This appendix provides reproductions of tables, forms, and related materials from throughout the book. You can print them or copy them for completion and inclusion in your records or to turn in and use in class.
Chapter 1 Welcome to College
Table C1
The Five Whys: Your Turn
Why are you in college?
I am in college to . . .
Why do you . . .
I . . .
Why do you . . .
I . . .
Why do you . . .
I . . .
Why do you . . .
I . . .
Chapter 2 Knowing Yourself as a Learner
Table C2
Parts of the learning process
Growth characteristic
What will you do to adopt a growth mindset?
Challenges
Embraces challenges
Obstacles
Persists despite setbacks
Effort
Sees effort as a path to success
Criticism
Learns from criticism
Success of Others
Finds learning and inspiration in the success of others
Table C3
Does it …?
Yes
No
What you can do to turn the assignment into something that is better suited to you as a learner?
Does it allow you to make decisions about your own learning?
In essence, you are doing this right now. You are making decisions on how you can make your assignment more effective for you.
Does it allow you to make mistakes without adversely affecting your grade?
Hints: Are there ways for you to practice? Can you create a series of drafts for the assignment and get feedback?
Is it centered on solving a problem?
Hint: Can you turn the assignment into something that solves a problem? An example would be making a presentation that actually educated others rather than just covered what you may have learned.
Is it related to your chosen occupation in any way?
Hint: Can you turn the assignment into something you might actually do as a part of your profession or make it about your profession? Examples might be creating an informative poster for the workplace or writing a paper on new trends in your profession.
Does it allow you to manage the time you work on it?
More than likely the answer here will be “yes,” but you can plan how you will do it. For more information on this, see the chapter on time management.
Does it allow interaction with your instructor as a learning partner?
Hint: Talking to your instructor about the ideas you have for making this assignment more personalized accomplishes this exact thing.
Chapter 3 Managing Your Time and Priorities
Table C4
Always
Usually
Sometimes
Rarely
Never
I like to be given strict deadlines for each task. It helps me stay organized and on track.
I would rather be 15 minutes early than 1 minute late.
I like to improvise instead of planning everything out ahead of time.
I prefer to be able to manage when and how I do each task.
I have a difficult time estimating how long a task will take.
I have more motivation when there is an upcoming deadline. It helps me focus.
I have difficulty keeping priorities in the most beneficial order.
Chapter 4 Planning Your Academic Pathways
Note
Take a moment to practice setting long- and short-term goals. Your short-term goal should help you progress toward your long-term goal. Include a plan for when and how you will know if you’re on track or if you need to adjust your goals to match new priorities.
Table C5
My Long-Term Goal:
My Short-Term Goal:
My Plan for Checking My Progress:
Figure \(\PageIndex{C1}\): This two-year version of the planning document may need to be adopted for colleges operating on a quarter, trimester, or other schedule. (Downloadable versions are available at OpenStax.org.)
Chapter 5 Reading and Notetaking
Figure \(\PageIndex{C2}\): The Cornell Method provides a straightforward, organized, and flexible approach
Chapter 8 Communicating
Table C6
Form of Communication
Rules for This Form
Face-to-face
Phone
Printed letters
Email
Texting
Instant messaging/group chat
Social media
Table C7
Challenges
Opportunities
Communication Methods and Tools
Group project for an on campus (traditional) course.
Group project for an online-only course.
Planning an event with your extended family.
Planning an event with your friends/peers.
Table C8
Describing a sporting event you watched.
Describing an argument you got into on social media.
