: assertive, risk taking, persuasive; value prestige, power, status; supervise, lead, direct, persuade, interested in people & achieving organizational goals
-Conventional: neat, orderly, detail oriented, persistent; value order, structure, prestige, status; high self control; not opposed to rules & regulations, skilled in organizing, planning, scheduling; interested in data & people

• factors that affect career choices: values (your important beliefs), interests, skills (ability to do something well), aptitudes (inherent strengths), personality, life goals & work values
• your personality makes you who you are- can't be ignored when making career decisions
• explore a number of career possibilities & academic majors
• get involved w volunteer work & student organizations
• follow you passion, do what you love
• at one time, organizations provided structured ladders that employees could use to advance to a higher professional level within a company but not anymore
• internship: valuable hands–on experience in a career, learn the nature of the industry & daily routines
• content skills: cognitive, intellectual skills, acquired as you gain mastery in a field; includes writing proficiency, computer literacy, foreign language skills
• transferable skills: general skills, apply/transfer to variety of settings; oral & listening abilities, leadership skills, critical thinking, problem solving, etc.
• competencies:

-integrity: act in ethical manner

-innovation: evaluate/synthesize/create knowledge that will lead to new products/services

-initiative: recognizing need to take action

-commitment: love to do it & are willing to learn on own initiative

• students who work paid jobs more than 15 hrs a week have lower college success chances
• work-study aware: form of federal financial aid, covers portion of college costs in return for on-campus employment
• 2 types of resumes: chronological format, or organized by skills
• behavioral interview: questions you about past experiences & how they helped you learn & grow, assesses your skills & behaviors
• interviewing: do mock interviews to get comfortable, dress appropriately

Chapter 11: developing library, research, & information literacy skills

• info. literacy: ability to find, interpret, & use info to meet your needs

-computer literacy: electronic tools, conduct inquiries & present info
-media literacy: think critically about tv, film, ad, radio, book, internet, etc.
-cultural literacy: knowing what's going on around you

• sorting: process of sifting through available info & selecting what's relevant
• be info. literate:

1. know how to find info you need
2. learn how to interpret the info
3. have a purpose

• determine nature & extent of info needed: what info do you need & potential sources
• access info effectively & efficiently: search strategies, organize notes 
• evaluate info & sources critically: reliability & usefulness
• incorporate info into knowledge base & value system: validate/understand/interpret info
• use info effectively to accomplish specific purpose: plan, revise, communicate results to others
• access & use info ethically & legally: etiquette to copyright & intellectual property
• repeating info from different sources w/o interpreting puts you at risk of plagiarism

• if given a general/broad topic, narrow it down first
• use the library: has books, computers,databases, librarians who know MLA/APA/other format
• electronic resources: online catalogs, periodical databases, World Wide Web
• library catalogs: what is available, abstracts, where it is, put on hold
• periodical databases: search articles, newspapers, magazines, journals

• be resource saavy:

-use Help or FAQs
-write topic as question
-Boolean operators: "and", "or", "not" (a way to help limit the number of hits)
-use different terms/synonyms
-limit search by date, language, journal name, full text, etc.
-expand search if not many hits

• avoid plagiarism: don't procrastinate, add URL to notes if researching  online, use footnotes
• relevance: is it introductory/basic, definitional/descriptive, analytical, comprehensive, current?
• authority in authors: academic degrees, institutional affiliations, established record of researching &publishing on topic, personal experience 
• signs of source bias: overly positive or harsh language, hints of agenda, stubborn refusal to consider other POVs
• synthesis: combining separate info & ideas to form more complete understanding
• use someone else's exact words or ideas, must give person credit
• Modern Language Association- book on how to cite sources

Chapter 10: writing & speaking effectively

• "The act of writing gives the teachers a window into the mind of the student" -William Zinsser
• your writing shows your professors how well you think & understand concepts
• Peter Elbow - we should free write (writing the way that you speak) don't think about grammar or punctuation or editing, just write
• getting started is what blocks students from approaching writing 
• being writing the day you get the assignment, even if for just 10 or 15 min.
• electronic communication lacks vocal inflection, visible gestures, & a shared environment

• exploratory writing: helps first discover what you want to say. private & used as series of steps toward a published work
• explanatory writing: "published", others can read it

• writing process:

1. prewrite/freewrite: idea stage, prepare to write, let thoughts flow, plan, research, outline
2. writing/drafting: convert exploratory writing into rough draft of explanatory 
3. rewrite/revise: polish work

• thesis statement: short statement, defines purpose of paper
• speaking: accentuate the positive, rely on wit, keep speaking

• 6 fundamental speaking steps: 

1. clarify your objective: what do you want to accomplish?
2. analyze your audience: what does the audience already know and want/need to know about the topic? who is the audience & how do they feel about the topic?
3. collect & organize your info: build, select, & arrange your info
4. choose your visual aids: chart, video, poster, etc. make it easy to follow, eligible, big enough to see, explain them clearly; when you have visual aids, listeners can absorb 35% more info
5. prepare your notes: minimal outline, rehearse in advance, number them
6. practice your delivery: rehearse aloud

• let hands rest comfortably at sides & you'll use hand gestures without knowing
• make eye contact, pay attention to rate of speaking, pitch, & volume of voice, project confidence

• GUIDE method:

Get your audience's attention: relate, state topic's significance, arouse curiosity, joke, tell story
"YoU"- don't forget yourself: don't play a role, be yourself
Ideas, ideas, ideas: list of all possible points you can make, choose most crucial points, use examples, statistics, & testimonies
Develop an organizational structure: chronological, problem-solution, pro-con, etc. begin w most important ideas, smooth transitions
Exit gracefully & memorably: summarize main points, conclude confidently

• PREP(aration) formula:

Point of view: what you think
Reasons: why
Evidence/examples: specific facts or data to support
Point of view, restated: conclude

• take time & effort to develop writing/speaking skills
• understand differences btwn formal & informal communication

reading/writing strategies/techniques:

RAFT:
Role: person/thing that you are/will become. who are you?
Audience: people who will read the finished product. who are you writing to?
Format: way that writing is going to be done. what format are you writing in?
Topic: what will the writing discuss? what are you writing about?

SQ4R:

Survey: read introductions, heading, subheadings, charts, graphs, summaries, skim over reading.

Questions: turn headings into questions, read study questions, ask your own questions.

Read: carefully & thoroughly. concentrate. answer your questions while reading. 

Recite: try to answer questions in own words. say important parts out loud. jot down key notes.

Relate: easier & more enjoyable if relate to something meaningful. 

Review: re-read material, notes, skim back over, etc. so you don't forget.

Herringbone:

"Head": problem, summary, etc.

"Spine": main idea.

"Who, did what, when, where, how, why" on diagonal/slanted lines.

Details stemming off of slanted lines.

Sticky notes:
use sticky notes to document, recall, ask questions
keep it short, color code, etc.
it will keep you actively engaged, make it easier to find pages & remember main ideas

GIST: Generating Interaction between Schemata & Text
general meaning/purpose of text.
mark text w ideas that will aid in writing a concise summary
write a SHORT summary, no more than 20 words.

Concept mapping:
diagram depicting relationships between concepts & ideas. uses boxes, circles, arrows, etc.

Chapter 9: improving your performance on exams & tests

• you begin preparing for a test on the 1st day of term
• research studies show study groups are one of the most effective strategies for preparing for exams
• most common mistake when taking sci. or math exam: failing to read problems carefully & interpret & answer what's being asked
• answer easiest questions first on exams
• check syllabus!!

• Prepare physically:

be well rested, don't stay up late to cram
do some physical activity to relieve stress & get a break from studying
eat right, avoid greasy food, caffeinated beverages, & sweets

• Prepare emotionally:

know material so you can be confident
practice relaxing
use positive self- talk

• Prepare for test taking:

find out about test format (essay, multiple choice, T/F, fill in the blank, short answer, etc.)
design exam plan (schedule time to study, to-do list to be ready, read & learned all material)
join a study group
get a tutor
start preparing/studying as soon as possible

• Successful test taking tips:

write name on test!!
analyze, ask, & stay calm (ask for clarification to questions you don't understand)
make best use of time
jot down idea-starters, formulas, etc. before test
answer easy questions first to boost confidence & get some out of the way
take deep breath if panicking or mind goes blank
check work

• Essay questions:

budget exam time (note point values, what is easiest, hardest, what will take the longest)
develop brief outline of answer before begin writing
write concise, organized answers (respond to all parts of the question!!)
know key task words in essay questions (analyze, compare, contrast, define, evaluate, interpret, etc.)

• watch out for questions w "always, never, only" & "not, except, but"

• Types of tests:

-problem solving: show all steps, double check, check w calculator if allowed, read all directions
-machine scored tests: make sure question number & number you're bubbling match, erase stray marks
-computerized tests: take advantage of practice tests, sometimes can't scroll back to previous questions, check answers before submitting
-laboratory tests: to prepare, attend lab, take good notes, study lab textbook before test
-open book/open note tests: harder than other tests bc takes a long time to look through book to find answers, use sticky notes in textbook to find pages easily, check if need to cite answers
-take home tests: difficult, many are essay tests, give yourself enough time to complete it, ASK ABOUT COLLABORATION bc issues of academic honesty can arise

• Test anxiety:

common
understand source & symptoms
can be result of pressure students put on themselves to succeed
^sometimes can be good bc motivation
expectations of parents, friends, etc.
lack of preparation
negative prior experience
standardized testing anxiety
remember that no matter what the result, it's not the end of the world
try to predict test questions
subject specific test anxiety
can get anxious on first day of class, when starting to study for test, or right before test
symptoms: butterflies, upset stomach, queasy, nausea, headaches, fast heartbeat, hyperventilating, shaking, sweating, cramps, etc.
combat test anxiety: exercise, breathe, stretch muscles, relax body, think of a peaceful scene, focus on positive, get to class early, stop for a bit or go to a different section if you go blank

• cognitive restructuring: applying positive thinking & giving self encouraging messages instead of self-defeating negative ones
• let instructor know if you find error in grading once you get the test back
• review test to learn from mistakes
• academic honesty: don't cheat, or plagiarize!
• plagiarism: taking another person's ideas/work & presenting as your own
• ^survey presented at University of South Carolina showed 20 % of students incorrectly thought that buying a term paper wasn't cheating
• consequences of academic honesty: suspension, expulsion, losing job, etc.

Chapter 8: learning to study, comprehend, & remember

• collaborative learning: natural ACTIVE learning, through engagement
• studying will help you remember & understand
• myths about memory: 

people are stuck w bad memories

remembering too much can clutter your mind

people only use 10% of brain power

NOT A MYTH: YOU WILL NOT LOSE YOUR MEMORY BY THE AGE OF 75

• develop deep understanding of course info:

1. pay attention to what you're hearing/reading
2. "overlearn" material
3. check the internet (for words you don't understand or more info)
4. be sure you have the big picture
5. look for connections between your life & what's going on in your courses
6. get organized
7. reduce stressors in your life
8. collaborate w others

• sensory register: less than 1 sec., take in info through senses
• short term memory: how many items you can perceive at one time, disappears in 30 sec., forgotten unless moved to long term memory
• long term memory: used to retain info:

-procedural: how to do something
-semantic: facts & meanings
-episodic: events, time, place
formation of long term: repetition, meaningful association, personal reasons, pass a test (purposeful action & survival value)

• deep learning: understand the "why" & "how" behind the details
• mnemonics: various methods/tricks to aid memory

-acronyms: new words created from first letters of several words
-acrostics: certain letters of each word or line form a message
-rhymes/songs
-visualization: images

• mind map: review sheet w words & visual elements, jog memory 
• write summaries of class topics
• flashcards
• make studying part of your daily routine

• 4 types of reading:

-elementary: basic reading skills

-inspectional: get most out of reading in a given time

-analytical: reading for understanding

-syntopical: most advanced reading, to prove right or wrong

Chapter 7: reading to learn from college textbooks

• active reading: increases focus & concentration, promotes greater understanding, prepare you to study for tests. Steps:

1. previewing (purpose: get the bigger picture. understanding what you are about to read. read summaries, headings, subheadings) mapping: shows relationships between different chapter ideas. outlines, list, chunking: list of terms & definitions, divide terms into small clusters, leave white space between clusters 
2. marking: active reading, underlining, highlighting, writing notes/annotations. (read before you mark, don't over-highlight!!)
3. reading w concentration (quiet place, take breaks, set goals, take a walk if needed, jot down questions, focus on important parts of text, use glossary)
4. reviewing (go over notes/text regularly)

• primary sources: original research or documentation on a topic
• use flashcards to study terms!!!
• central ideas of chapters are in the intro
• math textbooks: pay attention to definition, theorems, & sample problems
• science textbooks: pay attention to unit conversions, charts, & tables. outline the chapters!
• humanities: branches of knowledge that investigate human beings, culture, & self-expression
• interdisciplinary: linking two or more academic fields of study
• abstract: paragraph summary of methods & major findings of an article in a scholarly journal
• read supplementary material if you have it
• monitor your reading & make sure you understand
• discipline: area of academic study
• listening, note taking, & reading = success
• get help w difficult material as soon as possible

Chapter 6: being engaged in learning: listening, taking notes, and participating in class

• "before class" tips: do assigned readings, pay attention to syllabus, make use of additional materials, get organized
• Using senses in learning process:

aural- listening
visual- seeing
interactive- discuss w others
tactile- touch
kinesthetic- motion, hands on
olfactory- taste/smell

• active learning: participation, listen critically, discuss what you're learning, write about it

• listening critically & w an open mind:

be ready for message
listen to main concepts & central ideas, not just fragmented facts & figures
listen for new ideas
repeat mentally (to retain)
decide whether what you heard is important or not (if not, let it go)
keep an open mind
ask questions
sort, organize, & categorize

• take a seat close to the front
• keep eyes on instructor
• focus on lecture
• raise your hand when you don't understand 
• speak up in class
• never feel like you're asking a stupid question
• when instructor calls on you to answer, don't bluff
• if you recently read a book that is relevant to class topic, bring it in
• Taking effective notes: cover all important points w/o being too detailed
• group discussions are popular bc involves active learning
• quantitative classes: courses that build on each other
• technical terms: exact meanings, can't be paraphrased

• Note-taking formats:

Mind Map:
-diagram to visually organize info
-created around a concept
-add images, words, etc.
-ideas branch from each other
Graphic Organizer:
-uses visual symbols
-express concepts, thoughts, ideas, & relationships between them
-have main idea & details stemming from that
3-column notes:
-1st column: main ideas
-2nd column: details
-3rd column: observations/thoughts/questions
Cornell:
-left column for main ideas
-right column for notes & details
-summary at bottom/end
Outline:
-key ideas represented by roman numerals
-related ideas represented by uppercase letters/numbers/lowercase letters
-add details, definitions, examples, applications, explanations
Paragraph:
-summary paragraphs
-helps to write essays
-main idea in first line (topic sentence)
List:
-terms, definitions, facts, & sequences
-bullets

• Note-taking techniques:

1. identify main ideas
2. don't try to write down everything
3. don't be thrown by a disorganized lecturer
4. keep notes & supplementary materials for each course in separate folders/binders
5. download any notes, outlines, diagrams, charts, graphs, & other visualse
6. organize notes chronologically 
7. label handouts & put them in binders/folders

• supplemental instruction: classes that provide further opportunity to discuss the info presented in lectures
• read textbook!!
• use abbreviations
• write down equations, formulas, diagrams, charts, graphs, definitions
• technology to write notes?? laptop, recording, pictures
• forgetting curve: most forgetting happens w/in 24 hours
• as soon as possible, review notes
• recite important info to yourself
• compare notes
• predict exam questions

• being engaged in learning:

work w others
improve your critical thinking, listening, writing, & speaking skills
function independently & teach yourself
manage your time
gain sensitivity to cultural differences

• Programs:

-Word: good for taking notes in most classes
-Excel: good for economics & accounting
-Powerpoint: good for visual learners

Chapter 5: thinking critically: the basis of a college education

• liberal education: to liberate your mind from biases, superstitions, prejudices, & lack of knowledge so you'll be in a better position to seek answers to difficult questions
• critical thinking: ability to think for yourself & to reliably & responsibly make decisions. investigate problems, ask questions, pose new answers that challenge authorities & traditional beliefs, challenge received dogmas & doctrines, make independent judgments & develop creative solutions
• improves the way you think about subject, statement, idea, etc.
• critical thinking is a search for truth
• 54% of first-year students say they “frequently evaluate the quality or reliability of information they receive
• argument: calm, reasoned effort to persuade someone of the value of an idea
• weigh options & think through consequences
• critical thinkers aim to be fair
• Become a critical thinker:

ask questions (engage your curiosity. can you trust the source? is there enough evidence?)
consider multiple points of view (be open-minded. listen to all sides)
draw conclusions (after listening to different points of view, come to your own conclusion)

• collaboration fosters critical thinking:

generates greater number of ideas
people think more clearly while talking & listening
brainstorming
encourages original thought
consider alternative points of view
express & defend own ideas
-can be face-to-face, in person, online, etc.
web blog benefits: support of self-expression & "voice", efficiency, convenience 

• logical fallacies: 

attacking the person (not ok to attack someone personally/their personality)
begging (appeal to facts & reason is more effective)
appealing to false authority (claim based on someone w questionable authority)
jumping on bandwagon (believing something just bc many others do)
assuming something is true bc it hasn't been proven false
falling victim to false cause (making assumption that something happens bc something else)
making hasty generalizations (reaching conclusion based on opinion of one source)

Chapter 4: discovering how you learn

• learning styles: particular ways of learning, unique to each individual
• your learning style reflects the way you acquire knowledge

• VARK learning styles inventory: how learners prefer to use senses to learn

Visual: learn info w graphs, charts, symbols, underlining & highlighting, etc.

Aural: hear info, talk w others about info, record lectures, read notes out loud

Read/write: learn info displayed as words, write/rewrite notes

Kinesthetic: learn through experience & practice, hands on
you can be a multimodal (someone w more than one learning preference) learner!

• Kolb inventory of learning styles: abilities we need to develop in order to learn

-concrete experience: allow to be receptive to others & open to others' feelings (learning from & empathizing w others)

-reflective observation: reflect on experiences w many perspectives (remain impartial while looking at situation from different points of view)

-abstract conceptualization: integrate observation into logically sound theories (analyze ideas intellectually & systematically) 

-active experimentation: make decisions, solve problems (move quickly from thinking into action)

-accommodators: hands on learning, rely on intuition, make things happen. might be pushy/impatient, use trial & error instead of logic.

-divergers: reflect on situation from different viewpoints, brainstormers, imaginative, people oriented, emotional. difficulty making decisions.

-convergers: ideas & theories, good at how to apply those theories to real-world. prefer tasks & problems.

-assimilators: abstract concepts, theoretical ideas w/o relating to real-world.

• Myers-Briggs type indicator: personality test, can also be used to describe learning styles

~E-I: where you direct your energy
Extraversion (outgoing, talkative. energized by people, activities. people of action. good communicators. quick to act & lead. can talk too much or too loudly)

vs.

Introversion (reflect carefully & think things through before taking action. quiet & private. good, careful listeners, deep thoughts. might seem too shy & not aware enough of people & situations around)

~S-N: how perceive the world & take in info.

Sensing (interested in facts. practical, factual, realistic. accurate, steady, precise, patient, effective. routine. traditional & conventional. sometimes won't see the whole picture)

vs.

Intuitive (possibilities, concepts. less tied to here & now. need inspiration & meaning for what they do. work in brusts of energy. original, creative, nontraditional. trouble w routine or details. bright, innovative. can be impractical dreamers & fall short bc of inattention to detail)

~T-F: how prefer to make decisions

Thinking (logical, rational, analytical, critical. reasoning. impersonal & objective. fairness. can seem cold, insensitive, blunt)

vs.

Feeling (warm, empathetic, sympathetic. harmony. distressed by conflict. trouble being assertive. kindness. can facilitate cooperation & goodwill. can be illogical, emotionally demanding, reluctant to tackle unpleasant tasks)

~J-P: how you approach outside world

Judging (planned, orderly, organized. make decisions quickly & easily, follow plans. punctual, tidy. get things done & done on time. can be too judgmental bc jump to conclusions too quickly. have trouble changing plans)

vs.

Perceiving (adapt, flexible. deal well w changes. delay decisions to keep options open. juggle too many things at once w/o finishing. roll w the punches. can be messy, disorganized procrastinators)

• Multiple intelligences (Dr. Howard Gardner):

Verbal/Linguistic: likes to read/write, tell stories, good at memorizing info

Logical/Mathematical: likes to work w numbers & good at problem solving & logical processes

Visual/Spatial: likes to draw & play w machines, good at puzzles & reading maps & charts

Bodily/Kinesthetic: likes to move around & good at sports, dancing, acting

Musical/Rhythmic: likes to sing & play instruments, good at remembering melodies

Interpersonal: likes to have many friends, good at understanding people, leading, mediating conflicts

Intrapersonal: like to work alone, understand themselves well, original thinkers

Naturalist: likes to be outside, good at preservation, conservation, organizing living area

• when learning styles & teaching styles conflict, take control of your own learning (internet, textbook, tutoring, etc.)
• learning disability: affect people's ability to interpret what they see & hear or to link info across different parts of the brain:

-attention disorders: daydream excessively, easily distracted, ADD, ADHD, trouble organizing tasks or completing work. don't seem to listen or follow directions. trouble getting organized.

-cognitive learning disabilities: mix up letters & words, difficulty assigning sounds to letters. (ex. dyslexia) unable to understand new concepts, problems w vocab, grammar, hand movement, memory (developmental writing disorder) problems recognizing numbers & symbols, aligning numbers, understanding abstract concepts (developmental arithmetic disorder)

-HAVING A LEARNING DISABILITY IS IN NO WAY RELATED TO INTELLIGENCE.

Chapter 3: understanding emotional intelligence

• cybersites that people can join to 'talk' in real time: chat rooms
• delayed gratification: made famous by the Marshmallow study

• Reduce your stress:

make enough time to study if you have multiple tests in a day
talk to professors about expectations
look at the syllabus!!
time management
calender/to-do list
prioritize

• emotions are strongly tied to physical & psychological well-being
• Emotional intelligence: ability to recognize, understand, use, & manage moods, feelings, & attitudes

helps you respond appropriately to a situation
able to cope w life's pressures & demands
understanding emotions--> monitor & label feelings accurately, determine why you feel that way
predicting how others might feel in a situation
managing emotions
sometimes good to stay open to feelings, sometimes good to disengage from them & return to it later
emotionally intelligent students get higher grades
students who can't manage emotions struggle academically

• Steps toward improving EI (emotional intelligence):

1. identify strengths & weaknesses
2. set realistic goals
3. formulate plan
4. check progress on a regular basis

why should you improve your EI? it helps you reach your academic potential

• Competencies:

 intrapersonal skills:
-emotional self-awareness: knowing how/why you feel the way you do
-assertiveness: standing up for self w/o being too aggressive
-independence: decisions on your own w/o having to get everyone's opinion
-self-regard: liking yourself in spite of flaws
-self-actualization: satisfied & comfortable w what you have achieved
 interpersonal skills:
-empathy: effort to understand another person's point of view
-social responsibility: establishing personal link w group/community & cooperating, working toward shared goal
-interpersonal relationships: seek out healthy & mutually beneficial relationships & maintain them
adaptability: 
-reality testing: checking feelings to see if they're appropriate
-flexibility: adapt & adjust feelings, viewpoints, and actions as situations change
-problem solving: approach challenges step by step, not giving up at obstacles
stress management:
-stress tolerance: recognizing causes of stress, responding appropriately, stay strong under pressure
-impulse control: think carefully about consequences before acting, delay gratification to achieve long-term goals
general mood & effective performance:
-optimism: "bright side", be confident that things will work out for the best
-happiness: satisfied w yourself

Chapter 2: managing your time

• 2 noted differences between high school & college: increased autonomy & greater responsibility
• block scheduling: back-to-back classes, helps w travel time, employment, & family commitments
• Time management involves:

knowing goals
setting priorities to meet goals
anticipating unexpected
take control of your time
making a commitment to punctuality
carrying out your plans

• autonomy: self-direction/independence
• single greatest enemy: procrastination

• Why people procrastinate:

fear of failure
fear of success
find assignment boring/irrelevant
perfectionist- living up to expectations

• Forms of procrastination:

ignoring
overestimating your abilities & resources
accepting your poor performance as ok
underestimating how long it'll take
doing unimportant things instead
repeated minor delays
complaining instead of doing
putting all your work into only one part of the task
paralyzed when have to make choices

• Beat procrastination: 

remind of consequences
to-do list
break into small steps
reward
don't allow distractions

• prioritize tasks, goals, values
• advanced planning
• keep an eye on deadlines
• stay focused
• keep sight of your goals
• get organized

• Use a planner for:

classes
due dates
work hours
family commitments
other
important dates
test dates
create time for studying!! (2 hrs for each hour spent in each class)

• biorhythms: internal mechanisms that drive daily patterns of physical, emotional, & mental activity 
• ^ decide when you work best (night, day, evening, etc.)
• begin work early in case emergencies
• develop system or prioritizing items on to-do list
• make sure your schedule works for you
• create a workable class schedule (take traffic, parking, driving, studying, eating, etc. into account)
• don't overextend yourself (it's the #1 cause of stress for college students!!)
• do not take on more than you can handle (commitments, friends, extra activities)

• Dropping a course:

before deadline so you won't have the low grade on record
keep in mind it could effect financial aid

• study in quiet places (not in front of a tv OR ON YOUR BED)
• sticking to a routine will help in time management
• Respect others' time:

don't forget appointments
don't waste others' time
don't be late all of the time
arrive early if you need to
complete assignments on time

Chapter 1: Exploring your purpose for attending college

• college degrees help level the playing field
• important bc prepare citizens for leadership roles

• have SMART plans:

Specific
Measurable
Attainable
Relevant
anchored to a Time period

• celebrate once you've reached a goal
• Outcomes of college experiences:

learn how to accumulate knowledge
interactions w new cultures, religions, etc.
gain self-esteem & self confidence
more flexible views
better able to deal w legal system, tax laws, etc.
more concerned w wellness & preventative health care

• College graduates vs. non-college:

earn more money
less erratic job history
more promotions
have fewer children
more involved w children's school lives
leaders
stay married longer
less likely to be imprisoned
less likely to dependent on drugs
less likely to use tobacco
less likely to be duped, conned, etc.

• Transition into college:

more diverse student body (race, age, religion, political opinions, life experiences)
more potential friends
more courses
time management might be hard bc different times and days for classes
less frequent tests
more writing
study outside of class & do assigned reading
instructors rely less on textbooks & more on lectures
more freedom to express views
instructors have office hours to meet w you
schedule is harder to manage
more free time to manage
numerous courses to choose from

• Adults/returning students:

feel a lack of freedom bc of responsibilities
working full-time, caring for family, other commitments can be a challenge
can be extra stress
worry about childcare, commuting, juggle work & school
college professors value working w adult students
know how important an education can be
intrinsic motivation bc maturity & experience
bring new perspective

• clearer you are about why you're in college= easier to stay motivated
• keep up w weekly schedule
• do work on time
• be on time for class
• set realistic goals
• improve study habits
• use student services
• think critically
• improve writing & speaking
• speak up in class
• learn from criticism
• study w a group
• take health seriously
• microsoft excel: great for constructing charts & lists & analyze data

• according to Carnegie Commission on higher edu., some benefits enjoyed by college grads are:
• likely to be happier
• more stable job history
• earn more promotions