Motivation and Learning Strategies for College Success

13 06 2010

From the publisher:

Motivation and Learning Strategies for College Success
A Self-Management Approach, 3rd Edition

By Myron H. Dembo, Helena Seli
•       Price: $46.95
•       Binding/Format: Paperback
•       ISBN: 978-0-8058-6229-4
•       Publish Date: August 24th 2007
•       Imprint: Routledge
•       360 pages

If you haven’t used Motivation and Learning Strategies for College Success in your study skills course, it’s time for a change! This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer “recipes for success” or lists of “quick tips.” The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom.
Pedagogical Features:
*Exercises help students observe and evaluate their own learning and study skills.
*Follow-Up Activities guide students to apply the content to their own academic learning.
*Designated Follow-Up Activities help students identify topics to include in Self-Management Studies.
*Appendices provide information on how to conduct these studies, and examples of studies conducted by students in a “learning to learn” course.

Getting Culture

9 06 2010

From the publisher:

Getting Culture
Incorporating Diversity Across the Curriculum.
Edited by Regan A. R. Gurung ,  Loreto R. Prieto

Hardback: 978 1 57922 279 6
Price: $75.00
Paperback: 978 1 57922 280 2
Price: $24.95
Publisher: Stylus Publishing

January 2009 , 400 pp., 6″ x 9″

How do we educate our students about cultural diversity and cultural differences, and eliminate cultural ignorance, stereotyping, and prejudice? What are the conceptual issues involved in reaching this goal? How can we integrate these perspectives in disciplinary and diversity courses, and the curriculum?

This book is a resource for answering these questions. Within the framework of current scholarship and discussion of essential concepts, it offers practical techniques, and empirically proven “best practices” for teaching about diversity.

The book opens with a conceptual framework, covering such issues as distinguishing teaching to a diverse audience from teaching about diversity and contrasting the incorporation of culture across the curriculum with tokenistic approaches. Subsequent chapters identify classroom practices that can optimize students’ learning, especially those from culturally diverse backgrounds; describe feminist principles of education that that promote learning for all students; and address principles of effective on-line instruction for diverse populations.

The book is intended for faculty integrating diversity into existing courses, and for anyone creating courses on diversity. The ideas and suggestions in the text can be incorporated into any class that includes a discussion of diversity issues or has a diverse student enrollment. The contributors offer pragmatic and tested ways of overcoming student misconceptions and resistance, and for managing emotional responses that can be aroused by the discussion of diversity. The editors aim to stimulate readers’ thinking and inspire fresh ideas.

The book further provides teachers of diversity with a range of effective exercises, and attends to such issues as teacher stress and burnout.

This book can also serve to inform and guide department chairs and other administrators in the design and implementation of diversity initiatives.

Table of Contents:
Acknowledgments; Preface;

1) Teaching About Culture—David Matsumoto; 2) Got Culture? Incorporating Culture Into the Curriculum—Regan A. R. Gurung; 3) Teaching About Diversity: Reflections And Future Directions—Loreto R. Prieto; 4) A Metapedagogical Approach To Culture In The Classroom—Thomas N. Robinson III; 5) Learning Styles As Self-Fulfilling Prophecies—Kris Vasquez; 6) The “Why’s” And “How’s” Of Being A Social Justice Ally—Sandra L. Neumann; 7) The Diversity Monologues: Increasing Understanding And Empathy, Decreasing Stereotypes And Prejudice—Amy Hackney-Hansen; 8) Infusing Cross-Cultural Experiences Into The Classroom—Craig Abrahamson; 9) Teaching About The Social Psychology Of Disability: Issues Of Being, Not Becoming—Dana S. Dunn; 10) Foreign Language Learning: A Different Form Of Diversity—Paul C. Smith;

11) Teaching Gender Diversity—Through Diverse Lenses—Janet E. Kuebli, Accalia R. Kusto, and Karen Wilson; 12) Pedagogical Intersections of Gender, Race, and Identity: Signs of a Feminist Teacher—Karlyn Crowley;

13) Developing Democracy: Encouraging Multiple Viewpoints and Community in Classrooms—Kathie E. Shiba; 14) Creating Inclusive Science, Technology, Engineering, and Mathematics (Stem) Courses—Nilhan Gunasekera and Katherine Friedrich; 15) Teaching Diversity Through Literature: Urging Voyages Toward Deeper Understanding—Nancy L. Chick; 16) Internationalizing the PsyCurriculum: Examples of Course Transformation—Leeann Bartolini, Afshin Gharib, and William Phillips; 17) Experiential Activities for Teaching About Diversity—Carlos M. Diaz-Lazaro, Sandra Cordova, and Rosslyn Franklyn; 18) Enlisting the Participation of Students: In Diversifying the Curriculum—Susan B. Goldstein; 19) A Seat at The Table for Everyone: Exercises in Valuing Diversity—Christy Price, Lynn Boettler, and Larua Davis;

20) Diversity and Distance Education: Cultural Competence for Online Instructors—Savitri V. Dixon-Saxon; 21) Using Educational Technology To Teach Diversity Content—Mary Jo Blazek and Magdalena Linhardt; 22) Developing Global Connections: Connecting Students in Cross-Cultural Online Teaching Activities—Cindy J. Lahar;

23) Pleased to Meet You: Introducing Multicultural Competence and Diversity Awareness to Your Students—Karen Cone-Uemura; 24) Intercultural Simulations and Games: Having Fun While Discussing Serious Matters—Ly U. Phan; 25) The Use of Action Learning Techniques in a Race Relations Course—Peter L. Kranz, Sylvia Z. Ramirez, And Nick L. Lund; 26) Keeping It Real: Authenticity in The Diversity Learning Environment—Kelley D. Haynes; 27) Coping Strategies for Diversity Scholars—Kelley D. Haynes;

28) Teaching Diversity in The High School Classroom—Amy C. Fineburg; 29) Diversity Issues in Community Colleges—Robin Hailstorks; 30) Assignments and Course Content in Teaching Diversity—Champika K. Soysa, Lori J. Dawson, Bonnie G. Kanner, Marc J. Wagoner, and Emily G. Soltano; 31) Beyond the Classroom: An Experiential Model for Developing Multicultural Competence—Angélica M. Díaz-Martínez and Letizia A. Duncan; About the Authors; Index

Reading and Writing with Multicultural Literature

10 05 2010

CCSF colleague Abdul Jabbar’s book “Reading and Writing with Multicultural Literature” has been published. Designed to promote multicultural infusion in college curriculum, the book can be used in reading, writing, literature, and humanities courses. It showcases our students’ writing and has received excellent reviews by professional reviewers.

Your help in furthering the cause of multiculturalism by promoting the book would be appreciated. If you are interested in looking at the book, one copy of the book is available at the English Dept. office. Contact the Dept. secretary Tanya Clarkson Another copy is on reserve in Rosenberg Library under Brown Miller’s English 1B section.

Abdul Jabbar is Professor Emeritus, English and IDST Departments, at City College of San Francisco.

Two excerpts from reviews by McGraw Hill professional reviewers:

“The most original and creative literature textbook I have ever seen.”

“Step-by-step instructions are by far the best rubric I have ever seen for writing a critical essay — brilliant, succint, essential, and clear.”

Ordering information:
ISBN: 978-0-7442-9005-9
Kim A. Mazyck, Publishing Manager
Montezuma Publishing
Phone: Toll-free (in US): 866-683-9862

What White People Fear

20 03 2010

Understanding the fears behind the racial politics of both conservative and liberal whites can help change a society in which wealth and well-being are still tied to race.

Check out this article at:

Latino Achievement Gap, Examined

18 03 2010

From an article in Inside Higher Ed:

“With Latino Americans expected to make up more than 20 percent of the college-age population by 2020, most policy makers recognize that it will be nearly impossible to meet President Obama’s college completion goals without significant improvement in the graduation rates of Hispanic students, which have long lagged those of other racial and ethnic groups, as numerous studies have documented.

A new analysis digs more deeply into the data surrounding Latino graduation rates, and while it confirms the overall reality that Latino students trail their white peers at all types of institutions, no matter how selective, it also reveals wide variation in the relative success of institutions with similar student bodies. That matters, the authors say, because it shows that the educational practices of institutions matter.”

Click here to see the entire article.

Resources and Ideas

4 03 2010

Check out these reports from Complete College America about how to increase student success in developmental courses.

Thanks to Tracy for the heads up.

New Resources for Undocumented Students and their Educators

22 02 2010

A special supplemental edition of the Journal of College Admission, featuring undocumented student issues, is available by clicking here.


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