on College Success, Concise Edition:
Table of Contents
Brief Table of
Chapter 1 Building Dreams, Setting Goals.
Chapter 2 Learning about Learning.
Chapter 3 Making Use of Resources: Finances, Technology, and Campus Support.
Chapter 4 Managing Your Time and Energy.
Chapter 5. Thinking Critically and Creatively.
Chapter 6. Engaging, Listening, and Taking Notes in Class.
Chapter 7. Developing Your Memory.
Chapter 8. Reading and Studying.
Chapter 9. Taking Tests.
Chapter 10. Building Relationships, Valuing Diversity.
Chapter 11. Choosing a College Major and Career.
here to view the detailed Table of Contents
here to view the Preface
What makes FOCUS on College Success, Concise Edition the right
choice for you?
Like FOCUS On College Success, this concise version of the text addresses the needs of today’s college students. In this smaller version, Constance Staley responded to a request from reviewers and users to remove the chapters on Writing & Speaking and Wellness to concentrate on the core elements of the college success class. By holding to one good example for each chapter, Staley allows for the hands-on learning at which she excels, while creating a concise, student-focused option for the classroom.
What do your Colleagues think of FOCUS on College Success?
“The text… gives students the tools to think critically, brings to light critical issues for discussion in the classroom setting, and enables students to see how successful academic skills are transferable to the outside world.” Josie Adamo, Buffalo State College
“This is definitely a reader friendly text! It speaks in the language of the average incoming student.” J. Michelle McDaniel , Middle Tennessee State University
“Attendance will not be a problem as [students] would hate to miss out on something by not being in class.” Phebe Simmons, Blinn College
“It is refreshing to have text books that work with the way our students think.” Allison Cumming-McCann, Springfield College
“The presentation, style, and content of this text is a step above, thus, the students will perceive the reading assignments as more “pleasure” reading and less as “class” reading.” Jon Aoki, University of Houston-Downtown