On Course (The Book)

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Wadsworth/Cengage Learning, the publisher, provides complimentary examination copies of On Course: Strategies for Success in College and in Life by Skip Downing for adoption consideration to qualified college educators. All requests are subject to approval. Call the publisher's Faculty Services toll-free at 800-423-0563.

On Course, Study Skills Plus Edition, 1st Edition

Why Adopt On Course?

Quite simply, adopting On Course improves student academic success and retention. Read Compelling Data from a number of colleges and universities that use On Course to improve the academic outcomes and retention of their students in the range of 20-30%. Does the book you use now provide such dramatic improvements in student success?

Why is On Course such a powerful intervention for improving student success? Before students can succeed in college, they need to become active and responsible partners in their own education. Additionally, many students need to master the challenges and conflicting priorities of their own complicated lives, including jobs, finances, relationships, children, and personal problems. In addition to presenting essential study skills, On Course offers students the opportunity to learn essential behaviors, beliefs, and skills for creating success in college and in life. And it does so in a way that is unlike any other student success book.

On Course is the backbone of our mandatory student success course that rolled out this semester for all students testing into two college preparatory areas. Our plan is that for fall 201l, students testing into any college preparatory area will be required to take the student success course, and for fall 2012, all first-time-in-college students will be required to take the student success course. –-Brenda Hellyer, Chancellor, San Jacinto College District, TX

This summer I taught a 3.0 unit On Course class for students on Academic Dismissal/Probation. The class was five weeks, Monday - Thursday 10am - 12:30pm. I began with 29 students and I ended with 29 students! This was the best class I have ever taught - I had so much fun with all of the activities and so did my students. What I loved was that the activities were fun but the students walked away with valuable lessons that they could remember. I was a good teacher before On Course but after On Course I feel that I improved 110%! --Amy Merkel, Counselor, Santa Rosa Junior College, CA

After attending the On Course I Workshop, I completely revamped my student success course and the philosophy of the program. For my class I used the On Course text, and I must tell you this was the BEST professional experience I have ever had teaching a course. I enjoyed every minute of it, and the students really embraced the course as well. Additionally they all did extremely well with their math and English classes, even having 3 students earn a 4.0 for the semester. This is unheard of for such high risk students! --Tamara Rury, St. Thomas Aquinas College, NY

What Makes On Course So Effective?

On Course empowers students to take control of their lives by helping them apply eight essential success principles to their important decisions. First they read about these time-tested principles; then they apply them to their own academic and personal lives through the writing of guided journals. These success principles include:

Accepting Self-Responsibility

Discovering Self-Motivation

Mastering Self-Management

Employing Interdependence

Gaining Self-Awareness

Adopting Life-Long Learning and Critical Thinking

Developing Emotional Intelligence

Believing in Yourself

Imagine working with students who had adopted these eight principles...what a difference!

I am using On Course again with our Summer Bridge program students. Their response has been fantastic. I have literally seen a transformation from detached, unmotivated, and sometimes sullen students to engaged and responsible learners! I am looking forward to continuing On Course in the fall semester. You have created a wonderful thing in On Course!--Lori Pellescki, Neumann College, PA
My class LOVES the book. I even met the mother of one of my students, who said she was reading the book along with her student daughter. What I really like about the materials and the exercises is that they are so relevant and that most students seem genuinely interested! This is so inspiring to me. --Dorothy Ulcak, Palo Alto College, TX

In addition to providing readings about the eight success principles above, On Course provides students with...

...a comprehensive self-assessment. This self-assessment (also available online...see link in upper right hand corner of target page) enables students to determine their personal strengths and weaknesses at the beginning of the course; taken again at the end of the course, the self-assessment shows students how they have changed for the better.
...the CORE Learning System. Applying the latest discoveries from brain and learning research, the CORE Learning system provides students with the four components that are essential for learning any information or skill.
...critical thinking skills. Approaches for developing logical and analytical thinking prepare students to apply these skills in their academic, personal and professional lives.
...case studies in critical thinking. Stories of real-life situations generate spirited discussions and offer students a chance to apply critical thinking skills to their exploration of key success principles such as self-responsibility, self-motivation, and self-management.
...effective study strategies. Students learn more than 150 proven techniques for improving their academic success in college, including sections on Reading, Note Taking, Organizing Study Materials, Rehearsing and Memorizing Study Materials, Test Taking and Writing. In the Study Skills Plus edition of On Course, students learn a problem-solving method that helps them identify their own unique academic difficulties, create a personal Academic Skills Plan, implement the plan, and, finally, assess its success. As a result, students learn not only study skills but also the essential critical-thinking skill of solving problems.
...guided journal writing. Students apply what they are learning to their lives by reflecting on and applying success skills to their personal situation. With thirty-two journal entries in the text, students have an opportunity for extensive practice in writing.

...learning styles information. A brain-dominance inventory (also available online) gives students a revealing picture of how they prefer to learn; importantly they discover ways to succeed in a class when the instructor doesn't teach the way they prefer to learn.
...stress control and money management. Stress and financial problems are significant contributors to high attrition among first-year students. Learning to manage stress and money problems greatly enhances students' ability to persevere in higher education.
...workplace applications. Students learn how the eight On Course Principles, called "soft skills" in the the work world, will help them excel on the job. These are the same skills mentioned in the US Secretary of Labor's SCANS report and the Conference Board of Canada's report about the essential abilities that employers require of their employees.
...inspiring stories from fellow students. Short essays by 23 students tell how they used specific On Course strategies to overcome obstacles to their academic success and get back on course. Obstacles discussed in these essays are ones your students will recognize as real-world challenges to their success in college: from dealing with difficult text books, overwhelming schedules, and academic anxieties to coping with personal self-doubts, binge drinking, and abusive partners.
...a technique Chapters 2-8 include an activity titled "Embracing Change: Do One Thing Different This Week." This activity provides students with a means to choose, track and learn by experimenting with one new behavior, bringing about incremental improvements that, over time, make a dramatic difference in students' experiences and outcomes!

II asked my students today for comments regarding the class. From an older (30ish) male student: "I find the class to be an exciting, stimulating adventure in self-discovery and motivation. This course should be required of everyone." From a young (19-20) female: "I have actually learned a lot from this class and it has really helped me put my priorities into perspective. I am learning more and more about myself every day and my motivation grows stronger as well." And there are comments from 20 more students just as positive. --Sue Palmer, College-Wide Coordinator/Student Success, Brevard Community College, FL
As an instructor of our Power Learning class using On Course, I have been repeatedly approached by students who have asked me why an On Course based class is not required by colleges to promote students success and motivation. --Seth Slater, Faculty, Reading and English, Southwester College, CA

On Course: Now Available in Two Editions

Here's information about the two new editions of On Course. You can request examination copies by calling the publisher's Faculty Service Office at 800-423-0563. Be sure to ask for a copy of the On Course Facilitator's Manual, which is packed with activities for creating an active, learner-centered classroom.

On Course, 6th Edition: Both versions of the text have a full-color design as well as updated coverage of all eight of the On Course empowerment skills (self-responsibility, self-motivation, self-management, interdependence, self-awareness, lifelong learning, emotional intelligence and self-esteem). Both versions also include expanded coverage of learning skills, including a new CORE Learning system that helps students personalize an active learning approach to enhance their learning and improve their grades. Both versions also offer a new essay and journal about critical thinking, supplementing the "Case Studies in Critical Thinking" throughout the book. And both versions offer seven additional "One Student's Story" essays (for a total of 23) so your students can read about how their peers used On Course strategies to change the outcomes and experiences they created in college...and beyond.

On Course, Study Skills Plus Edition: Over the years, a number of educators requested an expanded coverage of study skills in On Course. If your students need more help in this area, take a look at the new Study Skills Plus edition. This version of On Course has everything mentioned above, plus an entirely new approach to teaching study skills. First, the Study Skills Plus version offers your students many more learning strategies, many more examples to illustrate their use, and many more activities for practice and reinforcement. But the biggest change is that the presentation of study skills employs a six-step critical thinking process for solving problems (Wise Choice Process). By employing this process, students are empowered to identify their own learning problems, actively explore strategies that will help them with their problems, create a personalized Academic Plan to learn and apply those skills, and finally evaluate the success of their Plan. The result is that, as students master study skills, they simultaneously learn and practice a powerful critical thinking process that helps them solve problems of all kinds: academic, personal, or professional. In short, if you think your students need a unique and comprehensive approach to study skills, request an exam copy of the Study Skills Plus edition of On Course

I am really enjoying using the On Course Study Skills Plus edition this semester. I really appreciate your approach to education. It has been instrumental in moving me from an individual who was going through the motions to someone who is fully involved in my own classroom because I can see the positive effect On Course is having on my students. --Pat Grissom, San Jacinto College South, TX

My teachers love the new edition. I couldn't teach my night class one semester so someone taught it for me. Now they don't want to give it back, and we deans aren't supposed to take classes from faculty. I'm working on a way to get back into the classroom. I miss it! Marianne Dzik, Dean, Illinois Valley Community College, IL

I am teaching a self-development course using On Course. We run the class once a week for 3 hours. The sessions are so interesting that we may take one break, but usually not. One evening as we were leaving, one student said that the class is so much fun that time just flies. Isn't that so-o-o-o wonderful!!!" --Jill Kouchi, Kauai Community College, HI

CHAPTER 1: GETTING ON COURSE TO YOUR SUCCESS

Taking the First Step
What is Success?
The Power of Choice
Write a Great Life
  Assess Yourself
Self-Assessment
  Forks in the Road
  A Few Words of Encouragement
Journal Entry 1

ONE STUDENT'S STORY: Jalana Onaga (University of Hawaii, HI)

Becoming an Active Learner
How the Human Brain Learns
Three Principles of Deep and Lasting Learning
The CORE Learning System
Journal Entry 2

On Course Principles at Work

Believing in Yourself: Develop Self-Acceptance
Self-Esteem and Core Beliefs
Know and Accept Yourself
Journal Entry 3

ONE STUDENT'S STORY: Phyllis Honore (Cuyahoga Community College, OH)

Wise Choices in College: College Customs

CHAPTER 2: ACCEPTING PERSONAL RESPONSIBILITY

Case Study in Critical Thinking: The Late Paper

Adopting the Creator Role
Victims and Creators
Responsibility and Choice
Journal Entry 4

ONE STUDENT'S STORY: Brian Moore (Glendale Community College, AZ)

Mastering Creator Language
Self-Talk
The Language of Responsibility
Journal Entry 5

ONE STUDENT'S STORY: Alexsandr Kanevskiy (Oakland University, MI)

Making Wise Decisions
The Wise-Choice Process
Journal Entry 6

Personal Responsibility at Work

Believing in Yourself: Change Your Inner Conversation
The Curse of Stinkin' Thinkin'
Disputing Irrational Beliefs
Journal Entry 7

ONE STUDENT'S STORY: Dominic Grasseth (Lane Community College, OR)

EMBRACING CHANGE: Do One Thing Different This Week

Wise Choices in College: Reading

CHAPTER 3: DISCOVERING SELF-MOTIVATION

Case Study in Critical Thinking: Popson's Dilemma

Creating Inner Motivation
A Formula for Motivation
Value of College Outcomes
Value of College Experiences
Journal Entry 8

ONE STUDENT'S STORY: Chee Meng Vang (Inver Hills Community College, MN)

Designing a Compelling Life Plan
Roles and Goals
How to Set a Goal
Discover Your Dreams
Your Life Plan
Journal Entry 9

Committing to Your Goals and Dreams
Commitment Creates Method
Visualize Your Ideal Future
How to Visualize
Journal Entry 10

ONE STUDENT'S STORY: Amanda Schmeling (Buena Vista University, IA)

Self-Motivation at Work

Believing in Yourself: Write A Personal Affirmation
Claiming Your Desired Personal Qualities
Living Your Affirmation
Journal Entry 11

ONE STUDENT'S STORY: Donna Ludwick (Carteret Community College, VA)

EMBRACING CHANGE: Do One Thing Different This Week

Wise Choices in College: Taking Notes

CHAPTER 4: MASTERING SELF-MANAGEMENT

Case Study for Critical Thinking: The Procrastinators

Acting on Purpose
Harness the Power of Quadrant II
What to Do in Quadrant II
Journal Entry 12

ONE STUDENT'S STORY: Jason Pozsgay (Oakland University, MI)

Creating a Self-Management System
Monthly Calendars
Daily Actions Lists
Tracking Forms
The Rewards of Effective Self-Management
Journal Entry 13

ONE STUDENT'S STORY: Allysa Lapage (Sacrament City College, CA)

Developing Self-Discipline
Staying Focused
Being Persistent
Journal Entry 14

ONE STUDENT'S STORY: Holt Boggs (Belmont Technical College, OH)

EMBRACING CHANGE: Do One Thing Different This Week

Self-Management at Work

Believing in Yourself: Develop Self-Confidence
Create a Success Identity
Celebrate Your Successes and Talents
Visualize Purposeful Actions
Journal Entry 15

Wise Choices in College: Organizing Study Materials

CHAPTER 5: EMPLOYING INTERDEPENDENCE

Case Study for Critical Thinking: Professor Rogers' Trial

Developing Mutually Supportive Relationships
Ways to Relate
A Sign of Maturity
Giving and Receiving
Journal Entry 16

ONE STUDENT'S STORY: Jason Matthew Loden (Avila University, MO)

Creating a Support Network
Seek Help from Your Instructors
Get Help from College Resources
Create a Project Team
Create a Study Group
Journal Entry 17

ONE STUDENT'S STORY: Neal Benjamin (Barton County Community College, KS)

Strengthening Relationships with Active Listening
How to Listen Actively
Use Active Listening in Your College Classes
Journal Entry 18

Interdependence at Work

Believing in Yourself: Be Assertive
Leveling
Making Requests
Saying "No"
Journal Entry 19

ONE STUDENT'S STORY: Amy Acton (Southern State Community College, OH)

EMBRACING CHANGE: Do One Thing Different This Week

Wise Choices in College: Rehearsing and Memorizing Study Materials

CHAPTER 6: GAINING SELF-AWARENESS

Case Study for Critical Thinking: Strange Choices

Recognizing When You are Off Course
The Mystery of Self-sabotage
Unconscious Forces
Journal Entry 20

ONE STUDENT'S STORY: Sarah Richmond (Missouri University of Science and Technology, MO)

Identifying Your Scripts
Anatomy of a Script
How We Wrote our Scripts
Self-Defeating Habits
Journal Entry 21

ONE STUDENT'S STORY: James Floriolli (Foothill College, CA)

Rewriting Your Outdated Scripts
The Impact of Outdated Beliefs
Doing the Rewrite
Journal Entry 22

ONE STUDENT'S STORY: Annette Valle (The Victoria College, TX)

Self-Awareness at Work

Believing in Yourself: Write Your Own Rules
Three Success Rules
Changing Your Habits
Journal Entry 23

ONE STUDENT'S STORY: Brandee Huigens (Northeast Iowa Community College, IA)

EMBRACING CHANGE: Do One Thing Different This Week

Wise Choices in College: Taking Tests

CHAPTER 7: ADOPTING LIFE-LONG LEARNING

Case Study for Critical Thinking: A Fish Story

Discovering Your Preferred Learning Style
Self-Assessment: How I Prefer to Learn
     A. Thinking Learners
     B. Doing Learners
     C. Feeling Learners
     D. Innovating Learners
Journal Entry 24

ONE STUDENT'S STORY: Melissa Thompson (Madison Area Technical College, WI)

Employing Critical Thinking
Constructing Logical Arguments
Asking Probing Questions
Applying Critical Thinking
Journal Entry 25

Learning to Make Course Corrections
Change Requires Self-Awareness and Courage
Change and Lifelong Learning
Journal Entry 26

ONE STUDENT'S STORY: Jessie Maggard (Urbana University, OH)

Lifelong Learning at Work

Believing in Yourself: Develop Self-Respect
Live with Integrity
Keep Commitments
Journal Entry 27

EMBRACING CHANGE: Do One Thing Different This Week

Wise Choices in College: Effective Memorizing

CHAPTER 8: DEVELOPING EMOTIONAL INTELLIGENCE

Case Study for Critical Thinking: After Math

Understanding Emotional Intelligence
Four Components of Emotional Intelligence
Knowing Your Own Emotions
Journal Entry 28

ONE STUDENT'S STORY: Lindsey Beck (Three Rivers Community College, CT)

Reducing Stress
What is Stress?
What Happens When Stress Persists?
Unhealthy Stress Reduction
  Healthy Stress Reduction
Choose Your Attitude
Journal Entry 29

ONE STUDENT'S STORY: Jaime Sanmiguel (Miami Dade College, FL)

Creating Flow
College and Flow
Work and Flow
Journal Entry 30

Emotional Intelligence at Work

Believing in Yourself: Develop Self-Love
Design a Self-care Plan
Journal Entry 31

EMBRACING CHANGE: Do One Thing Different This Week

Wise Choices in College: Managing Money

CHAPTER 9: STAYING ON COURSE TO YOUR SUCCESS

Planning Your Next Steps
Commencement
  Assess Yourself, Again
Self-Assessment
Journal Entry 32

ONE STUDENT'S STORY: Stephan Montgomery (Washtenaw Community College, MI)

The biggest plus for the On Course classes I have taught is that students who had little hope begin to have hope for their lives and their futures. Yes, hopeful students are a joy to teach. --Celia Young, Montgomery College, MD
My campus president recently nominated me for a nationally recognized first-year advocate award, and I had to acknowledge your text, On Course. My students' journals were amazing, and for the first time I had fun facilitating the class.   --Michael Perez, Grossmont College, CA

I'm sure you hear constantly how your On Course book and success principles have changed people's lives; I cannot imagine how anyone could be introduced to them and not be changed. Before our request to start our On Course program was approved, I had been seriously considering finding something to do besides teaching. Being able to use your book and strategies to really impact students' lives has re-energized me and reminded me why I wanted to become a teacher. I am finding joy in my careen again! --Lory Conrad, University of Arkansas-Fort Smith, AR

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11/6/11

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