About This Chapter In this chapter you will learn about the art of learning itself, as well as how to employ strategies that enable you to learn more efficiently. After reading this chapter, you should be able to do the following: Discover the different types of learning and your learning practices. Make informed and effective learning choices in regards to personal engagement and motivation. Identify and apply the learning benefits of a growth mindset. Evaluate and make informed decisions about learning styles and learning skills. Recognize how personality type models influence learning and utilize that knowledge to improve your own learning. Identify the impact of outside circumstances on personal learning experiences and develop strategies to compensate for them. Recognize the presence of the “hidden curriculum” and how to navigate it.

Student Profile “When I came to college, I was a great STEM student. I knew the best ways to study for understanding the complexity of cellular mechanisms, but I had no idea how to study for classes where I would need to draw upon political theory or even how to memorize vocabulary words for language classes. Since I am now a humanities student studying Russian, I learned the hard way that you cannot study for every class the same way. For my first Russian vocabulary quiz, I studied almost 14 hours because I could not remember the words no matter how hard I tried. I was studying the Russian textbook the same way that I would study for a Chemistry or Biology class: to simply read the chapter or vocabulary list over and over again. I knew that I could not afford to be this time-inefficient for the entire semester, so I asked my professor for some tips on how to study for her class. Now, I start studying three days before each quiz by making flash cards the first day, studying the words from Russian to English the second day, and then studying the words from English to Russian by writing them down the third day. This new method is not one that works well for every class, but that’s the beauty of it! I am a better learner because I have found ways to use a more diverse range of studying tactics.” — Gabby Kennedy, Baylor University

Chapter Outline 2.1 The Power to Learn 2.2 The Motivated Learner 2.3 It's All in the Mindset 2.4 Learning Preferences 2.5 Personality Types and Learning 2.6 Applying What You Know about Learning 2.7 The Hidden Curriculum

K–12 College Many class activities are planned. Class time is given to receiving information. Homework is often similar for each student. You may have freedom in homework choices. Time is managed by others more often. Time is managed by the student.

Questions to Consider: Why are you in college? What are the rewards and value of a college degree? Why this course?

automatic. Thinking is as complex as it is necessary for our success in life. Some tools you may find useful are applications that provide challenges using mind puzzles are Peak and Elevate. These training apps offer brain training that varies from quick matching memory games to more sophisticated thought-processing speed scenarios. You can even use a straightforward tool like a flashcard app, such as Chegg Prep, to create your own thinking games -- using word associations or pictures to help you connect topics and build your skills.

Do you have a hobby or interest you spend a lot of time thinking about?

3. Find a purpose in what you do. Purpose is truly the driver for anything we pursue. If you have a strong purpose in any activity, you have reason to persist at it. Think in terms of end goals and why doing something is worth it. Purpose answers the question of “Why should I accomplish this?”

Taken as a list or a single sentence, this can be a bit overwhelming to digest. There are many things being said at the same time, and they may not all be immediately clear. To better understand what each of the “areas of concern” are and how they can impact learning, each has been separated and explained in the table below. Area of ConcernWhat it means for youHow it applies to learningReal-world example 1. Social and psychological origins of …Your motivations, not only as a student but as a person, and both the social and psychological factors that influence youThis can be everything from the original motivation behind enrolling in school in the first place, down to more specific goals like why you want to learn to write and communicate well.A drive to be self-supporting and to take on a productive role in society. 2. needs, which generate …Better job, increased income, satisfying career, prestigeThis can include the area of study you select and the school you choose to attend.Pursuing a degree to seek a career in a field you enjoy. 3. expectations of …Expectation and perception (preconceived and continuing) of educational materialWhat you expect to learn to fulfill goals and meet needs.Understanding what you need to accomplish the smaller goals. An example would be “study for an exam.” 4. the mass media or other sources, which lead to…The content and learning activities of the programSelection of content aimed at fulfilling needs. Results are student satisfaction, perceived value, and continued enrollment.Choosing which learning activities to use (e.g., texts, watch videos, research alternative content, etc.). 5. differential patterns of media exposure, resulting in …Frequency and level of participationHow you engage with learning activities and how often. Results are student satisfaction and perceived value, and continued enrollment.When, how often, and how much time you spend in learning activities. 6. needs gratification and …Better job, increased income, satisfying career, prestige, more immediate goals like pass an exam, earn a good grade, etc.Needs fulfillment and completion of goals.Learning activities that meet your learning needs, including fulfillment of your original goals. 7. other unintended consequences.Increased skills and knowledge, entertainment, social involvement and networkingCauses positive loop-back into 4, 5, and 6, reinforcing those positive outcomes.Things you learn beyond your initial goals.

The purpose of this chapter is to help make you a motivated learner and empower you to make informed choices about your own learning. Throughout the chapter, you were introduced to ideas, research, and popular models on learning and given examples of how to use each of these as an effective part of your own learning experience. Most importantly, you were able to explore how things like motivation, grit, and mindset are the most influential aspects of successful learning.

Common College Terms, What They Mean, and Why You Need to Know TermWhat It MeansWhy You Need to Know Attendance policyA policy that describes the attendance and absence expectations for a classProfessors will have different attendance expectations. Read your syllabus to determine which ones penalize you if you miss too many classes. Final examA comprehensive assessment that is given at the end of a termIf your class has a final exam, you will want to prepare for it well in advance by reading assigned material, taking good notes, reviewing previous tests and assignments, and studying. LearningThe process of acquiring knowledgeIn college, most learning happens outside the classroom. Your professor will only cover the main ideas or the most challenging material in class. The rest of the learning will happen on your own. Office hoursSpecific hours professor is in the office to meet with studentsVisiting your professor during office hours is a good way to get questions answered and to build rapport. PlagiarismUsing someone’s words, images, or ideas as your own, without proper attributionPlagiarism carries much more serious consequences in college, so it is best to speak to your professor about how to avoid it and review your student handbook’s policy. StudyThe process of using learning strategies to understand and recall informationStudying in college may look different than studying in high school in that it may take more effort and more time to learn more complex material. SyllabusThe contract of a course that provides information about course expectations and policiesThe syllabus will provide valuable information that your professor will assume you have read and understood. Refer to it first when you have a question about the course.

I will likely seek help from resources on campus.

Not very confident

Social adjustment. A new place often equals new people. But in college, those new relationships can have even more meaning. Getting to know professors not only can help you learn more in your classes, but it can also help you figure out what career pathway you want to take and how to get desired internships and jobs. Learning to reduce conflicts during group work or when living with others helps build essential workplace and life skills.

Making more money over time is not the only benefit you can earn from completing a college degree. College graduates are also more likely to experience the following: Greater job satisfaction. That’s right! College graduates are more likely to get a job that they like or to find that their job is more enjoyable than not. Better job stability. Employees with college degrees are more likely to find and keep a job, which is comforting news in times of economic uncertainty. Improved health and wellness. College graduates are less likely to smoke and more likely to exercise and maintain a healthy weight. Better outcomes for the next generation. One of the best benefits of a college degree is that it can have positive influences for the graduate’s immediate family and the next generations.

The Five Whys in Action Why are you in college?I am in college to earn a degree in speech pathology. Why do you want to earn a degree in speech pathology?I want to be able to help people who have trouble speaking. Why do you want to help people who have trouble speaking?I believe that people who have trouble speaking deserve a life they want. Why do you feel it is important that people who have trouble speaking deserve a life they want?I feel they often have needs that are overlooked and do not get treated equally. Why do you want to use your voice to help these people live a life they deserve?I feel it is my purpose to help others achieve their full potential despite having physical challenges.

Worry about making a mistake. This concern often goes with imposter syndrome. Students who worry about making a mistake don’t like to answer questions in class, volunteer for a challenging assignment, and even ask for help from others. Instead of avoiding situations where you may fail, embrace the process of learning, which includes—is even dependent on—making mistakes. The more you practice courage in these situations and focus on what you are going to learn from failing, the more confident you become about your abilities.

Here is a secret about college success that not many people know: successful students seek help. They use resources. And they do that as often as necessary to get what they need.

GrowthYour propensity to seek and consider new ideas, additional alternatives, different approaches, and fresh perspectives ResilienceYour capacity to respond constructively and ideally make use of all kinds of adversity InstinctYour gut-level capacity to pursue the right goals in the best and smartest ways TenacityThe degree to which you persist, commit to, stick with, and go after whatever you choose to achieve

In true grit fashion, for your next try, you study those items on your list where you found you needed a bit more information, and then you go through your list again. This time you are able to write down summaries of all the important points, and you are confident you have the knowledge you need to do well on the exam. After this, you still do not stop, but instead you change your approach to use other methods that keep what you have learned fresh in your mind.

Failed attempts are viewed as merely part of the process and seen as a very useful way to gain knowledge that moves you toward success.

Grit can be defined as personal perseverance toward a task or goal. In learning, it can be thought of as a trait that drives a person to keep trying until they succeed. It is not tied to talent or ability, but is simply a tendency to not give up until something is finished or accomplished.

metacognition (i.e., thinking about thinking).

In addition to the physical transformation that takes place during learning, there are also a number of other factors that can influence how easy or how difficult learning something can be.

Learning was thought to be a lot like copying and pasting words in a document; the student’s mind was blank and ready for an instructor to teach them facts that they could quickly take in. As it turns out, learning is much more than that. In fact, at its most rudimentary level, it is an actual process that physically changes our brains.

For most of the time formal education has existed in our society, educators truly believed that beating students when they made a mistake actually helped them learn faster.

Will it be challenging at times? Yes, it will. Will it take time to reflect on those challenges and find better ways to learn and reach your goals? Most definitely. But the effort you put into completing your college degree will result in the confidence you will gain from knowing that anything you set your mind to do—and you work hard for—can be accomplished.

No one succeeds at anything by oneself.

grit, the ability to stay focused on a goal over the long-term, along the way. As Duckworth (2016) has said, it takes passion and perseverance to be gritty. It also takes resilience, or the ability to bounce back from adversity. The challenges you face will certainly stretch you, but if you have these three things—purpose, strategies, and resources—you will be more likely to bounce back, even become stronger in the process. This book has been designed with these things in mind.

Watch this TEDx video on learning styles and the importance of critical thinking.

Rick says: I’ve wanted to work in radio since I was in high school and had great opportunities in college to learn at the campus station. I interned for a semester at a local Top 40 station and, after graduation, was offered a position as the producer of the station’s morning show. The only problem: I had to be at the radio station by 4:45 a.m. I couldn’t do it. I tried everything—alarms on my phone, clock radio alarms, friends calling me. This is not a job you can be late for—dead air is a radio DJ’s greatest nightmare. But no matter what I tried, I could not wake up on time. The third time I arrived late, the radio station let me go.

How to Manage Time The simplest way to manage your time is to accurately plan for how much time it will take to do each task, and then set aside that amount of time. How you divide the time is up to you. If it is going to take you five hours to study for a final exam, you can plan to spread it over five days, with an hour each night, or you can plan on two hours one night and three hours the next. What you would not want to do is plan on studying only a few hours the night before the exam and find that you fell very short on the time you estimated you would need. If that were to happen, you would have run out of time before finishing, with no way to go back and change your decision. In this kind of situation, you might even be tempted to “pull an all-nighter,” which is a phrase that has been used among college students for decades. In essence it means going without sleep for the entire night and using that time to finish an assignment. While this method of trying to make up for poor planning is common enough to have a name, rarely does it produce the best work.

About This Chapter In this chapter you will learn about two of the most valuable tools used for academic success: prioritizing and time management. By the time you complete this chapter, you should be able to do the following: Articulate the ways in which time management differs from high school to college. Outline reasons and effects of procrastination, and provide strategies to overcome it. Describe ways to evaluate your own time management skills. Discuss the importance and the process of prioritization. Articulate the importance of goal setting and motivation. Detail strategies and specific tactics for managing your time.

Chapter Outline 3.1 The Benefits of Time Management 3.2 Time Management in College 3.3 Procrastination: The Enemy Within 3.4 How to Manage Time 3.5 Prioritization: Self-Management of What You Do and When You Do It 3.6 Goal Setting and Motivation 3.7 Enhanced Strategies for Time and Task Management

Revisit the questions you answered at the beginning of the chapter, and consider one option you learned in this chapter that might change your answer to them. I am fully aware of the expectations of college and how to meet them. I know why I am in college and have clear goals that I want to achieve. Most of the time, I take responsibility for my learning new and challenging concepts. I feel comfortable working with faculty, advisors, and classmates to accomplish my goals.

I think now that have read this chapter of this book, i can confidently say a YES to this questions.

Making the transition into college smoother for you can have long-term benefits. What have you learned about in this chapter that you want to know more about that could help you?

Student Profile “I never considered myself a problem solver. I was more creative. I wrote music and fiction, and saw myself in a musical theater career. Two years of college and two majors later, I had moved into a related pathway: entertainment management. I was thrilled to find something that suited my passions and gave me a great shot at a number of jobs. But I hadn’t counted on the business and math courses I needed to take. Solving these types of problems wasn’t in my skill set. I didn’t have the background, and kept missing half the ideas. I started going to the academic success center and office hours, and managed to keep my grades in the passing range. But I wasn’t excelling and couldn’t stay ahead. It was a struggle. During a study session, a success counselor noticed that I was approaching a problem all wrong. She helped me for the next hour -- not working on the problem itself, but on how I was thinking about it and others like it. She asked me about the information I knew, how I put it together, and so on. She taught me a progression of steps to analyze the components, get the data I needed, ignore the unimportant information, and run the numbers. Then she had me watch a TED talk with some more information. I realized that it wasn’t my prior knowledge that was holding me back. It was the way I was thinking about the work. I started asking my professors more about how to approach the courses -- how to think about them. I didn’t start getting A’s right away, but I did get better results, and even felt more creative as I started to try new things.”

7.1 What Thinking Means 7.2 Creative Thinking 7.3 Analytical Thinking 7.4 Critical Thinking 7.5 Problem-Solving 7.6 Metacognition 7.7 Information Literacy

When you consider the word thinking, does your mind drift toward: School Work Relationships Free time

About This Chapter In this chapter, you’ll be introduced to different ways of thinking about the way you think. By the time you complete this chapter, you should be able to do the following: Describe thinking as a process and the reasons it is important. Discuss the importance of creative thinking and ways of generating original ideas. Define analytical thinking, its component parts, and outcomes. Articulate the process and importance of critical thinking. Describe the best approaches to problem-solving. Define metacognition and describe ways to become thoughtful about your thinking. Define information literacy for college students.

Thinking isn’t something we can turn on and off when we enter or leave a classroom—we think about everything. We may have different strategies and processes for thinking in different environments, but all thinking starts with our own ideas coming into contact with new information and experiences. What would you like to learn more about? Choose topics from the list below, or create your own ideas relative to thinking and research them. learning to be a creative thinker

CloseSearchLog in to highlight and take notes. It’s 100% free.Log inCancel All professions need thinkers to take good ideas and make them better and to tackle problems that seem unresolvable and make sense of them. No job or career area is exempt from this crucial human resource. Your critical thinking in college will help you succeed in the work you do after your academic journey.