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Acknowledgments and copyrights appear on the same page as the text and art
selections they cover; these acknowledgments and copyrights constitute an
extension of the copyright page.

At the time of publication all Internet URLs published in this text were found to
accurately link to their intended website. If you do find a broken link, please
forward the information to collegesuccess@macmillan.com so that it can be
corrected for the next printing.

8
Dear Student,

More than ever before, a college education is an essential step

in preparing you for almost any career. With almost no exceptions,
employers today require that job applicants have a college degree.
Higher education is becoming more expensive, and some
people are questioning whether a college degree is worth the cost.
Yes, college is expensive, but the benefits of a college education are
well worth the price tag. According to current statistics, a college-
educated person receives a better salary and enjoys a healthier life,
more confidence, and a more promising future for his or her
children than a person who does not attend college. Of course we
can all name a few exceptions: Mark Zuckerberg of Facebook and
Bill Gates of Microsoft were college dropouts who still managed to
be highly successful. Such success stories are very rare, however.
While you might have many reasons for being in college, we
hope your primary goals are to learn and ultimately to graduate, and
you will be more likely to graduate if you have a successful first
year. When we were in our first year of college, college success
courses, with few exceptions, did not exist, and there was no
“textbook” like Your College Experience that provided strategies
for making the most of college. Most colleges and universities
allowed new students to sink or swim. As a result, some students
did well, some hardly survived, and some dropped out or flunked
out.
Beyond graduation, some of you will want to continue your
education in professional or graduate school, but others will want to
begin a career. While it may be tough to land your ideal job
immediately, your college education is an investment that will make
you competitive in the marketplace.
You are likely reading Your College Experience because you
are enrolled in a college success course—a special course designed
to help you be successful. Although this book might seem different
from your other textbooks, we believe that it could be the most
important book you read this term because it’s all about improving
your chances for success in college and in your career. This book
will help you identify your own strengths, as well as areas where
you need to improve. We know that if you apply the ideas in this
book to your everyday life, you are more likely to enjoy your time

9
in college, graduate, and achieve your life goals.
As college professors, researchers, and administrators with
many years of experience working with first-year students, we
know that starting college can be challenging. But through your
college success course, the faculty, staff, and academic resources on
your campus will help you meet that challenge. Welcome to
college!

10
 about the authors

John N. Gardner brings unparalleled experience to this authoritative text

for first-year seminar courses. He is the recipient of the University of
South Carolina’s highest award for teaching excellence. He has twenty-
five years of experience directing and teaching in the most respected and
most widely emulated first-year seminar in the country: the University 101
course at the University of South Carolina. He is recognized as one of the
country’s leading educators for his role in initiating and orchestrating an
international reform movement to improve students’ transition to college.
He is also the founding leader of two influential higher education centers
that support campuses in their efforts to improve the learning and retention
of first-year college students: the National Resource Center for The First-
Year Experience and Students in Transition at the University of South
Carolina (sc.edu/fye), and the John N. Gardner Institute for Excellence in
Undergraduate Education (jngi.org), based in Brevard, North Carolina.
The experiential basis for all of John Gardner’s work is his own miserable
first year of college, which he spent on academic probation—an
experience that he hopes to prevent for this book’s readers.

11
Betsy O. Barefoot is a writer, researcher, and teacher whose special area
of scholarship is the first year of college. During her tenure at the
University of South Carolina from 1988 to 1999, she served as codirector
for research and publications at the National Resource Center for The
First-Year Experience and Students in Transition. She taught University
101, in addition to special-topics graduate courses on the first-year
experience and the principles of college teaching. She conducts first-year
seminar faculty training workshops around the United States and in other
countries, and she is frequently called on to evaluate first-year seminar
outcomes. She currently serves as Senior Scholar in the Gardner Institute
for Excellence in Undergraduate Education. In that role she works with
both two- and four-year campuses to evaluate all components of the first
year especially first-year seminars.

12
 brief contents

PART ONE FOUNDATIONS

1 THRIVING IN COLLEGE AND LIFE

2 CULTIVATING MOTIVATION,
RESILIENCE, AND EMOTIONAL
INTELLIGENCE

3 TIME MANAGEMENT

4 HOW YOU LEARN

PART TWO PREPARING TO LEARN

5 THINKING IN COLLEGE

6 READING TO LEARN

7 GETTING THE MOST FROM CLASS

8 STUDYING

9 TEST TAKING

10 INFORMATION LITERACY AND

COMMUNICATION

PART THREE PREPARING FOR LIFE

13
 MAJORS AND CAREERS
11
12 RELATIONSHIPS

13 DIVERSITY

14 WELLNESS

15 MONEY

14
 contents
Letter to Students
About the Authors
Brief Contents
Your Turn Features
Preface
PART
ONE FOUNDATIONS

THRIVING IN COLLEGE AND

1 LIFE
Student Profile
WELCOME TO YOUR COLLEGE
EXPERIENCE
Thriving in College
Making the Most of the College Success
Course and This Textbook
The First Day of This Course
INTRODUCING VIPS: VERY
IMPORTANT PEOPLE
Students
Instructors
Staff Members/Administrators/Advisers
THE VALUE OF COLLEGE

15
 Accessing Better Jobs, Higher Salaries, a
Better Life
Preparing for Graduate or Professional
Education

Developing Lifelong Friendships and

Professional Networks
Building Academic Skills
Considering Other Outcomes
EXPLORING PURPOSE AND
SETTING GOALS
Considering Purpose
Getting Started with Goal Setting
Setting SMART Goals
MAKING CHOICES
Locus of Control and Being in Charge
Guided Pathways and the Downside of Poor
Choices
BEING “HIP” IN COLLEGE:
PARTICIPATING IN HIGH-IMPACT
PRACTICES
What Are High-Impact Practices?
When, How, and Why Should I Be HIP?
techtip: E-mail with Style
BUILD YOUR EXPERIENCE

CULTIVATING MOTIVATION,
2 RESILIENCE, AND
EMOTIONAL INTELLIGENCE
Student Profile
THE IMPORTANCE OF
MOTIVATION, ATTITUDE, AND

16
 MINDSETS
Motivation

Attitude

Mindsets
RESILIENCE
UNDERSTANDING EMOTIONAL
INTELLIGENCE
Perceiving and Managing Emotions
The Role of Emotional Intelligence in
Everyday Life
Improving Emotional Intelligence
Identifying Your EI Skills and Competencies
HOW EMOTIONS INFLUENCE
SUCCESS AND WELL-BEING
techtip: Building a Digital Persona
BUILD YOUR EXPERIENCE

TIME MANAGEMENT
3 Student Profile
MANAGING YOUR TIME
Taking Control of Your Time
Your Memory Cannot Be Your Only Planner
USING TIME-MANAGEMENT
TOOLS
PROCRASTINATION
techtip: Get Digitally Organized
Overcoming Procrastination
Dealing with Distractions
MANAGING YOUR ENERGY

17
 Establishing a Routine
SETTING PRIORITIES

Find a Balance
Don’t Overextend Yourself
Stay Focused
APPRECIATING THE VALUE OF
TIME
Creating a Workable Class Schedule
Scheduling Your Classes in Blocks
BUILD YOUR EXPERIENCE

HOW YOU LEARN

4 Student Profile
HOW PEOPLE LEARN
Learning Theories
LEARNING STYLES AND THE
TOOLS USED FOR MEASURING
THEM
The VARK Learning-Styles Inventory
Use VARK Results to Study More
Effectively
The Kolb Inventory of Learning Styles
The Myers-Briggs Type Indicator
Multiple Intelligences
WHEN LEARNING STYLES AND
TEACHING STYLES CONFLICT
techtip: Correlate Online Learning with your
Learning Style
LEARNING WITH A LEARNING
DISABILITY

18
 Attention Disorders
Cognitive Learning Disabilities

BUILD YOUR EXPERIENCE

PART
TWO PREPARING TO LEARN

THINKING IN COLLEGE
5 Student Profile
COLLEGE-LEVEL THINKING:
HIGHER AND DEEPER
Problem Solving in and out of Class
Making a Choice between Slow and Fast
Thinking
Collaboration
Creativity
BECOMING A CRITICAL THINKER
Asking Questions
Considering Multiple Points of View and
Drawing Conclusions
Making Arguments
Challenging Assumptions and Beliefs
Examining Evidence
Recognizing and Avoiding Faulty Reasoning
APPLYING BLOOM’S TAXONOMY
Bloom’s Six Levels of Learning
Bloom’s Taxonomy and the First Year of
College
techtip: Use your Critical-Thinking Skills in
Conducting Research

19
 BUILD YOUR EXPERIENCE

READING TO LEARN
6

Student Profile
A PLAN FOR ACTIVE READING
Previewing
Strategies for Marking Your Textbook
Reading with Concentration
Reviewing
IMPROVING YOUR READING
Monitoring Your Reading
Developing Your Vocabulary
What to Do When You Fall Behind on Your
Reading
STRATEGIES FOR READING
TEXTBOOKS
All Textbooks Are Not Created Equal
Math Texts
Science Texts
Social Sciences and Humanities Texts
techtip: Embrace the E-Book
Supplementary Material
If English Is Not Your First Language
BUILD YOUR EXPERIENCE

GETTING THE MOST FROM

20
 CLASS
7 Student Profile

BECOME ENGAGED IN LEARNING

PREPARE FOR CLASS
PARTICIPATE IN CLASS
Listen Critically and with an Open Mind

Speak Up
TAKE EFFECTIVE NOTES
Note-Taking Formats
Note-Taking Techniques
techtip: Take Better Notes in Better Ways
Review Your Notes
Compare Notes
Class Notes and Homework
BUILD YOUR EXPERIENCE

STUDYING
8 Student Profile
STUDYING IN COLLEGE: MAKING
CHOICES AND CONCENTRATING
HOW MEMORY WORKS
Connecting Memory to Deep Learning
techtip: Use the Cloud
Myths about Memory
IMPROVING YOUR MEMORY
Learning Style and Memory
Strategies for Remembering

21
 STUDYING TO UNDERSTAND AND
REMEMBER
BUILD YOUR EXPERIENCE

TEST TAKING
9 Student Profile
GETTING READY . . .
Prepare for Test Taking

Prepare for Math and Science Exams

Prepare Physically
Prepare Emotionally
TIPS FOR TEST TAKING
TYPES OF TESTS
Problem-Solving Tests
Machine-Scored Tests
Computerized Tests
Laboratory Tests
Open-Book and Open-Notes Tests
techtip: Conquer Online Tests
Take-Home Tests
TYPES OF QUESTIONS
Essay Questions
Multiple-Choice Questions
Fill-in-the-Blank Questions
True/False Questions
Matching Questions
OVERCOMING TEST ANXIETY
Symptoms of Test Anxiety
Types of Test Anxiety

22
 Strategies for Dealing with Test Anxiety
Getting the Test Back

CHEATING
What Is Cheating?
Why Students Cheat and the Consequences
of Cheating
BUILD YOUR EXPERIENCE

INFORMATION LITERACY
10 AND COMMUNICATION
Student Profile
INFORMATION LITERACY
Learning to Be Information Literate
What’s Research—and What’s Not?
CHOOSING, NARROWING, AND
RESEARCHING A TOPIC
USING THE LIBRARY
The 20-Minute Rule
Scholarly Articles and Journals
techtip: Conduct Effective Searches
Periodicals
Books
EVALUATING SOURCES
Relevance
Authority
Bias
USING YOUR RESEARCH IN
WRITING
THE WRITING PROCESS

23
 Steps to Good Writing
Know Your Audience

The Importance of Time in the Writing

Process
Citing Your Sources
About Plagiarism
USING YOUR RESEARCH IN
PRESENTATIONS
Guidelines for Successful Speaking
BUILD YOUR EXPERIENCE
PART
THREE PREPARING FOR LIFE

MAJORS AND CAREERS

11 Student Profile
CAREERS AND THE NEW
ECONOMY
Characteristics of Today’s Economy
BUILDING A PROFESSIONAL
MINDSET FOR LIFE AFTER
COLLEGE
WORKING WITH AN ACADEMIC
ADVISER
Prepare for Your First Meeting with Your
Academic Adviser
Know the Right Questions to Ask about
Your Major
Learn How to Select Your Classes
Explore Course Options and Pay Attention to
Your Grades

24
 Deal with a Mismatch
FINDING CAREER RESOURCES ON
YOUR CAMPUS

GETTING TO KNOW YOURSELF

Assess Your Career Competencies
Clarify Your Personal and Workplace Values
Understand Your Skills, Aptitudes,
Personality, and Interests
Using the Holland Model

GAINING PROFESSIONAL
EXPERIENCE
Internships and Other Professional Work
Experiences
techtip: Join the Professional Community
Part-Time Work in College
MARKETING YOURSELF AND
PUTTING IT ALL TOGETHER
Branding “You, Inc.”
Building a Résumé
Writing a Cover Letter
Putting It All Together
BUILD YOUR EXPERIENCE

RELATIONSHIPS
12 Student Profile
BUILDING RELATIONSHIPS WITH
COLLEGE INSTRUCTORS
What Your Instructors Expect from You
What You Can Expect from Your Instructors
What You Can Expect from Your Peer

25
Another random document with
no related content on Scribd:
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I Chetognati, Flora u. Fauna d. Golfes von Neapel, Mon. v. 1883.

[231]

loc. cit.

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[235]

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[236]

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[237]

Ibid. No. 337, vol. xxviii. 1714, p. 160.

[238]

Employment for the Microscope. London, 1785.

[239]

Paris, 1841.

[240]

Quart. Journ. Micr. Sci. vol. i. 1853, pp. 3-8, 65-76.

[241]

Trans. Micr. Soc. London, vol. i. (n.s.), 1853, pp. 1-19.

[242]

Verh. Ges. Würzb. vol. iv. 1854; Zeitschr. wiss. Zool. vols. iii. vi.
1851-55.

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Zeitschr. wiss. Zool. vols. vii. ix. xii. 1856-58-63.

[244]

London, 1861.

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Zeitschr. wiss. Zool. vol. xxxix. 1883.

[246]

Ann. Nat. Hist. ser. 6, vol. v. 1890, p. 1; viii. 1891, p. 34.

[247]

Jen. Zeitschr. Nat. vol. xix. 1886; and Zeitschr. wiss. Zool. vols.
xliii. xlix. 1886-90.

[248]

Zeitschr. wiss. Zool. vol. xliv. 1886, p. 273.

[249]

Ibid. vol. xliv. p. 396; xlvii. 1888, p. 353; liii. 1892, p. 1.

[250]

For additions see Rousselet, J. Roy. Micr. Soc. 1893 and 1897.

[251]

See p. 228.
[252]

Quart. Journ. Micr. Soc. (n.s.) vol. xxiv. 1884, p. 352.

[253]

The definition of the Orders and systematic position of the genera

and species referred to under this head will be found in a following
section (pp. 220 f.).

[254]

Reprinted in Baker's Employment for the Microscope, 1785, pp.

267 f.

[255]

"Wheel Animals, though found with most Certainty in Leaden

Gutters, etc. are often discovered in the Waters of some Ditches,
and likewise in Water that has stood a considerable Time even in
the House; for I have often met with them, in sufficient Plenty, in a
Sort of slimy Matter that is apt to be produced on the Sides of
Glasses and other Vessels, that are kept long with the Infusions of
Hay or other Vegetables; and probably they are wafted thither by
the Air, when in the Condition of little dry Globules."

[256]

Gosse's account of the "Structure, Functions, and Homologies of

the Manducatory Organs in the Class Rotifera" (in Phil. Trans.
1856) remains as the most complete anatomical account we have,
though his attempt to identify these parts with the modified limbs of
the Arthropod mouth has met with no support from subsequent
workers. Gosse rendered these parts clearly visible by the use of
dilute caustic alkali.

[257]

A modification of this type is seen in the parasite Drilophagus,

where the unci and rami are two-pronged at the end, but the trophi
are not movable on one another, but protrusible as a whole to
serve as an organ of attachment to the Oligochaete Lumbriculus,
to which this Rotifer attaches itself. See Vejdovsky, "Ueb.
Drilophaga bucephalus," etc., in SB. Böhm. Ges. Jahrg. 1882
(1883), p. 390.

[258]

"Zur Rotatorien Württemburgs," in Jahresb. Ver. Würt. vol. l. 1894,

p. 57.

[259]

Similarly Hudson and Zelinka both regard the dorsal antenna as

formed by the coalescence of two antennae. These retain their
distinctness in Asplanchna; in some Bdelloida the single antenna
is supplied by a pair of nerves.

[260]

C. R. Ac. Sci. cxi. 1890, p. 310; cxiii. 1891, p. 388.

[261]

Acta Univ. Lund. xxviii. 1891-92.

[262]

[See, however, Calman, Natural Science, xiii. 1898, p. 43.]

[263]

Zeitschr. wiss. Zool. xxii. 1872, p. 455.

[264]

Arch. Zool. Exp. sér. 2, i. 1883, p. 131.

[265]

Zeitschr. wiss. Zool. xliv. 1886, p. 273.

[266]
Ibid. liii. 1892, p. 1.

[267]

[See further Jennings, Bull. Mus. Harvard, xxx. 1896, p. 1;

Erlanger and Lauterborn, Zool. Anz. xx. 1897, p, 452; and
Lenssen, Zool. Anz. xxi. 1898, p. 617.]

[268]

It does not appear to us that Zelinka is justified by his account of

the development in regarding this cup as other than a part of the
disc.

[269]

The classification we have adopted is a modification of that made

by Hudson and Gosse; we have divided up their first Order
Rhizota into two, and split off from Flosculariidae the family
Apsilidae; removed the Asplanchnaceae from the admittedly
heterogeneous Order Ploima, made distinct families in the Ploima
for Microcodonidae and Rhinopidae, and created a third new
Order for the Seisonaceae. Ehrenberg, Gosse, and Hudson, being
the authors of most of the genera, are designated by their initials
only.

[270]

This second species has also been found in the Northern United
States.

[271]

This Order has been monographed recently by Janson in Abh. Ver.

Brem. Bd. xii. Beilage, 1893, p. 1.

[272]

See Hudson in Month. Micr. Journ. vol. vi. 1871, pp. 121, 215, and
Quart. Journ. Micr. Sci. (n.s.) xii. 1872, p. 333; Lankester, ibid. p.
338; Levander in Act. Soc. Faun. Fenn. xi. 1894.
[273]

In Denk. Ak. Wien, vol. vii. 1854, 2 Abth., p. 15. As has been
suggested by Deby and by Daday, it is not impossible that
Hexarthra is identical with Pedalion (and in this case the latter
name, as newer, should be suppressed in favour of the former);
but we must suppose that Schmarda's figure of the front view is a
combination, more or less from memory or notes, of two sketches
or notes taken some time before publication; the one a side view
somewhat obliquely flattened, showing the two eyes as in
Levander's Fig. 3; the other a front view, showing the two pairs of
lateral limbs in their correct positions under pressure.

[274]

The male of Rhinops vitrea is exceptional in possessing a

complete, functional alimentary canal, with mastax, stomach, and
intestine (Rousselet). That of Proales werneckii has a mastax, but
no intestine (Rothert).

[275]

For a full account of this group see Claus in Festschr. Z.-B. Ges.
Wien, 1876, p. 75; and Plate in Mt. Stat. Neapel, vol. vii. 1886-87,
p. 234; Ann. Nat. Hist. ser. 6, vol. ii., 1888, p. 86.

[276]

[Eighteen more have since been recorded.]

[277]

I have recently found a large species of this genus dwelling in the

shell of the large Cladoceran Crustacean, Eurycercus lamellatus. It
is remarkable for its power of completely telescoping its
extremities within the middle segments, and for its immense foot-
glands, both characters being doubtless correlated with its habitat.
Rousselet identifies it with P. petromyzon.

[278]
Month. Micr. Journ. vol. ix. 1873, p. 287; Journ. Quekett Club, ser.
2, vol. ii. 1884-86, p. 231.

[279]

See Dr. Hudson's very suggestive presidential addresses to the

Royal Microscopical Society, published in their Journal, vols. ix.-xi.
1889-91.

[280]

Euchlanis lynceus.—This is clearly not an Euchlanis, and of the six

names referred to—Ploesoma, Gomphogaster, Gastropus,
Gastroschiza, Bipalpus, and Dictyoderma—the first has priority,
and the other five drop by the laws of zoological nomenclature.

[281]

Journ. Quekett Club, ser. 2, vol. v. 1892-94, p. 205.

[282]

Trans. Micr. Soc. (n.s.) i. 1853, p. 18 (read Dec. 31, 1851): "We
may say, therefore, that the Rotifera are organized upon the plan
of an Annelid larva.... I do not hesitate to draw the conclusion ...
that the Rotifera are the permanent forms of Echinoderm larvae,
and hold the same relation to the Echinoderms that the Hydriform
Polypi hold to the Medusae, or that Appendicularia holds to the
Ascidians."

[283]

Quart. Journ. Micr. Sci. (n.s.) vol. xvii. 1877, p. 399.

[284]

Ibid. (n.s.) vol. xx. 1880, p. 381.

[285]

Arb. Z. Inst. Wien, vols. i. iii. v. 1878-84; Lehrbuch der Zoologie,

part iii. 1891.
[286]

Zeitschr. wiss. Zool. vol. xliv. 1886, p. 1.

[287]

The Microscope (Detroit), 1887-88.

[288]

Zeitschr. wiss. Zool. xlix. 1890, p. 209.

[289]

Ann. Sci. Nat. ser. 3, vol. xv. 1851, p. 158.

[290]

Zeitschr. wiss. Zool. vol. xlv. 1887, pp. 401-467, t. xx-xxii.

[291]

The breadth of the latter is estimated from Reinhard's figure.

[292]

The Echiuroid Gephyrea (see p. 434) are by some authorities

considered to be a division of the Chaetopoda.

[293]

Another worm, Histriobdella (Histriodrilus) homari, which is

parasitic on the eggs of the lobster, and which occurs on our coast,
has been placed amongst the Archiannelida. It is a minute form,
with peculiarities in its anatomy which render its affinities
uncertain.

[294]

Quart. J. Micr. Sci. xxvii. 1887, p. 109.

[295]

J. Mar. Biol. Assoc. vol. i. (n.s.) 1889-90, p. 119.