Learning Strategies For College and Career, Third Edition
Learning Strategies For College and Career, Third Edition

Learning Strategies For College and Career, Third Edition

Lead Author(s): Rebecca Campbell, Paul Hettich

Student Price: Contact us to learn more

Learning Strategies for College and Career, from BVT Publishing, is a concise yet comprehensive textbook with all of the content required to teach a typical College Success or FYE course. The unique model of student success can be used beyond the first year, across a student's entire academic education journey. This Top Hat version contains everything you need for before, during, and after class. Students can read fully customizable chapters with built-in active learning components and formative assessment elements. Each chapter is accompanied by PowerPoint slides with built-in comprehension questions and engagement tools. After class, students can engage with pre-made, fully customizable homework assignments, plus chapter summaries for student review. There is also a comprehensive chapter-by-chapter Instructor’s Manual; pre-made customizable midterm and final exams; and extensive test banks.

What is a Top Hat Textbook?

Top Hat has reimagined the textbook – one that is designed to improve student readership through interactivity, is updated by a community of collaborating professors with the newest information, and accessed online from anywhere, at anytime.


  • Top Hat Textbooks are built full of embedded videos, interactive timelines, charts, graphs, and video lessons from the authors themselves
  • High-quality and affordable, at a significant fraction in cost vs traditional publisher textbooks
 

Key features in this textbook

Self-Assessments: Being reflective is one of the qualities of a successful student, so many cues are provided to better understand current learning habits and behaviors
Built-in assessment questions embedded throughout chapters so students can read a little, do a little, and test themselves to see what they know
Full set of slide decks aligned to each chapter of the book; ready to use in class, with Top Hat questions

Comparison of Learning Strategies for College and Career textbooks

Consider adding Top Hat’s Learning Strategies for College and Career, 3rd edition, 2019,  to your upcoming course. We’ve put together a textbook comparison to make it easy for you in your upcoming evaluation.

Top Hat

Campbell and Hettich – Learning Strategies for College and Career (3rd ed.)

Cengage

Skip Downing – On Course: Strategies for Creating Success in College and in Life (9th ed available February 2019)

Cengage

Dave Ellis –Becoming a Master Student (16th ed)  available on Cengage Unlimited

Pricing

Average price of textbook across most common format

Up to 40-60% more affordable

Lifetime access on any device

$60

E-book

$124.95

Print text only

$60

E-book full purchase. $24.49 for a rental.

$92.95

Print text only

In-Book Interactivity

Includes embedded multi-media files and integrated software to enhance visual presentation of concepts directly in textbook.

Customizable

Ability to revise, adjust and adapt content to meet needs of course and instructor

BUILT-IN INTERACTIVE ASSESSMENT QUESTIONS

Assessment questions with feedback embedded throughout textbook

All-in-one Platform

Access to additional questions, test banks, and slides available within one platform

Pricing

Average price of textbook across most common format

Top Hat

Campbell and Hettich – Learning Strategies for College and Career (3rd ed.)

Up to 40-60% more affordable

Lifetime access on any device

Cengage

Skip Downing – On Course: Strategies for Creating Success in College and in Life (9th ed available February 2019)

$60

E-book

$124.95

Print text only

Cengage

Dave Ellis –Becoming a Master Student (16th ed)  available on Cengage Unlimited

$60

E-book full purchase. $24.49 for a rental.

$92.95

Print text only

In-book Interactivity

Includes embedded multi-media files and integrated software to enhance visual presentation of concepts directly in textbook

Top Hat

Campbell and Hettich – Learning Strategies for College and Career (3rd ed.)

Cengage

Skip Downing – On Course: Strategies for Creating Success in College and in Life (9th ed available February 2019)

Cengage

Dave Ellis –Becoming a Master Student (16th ed)  available on Cengage Unlimited

Customizable

Ability to revise, adjust and adapt content to meet needs of course and instructor

Top Hat

Campbell and Hettich – Learning Strategies for College and Career (3rd ed.)

Cengage

Skip Downing – On Course: Strategies for Creating Success in College and in Life (9th ed available February 2019)

Cengage

Dave Ellis –Becoming a Master Student (16th ed)  available on Cengage Unlimited

Built-in Interactive Assessment Questions

Assessment questions with feedback embedded throughout textbook

Top Hat

Campbell and Hettich – Learning Strategies for College and Career (3rd ed.)

Cengage

Skip Downing – On Course: Strategies for Creating Success in College and in Life (9th ed available February 2019)

Cengage

Dave Ellis –Becoming a Master Student (16th ed)  available on Cengage Unlimited

All-in-one Platform

Access to additional questions, test banks, and slides available within one platform

Top Hat

Campbell and Hettich – Learning Strategies for College and Career (3rd ed.)

Cengage

Skip Downing – On Course: Strategies for Creating Success in College and in Life (9th ed available February 2019)

Cengage

Dave Ellis –Becoming a Master Student (16th ed)  available on Cengage Unlimited

About this textbook

Lead Author

Rebecca Campbell, PhDNorthern Arizona University

Rebecca Campbell, PhD, is a Professor of Educational Psychology at Northern Arizona University, where she teaches courses on the theory of teaching and learning for the Professional Education Programs. Generally, her work focuses on how pedagogy and academic policies can facilitate student success in higher education. Her research foci include looking at best practices in first-year seminar design, academic probation interventions, and gateway courses. Dr. Campbell has over 25 years of experience designing and implementing first-year seminars and student success course interventions at both the community college and university level. This text is the result of her experience working to facilitate the persistence and completion of thousands of students during her career in higher education.

Lead Author

Paul I. Hettich, PhDMarquette University

Paul I. Hettich, PhD, earned his degrees in psychology from Marquette University, New Mexico State University, and Loyola University Chicago. He served as an Army personnel psychologist, program evaluator in an education laboratory, and corporate applied research scientist—positions that created a “real-world” foundation for a 35-year career at Barat College (Illinois). In addition to full-time teaching, he chaired the psychology department, served as academic dean, and directed institutional research, grant writing, and community college articulation. Following DePaul University’s acquisition of Barat College, he continued to head the psychology program and retired from DePaul with the rank of Professor Emeritus. He has delivered numerous professional presentations and authored or coauthored several refereed publications, including three books and three book chapters.

Hettich’s earlier work in study skills has evolved into his current professional interest in college-to-workplace transition issues, including concepts reflected in this edition. Since the publication of Learning Skills for College and Career (2nd Ed.), several new developments have occurred in the student success field, including new research, an expansion of concepts, and new instructional delivery approaches. Thus, he is pleased to have partnered in the production of this edition with Professor Rebecca Campbell, a highly experienced, dedicated, and active professional in this field.

Explore this textbook

Read the fully unlocked textbook below, and if you’re interested in learning more, get in touch to see how you can use this textbook in your course today.

Learning Strategies for College and Career

Learning Strategies for College and Career, third edition, by Campbell & Hettich, copying BVT Publishing.
* The following content is based on the textbook Learning Strategies for College and Career, third edition by Campbell & Hettich, from BVT Publishing, however the content may have been modified by others.


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Publisher and Managing Director: Richard Schofield
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All rights reserved. Printed in the United States of America. No part of this book may be used or reproduced in any manner whatsoever without written permission, except in the case of brief quotations embodied in critical articles and reviews. For information, address BVT Publishing, P.O. Box 492831, Redding, CA 96049-2831

eBook Value Pack ISBN: 978-1-5178-0385-8
TextbookPlus (Loose-Leaf Bundle) ISBN: 978-1-62751-938-0
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Loose-Leaf ISBN: 978-1-62751-935-9
Soft Cover ISBN: 978-1-62751-936-6

Copyright © 2018 by BVT Publishing, LLC 

Cover & Interior Photos: Shutterstock

Preface

Welcome! We are thrilled that you will be taking a course in student success and have designed this text to provide you with the knowledge, strategies, skills, and ideas that will support your college experience. If you chose to enroll in this course yourself, congratulations on taking an important first step towards self-advocacy and help-seeking. If your campus enrolled you in this course, we want to share with you that over 74% of 4-year colleges and universities across the U.S. offer similar types of courses to ensure that students like you experience academic success (National Resource Center for The First-Year Experience and Students in Transition 2013). This book is unique in its approach in that we will share with you a model of student success that you can use right now, in this course, in the other courses you are taking this term, and across your entire academic education journey. This model, infused in every chapter, will help you successfully navigate the personal and academic situations you encounter in college by strengthening your ability to be motivated, reflective, strategic, healthy, responsible, connected, and constructive. We can’t wait to get started with you!

Unique to This Edition

We are proud to share with you several changes to the third edition of Learning Strategies for College and Career. Most importantly, we are extremely excited about the creation of our student success model. This model is built on a foundation of research and effective practices in the literature of educational psychology, psychology, student affairs, and higher education. Unlike like other student success textbooks, our model is used as a framework for the entire book, but the text itself is arranged around traditional clusters of ideas, issues, learning strategies, and processes that are known to facilitate student success. The model, the Seven Qualities of Successful Students (SQSS), helps students be intentional about the way they are being motivated, reflective, strategic, healthy, responsible, connected, and constructive so that both personal and academic outcomes can be gained. Take, for example, a student who is responsible for managing their time and assignments and is able to increase focus and motivation during study. This results not only in the ability to submit quality work on time but also in their increased ability to fit in time for friends and activities.

We are also proud of several other changes to the third edition of Learning Strategies for College and Career. In particular:

  • Help-seeking, as an important behavior for college success was included in Chapter 4: Help-Seeking Behavior and Campus Resources. By valuing opportunities to get expert assistance, students are positioned to respond to situations which might negatively impact their long-term goals.
  • The concept of using feedback, both personal and academic, was included in the chapter on assessment. By using feedback to gauge success, students can become more quickly resilient and responsive in the face of negative course feedback or more reflective and motivated in the face of positive course feedback.
  • This edition includes broader coverage of the context of learning in general. We have included foundational information about academic policies, courses, and instructional modes, as well as addressed learning strategies, memory theory, metacognition, and how to study.
  • This edition also includes broader coverage of the notion of self-regulation or self-management. Rather than limiting the self-regulation and management to traditional academic issues such as time and studying, we have made connections with a larger set of issues that students need to manage. These include wellness issues such as money, health, sleep, and nutrition, as well as personal issues such as emotions, stress, communication and listening.

The name was changed to Learning Strategies for College and Career to more closely align with the differences in definition between skills, more routinized behaviors, and strategies, behaviors that are more purposeful, effortful and facilitative (Alexander, Graham, and Harris 1998).

Pedagogical Features

Like many of your college textbooks, this book is broken down into chapters, each with a consistent format. By understanding, from the start, the format of the book as well as why each of the features is provided for you, you’re already on the way to getting the most out of your book purchase and this course. We designed the chapters to provide you with the best possible format for gaining the knowledge and strategies you need to be successful in college. Below is a quick look at what you’ll find.

Before the Chapter
At the beginning of each chapter you will find the Learning Goals for that chapter, a Preview of the chapter, and a Self-Assessment. The learning goals and the preview both give you a snapshot of what is in the chapter, what you should gain from the chapter, and the chapter’s organization. If you spend a few minutes on those two features, you will create a framework in your memory for placing the information from each chapter. The text is organized around a consistent format of headings and subheadings so you will always know where you are and where you’re going next. The preview is simply an outline of the chapter.

Each chapter also begins with a Self-Assessment. Being reflective is one of the qualities of a successful student, so we have included lots of cues that will help you to think about your own learning habits and behaviors. These reflections will help you gain a greater understanding of your strengths as well as your weaknesses (a constructive student will see these as positive opportunities for improvement!).

Within the Chapter
Within each chapter you’ll find quotes, reflection questions, pictures, tables, charts and figures, a Student Success Showcase, and of course, the text itself. The quotes, reflection questions, and showcase are there to make the ideas in the text more meaningful to you personally. The pictures, tables, charts, and figures provide a visual representation of the information provided in the text and extend the information with current statistics or additional ideas.

The Student Success Showcase gives you a profile of how one student has used some of the ideas and strategies in the chapter to influence their own success. By reading these profiles, we hope you’ll be inspired by their models to see the value of the strategies and try out the strategies yourself.

Each chapter ends with the same three sections: Connect to Campus, Connecting to Your Career, and Closing Comments. Your college has a wealth of resources, programs, and services to assist you in your college journey, and the Connect to Campus section will highlight the services that are specifically connected with the topic of each chapter so that if you need more help, you’ll know who to reach out to on your own campus.

The Connecting to Your Career section unpacks how the strategies showcased in the chapter connect to future success in the workplace. This will help you understand the value of your experiences now and visualize the direct connection between current experiences and future successes. Also in this section are notes sharing how we’ve personally benefited from using these strategies in our own academic or work experiences. We hope you benefit from our stories and feel like you get to know us through those sections.

Finally, the Closing Comments section summarizes the chapter. It’s a great strategy to read chapter summaries before the chapter itself as this will also help to create a framework in your memory where you can place the details and information as you read the text.

After the Chapter
At the end of each chapter, there are questions, projects, and a student case study. These are for you to explore on your own or your instructor may assign some of these activities to do as class discussions or as homework. They are intended to help you make personal connections to the information and strategies in the chapter—apply them to your experiences as a student to facilitate your successful college journey.

Acknowledgments

In writing this textbook, I have benefitted from the support and encouragement of a number of people who are in my life both personally and professionally. From the first moments of the project, I have benefitted from the tremendous mentoring, comradery, and collegiality of my co-author Paul Hettich (Professor Emeritus at DePaul University). We are both so thankful for our editor Anne Schofield’s careful analysis of each and every word. We are proud of this textbook because of her thoughtful efforts. In particular, I want to recognize Betsy Buford (Instructional Designer, e-Learning Northern Arizona University) and Michelle Miller (Professor of Psychological Sciences and Director of the First-Year Learning Initiative, Northern Arizona University), the most amazing partners and colleagues in all things related to student success. They both provided an abundance of challenge and inspiration along the way. I want to recognize the helpful conversations and time that Kaitlin Hublitz and Betsy Buford offered me as the student success model took shape. And from a totally different vantage point came the support of my colleagues Daphne Rankin (Associate Vice Provost for Strategic Enrollment Management, Virginia Commonwealth University), Steven Girardot (Associate Vice Provost for Undergraduate Education, Georgia Tech University), Michael Gentile (Vice President and Director of Academic Marketing, Penguin Random House), and the Penguin Random House Common Reading First-Year Advisory Board. The unique way that common reading programs provide a mechanism for student success was a constant source of insight, and the indefatigable work you do on your own campuses and nationally provided a constant source of motivation. The encouragement from both colleagues and the leadership in the College of Education at Northern Arizona University provided a firm foundation from which to draw energy.

I am also most grateful for the unbounded enthusiasm for this project, as well as all the unwavering support for all of my life’s endeavors by my dearest colleague and friend Gypsy Denzine (Dean, College of Education and Human Services, West Virginia University). Her unfailing support included many hours of calls, laughter, writing retreats, wine, and diet coke. My family, Lynn, Cate and Graham Cole, Heather and Warren Pollard, Joan and Howard Welch, and Scott Akins, demonstrated both tremendous patience and a loving foundation from which I was able to work and write. I am fortunate to have had you all with me during this journey. If this text helps to touch the lives of students, it is because you all helped to create the space for me to write it.
—Rebecca Campbell

I sincerely thank my colleagues whose contributions to the first and second editions of Learning Skills for College and Career were included in part and integrated with new material in the third edition. Those individuals, and the new chapter titles that correspond to their original contributions, include Pamela B. Adelman, Getting Involved with Your Reading (Chapter 11); Jane S. Halonen, Thinking & Remembering (Chapter 8); Camille Helkowski, Strategic Self-Management (Chapter 5); Merikay Kimball, Listening Skills for Classroom & Conversation (Chapter 9); and Sonia B. Powell (deceased), Help-Seeking Behavior & Campus Resources (Chapter 4). I also gratefully acknowledge those professional staff members named above from BVT and thank them for their commitment, talents, helpful advice, and patience with the authors in the production of this book.
—Paul Hettich

About the Authors

IMG-00-1.jpg

Rebecca Campbell, PhD, is a Professor of Educational Psychology at Northern Arizona University, where she teaches courses on the theory of teaching and learning for the Professional Education Programs. Generally, her work focuses on how pedagogy and academic policies can facilitate student success in higher education. Her research foci include looking at best practices in first-year seminar design, academic probation interventions, and gateway courses. Dr. Campbell has over 25 years of experience designing and implementing first-year seminars and student success course interventions at both the community college and university level. This text is the result of her experience working to facilitate the persistence and completion of thousands of students during her career in higher education.


IMG-00-2 (1).jpg

Paul I. Hettich, PhD, earned his degrees in psychology from Marquette University, New Mexico State University, and Loyola University Chicago. He served as an Army personnel psychologist, program evaluator in an education laboratory, and corporate applied research scientist—positions that created a “real-world” foundation for a 35-year career at Barat College (Illinois). In addition to full-time teaching, he chaired the psychology department, served as academic dean, and directed institutional research, grant writing, and community college articulation. Following DePaul University’s acquisition of Barat College, he continued to head the psychology program and retired from DePaul with the rank of Professor Emeritus. He has delivered numerous professional presentations and authored or coauthored several refereed publications, including three books and three book chapters. Hettich’s earlier work in study skills has evolved into his current professional interest in college-to-workplace transition issues, including concepts reflected in this edition. Since the publication of Learning Skills for College and Career (2nd Ed.), several new developments have occurred in the student success field, including new research, an expansion of concepts, and new instructional delivery approaches. Thus, he is pleased to have partnered in the production of this edition with Professor Rebecca Campbell, a highly experienced, dedicated, and active professional in this field.

Dear Student

Welcome to Learning Strategies for College and Career. We are so excited to be a part of your successful college experience and to know that your campus chose this course to assist you during your journey. 

As you know, your campus offers students numerous opportunities to create a terrific academic experience, with interactive courses, personalized resources, and recognized faculty and staff who are committed to your success. This course is another way your campus is helping you become successful. It is specifically designed to assist you with your transition to college life and will also provide you with the tools you will need to achieve success. Many of the strategies that we describe will also contribute to your success in your personal and professional life. 

This course uses a unique Student Success Model to frame a process for meeting your academic and personal goals. Your instructor will help you under- stand the model and gain strategies and skills that you can carry with you in all your future endeavors. You will learn about campus resources, time management, learning strategies such as note-taking and test taking, as well as how to manage relationships and connect your experience to the local community. We encourage you to challenge yourself, in this course and others, to employ the Student Success Model in your life both on and off campus. 

Take advantage of the opportunities and events your campus is providing. Seek mentoring from advisors and faculty as you navigate your academic and career path. Use the instructor of this course as a resource during this first year. By pushing yourself in these first college months, you will be setting yourself up for a productive and exciting academic experience. 

Best wishes! 

Rebecca Campbell, PhD
Professor, Educational Psychology
Northern Arizona University

Paul Hettich, PhD
Professor Emeritus
DePaul University