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Cover of College Success v3.0
July 2020
Page Count: 
ISBN (Digital): 

College Success

Version 3.0
By Bruce Beiderwell and Tom Lochhaas

Key Features

  • Includes information about COVID-19 and an expanded discussion of online learning
  • Practical, no-nonsense approach is easily understood and can be successfully applied by students with any level of preparation.
  • Clearly organized, consistent structure supports learning by students with varying levels of preparation.
  • Complete coverage of online learning is integrated throughout all chapters, including online degree programs, electronic texts, digital testing and online assessments, online social networking, reading and working with websites, relating to instructors and peers online, and writing for online courses.
  • Insight-generating self-assessments woven throughout stimulate and support active reading, self-reflection, and critical thought.
  • Particularly strong coverage of adapting to college (Ch. 1: “You and Your College Experience”); note taking (Ch. 3: “Listening, Taking Notes, and Remembering”); test taking (Ch. 6: Preparing for and Taking Tests”); and financial literacy (Ch. 11: “Taking Control of Your Finances”) helps students succeed.
  • Consistent, supportive framework reinforces learning:
    • “Where Are You Now?” assessments at the start of each chapter help students gauge their present knowledge and attitudes regarding upcoming chapter topics.
    • “Where Do You Want to Go?” assessments build upon the preceding “Where Are You Now?” questions and help students determine what they want to get out of the following chapter.
    • “How to Get There” bullet-point summaries connect what students discovered about themselves in the chapter-opening assessments to the chapter’s upcoming material.
    • Interactive self-assessments, case studies, and tips for success strategically placed throughout each chapter engage students’ interest and take advantage of teachable moments to convey important information.
    • Additional interactive features throughout:
      • “Activity” feature provides opportunities for students to critically evaluate and process their own thoughts, actions, and behaviors—and raises learners’ levels of awareness to stimulate self-improvement.  
      • “Exercise” feature prompts students to reflect on the material just read and interact with key concepts via written responses to prompts.
      • “Make an Action List” feature encourages learners to turn thoughts and intentions into measurable steps.
    • “Key Takeaways” and “Checkpoint Exercises” at the end of every section reflect the section’s “Learning Objectives” and encourage students to consolidate what they just read while it is fresh and best retained.
    • End-of-chapter material include “Chapter Takeaway” summaries; “Chapter Reviews” which call for written responses; “Outside the Book” sections that expand learning opportunities through activities such as journaling; “Make an Action List” features that help students transition from thinking to doing; and “Class Discussion Questions” that connect students and encourage interaction.


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This textbook is suitable for the following courses: College Success is intended for courses that encourage first-year and at-risk college students to persist in their programs of study and achieve their educational goals. Courses may be called College Success, The College Experience, Succeeding in College.

College Success provides crucial information students need to take control of their college experiences and meet or exceed their educational and life goals. This is not a textbook full of theory and extensive detail that merely discusses student success. Rather, it is a straightforward, “how-to” approach for succeeding in college. The book provides realistic, practical guidance on a range of topics, including study skills, personal health, test-taking, and managing time and money. Most importantly, College Success is accessible—it presents information in a simple, concise, and student-friendly format.

New in This Version

  • Developing grit for success (Ch. 1)
  • New reading tips for foreign language texts and ELL students (Ch. 5)
  • Digital vs. printed textbooks: what studies show (Ch. 5)
  • Test taking in online courses (Ch. 6)
  • Dealing with racism (Ch. 9)
  • New dietary guidelines (Ch. 10)
  • Coping with stress (Ch. 10)
  • Substance abuse information (Ch. 10)
  • Budgeting success (Ch. 11)
  • Online courses (multiple chapters)
  • New embedded video links in all chapters for visual learners and online courses
  • New and updated references and additional resources throughout
  • Early impacts of COVID-19 on Health and the rapid expansion of online learning
    • Changes in higher education during and after a pandemic (Ch. 1)
    • Greatly expanded material on taking online courses (many chapters), including:
      • Adjusting to online courses during periods of social isolation (Ch.1)
      • Test taking in online courses (Ch. 6)
      • Forming online study groups (Ch. 6)
    • Staying healthy and preventing infectious disease per CDC and other guidelines (Ch. 10) such as:
      • Handwashing guidelines
      • Wearing masks, making your own, keeping a mask clean
      • Making your own disinfectant 
    • Substance abuse in a time of pandemic (Ch. 10): 
      • Adverse impacts of smoking and vaping on outcomes for those infected with COVID-19
      • Alcohol’s impact on the immune system and the associated increased risk of infection
    • Coping with stress during a health crisis (Ch. 10)
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Instructor’s Manual

Instructor’s Manual

The Instructor’s Manual guides you through the main concepts of each chapter and important elements such as learning objectives, key terms, and key takeaways. Can include answers to chapter exercises, group activity suggestions, and discussion questions.

Instructor’s Manual

PowerPoint Lecture Notes

PowerPoint Lecture Notes

A PowerPoint presentation highlighting key learning objectives and the main concepts for each chapter are available for you to use in your classroom. You can either cut and paste sections or use the presentation as a whole.

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Test Generator - powered by Cognero

Test Generator - powered by Cognero

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Test Bank Files for Import to Learning Management Systems

Test Bank Files for Import to Learning Management Systems

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Test Item File

Test Item File

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Sample Syllabi

Sample Syllabi

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Other Supplements

Other Supplements

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Bruce Beiderwell University of California - Los Angeles

Bruce Beiderwell (PhD University of California, Los Angeles) is former Director of UCLA’s writing programs. He regularly taught  developmental writing classes that served students who arrived at UCLA without the preparation or skills they needed to succeed. To further the writing program’s success, Bruce worked closely with colleagues in English as a Second Language, Library Science, Athletics, and Counseling to identify, place, and instruct at-risk students. Throughout his academic career, Bruce was integrally involved in student placement and curriculum development and consulted extensively on the development of teaching materials for use in business settings.

Tom Lochhaas

Tom Lochhaas (MFA University of Arizona; ABD Washington University) is a teacher, professional writer, editor, and consultant. Tom has taught at the University of Arizona, Otterbein College, Washington University, and UCLA. His teaching focus has been on first-year courses with an emphasis on reading, writing, and study and communication skills. He has a special interest in working with underprepared students and recent immigrants. As a college instructor, Tom has always stressed what students actually need—not necessarily what others might think they need—to succeed in their studies. He specializes in making textbooks accessible for students in many curriculum areas including communications, software and technical manuals, and public health information. In his work with public organizations such as the American Red Cross and the National Safety Council, Tom has applied a recognized expertise in language and reading to ensure a wide range of publications are appropriate for their intended audiences. This extensive writing background and student-centered teaching philosophy has shaped his approach to writing for the college success course.

Additions & Errata


Chapter 1.7: Hyperlink in question 1 in "Outside the Box" feature has been updated to


Chapter 1.2: Updated broken video link (Community College Success Story); updated broken CareerLink Inventory link to Career One Stop link
Chapter 7.3: Updated broken video link (previously "Participating in Class When You’re Shy"; now "How to Participate in Class When You’re Shy")
Chapter 9.5: Replaced broken sports quiz link in "Outside the Book" feature with a new related article on the history of genetics and athletic performance
Chapter 11.3: Replaced broken links in Additional Resources box (Student Opportunities at the Environmental Protection Agency (EPA) and Student Opportunities at the U.S. Department of Health and Human Services).
Chapter 11.4: Replaced broken video link ("How to Spend Less in College") with new one ("How I Survive With $600 a Month as a College Student")
Chapter 11.6: Updated broken student aid link in "Student Loans" section; updated broken student aid link in "Scholarships and Grants" section
Chapter 11.7: Updated broken link in last question of "Outside the Book" feature
Chapter 12.3: Updated broken link in "Phase B: What's Out There?" section


Chapter 7.0: Updated question 3 in Where Are You Now? exercise which was incomplete. 

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