The Habits of Mind for Success in College: Claiming Your Education
Edition: 4
Copyright: 2025
Pages: 288
Edition: 4
Copyright: 2025
Pages: 288
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The focus of this student success text is academic adjustment. Social-emotional learning and personal development issues are emphasized as students focus on developing habits of mind, ‘claiming an education’ and taking responsibility for one’s own education.
The Habits of Mind for College Success addresses the attitudinal variables, behavioral skill sets, and personality traits that affect college achievement like locus of control, how one conceives of intelligence, active learning, and intellectual curiosity in relation to specific academic-related behaviors such as executive functioning skills, behavior management, text annotation, and active reading and listening. At its core, this text is based on the psychology of adjustment. Students are pushed to consider how each mindset, perception, and attitude connects with their skill sets, and how one influences the other. The text encourages students to use this insight to make the necessary adjustments to their new role as college students. It offers an acute awareness of first-year student needs, an intellectual approach, and a tight framework. It is primarily focused on the development of college adjustment issues and metacognitive strategies as they naturally unfold during the first year. This text is written in a challenging yet accessible way for a wide variety of learners. This revision covers emerging technologies, broadens its audience, & more.
PART I Adjusting to the Environment of Higher Education and Understanding Yourself as a College Student
Chapter 1 Becoming Part of a Scholarly Community
● Joining a New Community of Learners
● The Professor and Student Contract
● Intellectual Curiosity
● Active versus Passive Learning
● Collaboration
● Doing Research
● Academic Integrity: Plagiarism, Artificial Intelligence (AI), and Intellectual Property
● Claiming an Education
● Handling Failure as You Become Part of the Scholarly Community
❍ The Five Ways of Facing Failure in College and Beyond
Chapter 2 Reflecting on Your Academic Self-Concept
● Relating to Your Family and Culture: How Your Academic Self-Concept Has Been Developing Up to Now
● Relating to Your New Peers
● Relating Online
● Relating to Your Professors
❍ Communicating with Your Professors
❍ Feedback from Professors
● Relating in the Classroom
❍ Class Discussion and Participation
❍ Working in Groups and Making Presentations
● Relating to Your New Environment
● Self-Advocacy and Asking for Help
Chapter 3 Developing Cultural Competence
● Cultural Adjustment
❍ Culture Shock
❍ Cultural Connections in College
● The Complexities of Cultural Competence
● From Cultural Competence to Cultural Intelligence
❍ Theories of Cultural Intelligence
● Building Empathy, Resolving Conflicts, and Engaging in Courageous Conversations
❍ Conflict Resolution
❍ Restorative Practices
PART II Reflecting on How Mindset Influences Your Study Behaviors and Reaching Your Academic Goals
Chapter 4 Understanding Executive Functioning and Self-Regulation: Planning, Prioritizing, and Procrastination
● Executive Functioning
● Academic Goal Setting and Time Management
❍ Goal Setting and College Success
❍ Time Management and College Success
❍ Self-Regulating Your Own Learning
❍ Consider the 8-8-8 Formula
● How To Manage Your Time
❍ Be Sure to Plan and Organize
❍ Plan for a Suitable Place to Study
❍ The Challenge of Procrastination
● Behavior Management and Procrastination
❍ Procrastination has Consequences
❍ Gaining Control Over Procrastination
❍ Identify Your Replacement Activities
❍ Try These Anti-Procrastination Strategies
Chapter 5 Developing Malleable Mindsets and Metacognitive Skills
● Why Should I Change?
● Student Attitudes Toward Learning
● What is Your Locus of Control?
● Measure Your Locus of Control with the Trice Academic Locus of Control Scale
● The Relationship Among Locus of Control, Study Habits, and Grade Point Average
● Theories of Mindset and Intelligence
❍ Dweck’s Mindset Theory
❍ Thinking About Intelligence
❍ Gardner’s Theory of Multiple Intelligences
❍ Goleman’s Theory of Emotional Intelligence (EQ)
❍ Emotional Intelligence and Social-Emotional Learning
● Approaches to Learning
❍ The Process of Learning Changes Your Brain
❍ Learning Approaches
PART III Implementing Strategies and Habits for Peak Academic Performance
Chapter 6 Reading and Writing to Learn
● Reading to Learn
❍ Read Actively to Remember and Retrieve
❍ To Read Actively, Take Notes Before You Read
● Active Reading Strategies and Approaches
❍ Text Annotation Encourages Active Reading
❍ It is Possible to Become a Better Reader
❍ Think of Reading as Studying and Doing Research
❍ Reading and Studying in the Digital Age
❍ Flow
● Writing to Learn
❍ Journal Writing Can Help You Better Understand How You Learn
❍ Portfolio Development is Another Useful Metacognitive Activity
● Consider the Key Steps in Your Writing Process
❍ Prewrite to Generate Ideas
❍ Organize Your Ideas
❍ Draft Your Ideas
❍ Revise Each Draft
● Writing a Research Paper
❍ Formulate a Research Question
❍ Find Appropriate and Useful Sources
❍ Read Your Sources
❍ Use Your Evidence in Your Writing
❍ Conduct Your Research Ethically
❍ The Function of Citation Formats
Chapter 7 Optimizing Your Performance in Lectures and on Exams
● The Components of Test Preparation
● Approaches to Note-Taking
❍ Have an Organized System of Taking Notes
❍ Pay Attention to Instructor Cues and Signals
❍ Use Shorthand When Taking Notes
❍ Coordinate Your Class/Lecture Notes with Your Reading Notes
❍ Study with a Group
● Benefits of Employing These Approaches to Studying
● Approaches to Test-Taking
❍ Taking Multiple-Choice Exams
❍ Multiple Choice Test-Taking Strategy
❍ Responding to True-False Questions
❍ In-Class Essay Exams Don’t Have to be so Daunting
● Self-Evaluation of Preparedness for Tests and Exams
● What If a Test Didn’t Go So Well?
Chapter 8 Taking Responsibility in College, Career, and Life
● The Benefits of Earning a College Degree
● Taking Responsibility for Your Education
● The Evolving Career Landscape
❍ Connecting Co-Curricular Opportunities to Career Skills
❍ Career Services and Career Development
● The Habits of Mind in College and Career
❍ Possess Humility
❍ Ask For Help
❍ Having the Willingness to Change and Take Risks
❍ Cultivate Critical Thinking Skills
❍ Form Healthy Relationships and Practice Healthy Habits
❍ Develop a Deeper Self-Awareness
❍ Develop Cultural Competence
❍ Manage Your Time and Behavior
❍ Take Responsibility
❍ Develop a Growth Mindset
Index
Laurie L. Hazard, Ed.D. teaches in the Department of Humanities and Social Sciences at the New England Institute of Technology. She is a higher education consultant with over thirty years of operational and strategic experience in the field of student success. Her experience ranges from assessment work to developing innovative programs for institutions tailored to their specific populations. As the Assistant Dean for Student Success at her previous institution, she was responsible for ensuring that all students had a positive, thriving experience from matriculation to graduation.
Laurie researches and writes about parent involvement, student personality types, and classroom success. She is an award-winning expert on how students can make successful transitions from high school to college. She has won numerous awards for her work, including the National Resource Center for The First-Year Experience and Students in Transition’s Outstanding First-Year Student Advocate; the Learning Assistance Association of New England’s Outstanding Research and Publication Award; the Learning Assistance Association of New England’s Outstanding Service to Developmental Students Award and CRLA Northeast’s Outstanding Service to the Field of Developmental Education Award. Most recently, Laurie and co-author Stephanie Carter received the AHEPPP, Parent and Family Professional Best Institutional Initiative Award and Blackboard Catalyst Award for Student Success.
Laurie’s expertise has garnered national media attention. Her expertise has been featured in major media outlets like the Associated Press, Seventeen Magazine, and The Washington Post. Laurie is the co-author of Foundations for Learning (3rd Edition, 2012) and Your Freshman Is Off to College (2016), and the Habits of Mind for Success in College: Claiming Your Education (4th Edition, 2025). Her latest book, Your Freshman is Off to College: A Month by-Month Guide to The First Year, with co-author, Stephanie Carter, is expected to be released in August of 2025.
Stephanie Carter is the Director of Tutoring and Writing Centers at the Community College of Rhode Island and a respected leader in student success and learning assistance. With over twenty-five years of experience, she has helped students navigate the challenges of college, specializing in supporting first-year students and their families during the transition from high school to college. Stephanie has worked in classrooms, residence halls, tutoring centers, and writing centers, gaining expertise both as a scholar and practitioner. She is passionate about fostering a supportive learning environment where all students can thrive academically and personally.
The focus of this student success text is academic adjustment. Social-emotional learning and personal development issues are emphasized as students focus on developing habits of mind, ‘claiming an education’ and taking responsibility for one’s own education.
The Habits of Mind for College Success addresses the attitudinal variables, behavioral skill sets, and personality traits that affect college achievement like locus of control, how one conceives of intelligence, active learning, and intellectual curiosity in relation to specific academic-related behaviors such as executive functioning skills, behavior management, text annotation, and active reading and listening. At its core, this text is based on the psychology of adjustment. Students are pushed to consider how each mindset, perception, and attitude connects with their skill sets, and how one influences the other. The text encourages students to use this insight to make the necessary adjustments to their new role as college students. It offers an acute awareness of first-year student needs, an intellectual approach, and a tight framework. It is primarily focused on the development of college adjustment issues and metacognitive strategies as they naturally unfold during the first year. This text is written in a challenging yet accessible way for a wide variety of learners. This revision covers emerging technologies, broadens its audience, & more.
PART I Adjusting to the Environment of Higher Education and Understanding Yourself as a College Student
Chapter 1 Becoming Part of a Scholarly Community
● Joining a New Community of Learners
● The Professor and Student Contract
● Intellectual Curiosity
● Active versus Passive Learning
● Collaboration
● Doing Research
● Academic Integrity: Plagiarism, Artificial Intelligence (AI), and Intellectual Property
● Claiming an Education
● Handling Failure as You Become Part of the Scholarly Community
❍ The Five Ways of Facing Failure in College and Beyond
Chapter 2 Reflecting on Your Academic Self-Concept
● Relating to Your Family and Culture: How Your Academic Self-Concept Has Been Developing Up to Now
● Relating to Your New Peers
● Relating Online
● Relating to Your Professors
❍ Communicating with Your Professors
❍ Feedback from Professors
● Relating in the Classroom
❍ Class Discussion and Participation
❍ Working in Groups and Making Presentations
● Relating to Your New Environment
● Self-Advocacy and Asking for Help
Chapter 3 Developing Cultural Competence
● Cultural Adjustment
❍ Culture Shock
❍ Cultural Connections in College
● The Complexities of Cultural Competence
● From Cultural Competence to Cultural Intelligence
❍ Theories of Cultural Intelligence
● Building Empathy, Resolving Conflicts, and Engaging in Courageous Conversations
❍ Conflict Resolution
❍ Restorative Practices
PART II Reflecting on How Mindset Influences Your Study Behaviors and Reaching Your Academic Goals
Chapter 4 Understanding Executive Functioning and Self-Regulation: Planning, Prioritizing, and Procrastination
● Executive Functioning
● Academic Goal Setting and Time Management
❍ Goal Setting and College Success
❍ Time Management and College Success
❍ Self-Regulating Your Own Learning
❍ Consider the 8-8-8 Formula
● How To Manage Your Time
❍ Be Sure to Plan and Organize
❍ Plan for a Suitable Place to Study
❍ The Challenge of Procrastination
● Behavior Management and Procrastination
❍ Procrastination has Consequences
❍ Gaining Control Over Procrastination
❍ Identify Your Replacement Activities
❍ Try These Anti-Procrastination Strategies
Chapter 5 Developing Malleable Mindsets and Metacognitive Skills
● Why Should I Change?
● Student Attitudes Toward Learning
● What is Your Locus of Control?
● Measure Your Locus of Control with the Trice Academic Locus of Control Scale
● The Relationship Among Locus of Control, Study Habits, and Grade Point Average
● Theories of Mindset and Intelligence
❍ Dweck’s Mindset Theory
❍ Thinking About Intelligence
❍ Gardner’s Theory of Multiple Intelligences
❍ Goleman’s Theory of Emotional Intelligence (EQ)
❍ Emotional Intelligence and Social-Emotional Learning
● Approaches to Learning
❍ The Process of Learning Changes Your Brain
❍ Learning Approaches
PART III Implementing Strategies and Habits for Peak Academic Performance
Chapter 6 Reading and Writing to Learn
● Reading to Learn
❍ Read Actively to Remember and Retrieve
❍ To Read Actively, Take Notes Before You Read
● Active Reading Strategies and Approaches
❍ Text Annotation Encourages Active Reading
❍ It is Possible to Become a Better Reader
❍ Think of Reading as Studying and Doing Research
❍ Reading and Studying in the Digital Age
❍ Flow
● Writing to Learn
❍ Journal Writing Can Help You Better Understand How You Learn
❍ Portfolio Development is Another Useful Metacognitive Activity
● Consider the Key Steps in Your Writing Process
❍ Prewrite to Generate Ideas
❍ Organize Your Ideas
❍ Draft Your Ideas
❍ Revise Each Draft
● Writing a Research Paper
❍ Formulate a Research Question
❍ Find Appropriate and Useful Sources
❍ Read Your Sources
❍ Use Your Evidence in Your Writing
❍ Conduct Your Research Ethically
❍ The Function of Citation Formats
Chapter 7 Optimizing Your Performance in Lectures and on Exams
● The Components of Test Preparation
● Approaches to Note-Taking
❍ Have an Organized System of Taking Notes
❍ Pay Attention to Instructor Cues and Signals
❍ Use Shorthand When Taking Notes
❍ Coordinate Your Class/Lecture Notes with Your Reading Notes
❍ Study with a Group
● Benefits of Employing These Approaches to Studying
● Approaches to Test-Taking
❍ Taking Multiple-Choice Exams
❍ Multiple Choice Test-Taking Strategy
❍ Responding to True-False Questions
❍ In-Class Essay Exams Don’t Have to be so Daunting
● Self-Evaluation of Preparedness for Tests and Exams
● What If a Test Didn’t Go So Well?
Chapter 8 Taking Responsibility in College, Career, and Life
● The Benefits of Earning a College Degree
● Taking Responsibility for Your Education
● The Evolving Career Landscape
❍ Connecting Co-Curricular Opportunities to Career Skills
❍ Career Services and Career Development
● The Habits of Mind in College and Career
❍ Possess Humility
❍ Ask For Help
❍ Having the Willingness to Change and Take Risks
❍ Cultivate Critical Thinking Skills
❍ Form Healthy Relationships and Practice Healthy Habits
❍ Develop a Deeper Self-Awareness
❍ Develop Cultural Competence
❍ Manage Your Time and Behavior
❍ Take Responsibility
❍ Develop a Growth Mindset
Index
Laurie L. Hazard, Ed.D. teaches in the Department of Humanities and Social Sciences at the New England Institute of Technology. She is a higher education consultant with over thirty years of operational and strategic experience in the field of student success. Her experience ranges from assessment work to developing innovative programs for institutions tailored to their specific populations. As the Assistant Dean for Student Success at her previous institution, she was responsible for ensuring that all students had a positive, thriving experience from matriculation to graduation.
Laurie researches and writes about parent involvement, student personality types, and classroom success. She is an award-winning expert on how students can make successful transitions from high school to college. She has won numerous awards for her work, including the National Resource Center for The First-Year Experience and Students in Transition’s Outstanding First-Year Student Advocate; the Learning Assistance Association of New England’s Outstanding Research and Publication Award; the Learning Assistance Association of New England’s Outstanding Service to Developmental Students Award and CRLA Northeast’s Outstanding Service to the Field of Developmental Education Award. Most recently, Laurie and co-author Stephanie Carter received the AHEPPP, Parent and Family Professional Best Institutional Initiative Award and Blackboard Catalyst Award for Student Success.
Laurie’s expertise has garnered national media attention. Her expertise has been featured in major media outlets like the Associated Press, Seventeen Magazine, and The Washington Post. Laurie is the co-author of Foundations for Learning (3rd Edition, 2012) and Your Freshman Is Off to College (2016), and the Habits of Mind for Success in College: Claiming Your Education (4th Edition, 2025). Her latest book, Your Freshman is Off to College: A Month by-Month Guide to The First Year, with co-author, Stephanie Carter, is expected to be released in August of 2025.
Stephanie Carter is the Director of Tutoring and Writing Centers at the Community College of Rhode Island and a respected leader in student success and learning assistance. With over twenty-five years of experience, she has helped students navigate the challenges of college, specializing in supporting first-year students and their families during the transition from high school to college. Stephanie has worked in classrooms, residence halls, tutoring centers, and writing centers, gaining expertise both as a scholar and practitioner. She is passionate about fostering a supportive learning environment where all students can thrive academically and personally.