Amy Baldwin, M.A.Pulaski Technical College
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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
References and Recommended Readings 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
References and Recommended Readings 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
References and Recommended Readings 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
References and Recommended Readings 115
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
References and Recommended Readings 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
References and Recommended Readings 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
References and Recommended Readings 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
References and Recommended Readings 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
References and Recommended Readings 223
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
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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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