Chapter Questions Tom Peterson, Middlesex County College

You’ve Made the Right Decision! © Tyler Olson/shutterstock.com You’ve Made the Right Decision!

Benefits of an Education Career opportunities Mental and physical health Social and financial benefits ©Armadilo Stock/shutterstock.com

Education and Mental Health More education is associated with less mental illness Sironi (2012)

Higher Civic Engagement Baum, Ma, and Payea (2010)

More Education- Higher Salaries

More Education- Higher Salaries

Unfortunately, Not All Students Are Graduating

Why are some students successful and others are not? Ability Accessing help Motivation Good Decision Making Time Management Goal Setting Resilient Factors Study Strategies Note-Taking Test- Taking

Freshman Seminar Courses Contribute to Success! Tom Peterson, Middlesex County College

Tom Peterson, Middlesex County College Faculty Expectations

The Syllabus ©Tyler Olson/shutterstock.com

Promoting a Learning Focused Environment Tom Peterson, Middlesex County College

Investigating Cell Phone Ringing in a Classroom Setting End, Worthman, Mathews, and Wetterau (2010) 71 Students (23 Males; 48 Females) Watch Video and Take Notes No Interruption Cell Phone rings for 5 seconds Outcome Measures Note Quality Test Performance

Results Cell Phone Group: Missed information Performed worse on test items © Ldprod/shutterstock.com End, Worthman, Mathews, and Wetterau (2010)

Results Task No Cell Phone Cell Phone Correct Answers Item #1 94.9% 68.8% Item #2 79.5% 50.0% Important Information in Notes 53.1% 82.1% 43.8% End, Worthman, Mathews, and Wetterau (2010)

E-mailing Your Professor

What is Academic Integrity? argus/Shutterstock.com

Academic Integrity Quiz A student sees the following sentence in a source: “Paraphrasing is a skill, requiring you to capture the idea of another person in your own words.” This student changes the sentence to this one: “Paraphrasing is a talent that requires you to capture the idea of another individual in your own words” Raj creates a PowerPoint presentation and uses some photos. He doesn’t cite them because they were readily available on the Internet. Sam has just taken a psychology test. His friend Alex is in another section of psychology and has not yet taken the test. Sam says to Alex "Wow—that was a difficult exam—be sure you really study the developmental theorists".

What is Plagiarism? Putting your name on the work (entire paper or small sections) that someone else created Not using quotation marks when using another person’s words Using quotation marks when using another person’s words, but not citing the source Changing a few words in the sentence and citing the source Paraphrasing the idea of another person and not citing the source Submitting the same paper or work in two different classes without professor approval (Raimes and Jerskey, 2011; Roig, 2013)

No Need to Cite Sources When: It’s completely your own idea It’s common knowledge © ra2studio/shutterstock.com

Paraphrasing Paraphrasing is a skill, requiring you to capture the idea of another person in your own words and involves much more than simply changing a few words in a sentence. Tom Peterson, Middlesex County College

What is Cheating? Engaging in any activity that gives you or another student an unfair advantage Using unapproved materials or resources Working collaboratively on independent assignments Talking with another student about the exam you just took

Tom Peterson, Middlesex County College Critical Thinking

Defining Critical Thinking Critical thinking has been defined as the ability “to think in a sophisticated manner—to ask questions, define terms, examine evidence, analyze assumptions, avoid emotional reasoning, resist oversimplification, consider alternative interpretations, and tolerate uncertainty” (Wade, 2008,11).

Intellectual Development Perry; West Absolute Right or wrong Personal Opinions matter Rules Based Use rules to judge claims Evaluative Formal strategies

Bloom’s Taxonomy

The Process of Becoming a Critical Thinker

© wavebreakmedia/shutterstock.com Active Reading

The 3R Method Read Recite Review Tom Peterson, Middlesex County College

Exploring the Research McDaniel, Howard, & Einstein (2009) Research Question: Which reading strategy works best? Re-reading Note-taking 3R Tom Peterson, Middlesex County College

The Study McDaniel, Howard, & Einstein (2009) 72 College Students were randomly assigned to groups Re-read (read the passage twice) Note-taking (take notes while reading, but no notes allowed during testing) 3R – Read-Recite-Review (read passage once, recite what you remember, read passage again) Test Scores

The Results! McDaniel, Howard, & Einstein (2009) Students who used the 3R method did better on fact based questions The 3R and Note-taking methods worked best with problem-solving tasks The 3R method was less time consuming than the note-taking method

The So What Factor! Using the 3R technique will not add significantly to study time, but will likely lead to more positive academic outcomes Consider both verbal and written methods for step 2- Recite © Filipe Frazao/shutterstock.com

SQ3R Survey Question Read Recite Review

Highlighting Read WITHOUT highlighting first Limit highlighting to 1-2 sentences per paragraph or section Combine highlighting with other active reading methods © wavebreakmedia/shutterstock.com

Note-taking While Reading CLOSE the BOOK And then Take Notes! Write page numbers for easy reference back to the text Integrate reading and lecture notes © Diego Cervo/shutterstock.com

Build Background Knowledge Read Chapter Summaries and Table of Contents Make connections to information previously learned © Christos Georghiou/shutterstock.com

Recht and Leslie (1988) High Baseball Knowledge Low Baseball Knowledge © David Lee/shutterstock.com High Baseball Knowledge Low Baseball Knowledge Good reader 31.4 18.8 Poor Reader 27.5 13.9

Peer-Reviewed Research © photogl/shutterstock.com Peer-Reviewed Research

What are Peer Reviewed Journal Articles? Theoretical or research written work that has been deemed worthy of publication by professionals in the field Login/Shutterstock.com

The Peer Reviewed Process

Why learn about peer reviewed research? Very Scholarly Source Already Evaluated by Peers Meet College Level Expectations Impress your Professors! Victor Correia/Shutterstock.com

Elements of a Research Article Abstract Introduction Method Results Discussion

Abstract Summary of article Key finding(s)

Introduction Sets the stage for why this research was conducted Reviews past research Hypothesis (educated guess about results)

Method Subjects Procedure Who participated in the study? What did the participants do? How was the study conducted?

Results What did they find out? Tables, graphs, and words!

Make it Meaningful! © Filipe Frazao/shutterstock.com

Discussion Reviews key findings (without the math!) Connects findings to past and future research Application and value of these findings

Introduction: Why is this topic important? What question did the researcher seek to answer? Method: Who participated in the study? What did the researchers ask the participants to do? Results: What were the findings? Application: So What? How can you use this information as a student? What should we do with this information?

Reading Research Articles

Reading, Critical Thinking and Information Literacy What did you do when you didn’t know a word? Did you taking notes while reading the article? Did you extract key ideas and points? Thomas M. Perkins/Shutterstock.com

Reading, Critical Thinking and Information Literacy How can the results of the study apply to you? How do you know the findings are accurate? What are the limitations of this study? Thomas M. Perkins/Shutterstock.com

Reading, Critical Thinking and Information Literacy Where can you find additional evidence? How do you access information? What type of information is available? How do you evaluate whether the information is credible? MARKABOND/Shutterstock.com

Exploring the Research Howard, H.E., & Jones, W.P. (2000). Effectiveness of a freshmen seminar in an urban university: Measurement of selected indicators. College Student Journal, 34, 509–515.

The Research Question Howard & Jones (2000) Will students taking a student success course Feel more prepared for college Be more confident Know more about campus resources and study skills Have a stronger commitment to a college major? © argus/shutterstock.com

The Study Howard & Jones (2000) Pre-test Took Student Success Course Post-test; GPA 154 college students taking a Student Success Course

The Results Howard & Jones (2000) Note: ALL students benefitted! Except with….

Application Howard & Jones (2000) Taking a Student Success Course is Valuable! Career Decision Making takes time- meet with a Career Counselor to explore options © Filipe Frazao/shutterstock.com