To the Instructor

Thank you for teaching what some consider to be the most important course at Monroe Community College! After all, you have taken on the responsibility of helping students effectively transition to MCC by learning about what they need to succeed. In teaching this course, you help them navigate the campuses, learn about resources, accept personal responsibility, form a community, explore diversity, access technology, problem-solve through difficulties, and so much more.

To help you accomplish these monumental tasks, we present the newest edition of our Open Educational Resource (OER) text for College Success. This text is organized into ten chapters, with most chapters containing four sections. Each section begins with an activity designed to activate schema and increase engagement; the sections also include videos and activities throughout.

Many of these activities can be done in groups in class while others are assessments students complete individually. Each chapter also ends with a “Chapter Activities” section that includes a few key takeaways, resources, case studies, and additional activities. A few of these sections contain major projects that have been shown to be extremely helpful to students’ development.

Active learning and immediately applying course content are stressed throughout because the more ways students access information the more likely they are to understand its relevance, internalize the concepts, and take concrete actions that will lead to their success. With such a variety of activities available, the text lends itself well to differentiating instruction, giving students choice, engaging in collaborative activities, and doing things differently every single class.

Because of its value and versatility, College Success students are required to purchase this book and use it as a resource, not as a workbook. New this year, both COS 101 and COS 133 will use the same text. All ten chapters will be covered in 133, although some of them, such as chapter 10, may be used mostly as resources. In COS 101, students will be able to refer to all ten chapters, but instructors should explicitly cover chapters 1 through 4 and 10. Although many important issues and concepts and a lot of material are addressed in COS, these courses are designed to be fun and supportive. We hope this text reflects that intention!

Below are the learning objectives for each of the ten chapters along with some information that might help you plan instruction. Please note, each objective section alternates between bold and regular type to indicate the different sections within that chapter. You may wish to use some of these objectives for review or low stakes quizzes.

Additional materials for students can be found in the LibGuide, and supplemental content for faculty can be accessed within the COS faculty organization space in Blackboard. The COS Coordinator, professional development events, and experienced faculty can also serve as resources for teaching MCC’s College Success courses. By facilitating students’ development of key skills and mindsets, you provide a necessary foundation that will serve our students well in their classes, at their jobs, and throughout their lives.

Thank you again for helping students start smart at MCC!

chapter 1: Starting smart

By the end of this chapter, students will be able to:

  1. Explain effective ways to approach the first week of the semester including key information in important documents such as the course information sheet and syllabus.
  2. Identify effective mental and physical strategies to prepare for an individual class session
  3. Explain why regular class attendance and active class participation is important
  4. List effective strategies in case you have to miss a class
  5. Identify the stages of the learning process
  6. Define learning styles including preferred style and how to apply it.
  7. Define multimodal learning
  8. Describe typical ratios of in-class to out-of-class work per credit hour
  9. Identify options and evaluate effective communication strategies with instructors
  10. Discuss the benefits of utilizing instructor office hours
  11. Identify resources to help the transition to college
  12. Explore MCC technology

Starting smart information

  • This first chapter provides an overview of key information needed for the entire semester with an emphasis on active participation, the learning process, and other success strategies such as what to do with important course documents and how to communicate with professors.
  • Similar to the glossary and the policy chapter found at the end of this text, the MCC Technology section is meant to be a resource. These skills should be modeled and practiced throughout the semester, especially when you reserve a computer lab. There is a technology quiz on the Blackboard space that faculty can administer late in the semester after students have practiced these skills.
  • In the chapter activities section is an exercise for students to preview the entire text. This kind of overview helps students use the text as a resource and creates schema to make later chapters easier for them to learn and remember.

Chapter 2: Goal setting

By the end of this chapter, students will be able to:

  1. Differentiate between fixed and growth mindsets and identify the mindset most effective for college.
  2. Develop positive self-talk
  3. Identify personal values and align them with educational goals
  4. Use personality tests and/or skills inventories to evaluate career paths that match their values and interests
  5. Explain how grades play a role in shaping success
  6. Describe the value of success, particularly in the first year of college
  7. Develop a personal definition of success, in college and other areas of life
  8. Explain the relationship between short-term, mid-term, and long-term goals and the effectiveness of setting all three types of goals
  9. Identify and create SMART educational goals
  10. Identify support and apply motivational strategies to help achieve goals
  11. Brainstorm factors that might hinder goal achievement and possible ways to address these issues

Goal setting Information

  • This chapter focuses on developing a growth mindset and identifying personal values, obstacles, and support so students can set SMART academic goals.
  • The goal setting project, found in the chapter activities section at the end, is key to helping students confirm their path at MCC.
  • Goal setting is an integral part of the course, so faculty are encouraged to infuse it throughout, such as asking students to monitor progress on their goals and to set daily, weekly, or monthly goals as well as those related to other content areas in the text (health, finances, other courses, et cetera).

chapter 3: Managing time & study space

By the end of this chapter, students will be able to:

  1. Evaluate how they currently use their time
  2. Explore time management styles
  3. Explore time management strategies to make time for college success activities (studying, going to class, extracurricular activities, etc.)
  4. Identify procrastination behaviors and strategies to avoid them
  5. Analyze the impact of their surroundings while they study
  6. Define multitasking
  7. Assess the degree to which personal technology may help or hinder study efforts

Managing time & study space information

  • Once students have identified their goals, they can turn their attention towards the time and space management necessary to achieve them.
  • This chapter provides a variety of activities to help students manage their time, avoid procrastination, and physically and mentally create effective study spaces.
  • A substantial time management project can be found in the chapter activities section at the end, and many students find this project to be the most important activity of the entire semester.

chapter 4: Career exploration & pathways

By the end of this chapter, students will be able to:

  1. Identify their motivations for attending college
  2. Differentiate between “job” and “career”
  3. Explain the five-step process for choosing a career, which includes aligning personal interests and skills with appropriate fields
  4. Identify sources for learning more about specific careers
  5. Explain the difference between and value of hard skills and soft skills and identify skills necessary for their career path
  6. Describe networking and identify how to begin networking at college, work, and home
  7. Describe goals for each stage of credit accumulation
  8. Identify their School, School Specialist, pathway, program, and major
  9. Explain key strategies for identifying a major
  10. Identify their Holland Code
  11. Explain the process of and tools for advisement and registration
  12. Understand the roles of advisor and advisee in the advisement process
  13. Use Degree Works to keep track of their degree requirements

Career exploration & pathways information

  • This chapter is timed to align with the College’s typical advisement and registration calendar and provides an overview of key tools necessary for students to monitor their progress towards completion.
  • The career exploration materials have been customized to match the pathways for each School at MCC.
  • Moving from the general idea of careers to MCC specific programs and majors, students work through activities so they are prepared to meet with their academic advisor or self-register.

chapter 5 Learning & studying effectively

By the end of this chapter, students will be able to:

  1. Define deep learning
  2. Identity and debunk myths about learning
  3. Identify differences between passing a test and gaining knowledge (cramming versus learning)
  4. List study techniques that help long-term retention of knowledge
  5. Compare different note-taking strategies and assess which is most effective for them to use in various contexts (lecture, reading, online video)
  6. Identify effective reading strategies for academic texts: previewing, reading, summarizing, reviewing
  7. Utilize active reading strategies
  8. Convert notes to study guides
  9. Describe strategies for deciding which course content to learn and retain
  10. Differentiate between short-term and long-term memory, and describe the role of each in effective studying
  11. Identify memory-strengthening strategies
  12. Identify common types of tests given in a college class and describe what an instructor might expect to see from their work
  13. Identify strategies for answering typical kinds of test questions (multiple choice, true/false, short answer, essay, and others)
  14. Identify test-taking strategies to improve their performance
  15. Define test anxiety
  16. Identify sources of test anxiety and techniques for preventing and controlling it
  17. Explain how they can evaluate test results to continuously improve studying and future test-taking
  18. Describe the purpose of writing assignments and what an instructor might expect to see from their writing
  19. Identify common types of writing tasks in a college class
  20. Understand and utilize writing-process steps for the development of academic writing
  21. Differentiate between revision and proofreading, and explain the value of each
  22. Identify strategies for ethical use of sources in writing
  23. Identify common types of presentation tasks in a college class, including individual and group projects
  24. Describe the purpose of presentation assignments and what an instructor might expect to see from their delivery
  25. Explain how to avoid common pitfalls of visual aids in presentations
  26. Identify techniques to reduce anxiety prior to and during presentation delivery

 

Learning & studying effectively information

  • The longest chapter in the COS textbook provides an overview of key learning strategies.
  • The most important idea to keep in mind when teaching this section is that students should try the techniques and reflect on their effectiveness. For example, they could take notes using a variety of methods, compare their notes with peers, and determine which note-taking method is the best choice for each of their specific courses.
  • The study skills project, found in the chapter activities and resources section at the end, enables students to work in groups, delve deeper into one of the topics, perform action research, and develop presentation skills.

chapter 6: Diversity & Inclusion

By the end of this chapter, students will be able to:

  1. Define diversity
  2. Differentiate between surface diversity and deep diversity, and explain what relationships exist between the two
  3. Explore the positive effects of diversity in an educational setting
  4. Identify different categories of students who might share the same classroom as well as the similarities and differences among different types of students compared to themselves
  5. Differentiate between diversity, equity, and inclusion
  6. Describe MCC’s commitment to diversity, equity, and inclusion and some resources that support that commitment
  7. Define civility and identify civil acts positively impacting MCC’s educational environment
  8. Define civil discourse and explain how to participate in it.
  9. Identify communication strategies for effective communication
  10. Define cultural competence and how it can be developed
  11. Identify social conflicts and resolution strategies
  12. Describe the variety of organized groups available on campus
  13. Identify resources for learning more about campus organizations
  14. Describe the benefits of participating in student life

Diversity & Inclusion information

  • An important part of students’ experience at MCC is being exposed to diverse ideas, learning to engage in civil discourse, and connecting with other students.
  • This chapter seeks to expose students to current research and vocabulary in the areas of diversity and inclusion. Specific strategies and techniques are provided to help them communicate more effectively and develop cultural competence.
  • The overall goals are help students honor the experiences of others and develop wider perspectives.

chapter 7: personal & financial responsibility

By the end of this chapter, students will be able to:

  1. Define motivation
  2. Differentiate between intrinsic and extrinsic motivation
  3. Define locus of control and describe how it relates to motivation
  4. Describe and practice active listening
  5. Define interdependence and its value in college
  6. Explain some of the benefits of collaboration
  7. Determine the costs of attending college
  8. Identify financial resources available, including grants, scholarships, work study, and subsidized and unsubsidized loans
  9. Identify strategies for applying for financial aid and scholarships
  10. Set financial goals and priorities for themselves
  11. Define budget strategies
  12. Explore the pros and cons of budgeting
  13. Create a personal budget

personal & financial responsibility information

  • Because some college students are developing a sense of personal responsibility and because college students have many things for which they are personally responsible, this chapter covers everything from maintaining motivation to active listening to creating a budget.
  • As students develop intrinsic motivation and an internal locus of control, they are better positioned to accept responsibility for their own education, including the necessities of working with others and paying for their education.
  • Students investigate the cost of attending college, contemplate the financial resources they can utilize, and set financial goals.

chapter 8: thinking & aNALYSIS

By the end of this chapter, students will be able to:

  1. Describe the domains of learning
  2. Identify different skills in Bloom’s taxonomy and how to use them in college
  3. Define critical thinking
  4. Describe the role that logic plays in critical thinking
  5. Describe how critical thinking skills can be used to problem-solve
  6. Identify strategies for developing themselves as critical thinkers
  7. Identify technology tools that enhance student learning
  8. Explain how technology skills relate to critical/creative thinking skills
  9. Examine online learning in the context of reading and researching online
  10. Assess readiness to use technology
  11. Define creative thinking
  12. Identify the value of creative thinking in education
  13. Describe strategies to increase creative thinking
  14. Describe the role of creative thinking skills in problem-solving

thinking & aNALYSIS information

  • At the heart of the college experience is teaching students how to think so they can successfully navigate their personal and professional lives.
  • While other courses may imply how learning and thinking occur, COS delves deep into these topics by explaining the types of thinking and the benefits and usefulness of each. Throughout this exploration, students expand their own ways of understanding and self-assess to see where they might be able to grow.
  • Class activities help students self-reflect to identify current thinking patterns. Faculty can use the text to provide opportunities for students to experience the domains of learning, each level of Bloom’s Taxonomy, critical and creative thinking, and how technology can be utilized to enhance thinking and learning.

chapter 9: hEALTH & wELLNESS

By the end of this chapter, students will be able to:

  1. Describe healthy eating habits
  2. Recognize the temptations not to eat well in a college setting
  3. Identify techniques for making healthy food choices
  4. Identify the importance of quality sleep
  5. Examine their current sleep habits
  6. Identify ways to ensure good sleep habits and high-quality sleep, especially during periods of stress
  7. Identify sources of stress, particularly for college students
  8. Describe the symptoms and effects of chronic stress
  9. List healthy ways of managing stress that fit their current lifestyle
  10. Identify the benefits of regular exercise, for both body and brain
  11. Plan a regular exercise program that works for them
  12. Describe the effects of smoking cigarettes on the body
  13. Describe the effects of alcohol use and abuse on the body
  14. Describe the effects of prescription and illegal drug use and abuse on the body
  15. Explain what substance use and abuse is and identify the warning signs that help may be needed
  16. Identify resources for further information and guidance about substance abuse
  17. Identify the difference between occasional negative emotions and more serious mental health issues, such as anxiety disorder or depression
  18. Explore practices for ensuring mental health and emotional balance in their lives
  19. Identify resources for further information and guidance about mental health issues

hEALTH & wELLNESS information

  • Sometimes students focus so much on the academic goals, or are so busy working and going to school, they forget that their bodies and minds need care and attention too. This chapter is about reminding students of the balance and that they need to take care of themselves.
  • Eating well, getting quality sleep, managing stress, exercising, avoiding drug abuse, and taking care of your mental and emotional wellness are important at all stages of our lives, particularly when we make a life transition like going to college.
  • Students enjoy discussing, presenting, and self evaluating about the topics in this chapter. They gain so much from the opportunity to problem solve with each other and to realize they are not alone in struggling to reach a life of balance. Encourage students to create a plan to be physically and emotionally healthy in college and beyond.

chapter 10: cOLLEGE pOLICIES

By the end of this chapter, students will be able to

  1. Know how to find college policies and understand their importance
  2. Define SAP
  3. Know what resources the College makes available to students and how to access them
  4. Define academic honesty and common forms of academic dishonesty
  5. Identify common scenarios that can lead to academic dishonesty and possible consequences
  6. Identify strategies for avoiding plagiarism
  7. Define sexual harassment, Title IX, and affirmative consent
  8. Identify strategies and resources to utilize if they or someone they know discloses an experience of sexual harassment or sexual misconduct
  9. Identify bystander interventions
  10. Define safety consciousness
  11. Describe strategies for staying safe on campus and elsewhere
  12. Identify resources for learning about safety in college

cOLLEGE pOLICIES information

  • It is always nice to be prepared ahead of time, so this chapter provides information that students may need during their time at MCC. Often students will interact with college policies without realizing it. Sometime students are unaware that college policies exist or that there are important rules, established processes, and hard deadlines.
  • By examining and discussing college policies, students have an opportunity to learn in a supportive, low stress environment. Instead of being under duress and trying to find out their options, COS provides an opportunity to think proactively and look to the what if? and how might I handle that?
  • The goal is to spread awareness about the policies and procedures at MCC, so students can avoid pitfalls and know where to look if they every find themselves in a situation they need to utilize college policy. The more you know . . .