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On C urse
Strategies for Creating Success in College and in Life
STUDY SKILLS PLUS
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On C urse
Strategies for Creating Success in College and in Life
Third Edition
STUDY SKILLS PLUS
Skip Downing
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Printed in the United States of America

Print Number: 01 Print Year: 2015
To Carol, my compass
Contents
Preface xv
Acknowledgments xxv
Travel with Me xxvii
1 Getting On Course to Your Success 1

College Smart-Start Guide 2
Money Matters 5
Managing Money: The Big Picture 6
Increase Money Flowing In 7
Decrease Money Flowing Out 11
■■ Tech Tips: Money 14
Understanding the Culture of Higher Education 14
The Surface Culture of Higher Education 16
One Dozen College Customs 16
Write a Great Life 20
■■ journal entry 1 21
Understanding the Expectations of College and University Educators 22
Eight Key Expectations 23
Understanding Yourself 29
What Does Success Mean to You? 29
Ingredients of Success 30
Assess Your Soft Skills for College Success 31
Forks in the Road 36
A Few Words of Encouragement 36
■■ One Student’s Story Jalayna Onaga 38
■■ Soft Skills at work 39
2 Accepting Personal Responsibility 41

■■ Case Study in Critical Thinking The Late Paper 42
Adopting a Creator Mindset 43
Victim and Creator Mindsets 44
Responsibility and Culture 45
Responsibility and Choice 46
vii
viii Contents
■■ One Student’s Story Taryn Rossmiller 49
Mastering Creator Language 50
Self-Talk 50
The Language of Responsibility 53
■■ One Student’s Story Alexsandr Kanevskiy 56
Making Wise Decisions 57
The Wise Choice Process 58
■■ One Student’s Story Freddie Davila 62
■■ Personal Responsibility at work 62
■■ Tech Tips: Personal Responsibility 64
Believing In Yourself Change Your Inner Conversation 65
The Curse of Stinkin’ Thinkin’ 65
Disputing Irrational Beliefs 67
Stereotype Threat 68
■■ One Student’s Story Dominic Grasseth 70
3 Discovering Self-Motivation 71
■■ Case Study in Critical Thinking Popson’s Dilemma 72
Creating Inner Motivation 74
A Formula for Motivation 74
Value of College Outcomes 76
Value of College Experiences 78
■■ One Student’s Story Chee Meng Vang 80
Designing a Compelling Life Plan 81
Roles and Goals 81
How to Set a Goal 82
Discover Your Dreams 84
Your Life Plan 84
■■ One Student’s Story Brandon Beavers 87
Committing to Your Goals and Dreams 88
Commitment Creates Method 88
Visualize Your Ideal Future 89
How to Visualize 90
Contents ix
■■ One Student’s Story James Terrell 92
■■ Self-Motivation at work 93
■■ Tech Tips: Self-Motivation 95
Believing In Yourself Write a Personal Affirmation 96
Claiming Your Desired Personal Qualities 97
Living Your Affirmation 98
■■ One Student’s Story Tina Steen 100
4 Mastering Self-Management 101
■■ Case Study in Critical Thinking The Procrastinators 102
Acting on Purpose 103
Harness the Power of Quadrant II 103
What to Do in Quadrants I and II 105
■■ One Student’s Story Jason Pozsgay 107
Creating a Leak-Proof Self-Management System 108
Time and Culture 108
Weekly Calendar: For Tracking Recurring Scheduled Events 109
Monthly Calendar: For Tracking One-Time Scheduled Events 109
Next Actions List: For Tracking One-Time Unscheduled Events 110
Tracking Form: For Tracking Actions That Need to Be Repeated Numerous Times 111
Waiting-For List: For Tracking Commitments That Others Have Made to You 112
Project Folder: For Tracking and Managing Progress Toward a
Large Goal 112
The Rewards of Effective Self-Management 113
■■ One Student’s Story Allysa LePage 119
Developing Self-Discipline 119
Staying Focused 120
Being Persistent 121
Avoiding Procrastination 122
■■ One Student’s Story Holt Boggs 127
■■ Self-Management at work 127
■■ Tech Tips: Self-Management 129
Believing In Yourself Develop Self-Confidence 130
Create a Success Identity 130
x Contents
Celebrate Your Successes and Talents 131

Visualize Purposeful Actions 131
■■ One Student’s Story Ashley Freeman 134
5 Employing Interdependence 135
■■ Case Study in Critical Thinking Professor Rogers’s Trial 136
Creating a Support System 137
A Sign of Maturity 137
Seek Help from Your Instructors 139
Get Help from College Resources 139
Create a Project Team 140
Start a Study Group 141
The Difference Between Heaven and Hell 142
■■ One Student’s Story Mitch Mull 144
Strengthening Relationships with Active Listening 145
How to Listen Actively 146
Use Active Listening in Your College Classes 146
■■ One Student’s Story Teroa Paselio 148
Respecting Cultural Differences 149
Showing Respect 150
■■ Interdependence at work 155
■■ Tech Tips: Interdependence 157
Believing In Yourself Be Assertive 157
Leveling 158
Making Requests 159
Saying “No” 160
■■ One Student’s Story Amy Acton 162
6 Gaining Self-Awareness 163
■■ Case Study in Critical Thinking Strange Choices 164
Recognizing When You Are Off Course 165
The Mystery of Self-Sabotage 165
Unconscious Forces 166
Contents xi

■■ One Student’s Story Sarah Richmond 168
Identifying Your Scripts 168
Anatomy of a Script 169
How We Wrote Our Scripts 170
Self-Defeating Habit Patterns 172
■■ One Student’s Story James Floriolli 174
Rewriting Your Outdated Scripts 174
The Impact of Outdated Beliefs 175
Doing the Rewrite 176
■■ One Student’s Story Annette Valle 180
■■ Self-Awareness at work 181
■■ Tech Tips: Self-Awareness 183
Believing In Yourself Write Your Own Rules 183
Three Success Rules 184
Changing Your Habits 185
■■ One Student’s Story Brandeé Huigens 186
7 Adopting Lifelong Learning 188

■■ Case Study in Critical Thinking A Fish Story 189
Developing a Learning Orientation to Life 190
Growth Mindsets and Fixed Mindsets 191
How to Develop a Growth Mindset 193
■■ One Student’s Story Jessie Maggard 196
Discovering Your Preferred Ways of Learning 196
Self-Assessment: How I Prefer to Learn 197
■■ One Student’s Story Melissa Thompson 204
Employing Critical Thinking 204
Constructing Logical Arguments 205
Asking Probing Questions 206
Applying Critical Thinking 207
■■ Lifelong Learning at work 209
■■ Tech Tips: Lifelong Learning 212
xii Contents
Believing In Yourself Develop Self-Respect 213

Live with Integrity (i.e., No Cheating or Plagiarizing) 213
Keep Commitments 215
8 Developing Emotional Intelligence 218

■■ Case Study in Critical Thinking After Math 219
Understanding Emotional Intelligence 220
Four Components of Emotional Intelligence 221
Knowing Your Own Emotions 222
■■ One Student’s Story Lindsey Beck 223
Reducing Stress 224
What Is Stress? 224
What Happens When Stress Persists? 225
Unhealthy Stress Reduction 225
Healthy Stress Reduction 226
Choose Your Attitude 232
■■ One Student’s Story Jaime Sanmiguel 233
Increasing Happiness 234
Limits on Happiness 234
Savoring Pleasures 235
Gratitude 237
Engagement 237
Contribution 238
Strawberry Moments 238
■■ Emotional Intelligence at work 240
■■ Tech Tips: Emotional Intelligence 242
Believing In Yourself Develop Self-Acceptance 242
Self-Esteem and Core Beliefs 243
Know and Accept Yourself 244
■■ One Student’s Story Wynda Allison Paulette 245
Contents xiii
9 Staying On Course to Your Success 247

Planning Your Next Steps 248
Assess Yourself, Again 248
■■ One Student’s Story Stephan J. Montgomery 254
Study Skills A Toolbox for Active Learners 257

Becoming an Active Learner 257
Assess Your Study Skills for College Success 258
How the Human Brain Learns 261
Three Principles of Deep and Lasting Learning 262
The CORE Learning System 264
■■ One Student’s Story Kase Cormier 267
Reading 268
Reading: The Big Picture 268
Challenges with Reading 269
Strategies to Improve Reading 270
Before Reading 270
While Reading 272
After Reading 280
Taking Notes 283
Taking Notes: The Big Picture 283
Challenges with Taking Notes 284
Strategies to Improve Taking Notes 285
Before Taking Notes 285
While Taking Notes 286
After Taking Notes 294
Organizing Study Materials 297

Organizing Study Materials: The Big Picture 297
Challenges with Organizing Study Materials 297
Strategies to Improve Organizing Study Materials 298
General Study Guidelines 298
Before Organizing Study Materials 299
While Organizing Study Materials 300
After Organizing Study Materials 309
xiv Contents
Rehearsing and Memorizing Study Materials 313

Rehearsing and Memorizing Study Materials: The Big Picture 313
Challenges with Rehearsing and Memorizing Study Materials 314
Strategies to Improve Rehearsing and Memorizing Study Materials 315
Before Rehearsing and Memorizing Study Materials 315
While Rehearsing and Memorizing Study Materials 315
After Rehearsing and Memorizing Study Materials 320
■■ One Student’s Story Michael Chapasko 321
Taking Tests 323
Taking Tests: The Big Picture 323
Challenges with Taking Tests 323
Strategies to Improve Taking Tests 325
Before Taking Tests 325
While Taking Tests 325
After Taking Tests 334
■■ One Student’s Story Ashley E. Bennet 337
Writing 339
Writing: The Big Picture 340
Challenges with Writing 340
Strategies to Improve Writing 341
Before Writing 341
While Writing 345
After Writing 348
■■ Tech Tips: Active Learning 352
Assess Your Study Skills for College Success—Again 353

Conversation with the Author 358
Bibliography 363
Index 365
Preface
On Course is intended for college students of any age who want to create success
in college and in life. Whether students are taking a student success or first-year
seminar course, a writing course, or an “inward-looking” course in psychol-
ogy, self-exploration, or personal growth, On Course is an instruction manual
for dramatically improving the quality of their outcomes and experiences. In
each chapter, students learn essential study skills; however, that’s just the begin- [O n Course] is the
ning. Through self-assessments, articles, guided journals, case studies in criti- absolute best approach
cal thinking, and inspiring stories from fellow students, On Course empowers for a first-year seminar/
students with time-proven strategies for creating a great life—academic, per- college success class that
sonal, and professional. Students learn the techniques that have helped many there is. The philosophy and
thousands of students create extraordinary success! textbook are exactly what
I am grateful that in the years since its first publication in 1996, On Course students need.
has become a market leader in the crowded field of student success texts. Catherine Eloranto, Clinton
Increasingly, educators are finding (as I have) that empowering students to Community College
become active, responsible learners produces significant increases in both stu-
dent academic success and retention. In addition, the process empowers them
to create great things in their personal and professional lives. My goal is to make
this new edition of On Course even more helpful to the success of students and
educators alike.
What’s New in This Edition of

On Course: Highlights We wanted a curriculum
●● College Smart-Start Guide. Too many students get off course in their that went beyond study skills
very first week of college. Author Skip Downing polled nearly 2,000 college to address the foundational
and university educators, asking them, “What do you recommend that needs of first-year college
your students do in the first week of college to get off to a good start?” students. On Course causes
The resulting “Smart-Start Guide” provides students with essential first- students to examine and
week actions recommended by the collective wisdom of this large group reflect on the causes of their
successes and setbacks. It
of educators. A new activity in the On Course Facilitator’s Manual engages
challenges students to go
students in figuring out which of the actions these instructors thought
beyond the obvious and really
were the most important. When students follow through on these actions,
delves into their motivations
they will lay an early foundation for their academic success.
and mindsets. Oh, yeah, and
●● Understanding the Expectations of College and University it does a great job addressing
Educators. This essay and related journal entry help students better study skills too.
understand how to succeed in the culture of higher education. In this Ann Heiny, Armstrong
section, they learn “Eight Key Expectations” and “A Dozen Differences State University
xv
xvi Preface
between High School and College Culture.” This information helps stu-
dents quickly understand which behaviors they can continue doing and
which they will need to modify, change or abandon.
There’s nothing better than ●● Tech Tips. Many websites and apps are available to help students achieve
On Course, as far as I’m greater success. Most chapters now feature a Tech Tips section that pro-
concerned. vides suggestions for free websites and apps that can help students employ
Lisa Marks, Ozarks
the soft skills of personal responsibility, self-motivation, self-management,
Technical Community interdependence, self-awareness, lifelong learning, emotional intelligence,
College and believing in oneself, as well as hard skills related to effective studying.
●● Discussion about Avoiding Procrastination. Procrastination is the
bane of many students’ success. This discussion helps students under-
stand why procrastination is so tempting and offers specific methods for
not putting off until tomorrow what they would benefit from doing today.
Included in the discussion is research from Dr. Dan Ariely, Professor of
Psychology and Behavioral Economics at Duke University.
●● A Sign of Maturity. This discussion offers an explanation about the
On Course has made various kinds of relationships in which people engage: dependent,
a huge difference in the co-dependent, independent, and interdependent. Advantages and disad-
students I work with. Most vantages of each are explained, and students are urged to use college to
of them see themselves develop independence but also to recognize that there are many occasions
throughout the book, and when choosing interdependence is a true sign of maturity (not to mention
they are willing to make improving one’s chances of achieving a goal or dream).
changes to improve their
lives because of the content ●● Increasing Happiness. This new article and accompanying journal
of On Course. entry explore the emotional intelligence skill of maximizing happiness.
Tanya Stanley, Drawn from the scientific research of positive psychologists, students
San Jacinto College learn a number of choices they can make to increase their happiness. This
topic has recently gained much interest on college campuses. For example,
when a course in Positive Psychology was first offered at Harvard Univer-
sity, it immediately became the university’s most popular course.
●● Toolbox for Active Learners. Many On Course instructors asked that
The study skills sections study skills be presented in one section (rather than distributed through-
are clear, logically organized out the book). This edition honors that request. Unlike texts that present
and more adaptable as a a long menu of study options, On Course organizes study skills based on
“how-to” guide than any the logical learning steps as identified by research on the brain and effec-
other texts of similar intent. tive methods for learning. This section begins with a presentation of the
Judith Willner, Coppin CORE Learning Process, the four principles that—consciously or uncon-
State University sciously—all good learners employ to create deep and lasting learning.
Students discover how to use these four principles to learn any subject or
skill. Each section of the Toolbox presents effective techniques for one of
the study skills covered (reading, taking notes, organizing study materi-
als, rehearsing and memorizing study materials, taking tests, and writing
college-level assignments) and ends with an exercise to reinforce the study
strategies presented therein. Compared with the regular eighth edition of
Preface xvii
On Course, this Study Skills Plus edition contains an additional 80 pages

of study strategies, along with more examples of their use. Each section
ends with an activity in which students are asked to “Do One Different
Thing This Week.” In this activity, they experiment with one new learning
skill for a week and report on their outcomes, experiences, and lessons
learned. Users of the previous edition will note that no longer in the text
is the Wise Choice Process employed to create an Academic Skills Plan for
each study skill. This activity is now available in the Facilitator’s Manual.
I think these are very
powerful [student] stories.
●● Study Skills Self-Assessment. In addition to placing all of the study . . . It’s good for students
skills in one section, this edition also offers a new Study Skills Self-Assess- to hear that other students
ment. Students can take this self-assessment before learning about study have faced the same
skills and discover areas in which they are weak. At the end of the course, struggles that they are
they can retake the assessment to see where they have grown as learners going through and they have
and where they may still need to improve. Students have the option of achieved success.
completing the assessment in either the text or MindTap®. Kathryn Burk,
Jackson College
●● Seven new “One Student’s Stories.” A popular feature in earlier
editions, these short essays—now numbering 29 in all—are authored by
students who used what they learned from On Course to improve the
quality of their outcomes and experiences in college and in life. Videos
of many of the student-authors reading their essays may be viewed in
MindTap.
●● Conversation with the Author. Since the first edition of On Course
was published more than two decades ago, many students have contacted
the author with thoughtful questions. This section includes some of those
questions and Skip Downing’s answers. On Course is life-changing
for my students. I have seen
What’s New in This Edition students evolve in ways they
never imagined in a matter
of On Course: Chapter by Chapter of a semester thanks to On
Course. I cannot imagine
Chapter 1 using another book. No
●● New “College Smart-Start Guide” provides students with 13 actions that other book encompasses
are important to getting off to a good start in college; recommendations the reflective, introspective,
and success attributes that
are the result of a poll of 2,000 college educators.
On Course does. On Course
●● At the request of a number of On Course instructors, “Money Matters” has walks students through their
been moved to Chapter 1, thus helping students early in the semester to journey of self-discovery
reduce struggles caused by financial difficulties. and allows them to grow
●● New Journal Entry #2. into the student they have
●● New cartoon in “Understanding the Culture of Higher Education.” always wanted to become.
Joselyn Gonzalez,
●● New “Tech Tips: Money.” El Centro College
●● New article “Understanding the Expectations of College and Univer-
sity Educators,” including a discussion of Eight Key Expectations and A
Dozen Differences between High School and College Culture.
xviii Preface
●● New article “Understanding Yourself,” including a section on Ingredients

of Success.
Anyone who can ●● Revised #7 of the Self-Assessment: “Whether I’m happy or not depends
teach students personal mostly on me.”
responsibility is high ●● Moved article “Develop Self-Acceptance” and Journal 4 to Chapter 8.
on my list.
Debbie Unsold, Chapter 2
Washington State
Community College ●● New One Student’s Story by Taryn Rossmiller, Boise State University, ID.
●● New cartoon in “Making Wise Decisions” section.
●● New “Tech Tips: Personal Responsibility.”
Chapter 3
●● New One Student’s Story by Brandon Beavers, Highland Community
College, KS.
On several occasions, I ●● New “Tech Tips: Self-Motivation.”
have had various members ●● New One Student’s Story by Tina Steen, Chaffey College, CA.
of the same family in
different semesters of my
Chapter 4
[On Course] class because
they value the learning so ●● Added Weekly Calendar to “Creating a Leak-Proof Self-Management System.”
much that they recommend ●● Repositioned “Time and Culture” section discussing how cultures differ
it to sisters/brothers/ in their beliefs and attitudes about time and what college culture’s
children/uncles. expectations are about time.
Sandra Lancaster, Grand
Rapids Community College
●● New information on avoiding procrastination in the “Developing
Self-Discipline” article.
●● New “Tech Tips: Self-Management.”
Chapter 5
I love On Course, and I use ●● Added information to “Creating a Support System” on the importance
it in my personal life as well
as preaching it in all of my of choosing wisely among various kinds of relationships: dependent,
classes…I have even used co-dependent, independent, and interdependent.
it with the classes that I ●● Added parable “The Difference between Heaven and Hell,” in the
teach in a women’s shelter. “Creating a Support System” article.
The concept of moving from ●● New One Student’s Story by Mitch Mull, Asheville-Buncombe Technical
Victim to Creator puts the
and Community College, NC.
individual in charge of their
life and I love that mindset.
●● New One Student’s Story by Teroa Paselio, Windward Community
Pat Grissom,
College, HI.
San Jacinto College ●● New “Tech Tips: Interdependence.”
Chapter 6
●● New “Tech Tips: Self-Awareness.”
Preface xix
Chapter 7 [O n Course] is directed

●● New “Tech Tips: Lifelong Learning.” at students who live
complicated lives; the One
Chapter 8 Student’s Story feature
is always relevant to
●● New article, “Increasing Happiness,” presents research from scientific somebody in the class. The
studies within the new field of positive psychology, including both the case studies are a great way
limits on increasing happiness as well as ways to become more happy. to start conversations that
●● New Journal Entry 30 regarding “Increasing Happiness.” focus on the most urgent
needs of students who are
●● New “Tech Tips: Emotional Awareness.”
often the first in their family
●● Moved article “Develop Self-Acceptance” and Journal Entry 4 (now to navigate college.
Journal Entry 31) here from Chapter 1. Michelle Cochran,
Rochester Community and
Chapter 9 Technical College
Revised #7 of the Self-Assessment: “Whether I’m happy or not depends

The Study Skills Plus
●●
mostly on me.”
edition does a good
Study Skills: A Toolbox for Active Learners job of giving students
lots of different options
●● Repositioned study skills materials into one comprehensive section, for techniques/tools/
offering many strategies for Becoming an Active Learner, Reading, Taking approaches to the academic
Notes, Organizing Study Materials, Rehearsing and Memorizing Study skills they need. It does
Materials, Taking Tests, and Writing. so without getting too
●● New Self-Assessment of Study Skills, which students can take both before bogged down in lengthy
and after they explore the many strategies presented in the Toolbox for explanations.
Active Learners. When the self-assessment is taken as a pre-test, students Lisa Marks, Ozarks
Technical Community
learn their strengths and weaknesses when it comes to learning. When College
the self-assessment is taken as a post-test, students learn which areas they
have strengthened and which areas still need improvement.
The [On Course] curriculum
●● New One Student’s Story by Michael Chapasko, Blinn College, TX. is written in a way so as to
●● New One Student’s Story by Ashley E. Bennet, Heartland Community assess study skills and soft
College, IL. skills without intimidation
and provides information
and exercises to develop
them. Most importantly, [it]
Proven Features of On Course places emphasis on mastery
The Eighth Edition includes all of the best features of On Course, updated and through reflection and
revised from the previous edition. practice and offers a post
●● Self-Assessment. On Course begins and ends with a self-assessment
self-assessment in order for
the student and faculty to
questionnaire of important non-cognitive skills (“soft skills”). Scores are
measure accomplishment
provided for self-responsibility, self-motivation, self-management, inter-
and celebrate success!
dependence, self-awareness, lifelong learning, emotional intelligence, and
Jill Beauchamp,
belief in oneself. Imagine working with students who develop strengths Washtenaw Community
in all of these inner qualities! Imagine how these qualities will affect the College
xx Preface
The On Course book and choices the students make and the outcomes and experiences they create.
class have changed my By completing the initial questionnaire, students immediately see areas
students’ lives; it gives them of weakness that need attention. By completing the concluding question-
strategies to make wise naire, students see their semester’s growth. Students have the option of
choices and decisions that completing the self-assessment either in the text or online in MindTap.
affect their college success, ●● Articles on Proven Success Strategies. Thirty-two short articles
as well as life success. explain powerful strategies for creating success in college and in life. Each
Students who had little hope article presents a success strategy from influential figures in psychol-
begin to have hope for their ogy, philosophy, business, sports, politics, and personal and professional
lives and their futures. growth. In these articles, students learn the “secrets” of extraordinarily
Dorothy Collins, Eastern successful individuals.
Gateway Community
College ●● Guided Journal Entries. A guided journal entry immediately follows
each article about a success strategy, giving students an opportunity to
apply the strategy they have just learned to enhance their results in college
Journaling is the heart and in life. Many instructors of the course say the guided journal writings
and soul of On Course. It are extremely powerful in helping students make new and more effective
helps me check the pulse choices, thus improving their academic success and persistence.
of my students on a regular ●● CORE Learning System. All good learners employ four principles that
basis. I have countless
lead to deep and lasting learning. Students learn how to use these four
testimonies from students
principles to create their own system for learning any subject or skill.
who describe the journaling
process as “life-changing.” ●● Case Studies in Critical Thinking. Case studies help students apply the
The most reluctant students strategies they are learning to real-life situations. As such, they help pre-
who ultimately “give in” to pare students to make wise choices in the kinds of challenging situations
journaling often become they will likely face in college. Because case studies don’t have “right”
the most avid supporters of answers, they promote critical and creative thinking.
On Course. ●● Focus on Diversity. The challenges and opportunities of interacting
Gail Janecka, Victoria with new cultures is introduced in the first chapter (“Understanding
College
the Culture of Higher Education), is explored within many articles (e.g.,
Responsibility and Culture), and is more extensively examined in the
I absolutely love these article “Respecting Cultural Differences.”
[Case Studies for Critical ●● On Course Principles at Work. These sections in each chapter show
Thinking] and spend a lot of how important the On Course success strategies (soft skills) are for choos-
time with each of them. My ing the right career, getting hired, and succeeding in the work world.
favorite is “A Fish Story,”
and [I] start my semester
with this one. I get students
thinking about professors’
Support Materials for Students
expectations, their own and Instructors
expectations, motivation,
taking the initiative, being For additional information or for help with accessing support materials related
prepared for class, and to On Course, contact your Cengage Learning Consultant. If you need help
being organized. finding your learning consultant, visit www.cengage.com, select “College Fac-
Cindy Thorp, SUNY Alfred, ulty” from the “Information For…” menu, and then click “Rep/Learning Con-
College of Technology sultant” at the top right of the page.
Preface xxi
Support for Students

●● MindTap® College Success for On Course. MindTap® College
Success for On Course, Study Skills Plus, Third Edition, is the digital
learning solution that helps instructors engage and transform today’s
students into critical thinkers. Through dynamic assignments and The information about
applications that you can personalize, real-time course analytics and an diversity and culture that
accessible reader, MindTap® helps you turn cookie-cutter into cutting- is integrated throughout
edge, apathy into engagement, and memorizers into higher-level think- the text is a much more
ers. Features include digital versions of the self-assessments and journal authentic way to discuss
entries, videos, and chapter quizzes and homework. MindTap® College diversity and ethnicity rather
Success for On Course, Study Skills Plus, Third Edition, includes access than with a one-chapter
to the College Success Factors Index (CSFI) 2.0, an online resource that focus.
assesses students’ patterns of behavior and attitudes in ten areas that Linda McMeen,
have been proven to affect student outcomes for success in college. North Hennepin
It allows you to identify at-risk students with early-alert reporting, Community College
validate your college success program with a post-course assessment

of students’ progress, and improve your institution’s retention rates.
Textbook-specific remediation helps your students strengthen the areas
where the survey indicates they need improvement in order to achieve
greater success in college. Ask your Cengage Learning Consultant for
more details.
●● College Success Planner. Instructors can package the On Course text-
book with this 12-month, week-at-a-glance academic planner. The
College Success Planner assists students in making the best use of their
time both on and off campus and includes additional reading about key
learning strategies and life skills for success in college.
Support for Instructors The At Work sections give

●● Annotated Instructor’s Edition. To help guide instructors to the many students a specific venue
instructional resources found within the Facilitator’s Manual, the Anno- to see how the soft skills
tated Instructor’s Edition (ISBN: 9781305584334) provides in the margins they acquire will transfer to
specific cross-references directly to ideas and activities available in the career success. Semester
Facilitator’s Manual. The cross-references are provided by Amy Munson, after semester students
Director of Instructional Design, United States Air Force Academy, CO. will share how their work
situation improved as a
●● Revised Facilitator’s Manual. The Facilitator’s Manual, now offered
result of what they learned
both in a printed version (ISBN: 9781305647671) and online at the and tried from the At Work
Instructor Companion Site (see below for more information), offers sections. These sections
educators specific classroom activities and suggestions from author Skip are a natural fit in the On
Downing for using On Course in various kinds of courses, and it endeav- Course chapters, and they
ors to answer questions that educators might have about using the text. are packed with pertinent
Additionally, the Facilitator’s Manual includes “best practices” provided information.
by On Course instructors; additional study skills activities written by Gail Janecka,
Melanie Marine of the University of Wisconsin–Oshkosh; diversity The Victoria College
xxii Preface
activities provided by LuAnn Wood and Christina Davis, both of Century

College; suggestions for teaching in an online environment written by
Pratima Sampat-Mar of Pima Medical Institute and for using MindTap®
I use On Course…because in an On Course program written by Angela C. Thering of Buffalo State
the concepts are all so College; and a guide for how to successfully integrate the College Success
valuable in the grand Factors Index (CSFI) with On Course written by Gary Williams of Crafton
scheme of life. In addition, Hills College. One of the most popular elements of the On Course Facili-
they are presented in a very tator’s Manual is the numerous in-class exercises that encourage students’
user-friendly way and the active exploration of the success strategies presented in the text. These
students are encouraged to learner-centered exercises include role-playing, learning games, dialogues,
apply them in college and in demonstrations, metaphors, mind-mappings, brainstorms, question-
life, so results are observable naires, drawings, skits, scavenger hunts, and many other activities.
by the end of the semester!
Jill Beauchamp, ●● Updated Instructor Companion Site. This free protected website
Washtenaw Community provides educators with many resources to offer a course that empow-
College ers students to become active, responsible, and successful learners. Read
the Facilitator’s Manual (which is also offered in a printed version, as
explained above), download PowerPoint slides, view content from the
DVD On Course: A Comprehensive Program for Promoting Student
Academic Success and Retention, and find a useful transition guide for
educators who used previous editions of On Course. To access the site,
follow these steps:
1. Visit login.cengage.com.
2. If you have not previously created a faculty account, choose “Create a
New Faculty Account” and follow the prompts.
It is no exaggeration 3. If you have created a faculty account previously, log in with your email
to say this On Course
address or user name and password.
Workshop experience
was transformative– 4. Search for On Course to add the available additional digital resources
both professionally and to your bookshelf.
personally. This workshop
will long remain a high
You will always need to return to login.cengage.com and enter your email
point of my life. I am feeling address and password to sign in to access these resources. Use this space
energized and eager to to write down your email address or user name and password below:
start teaching my class next Email Address:
week. I can’t wait to use all Password:
of my new teaching tools.
I will absolutely recommend
●● On Course Workshops and National Conference. Skip Downing,
this workshop to other author of On Course, offers faculty development workshops for all edu-
educators! cators who want to learn innovative strategies for empowering students
Lee Ann Adams, to become active, responsible, and successful learners. These highly
First-Year Seminar regarded professional development workshops are offered at conference
Coordinator, centers across North America, or you can host a one- to four-day event
Indiana University East
on your own campus. Online graduate courses (3 credits) are available
as a follow-up to two of the workshops. Additionally, you are invited to
attend the annual On Course National Conference, where hundreds of
Preface xxiii
learner-centered educators gather to share their best practices. For infor- S ince first attending one
mation about these workshops, graduate courses, and the national confer- of the summer retreats in
ence (including testimonials galore), go to www.oncourseworkshop.com. 1997, I’ve held nine full On
Questions? Email workshop@oncourseworkhop.com or call 650-365-7623. Course staff development
●● On Course Newsletter. All college educators are invited to subscribe trainings for our college, and
to the free On Course e-Newsletter. More than 200,000 educators world- I plan to offer more. They
wide receive these emails with innovative, learner-centered strategies for are invaluable! I strongly
engaging students in deep and lasting learning. To subscribe, simply go to recommend this workshop
www.oncourseworkshop.com and follow the easy, one-click directions. Or for all faculty, counselors,
you can email a request to workshop@oncourseworkshop.com. advisors, administrators,
and support staff.
Philip Rodriquez,
Director, Student Affairs,
Cerritos College
Acknowledgments
This book would not exist without the assistance of an extraordinary group of
people. I can only hope that I have returned (or will return) their wonderful
support in kind.
At Cengage Learning, I would like to thank Amy Gibbons, Marita Sermolins,
Erica Messenger, Aimee Bear, and Courtney Triola for their unflagging atten-
tion to details and encouraging guidance. At Baltimore City Community
College, my thanks go to my former colleagues, the dedicated teachers of the
College Success Seminar. At On Course Workshops, thanks to the extraordi-
nary support and wisdom of my colleagues and friends Jonathan Brennan,
Robin Middleton, Deb Poese, Eileen Zamora, Mark McBride, Teresa Ward and
LuAnn Wood. Thanks also to the 2000+ On Course Ambassadors, some of the
greatest educators in the world, who work tirelessly to introduce their students
and colleagues to On Course. And especially Carol—your unwavering love and
support keep me on course. You are my compass.
Numerous wise and caring reviewers have made valuable contributions to
this book, and many contributed exercises to the Facilitator’s Manual, and I
thank them for their contributions:
Susie P. Aceron, College of the Sequoias
Dawn Bartlett, SUNY Jefferson Community College
Jill Beauchamp, Washtenaw Community College
Susan Cain, Southwestern Community College
Rebecca Campbell, Northern Arizona University
Essie Childers, Blinn College – Bryan Campus
Michelle Cochran, Rochester Community and Technical College
Dorothy Collins, Eastern Gateway Community College
Kathleen Conway, College of the Sequoias
Audra Cooke, Rock Valley College
George Daniel, University of Tennessee at Martin
Christina Devlin, Montgomery College
Catherine Eloranto, Clinton Community College
Lalanya Ennis, College of the Mainland
Annette Fields, University of Arkansas at Pine Bluff
Debra Ford, Davidson County Community College
Janeth Franklin, Glendale Community College
Erin Frock, Truckee Meadows Community College
Joselyn Gonzalez, El Centro College
Maria E. Gonzalez, Broward College
Pat Grissom, San Jacinto College
Tuesday Hambric, Eastfield College
xxv
xxvi Acknowledgments
Dan Hayes, Chemeketa Community College

Gerald Headd, Cuyahoga Community College
Ann Heiny, Armstrong State University
Mark Hendrix, Palm Beach State College
David Hoffman, Southern State Community College
Gail Janecka, Victoria College
Dana Kermanian, Grayson County Junior College
Stephanie Kroon, State University of New York – Ulster
Sandra Lancaster, Grand Rapids Community College
Charlene Latimer, Daytona State College
Kristina Leonard, Daytona State College
Joy Lester, Forsyth Technical Community College
Lea Beth Lewis, California State University – Fullerton
Charlie Liebert, Davidson County Community College
Jacquelyn Loghry, Northwest Missouri State University
Kimberly Manner, West Los Angeles College
Lisa Marks, Ozarks Technical Community College
Kim Martin, Chemeketa Community College
Claire Maxson, Ivy Tech Community College
Rebecca McElroy, Wharton County Junior College
Linda McMeen, North Hennepin Community College
Amy Munson, United States Air Force Academy, CO
Aletia Norwood, Western Nebraska CC
Eva O’Brian, Midlands Technical College
Jennifer Palcich, University of North Texas
Taunya Paul, York Technical College
Adrienne Peek, Modesto Junior College
June Pomann, Union County College
Carrie Roberson, Butte College
Steve Schommer, San Diego City College
Jo Allison Scott, Northeast Wisconsin Tech College
Peter Shull, Pennsylvania State University
Thomas Skouras, Community College of Rhode Island
M. Somerville-Reeves, Delaware County Community College
Tanya Stanley, San Jacinto College
Jennifer Swartout, Heartland Community College
Angela C. Thering, Buffalo State College
Debbie Unsold, Washington State Community College
Judy Weaver, Goshen College
Judith Willner, Coppin State University
Katie Woolsey, Cabrillo College/UC Santa Cruz
Finally, my deep gratitude goes out to the students who over the years have
had the courage to explore and change their thoughts, actions, feelings, and
beliefs. I hope, as a result, you have all lived richer, more personally fulfilling
lives. I know I have.
Travel with Me
On Course is the result of my own quest to live a rich, personally fulfilling life
and my strong desire to pass on what I’ve learned to my students. As such, On
Course is a very personal book, for me and for you. I invite you to explore in
depth what success means to you. I suggest that if you want to achieve your
greatest potential in college and in life, dig deep inside yourself, where you
already possess everything you need to make your dreams come true.
During my first two decades of teaching college courses, I consistently
observed a sad and perplexing puzzle. Each semester I watched students sort
themselves into two groups. One group achieved varying degrees of academic
success, from those who excelled to those who just squeaked by. The other
group struggled mightily; then they withdrew, disappeared, or failed. But, here’s
the puzzling part. The struggling students often displayed as much academic
potential as their more successful classmates, and in some cases more. What, I
wondered, causes the vastly different outcomes of these two groups? And what
could I do to help my struggling students achieve greater success?
Somewhere around my 20th year of teaching, I experienced a series of crises
in both my personal and professional lives. In a word, I was struggling. After a
period of feeling sorry for myself, I embarked on a quest to improve the quality
of my life. I read, I took seminars and workshops, I talked with wise friends and
acquaintances, I kept an in-depth journal, I saw a counselor, I even returned to
graduate school to add a master’s degree in applied psychology to my doctoral
degree in English. I was seriously motivated to change my life for the better.
If I were to condense all that I learned into one sentence, it would be this:
People who are successful (by their own definition) consistently make wiser
choices than people who struggle. I came to see that the quality of my life was
essentially the result of all of my previous choices. I saw how the wisdom (or
lack of wisdom) of my choices influenced, and often determined, the outcomes
and experiences of my life. The same, of course, was true for my struggling
students.
For two and a half decades, I have continued my quest to identify the inner
qualities that empower a person to make consistently wise choices, the very
choices that lead to success both in college and in life. As a result of what
I learned (and continue to learn), I created a course at my college called the Col-
lege Success Seminar. This course was a departure from traditional student suc-
cess courses because instead of focusing primarily on study skills and campus
resources, it focused on empowering students from the inside out. I had come
to believe that most students who struggle in college are perfectly capable of
earning a degree and that their struggles go far deeper than not knowing study
skills or failing to use campus resources. As a result, I envisioned a course that
xxvii
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NOTES
[1] Madame la duchesse d’Abrantès a, dans ses Mémoires

sur la Restauration, magnifiquement raconté cette scène, dont,
comme le général T., elle connaissait les détails par un témoin
oculaire.
Note de l’Éditeur.
[2]Ce volume est encore entre les mains de M. Marouin, à
Toulon.
[3] A 48,000 fr.
[4] Conspiration de Pichegru.
[5] M. Jolicleve.
[6] Pêche du thon.
[7] Ces détails sont populaires à Toulon, et m’ont été
racontés vingt fois à moi-même pendant le double séjour que je
fis en 1834 et 1835 dans cette ville; quelques-uns de ceux qui
me les rapportaient les tenaient de la bouche même de
Langlade et de Donadieu.
[8] Bâtimens légers armés en guerre.
[9] Nous pouvons en garantir l’authenticité, l’ayant transcrite
nous-même au Pizzo, sur la copie qu’avait conservée de
l’original le chevalier Alcala.
[10] Cette lettre n’est jamais parvenue à madame Murat.
[11] Madame Murat a racheté cette montre 200 louis.
[12]Comme je ne crois pas aux atrocités sans motifs, je
demandai au général T. la raison de celle-ci; il me répondit que,
comme Murat avait été jugé et fusillé dans un coin perdu de la
Calabre, le roi de Naples craignait toujours que quelque
aventurier ne se présentât sous le nom de Joachim: on lui eût
répondu alors en lui montrant la tête de Murat.
[13]Nous n’avons pas besoin de rappeler à nos lecteurs que
nous ne faisons pas ici un cours d’histoire, mais que nous
rapportons une tradition. Nous savons parfaitement que
Charlemagne était de race teutonique, et non de lignée
française.
[14] Monnaie dont chaque pièce vaut trois ducats.
[15] Les cages en fer dans lesquelles on expose les têtes en
Italie n’ont pas de treillage.
[16] Voir pour plus amples détails sur cet homme singulier,
dont j’ai trouvé la mémoire si vivante en Sicile qu’on le croirait
mort d’hier, les souvenirs si spirituels et si amusans de Palmieri
de Micciché.
[17]On appelait santa fede ceux qui avaient suivi le cardinal
Ruffo dans la conquête de Naples.
[18] C’est sur la place de la marine, en face de la porte du
prince de Butera, que se font les exécutions à Palerme.
[19]Colonie albanaise qui a émigré lors de la prise de
Constantinople par Mahomet II, et qui a religieusement
conservé le costume de ses ancêtres.
[20] 630 francs.
[21] En Italie on expose les morts à visage découvert; ce
n’est qu’au moment de descendre le cadavre en terre qu’on
cloue le couvercle du cercueil.
[22]A Palerme, les religieuses, qui ne peuvent pas se mêler
aux fêtes mondaines, y prennent part cependant par la vue.
Tout couvent un peu riche possède en location un étage
donnant ordinairement sur la rue de Tolède: c’est de ces
fenêtres grillées, où elles se rendent par des routes souterraines
qui ont quelquefois un quart de lieue de longueur, et qui
communiquent du couvent à la maison louée, que les saintes
recluses regardent les fêtes sacrées et profanes.
[23] La potence italienne offre avec la nôtre une différence
notable: la nôtre a la forme d’une F; l’autre, celle d’un H dont on
aurait haussé la traverse jusqu’au bout des deux portans.
TA B L E .
PAULINE. 1
MURAT. 159
PASCAL BRUNO. 211
Imprimerie Lange Lévy et Comp., 16, rue du Croissant.

Au lecteur
Cette version numérisée reproduit dans son intégralité la

version originale. Les erreurs manifestes de typographie ont
été corrigées.
La ponctuation a pu faire l’objet de quelques corrections
mineures.
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Textbook On Course Study Skills Plus Edition 3Rd Edition Skip Downing Ebook All Chapter PDF

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On Course Strategies for Creating Success in College

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STUDY SKILLS PLUS

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1 Getting On Course to Your Success 1

2 Accepting Personal Responsibility 41

Celebrate Your Successes and Talents 131

■■ journal entry 20 167

7 Adopting Lifelong Learning 188

Believing In Yourself Develop Self-Respect 213

8 Developing Emotional Intelligence 218

9 Staying On Course to Your Success 247

Study Skills A Toolbox for Active Learners 257

Organizing Study Materials 297

Rehearsing and Memorizing Study Materials 313

Assess Your Study Skills for College Success—Again 353

What’s New in This Edition of

On Course, this Study Skills Plus edition contains an additional 80 pages

●● New article “Understanding Yourself,” including a section on Ingredients

Chapter 7 [O n Course] is directed

Revised #7 of the Self-Assessment: “Whether I’m happy or not depends

Support for Students

validate your college success program with a post-course assessment

Support for Instructors The At Work sections give

activities provided by LuAnn Wood and Christina Davis, both of Century

Dan Hayes, Chemeketa Community College

[1] Madame la duchesse d’Abrantès a, dans ses Mémoires

Imprimerie Lange Lévy et Comp., 16, rue du Croissant.

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