amy baldwin, m.a.€¦ · improving your reading attention span 102 sq3r reading strategy 102 the...

Amy Baldwin, M.A.Pulaski Technical College

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ISBN-10: 0-13-248086-7ISBN-13: 978-0-13-248086-4

I believe everyone has a story worth telling. My story is that I am a mother, a teacher, and a student. These three roles have been a part of who I am since my earliest memories. While other little girls played house, I played school, giving homework

and telling my “students” (either agreeable neighbors or silent stuffed animals) to be quiet and pay attention. When my older sister went off to her fi rst day of school, I begged to follow, and I gathered my “school supplies” and stuffed them into a bag. Although I was the youngest child, I moth-ered the neighborhood kids as early as 10 years old when I started babysitting. My teaching career started a little earlier—in 3rd grade—when I was asked to help my friend Jennifer master fractions. I continued my career throughout

junior high and high school by tutoring in English, giving swimming lessons, and teaching art.

Nothing, though, prepared me for teaching at the community college. The fi rst class I ever taught was both frightening and exhilarating. It was the fi rst time in my life that I realized what I was doing was exactly what I should be doing with my life, but it was also the fi rst time that I felt completely and utterly out of my league, ignorant, even downright dumb. I am sure my students have felt the same way—eager and excited to start a new chapter in their lives, but also concerned about the unknown. Speaking of unknown, I felt I knew nothing about how to be an effective teacher with community college students, and it was obvious that I needed to use what I knew about being a student to learn who my students were and what they really needed. Along the way, I discovered that being a nurturer for the abilities and talents that graced my classroom was a fi tting role for me as well. How proud I am of the very ones who started their college career unsure of their abilities and who grew in confi dence as they marked success after success.

Because I always love learning new things, I have now come full circle and am a student in a doctoral program. I am experiencing similar situations as my students—balancing a full-time job, a family, and college classes and worrying whether or not I can do it all. It’s sometimes a struggle to get everything done, but I have used my experience to learn more about how my students feel and what they need in terms of content and support. I have a greater appreciation of their previous experience, their time, and even their levels of frustration when they fi nd themselves stressed out!

It is because of these experiences that I continue to provide what I believe is the best information in the most concise way to community college students who fi ll a variety of roles themselves and who have to make it all work while they are pursuing a degree. I hope you fi nd this book helps make your journey a little easier—at the very least, know that you are not alone in your experiences and that you can do it!

v

Jump Start xxiv

PART ONE

TransitionsChapter 1 Understanding College Culture and Your Campus 8

Chapter 2 Setting Goals and Staying Motivated 30

Chapter 3 Managing Your Time and Energy 48

Chapter 4 Cultivating Relationships and Appreciating Diversity 72

PART TWO

IntegrationsChapter 5 Reading, Listening, and Note Taking 92

Chapter 6 Learning, Memory, and Studying for Tests 116

Chapter 7 Writing, Researching, and Information Literacy 138

PART THREE

Re-VisionsChapter 8 Making Healthy Choices 158

Chapter 9 Planning for Next Semester 180

Chapter 10 Preparing for a Career and a Life 200

Appendix A: VARK Learning Styles 224

Appendix B: Plagiarism Guide 228

Glossary 232

Index 235

vii

Preface xv

Jump Start xxiv

PART ONE

Transitions

ix

In This Chapter 8

TRANSITION AND TRANSFORMATION 9

HIGHER EDUCATION, HIGHER EXPECTATIONS 10

Go for the Gold by Remembering SILVER 11Controversial Content 18

HOW COLLEGE WORKS 19

Schedules 19Grades 21

COLLEGE RESOURCES 23

The Campus 24College Catalog 24

Student Handbook 25College Newspaper 25Bulletin Boards 26It’s in the Syllabus 26Put It Online 27Campus Organizations 28

TRANSFER TIPS: From College to University: The Changes in Culture and College Services 28

TRANSFER TIPS: From College to Career: How the Culture Will Change Again 29

References and Recommended Readings 29

Chapter 1Understanding College Culture and Your Campus 8

In This Chapter 30

YOUR STORY 31

Your Background 32Your Values 32Your Dreams 34

YOUR GOALS AND MISSION STATEMENT 35

Your Mission Statement 35Setting Goals 35Managing Your Goals 38Staying on Track 38

Chapter 2Setting Goals and Staying Motivated 30

x Contents

Managing Your Priorities 38

STAYING MOTIVATED 39

Identifying Motivators 39Overcoming Obstacles 40Remaining Resilient 43

YOUR SUPPORT SYSTEM 43

Your Family 43Your Friends 45Your Community 45

TRANSFER TIPS: From College to University: What You Know and How You Learn Will Change 46

TRANSFER TIPS: From College to Career: Goals and a Mission Will Help You Succeed 47


In This Chapter 48

IS TIME ON YOUR SIDE? 49

Getting Organized 50Supplies for Success 50Space Considerations 52Same Time, Same Place 52

IT’S TIME FOR COLLEGE 53

Making Time for Classes 54But What Do I Do? 57Analyzing Your Time 58Back-Dating Time Management Plan 59

MANAGING YOUR ENERGY 61

Identifying Time and Energy Zappers 62Running Low on Time and Energy 64

WHY WAIT UNTIL TOMORROW? 66

Procrastination Pitfalls 67Procrastinator Types 67Eliminating Procrastination 67

TRANSFER TIPS: From College to University: How to Handle the New Pressures on Your Time 70

TRANSFER TIPS: From College to Career: Improving Time Management on the Job 70


Chapter 3Managing Your Time and Energy 48

In This Chapter 72

CULTIVATING RELATIONSHIPS IN COLLEGE 74

Professors 74Advisors, Counselors, and Learning

Support Staff 75Classmates 77Family and Friends 77

APPRECIATING DIVERSITY 78

Gender and Sexual Orientation Diversity 80

Racial, Ethnic, and Cultural Diversity 81Generational Diversity 82Other Kinds of Diversity 83Teaching Styles Diversity 83

FIGHTING HATE 84

Stereotypes 85Prejudice 86Discrimination 87

RESOLVING CONFLICT 88

Creating Boundaries 88

Chapter 4Cultivating Relationships and Appreciating Diversity 72

Contents xi

When a Problem Arises 89Tips for Lasting Relationships 90

TRANSFER TIPS: From College to University: The Relationships You Foster Now Will Open Doors after Transfer 90

TRANSFER TIPS: From College to Career: Dealing with Diversity Is a Key to Success on the Job 91


PART TWO

Integration

In This Chapter 92

COLLEGE READING EXPECTATIONS 93

What to Do with a Reading Assignment 94Reading in the Disciplines 96

READING ACTIVELY AND CRITICALLY 97

Skimming and Scanning 98Questioning 99Evaluating 99

DEVELOPING YOUR READING SKILLS 100

Building Your Vocabulary 100Checking Your Comprehension 102Improving Your Reading Attention Span 102

SQ3R READING STRATEGY 102

THE ART OF LISTENING 103

Preparing to Listen and Listening Actively 103Listening Critically 105Reducing Listening Barriers 105

Remembering What You Have Heard 107

NOTE TAKING STRATEGIES 107

How Information Is Presented 108Developing a Shorthand 108Outlining 110Annotating 110The Cornell System 111

NOTE TAKING STRATEGIES IN THE DISCIPLINES 112

REVIEWING YOUR NOTES 113

TRANSFER TIPS: From College to University: How the Reading Load and Expectations May Change 114

TRANSFER TIPS: From College to Career: Practicing Critical Listening Skills Will Give You an Edge on the Job 114


Chapter 5Reading, Listening, and Note Taking 92

In This Chapter 116

THIS IS YOUR BRAIN IN COLLEGE 117

The Learning Process 118Learning in College 119

THE MEMORY GAME 120

Mnemonic Devices 120

Memory Strategies 122

THINK ABOUT IT 125

Creative Thinking 125Analytical Thinking 125Critical Thinking 126Problem Solving 127

Chapter 6Learning, Memory, and Studying for Tests 116

xii Contents

STUDY STRATEGIES 128

A Place and Time for Studying 130Studying Actively 131Creating “Cheat” Sheets 132

TAKING THE TEST 133

Maintaining Integrity during the Test 135Beating Test Anxiety 136

TRANSFER TIPS: From College to University: Different Types of Thinking Will Be Needed to Continue Your Learning 137

TRANSFER TIPS: From College to Career: How Critical Thinking Will Be Used on the Job 137


In This Chapter 138

COLLEGE WRITING ASSIGNMENTS 139

Understanding the Assignment 140Following Directions 140Length, Audience, and Purpose 141Types of Writing Assignments 143Formats and Occasions 143Portfolios 143Evaluation of Writing 144

GETTING HELP WITH WRITING 145

Peer Review 146Tutoring 147How Much Is Too Much Help? 147

THE WRITING PROCESS 147

Creating a Thesis and Organizing Details 148Writing Essays 148Avoiding Plagiarism 149

INFORMATION LITERACY 150

Recognizing When Information Is Needed 150Finding and Evaluating Information 151Using Information Effectively 152

MAKING SPEECHES AND PRESENTATIONS 152

Planning a Speech or Presentation 153Vocal Delivery 153Physical Delivery 155Visual Aids 156

TRANSFER TIPS: From College to University: How Writing Assignments and Expectations Will Change 156

TRANSFER TIPS: From College to Career: Why Strong Speaking Skills Will Set You Apart at Work 157


Chapter 7Writing, Researching, and Information Literacy 138

In This Chapter 158

UNDERSTANDING STRESS 159

What? Me Worry? 160Stress in College 161Stress at Home 163

Stress at Work 163Stress-Related Illnesses 163

HANDLING STRESS 164

Reducing the Negative Effects of Stress 164Staying Flexible 165

Chapter 8Making Healthy Choices 158

PART THREE

Re-Visions

Contents xiii

Knowing When to Get Help with Stress 166

WHAT’S GOOD FOR YOU 166

Eat Well 167Get Moving 169Sleep Soundly 170Drugs and Alcohol 173Sex 174Depression and Suicide 174

HEALTHY LIVING FOR LIFE 175

Living a Balanced Life 175

Maintaining Healthy Relationships 176Getting Help When You Need It 177

TRANSFER TIPS: From College to University: How Your Stress Will Change and How to Handle the New Pressures 177

TRANSFER TIPS: From College to Career: Making Healthy Lifestyle Changes Is a Good Long-Term Strategy 178


In This Chapter 180

PLANNING FOR YOUR EDUCATIONAL FUTURE 181

A Difference of Degrees 182Transferring to a University 183Deadlines and Important Dates 183

COMPLETING THE SEMESTER 184

Preparing for Final Examinations 184Choosing Classes for Next Semester 184

FINANCING YOUR EDUCATION 190

Scholarships 190Grants 190Student Loans 191Military and Veterans Financial Aid 193Work-Study 193

Tuition Waivers for Employees 193Applying for Financial Aid 194Renewing Financial Aid and Paying

It Back 194

THE DECISION TO CONTINUE 195

Is College Right for You Right Now? 195Benefi ts of Continuing Your Education 196Benefi ts of Taking a Break 196

TRANSFER TIPS: From College to University: Preparing for Unexpected Higher Costs 197

TRANSFER TIPS: From College to Career: The Benefi ts of Returning to Work before Continuing Your Education 198


Chapter 9Planning for Next Semester 180

In This Chapter 200

CAREER EXPLORATION 201

Career Values and Goals 202Career Counseling 202Career Fairs 203Internships 203

JOB PREPARATION 205

Writing a Résumé 206

Creating a Cover Letter 209Interviewing 211Cyber Considerations 212Stay Flexible 213Networking 214References and Recommendation

Letters 216

YOUR FINANCES 216

Creating a Budget 217

Chapter 10Preparing for a Career and a Life 200

xiv Contents

Handling Credit Cards 218

CREATING A LIFE 219

Mission, Values, and Goals Revisited 220Engaging in the Community 220

TRANSFER TIPS: From College to University: Hold Off on Starting Your Career Until You Have Met Your Educational Goals 222

TRANSFER TIPS: From College to Career: Practicing What You Have Learned to Earn the Job Will Help Your Progress 222


Appendix A: VARK Learning Styles 224

Appendix B: Plagiarism Guide 228

Glossary 232

Index 235

People make a difference. As community college educators, we know that we would not be in business if people did not come to us in search of a better life through education. We also know that without the people on our campuses, those same students would not likely make it to graduation nor realize the bet-ter life they dream about. It is with this in mind that the third edition of The Community College Experience, Brief Edition, has been revised—to expand the opportunities for students to learn more about the people they are becoming and the people who can help them along the way. For example, is the “buzz boxes” that begin each chapter with questions that students, faculty, and staff have about the community college experience show the variety of reac-tions by different people. Also, within the chapter, more buzz boxes appear that provide additional information about being success-ful. Think of this new feature as a way for people to help students achieve their goals in college and in life.

In addition to the questions and advice provided throughout the chapters, another new feature helps students relate to other people more effectively. Emotional intelligence, or the ability to recognize and manage emotions productively, plays an important part in student success. Part of what makes emotional intelligence an important aspect of student success is its focus on self-awareness and self-management (Goleman, 1995). With this in mind, the Emotional Intelligence Check-Up was developed and included in each chapter to allow students to explore a real-life scenario and work through three important steps to self-awareness and self-management: feeling, thinking, and acting. The more self-aware a student becomes, the more likely she can manage herself in tough situations and take a positive action to resolve the situation.

These new features have reinforced, rather than shifted, the original focus of The Community College Experience books. The fi rst and second editions were written from a burning need to fi nd a practical, easy-to-use text for my students, and that fundamental purpose has not changed in the third edition. In fact, new and revised material has been included to make sure that students are getting precisely the information they need for “just in time” learning. Community col-lege students are busy with college, work, and family, and they deserve to get the essential information they need to help them as they achieve their dreams of graduating from college. This book provides them with only what they need to make that successful transition into college and (back) into the workforce.

To that end, each chapter contains the following features with the focus on basic information or the “what, when, and where” for being successful in college:

xv

“Get to know the librarians at

your college. They can provide

lots of help when you have a

research project.”

—Will, 24, student

Emotional Intelligence Check-Up. This new feature introduces the emotional intelligence concept to students by providing a real-life student scenario and ask-ing the reader to answer three questions that range from recognizing emotional reactions to creating a positive action plan. The Emotional Intelligence Check-Up focuses on four of the emotional intelligences that make the most difference in student success: optimism, self-regard, problem-solving, and impulse control.

Buzz Boxes. New students are often “abuzz” with questions and concerns as they start college. To meet those students where they are, each chapter begins with dialogue (buzz) boxes with student, faculty, and staff questions that relate directly to the chapter objectives. Within the chapter, these questions are an-swered in additional dialogue boxes—advice by other students, faculty, and staff. Want to know what the “buzz” is? Read the opening boxes and then look for answers within the text.

Your Terms of Success. Because many community college students are un-familiar with the terms that are unique to the college setting, this new feature provides a handy overview of common vocabulary they will encounter as well as their defi nitions.

Integrity Matters. In this updated feature in each chapter, students have the opportunity to explore how integrity—both academic and personal—relates to their own lives and to refl ect on how they can act with integrity in all aspects of the college experience.

Tech Tactics. This new feature provides information about the immediate tech-nological support that colleges offer as well as current technology that can assist students in their educational goals; it then goes a step further to provide recom-mended websites for students.

A more imp

appreciate constructi

ice or comments about your work

Optimism

Emotionally intelligent people acknowledge their feelings in a s

think about what is involved, and then choose an act that wi

any problems. Read the following common situation and wor

steps in the boxes.

SITUATION

Your dream is to get a college degree. You have waited

place where you can afford tuition and have the time to

studying, and completing assignments. After attending

more excited about achieving your dream because you m

many just like you—as well as college employees who

However, when you get back home, you have a phon

your new schedule, the one you negotiated so that y

have to quit earning money. You also get a messag

concerned that you won’t be able to spend time wit

all the time for the next two years. You are afraid t

because of your decision to earn a degree. What

What emotions

do you have in

this situation?

What is the optimal

outcome of the

situation for you?

What attitude and

positive action will

help you achieve the

outcome you want?

your new

have to quit earning

concerned that you won’t be abl

o years. You YY are

o earn a degree. What

What attitude and

positive action will

t

A PLACE AND TIM

The best time to begin studying is as soon

the mindset that because you are not in class e

every day. Some students begin studying the n

may be too late to review and remember all

over the past several weeks. As stated in Ch

within two days of taking them

ing for future exams right no

If you are a typical comm

will be limited. You may n

time, so you will need to b

more effective to study fo

ing in between classes, d

work and school (provi

ensure that you study d

carrying your notes or

take advantage of any unexpected

stay up later so you can spend a fe

your day.

If you have the luxury of ch

it in between work and family

day you are most alert and rece

study is dependent on your sc

personal preferences. Some p

others claim to be “morning

sure to study your most dif

h dule all semester, plan

ment in w

“I study in the same place and

at the same time each week.

While my routine is regular,

how I study is not. Sometimes,

I reread the material. Other

times, I create fl ashcards. All of

this helps me think about the

content in a different way.”

—Wilson, 25, student

your dIf you have th

n work and fam

most alert and rec

endent on your scChapter One Understanding

WHEN YOU SEE . . . IT MEANS . . .

AA

Associate of Arts; a degree program offered by commun

consisting of about 60 credit hours; usually transfers to

institution as part of the core curriculum.

AAS

Associate of Applied Science; a degree program offere

community colleges, consisting of about 60 credit ho

does not contain as many core courses as an AA and

designed for transfer, but is intended for students w

workforce after graduation.

Academic integrityDoing honest work on all assignments and tests.

AS

Associate of Science; a degree program offered

colleges, consisting of about 60 credit hours; us

a four-year institution as part of the core curricu

science courses.

Core curriculum

Also called general education requirements o

common courses that almost all students w

degree complete.

Corequisite

A course that can be taken at the same tim

Course content

The material that will be covered in a cou

Course objectivesThe goals of a course.

Credit hour

The unit of measurement colleges use

amount of time you are in class each w

semester.

Degree plan

A list of classes that you must comp

awarded a degree.

A policy that states how accommo

disabilities will be handled.

n for Federal Stud

fi ancia

Co

Corequisite

A course th

Course content

The material that will be cov

urse.

urement colleges us

ou are in class each

homewor

for other classes or co

Just remember that the instructo

ing attention—and will make note of it.

Your college transcript, which includes your grade

point average, can reveal more than just the

grades you earned in courses. It can also disclose

academic integrity issues, should you have them.

For example, some colleges make notations on

students’ transcripts if they have failed a class

because of plagiarism or cheating. Sometimes

referred to as “FX” grades, these marks can be

evidence that a student did not follow academ

integrity policies.

In some cases, these marks can be dele

from transcripts if the student successfully c

pletes an academic integrity workshop or suc

fully completes a certain number of sem

without any other violations.

YOUR TURN What is your college’s academic integrity policy? ■ How does the registra

designate failing grades that are due to academic integrity violations? ■

any programs at your college to help students understand and follow the

integrity policy?

ovides a goo

n the course objectives a

Using Technology to Get Ahead

Numerous websites provide information about succ

college. The College Board has many tips for new-

students that can help them navigate fi nancial aid

ing. There are even websites devoted to specifi c g

as fi rst-generation and Latino college students. There are GPA

too, that can help you calculate your grades. All of these res

your fi ngertips and can greatly enhance your education.

RECOMMENDED SITES

www.collegeboard.com/student/csearch/where-to-star

■The College Board debunks the myths of community

www.unt.edu/pais/howtochoose/glossary.htm Unive

■Texas provides an exhaustive list of common terms

ter in college. Terms like audit and work-study prog

n be more knowledgeable about the co

/ pa htm Back to College

that allows

Plagiarism Guide

OVERVIEW

The following guide is intended to supplement the information in Chapter 7

about avoiding plagiarism. Because understanding plagiarism—and how to

avoid it—is a key component of college successful, it is worth exploring the is-

sue in depth. Think of this part of the book as a quick guide to plagiarism: what

it is, why it happens, what colleges expect, and what you can do to prevent it.

WHAT

Is It?

Plagiarism is the act of using someone else’s words, images, and ideas without

properly and accurately acknowledging them. This defi nition can also cover art-

work and computer programming code. Basically, any material, besides informa-

tion that is considered common knowledge, that you use within an assignment

must be properly and accurately acknowledged. That means you must be famil-

iar with and use the correct documentation format that your professor requires.

Common documentation formats include MLA (Modern Language Associa-

tion), APA (American Psychological Association), and CBE (Council of Biology

Editors). Your professors will expect you to learn how to use a documentation

format consistently in your work.

Anytime that you are creating, writing, or producing an assignment either

as an individual or as part of a group, you will need to document the informa-

tion and sources you use. If your professor wants the assignment to be com-

pletely original—without the use of sources—then you will need to adhere to

guidelines. If you are completing an assignment as part of a group, you

document which group members completed which parts of the

i tances of plagiarism to avoid in all of

d turning it

Plagiarism

OVERVIEW

The following guide is intended to supplement the information in Chapter

about avoiding plagiarism. Because understanding plagiarism—and how to

avoid it—is a key component of college successful, it is worth exploring the is-

1.3

Working within a group, discuss why you think

attendance is important to success in college.

Besides information and assignments, what can

students miss when they do not attend class

regularly?

ng within a group, discuss why y

dance is important to success in college.

des information and assignments, what can

dents miss when they do not attend class

gula

1.1

Create a list of 10 expectations of your instructors

that you have discovered so far this semester. Divide

your list into expectations that you feel you can meet

and those that may be challenging for you.Create a list o

that you have discovered

your list into expectations that you fe

and those that may be challenging for you.

1.2

As part of learning outside of class, professors expect

you to visit a tutor if you need additional practice or

help. Nonetheless, students may not always take

advantage of the assistance offered. What could the

college do to encourage more students to get help

with their classes?

“WHAT” will support students

“WHEN” will students relate to the material

Avoiding Plagiarism. Appendix B provides much-needed information explain-ing plagiarism and how to avoid it in a variety of college settings. This is an essential read for students who are unfamiliar with college writing and research expectations.

Collaboration Exercises. The collaboration exercises enable students to see the connection between relating to their classmates through the exercises and relating to others in general.

Refl ection and Critical Thinking Exercises. These two exercises remain the same throughout this edition.

xvi

Transfer Tips: From College to University and From College to Career. With the increasing number of students who are transferring between colleges or to work environments, it is becoming more important to help them make transi-tions smoothly. Each chapter ends with two sections called “From College to University” and “From College to Career,” in which the chapter’s topic is applied to the world beyond the community college. Students will be able to see how the essential keys to college success are building blocks for life fulfi llment.

o is p

ostly family or frie

escribe what kind of support

nancial? Emotional? Academic? Spiritual

What You Know and How You Learn Will Change

The transition from community college to a four-

year university can be relatively smooth if you are

willing to apply some of the ideas in this chapter

to your new environment and your new challenges.

First, consider that your defi nition of who you are

will change by the time you transfer, perhaps dra-

matically. You will likely be more confi dent in your

abilities and you will be better able to handle the

stress of juggling numerous responsibilities. Second,

your values may also change after your semesters

at a community college; if you were unsure of what

you valued before, you may fi nally have a clearer

picture of your belief system. On the other hand,

you may be more confused than ever about what

you believe after studying different religions, psy-

chological theories, and social ideas. Because higher

education values inquiry and research, no matter

what shape your values are in by the time you trans-

fer, you will fi nd support as you struggle to make

f it all at both the community college and the

ity ledge of yourself and

als will go l

of graduating with a four-year de

in sight, you will notice that you

some of your smaller goals. You h

come more organized. Perhaps yo

completed an associate’s degree

you are ready to transfer cred

have accomplished some neces

the rest of your goals.

Finally, you will be abl

ments about who you are

you have experienced after

munity college. You may

career choice in your state

yourself better through u

tors, as discussed earlier

be prepared to adapt to

new pressures after yo

Now, to prepare

will need to revise, pr

and values statemen

that you may have

you have felt mos

and use new style

The transition from c

year university can be relatively

willing to apply some of the ideas in this c

to your new environment and your new challenges.

First, consider that your defi nition

fiof who you are

will change by the time you transfer, rr perhaps dra-

matically. yy You YY will likely be more confi dent fiin your

abilities and you will be better able to handle the

stress of juggling numerous responsibilities. Second,

your values may also change after your semesters

at a community college; if you were unsure of what

you valued before, you may fi nally fi

have a clearer

picture of your belief system. On the other hand,

you may be more confused than ever about what

you believe after studying different religions, psy-

chological theories, and social ideas. Because higher

education values inquiry and research, no matter

what shape your values are in by the time you trans-

fer,rr you will findfi support as you struggle to make

cocompleted an

you are ready to tr

have accomplished s

the rest of your goal

Finally, yy you wil

ments about who y

you have experience

munity college. YouYY

career choice in your

yourself better throu

tors, as discussed ea

be prepared to adapt

new pressures after y

Now, ww to prepare

will need to revise, p

Practicing Critical Listening Skills Will

Give You an Edge on the Job

Most of the communication you will do on the job

involves listening: to clients’ urgent needs, to your

employer’s plans for the next six months, to co-

workers’ explanations of how they would complete

a project, and to subordinates’ questions about how

to improve. Being a good listener will involve prac-

ticing the critical listening tips that are outlined in

this chapter. The reason for cultivating this skill is

that you will be bombarded with information from

all levels: from your boss above you, from your sub-

ordinates below you, and from colleagues around

you. Critical listening skills w

ill enable you to fi lter

what you are hearing so that you can act appropri-

ately and avoid making errors in action and judg-

ment. Consider, for example, a coworker who comes

to you to complain about a company policy. With-

out listening actively and critically

gard what the speaker is saying b

have time to do anything about i

took the time to analyze the spe

ible source?) and the message (Is

or to change something?) as we

about the situation yourself (Is

in need of change?) and the la

this proposed change affect

more likely to act appropria

the job, as in life, you wil

respond the same to all m

speakers. Practicing critic

it easier to determine w

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“WHERE” can students apply what is being learned

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

People make a difference, and without the people in my life who support and challenge me, this book would not have been possible. Thank you to Kyle, Emily, and Will. Thank you to my Prentice Hall family as well. And always, thank you to my students who have allowed me to be a part of their families. I also want to thank the following people who reviewed the text and offered invaluable feed-back: Gary Corona, Florida State College at Jacksonville; Rebecca Ingrahm, St. Charles Community College; Emily Lasek, St. Louis Community College; James Mendoza, Tacoma Community College; Yolanda Reyna, Paolo Alto College; David Rodriguez, San Antonio College; Ethel Schuster, Northern Essex Com-munity College; Peggy Valdez-Fergason, Southwest Early College; and Robert Vela; Austin Community College.

REFERENCE

ACKNOWLEDGMENTS

xvii

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