Study Skills: Do I Really Need This Stuff?, 3rd Edition

The R.E.D. Model[i] is a critical thinking model introduced in Chapter 2 and used throughout the book. It is the basis for opening and ending-of-chapter activities, and is used consistently in internal chapter activities as needed to support the chapter topic. Easy to remember acronym reminds students to recognize assumptions, evaluate information, and draw conclusions.  R.E.D. icon feature repeats throughout the book: simple, recognizable; effective.

Chapter 3 (Priority Management) has a new perspective. Whereas the second edition emphasized “time management,” this edition builds on the premise that time management is impossible. One cannot manage time. What one has to do is manage priorities.  In that way, the person is taking the action and using the resources that move him closer to his goal.  More information and strategies provided on the topic of procrastination. (Ex. - Chapter 3 sets the stage.)

Chapter 4 (Information Literacy) has been completely revamped. This is a powerful part of the book. Social media is part of the fabric of our lives. Students need to know how to navigate for information, collaborate with classmates/co-workers, and protect their privacy.  This chapter addresses writing skills for the 21^st century social media user. (Ex. - Chapter 4)

o        The first half of this chapter addresses “traditional information literacy” of finding, evaluating, and using information. The second part has an in-depth focus on social media and communication in the Internet Age.    

o        The topic of communication has been rewritten to include tips for creating and posting appropriate social media updates, as well as establishing (or not) an online profile. Privacy issues are explained and the concept of a “digital tattoo” is emphasized.

o        Information on repetitive strain injuries moved to Chapter 3 (Priority Management).

o        A post-writing checklist added.

Chapters begin with a 'problem based learning' student vignette. These stories incorporate typical and specific challenges that students encounter.  For instance, in the chapter addressing information literacy (Chapter 4), the student situation looks at the issues of personal privacy and integrity in the world of social media.  All vignettes end with a challenge for the reader to solve. Crisply written, these “situations” engage the reader in critical thinking and problem solving from the beginning of each chapter. Additionally, the vignette (situation) is referenced in key points of each chapter to reinforce the R.E.D. Model. The reader gives the advice based on chapter concepts--much more active than reading passive advice from a “real” student case study. (Ex. - Chapters 2 through 12. [Chapters 1 and 13 place the student/reader as the focus.])

Each chapter ends with a section titled “Critically Thinking: What Have You Learned in This Chapter?” - also 'problem based learning'. The reader must apply the chapter learning outcomes, key terms, strategies, and the R.E.D. Model to offer a plan of action for the student in the vignette. From an instructional design standpoint, this creates symmetry for the student/reader.  He/she has to (one last time) return to the chapter objectives and critically propose a plan for the student in the scenario. (Ex. - At the end of each chapter.)

Chapter order has been re-ordered. While this is always a debatable subject (order of content), the movement here reflects the immediate needs of most students. Key topics: Critical thinking, priority management, writing in the information age, and protecting one’s online profile/reputation are found in the first four chapters.

o        Given the importance and prevalence of social media, online personal profiles, and personal reputation issues, information literacy was moved from Chapter 11 in the second edition to the fourth chapter in this third edition.

o        Priority Management has been moved up once space from Chapter 4 to Chapter 3. Students need to master early in the term.

o        All other chapters (until Chapter 12) appear one chapter “later” than the second edition.

The brief overview of left-brain, right-brain, and whole-brain processing in the second edition has been removed and replaced with an introduction to the topic of “attention.”

A section on Multiple Intelligences has been added to the chapter on learning styles. A practical activity has been included to connect the concept to personal success. (Ex. - Chapter 6)

The new version (7.1) of VARK is included in the third edition.  Students have the most up-to-date version of this internationally-used instrument.  A new scoring rubric is more user-friendly as well. (Ex. - Chapter 6)

The impact on reading comprehension and retention--are presented. For example, considerations on the impact of reading new vs. used books.

The “forgetting curve” is introduced, explained, and connected to memory strategies.

The chapter on testing has been re-organized to more accurately reflect the clear distinction between two separate processes: test preparation and test performance. The 2^nd edition used “preparation” and “performance” interchangeably.  Separating the two concepts in the third edition drives home the point that testing is multifaceted--and not just a night-before-the-test event. (Ex. - Chapter 11)

The Chapter 1 and Chapter 13 activities thoroughly revised. This edition uses fewer and more focused activities.

A new Glindex replaces the subject and problem-solving indexes. This new feature provides a glossary for every keyword from each chapter. This is a concise and easy reference for students and faculty. (Ex. - End of book)

The book has been re-designed with a full use of color to highlight the features and make for a more interesting, interactive, and engaging reading experience. Visually appealing, the new design will draw attention where attention is needed and make key concepts “pop” for the students. (Ex. - Throughout the book)

TECHNOLOGY AND PEARSON CHOICES

MyStudentSuccessLab 3.0 (www.mystudentsuccesslab.com) is an online solution designed to help students ‘Start strong, Finish stronger’ by building skills for ongoing personal and professional development. This TOPICAL based technology promotes student engagement through:

·          Video interviews on key issues ‘by students, for students’.

·          The Learning Path Diagnostic offers 65 Full Course Pre-Diagnostic (Bloom’s Taxonomy level 1-2) and 65 Full Course Post-Diagnostic Bloom’s Taxonomy level 3-4)questions, and 20 pre-test (Bloom’s Taxonomy level 1-2) and 20 post-test (Bloom’s Taxonomy level 3-4) questions.

·          The Practice exercises improve class preparation and learning. 

·          Graded Activities build critical thinking skills and develop problem-solving abilities (includes Essays and Journaling).

·          Instructors benefit from an Implementation Guide to easily assign and assess progress. 

·          Students have access to relevant FinishStronger247 YouTube videos, the Pearson student Facebook page chock full of tips, MySearchLab use for doing effective research, and more.

PearsonChoices - CourseSmart and Custom Publishing.  Having choices for how to deliver course content is important.

·    CourseSmart Textbooks Online is an exciting new choice for students looking to save money. As an alternative to purchasing the print textbook, students can subscribe to the same content online and save up to 50% off the suggested list price of the print text. With a CourseSmart e-textbook, students can search the text, make notes online, print out reading assignments that incorporate lecture notes, and bookmark important passages for later review. For more information, or to subscribe, visit www.coursesmart.com.  

·    Pearson Custom Publishing allows professors to create their own professionally produced customized textbooks and media products to best complement their course. We offer high-quality content, professional design, quick production, and reliable on-time delivery. The result is a valuable textbook that students will use, cover to cover, tailored to meet exactly the needs of the professor, students, and course.  Visit www.pearsoncustom.com.