Appendix

Listed below are changes that were made in each of the adapted chapters. Each chapter with substantive changes is listed under its Part title. Not all chapters had changes, so not all are listed here.

In general, formatting, capitalization, style, grammar, and spelling changes were made throughout the book for the sake of consistency. Images may have been deleted or replaced. Images are all attributed in the captions, so changes to images are not listed here. All mentions of Templates at the end of chapters were removed.

Changes to Note

I. Introduction

Removed Objectives

II. Class Prep Tips

Class Prep Tips: Title changed from Your First Week: Getting Organized and Finding Resources: Removed Objectives. Used the word syllabus instead of presentation throughout.

Connect With Your Instructor: Added “Participate in class discussions and during small group work”. Added to In-Class Communication:  Listen to their explanation to see if it makes sense to you. Try to understand their viewpoint and respectfully offer your viewpoint. Always end on a positive note if possible – even if it is to agree to disagree.” Under Communicating by e-mail: Added check marks, changed some formatting. Use  your university e-mail account (OMITTED when possible). In the subject line, write the course name (ADDED and section number), and the topic of your email. For example ADDED section 003, changed the body of the email. Added Self Advocacy section. Integrated the Extend Your Learning comment into the last paragraph of the chapter. Added color boxes to break up the information.

Analyzing Your Course Syllabus: Changed the word Presentation to Syllabus; changed all Moodle references to Brightspace. Changed A Course Syllabus usually includes the following: Added: PLEASE NOTE:  For the UNIV 100 course, your Instructor information can be found on the home page in Brightspace under the Instructor tab. The University of Arizona has specific policies regarding conduct in the classroom, on campus, for ethics, etc. Be sure and read your Student Handbook (many colleges within the university also have their own.) Many syllabi have links to policies and you should read the info. provided. Policies all changed in line with the University of Arizona.

Organizing Your Space: Added “task switching” in some places to update from multitasking. Minor updates to grammar and spelling. Replaced: “For those who are really addicted to technology (you know who you are!), go to the library and don’t take your laptop or cell phone”, with For those who are really addicted to technology (you know who you are!), go to the library and leave your phone secured in your backpack, and only take your laptop out if you need it to study. Added: “Another thought along these lines is that when you go to take your math test or some other test, you likely will not be allowed to have headphones. Taking the test in the manner you study will help you be more successful on the test” from Simply Psychology. Removed – (more tips are added later in this chapter); Removed Learning Objectives. Removed the multitasking picture and replaced it with “Multitasking” by _TomTom_ is licensed under CC BY-NC-ND 2.0. Removed Checkpoint Exercises. Replaced computer monitor with laptop.

Organizing Your Time: Changed Time Log to Weekly Planner in each reference to it, and put in U of A’s THINK TANK’s version. Replaced two… with two to three hours of study time … and 6-9 hours of study time outside of class so the math made sense. Added THINK TANK-specific information about the Weekly Planner and how to use it. REMOVED – Remember that this is an academic planner. Don’t try to schedule in everything in your life—this is to plan ahead to use your study time most effectively. ADDED: Make sure to plan all of your priorities, then you can see the “empty spaces” and can add in your homework/study time. Changed the filling in the weekly planner paragraph to discussing the SOAP. Changed the student example to one using the SOAP. CHANGED These are the time periods you now want to schedule in your planner. TO Weekly Planner at the end. ADDED If you keep up with your normal work and work ahead doing outlines and rough drafts, you will find your schedule overall is much less hectic and stressful. REMOVED Next, look at the major deadlines for projects and exams that you wrote in earlier. Estimate how much time you may need for each and work backward on the schedule from the due date. REMOVED – Don’t try to micromanage your schedule. Don’t try to estimate exactly how many minutes you’ll need two weeks from today to read a given chapter in a given textbook. Instead, just choose the blocks of time you will use for your studies. Don’t yet write in the exact study activity—just reserve the block. Removed Learning Objectives. Changed We’ll look at these time management tools in the next section To: We’ll look at these time management tools in depth in later chapters. Added info on the SOAP Semester on a Page. Added a chart by Luna. Added the Isa example. Added Sample Weekly Planner. Removed Procrastination section and video. Over the whole term, that forty minutes three times a week add up to a lot of study time, Added: 32 hours to be exact! Changed the word Schedule to the word Planner throughout. Removed: If you have a family as well as a job, your time is even more limited. In addition to the previous tips, try some of the strategies that follow.

If You Miss Class, You Miss Out: Title changed from Absenteeism: If You Miss School, You Miss Out. Added: Absenteeism changed or to also known as. “is poor classroom attendance.” changed to “refers to frequent or habitual poor classroom attendance.” Plus, don’t schedule early morning classes if you aren’t a morning person.

Set Goals To Move Ahead: Removed: Now that you have evaluated where you are in your learning journey, you can  and replaced with Now let’s…

III. Using Technology Effectively

University Life Online: This original chapter was split into 2 chapters due to length. The other chapter is titled Technology Expectations. Deleted the Introduction. Removed: For more understanding on how to work with information, see the chapter Working with Information. Changed: When you come to university, most likely you will not be familiar with the systems, technologies and environments that you will be expected to use throughout your study journey. TO: Being new to the university, you are likely not too familiar with the systems, technologies and environments that you will be expected to use throughout your study journey. Changed: Online environments are now a key part of universities….To: Online environments are a key part of universities. You will not be able to succeed at the university without access to relevant technology and systems. At the University of Arizona, you can borrow technology if yours breaks or you don’t have something you need to begin. Just contact the Tech Tool Shed in the Main Library. You will need to use email, learning management systems, online collaboration, videoconferencing tools and many other systems. Things like online course readings, online journals and e-books are commonplace. You will likely need to build a social network online for some of your classes to communicate and collaborate on team projects and assessments. Tables didn’t copy over, so recreated them. Removed referral info for other chapters within the table. Removed everything from Expectations of a 21st Century Student on, and made a new chapter titled “Technology Expectations.” Added: The U of A’s Libraries offer many different student resources, including tutorials, library guides, and workshops.

Technology Expectations: All info taken from the original University Life Online chapter. (The chapter was split due to length of chapter with other info added. Details above.) Added: Understand the appropriate uses of AI and how to properly cite it when you are permitted to use it; Added: THINK TANK offers Academic Skills Workshops each semester which may also help you. Changed: Starting university is a time when you will begin to collaborate … TO: Almost from the first day, you will begin to collaborate online with others, either in your course or in the wider university social networks, whether it is in forums run by your instructor or via social media platforms, like Twitter or Discord.  Interacting with your instructors and fellow students online will present additional chances to collaborate and cooperate to facilitate high levels of engagement.  Your ability to navigate and interact in a positive way using these education and social environments will broaden your learning experiences and help your understanding. All these lead to success both in your studies and your professional life, now and in the future. REMOVED: Different universities will have slightly different expectations of you. Some may provide technology or lend technology. Others may send items to you that you need for study. Added: AI Section. Added: See the University of Arizona Libraries’ Student Guide to ChatGPT.

IV. Growth Mindset

Growth Mindset: Title changed from Growth Mindset and Emotional Regulation.

Put the Growth Mindset Into Practice: Added: Growth Mindset Beliefs: Intelligence is not fixed but it can be developed over time, difficult tasks are worth pursuing, Feedback, even if it offers correction, is beneficial to support future growth: Fixed mindset beliefs: Intelligence is fixed and cannot be changed, if a task is difficult, it should be discontinued, negative feedback should be avoided or minimized (took most of this from former captioning of picture). Changed link for Try it as it was broken. Removed “Extend Your Learning” section.

V. Strive For Your “Best Self”

Removed objectives. Added: all content on this page.

Stress & Stress Management: Removed: COD counselors are a good resource. Added: CAPS has counselors to by miguelavg is licensed under CC BY-NC-ND 2.0 help and is a great resource! Added U of A specific info. Changed If the self-care techniques listed above aren’t enough and stress is seriously interfering with your studies or life, don’t be afraid to get help. CAPS has counselors to help and is a great resource! To: 

Sleep: Removed the 2 sleep videos from the chapter and added links to two other videos. Renamed Benefits of Slumber to Benefits of Sleep. Added footnote for Twery research. Removed Fatigue section. Moved all content to before the activity.

Exercise & Movement: Changed title from Exercise to Exercise and Movement. Added: University of Arizona specific information throughout the chapter. Removed: Fight or Flight section. Removed all included pictures.

Nutrition: Removed: you don’t have to become vegan, gluten-free, “paleo,” or go on regular juice fasts. Changed: Eat the right amount of calories for you based on your age, sex, height, weight, and physical activity level. Visit Super Tracker which can help you plan…To Eat the right amount of calories for you based on your age, sex, height, weight, and physical activity level. Visit the free MyPlate App, or the free MyFitnessPal app both of which which can help you plan… Changed: updated the link for MyPlate. Removed: Also, maybe you played basketball or volleyball in high school, but now you don’t seem to be getting much exercise. Added: Good nutrition supports your immune system and keeps you healthier from Mayo Clinic Health System. Added: How much protein do you need? section along with DRI Calculator for Healthcare Professionals.

Mental Health & Wellbeing: Added opening statement. Added Resiliency to the Indicators. Added Resiliency section. Added Anxiety section. Added Get Help section with suicide videos and contact info. for the Suicide Crisis Line. Added University of Arizona resources throughout. Removed: last line of Eating Disorders section.

Substance Abuse and Addictions: Changed the title to Substance Abuse and Addictions. Drugs of Abuse reduced to Drugs. Added info specific to Arizona law for all drugs. Tobacco: removed You can get addicted to nicotine just like other drugs. Removed: Tobacco contains nicotine through the word “edgy”. Added Addiction section and info to alcohol info. Removed: Effects on Body and Brain sections for all drugs except for Addiction info. Removed Heroin section. Removed K2 or Spice, LSD, PCP, Inhalants info in the “Other” section. Removed Bath Salts. Added: Mushrooms and Fentanyl. Added all gambling info. including the video “What is Gambling Addiction?” Removed the Activity. Quotes added from Addiction Center.

VI. Becoming Class Ready

Are You Ready for Class?: In the section on cell phone use: so turn it off, all the way off, ADDED: and put it into your backpack. Now, take a deep breath, focus on the instructor, and listen ADDED (using those good listening skills you learned in the previous section), and learn!

College Lingo: Added In Academic Coach, Academic Advisor, the Mall and Student Union to the table. Added: For those terms you didn’t know, or couldn’t find information on, talk to an Academic Coach at THINK TANK!

Building Relationships: Your college or university has support systems in place to help you. Take advantage of resources such as the tutoring center, counseling center, (ADDED IN academic coaches) and academic advisers to help you restore your social life to a balanced state. Removed Interdependence section. Video removed.

Campus Involvement as a Resident: Reformatted footnotes (from bibliography). Changed subtitle from Residential Community to Dorm. Removed names specific to UTA dorms, etc. Removed specifics about learning communities. Office Assistant changed to Desk Assistant. Added: U of A’s downloadable Roommate Agreement forms. Added: Be sure to read Bear Down Rundown! Bear Down Rundown is sent to all U of A students and will help keep you informed of fun and important things happening on campus. Also, get involved in the U of A’s Gratitude Project. Expressing gratitude can help your mindset, as well as help others feel appreciated. Visit the U of A’s Housing & Residential Life website for information about policies and procedures, room inspections, sexual assault and prohibited items, as well as other information.

Campus Involvement as a Commuter Student: Reformatted footnotes (from bibliography). Changed the size of the picture at the top so the writing fit better Took out “All students should”, and replaced with “It is good for students to” Took out “You must” and replaced with “To do this, students can”. Removed from the chart: Check the UTA Web site to make sure there are no cancellations or delays. ADDED Take advantage of the Park & Drive option through parking and transportation services. Removed from Chart: Pick up a copy of The Shorthorn, the student newspaper, every day as you come to campus to see what other students are talking about.

VII. Math Tips & Techniques

Studying Math: Changed spelling on words from British to American. Removed: Check to see if your university has any maths support services, for example, learning advisors, tutors or peer mentoring programs. Knowing in advance what help is available and how to access it can save precious time and help prevent a small issue from becoming something worse over the course of your studies. Added – Tutoring is available in-person or online. Give it a try earlier rather than later. Changed: Sometimes students need assistance with maths. To: Often students need assistance with math. Added: This is why it’s so important to write out all the steps when you work your problems. Changed: Be organized and specific. Make a written list of problems that need clarifying, including page numbers in the text (Added: or the title of the section in your ALEKS program), along with your work. Removed: work consistently through the semester (or other study period). Removed:  tutorial questions. Practicing maths regularly will develop your skills, confidence, and fluency. Practicing your setting out will help you to automatically set your work out neatly in the exam. Added: This includes working through suggested questions and practice quizzes/tests. Changed: This chapter provides strategies to empower you to study maths in whatever form you encounter it at university. To: This chapter provides strategies to empower you to study math in whatever form you encounter it here at the university. Changed: Altogether, the chapter will put you on the path to a successful encounter with maths at University.. TO  Altogether, the chapter will put you on the path to a successful encounter with math at the University of Arizona. Math anxiety is highly prevalent. Sadly, between 25% to 80% of the college population in the United States of America has some form of math anxiety  (Koch, 2018). Removed: and the percentage is likely to be similar in Australia, given the similarities in culture. Changed: Your setting out will become automatic, to Your process. Changed: or to and other math support services (added in the link). Removed: You may also have access to peer-facilitated study groups and these can be an excellent source of practical help and encouragement. Example problem was recreated for clarity and info on incorrect symbol used removed. Removed:See the chapter Preparing for Exams for more information. Removed: in the chapter Preparing for Exams out of the list. Removed: See additional information on cramming in the chapter Preparing for Exams.

VIII. Manage Your Time: Study Strategies for Busy Students

Objectives removed.

How Can I Accomplish What I Need To? Name changed from Procrastination. Removed Procrastination section. Removed: Tell yourself to do your best all of the time. Ask yourself what is important NOW. Other peoples’ expectations of you shouldn’t matter. Be confident in yourself and in your abilities. Do the best you can and be satisfied with your effort. Realize that we’re not perfect. Make your goal to do your best and understand you don’t need to be perfect. Also, realize that you may never “feel like” doing an assignment or studying for an exam. Added: In the next chapter we will talk about Why we procrastinate and how to overcome it!

Escape the Procrastination Trap: Added: Definition: To delay an intended course of action despite expecting to be worse off for the delay.^[1]. A key aspect of overcoming procrastination is developing (Omitted A key aspect of overcoming procrastination is developing Changed to:: (Develop) strategies to get started.  Often, committing to complete one small task can be enough to begin moving ahead.  For example, just taking out your laptop, creating a document, and typing the title can create some forward momentum. Stopwatch picture moved and enlarged,

IX. Learning to Learn at the University Level

Are You Really Listening?: Removed the objectives. Added picture – “question” by Siyah Kedi Photography is licensed under CC BY-NC-SA 2.0. Removed Checkpoint Exercises. Removed the word “they” in the 2nd sentence in the blue Activity Box

Working Through The Cycle of Self-Regulated Learning: Made corrections within the H5P activity titles and numbers where there were mistakes. Added instructions before the activity.

Learning to Focus: Titled changed Added: Multitasking is now more often called “Task Switching” because that is what your brain is doing – switching from one task to the other.. Removed the original Selective Attention Test video and replaced with a different one. Changed “Many students are most efficient studying in the morning when they are fresh.” to “Many students study most efficiently in the morning when they first wake up.” Took out the word “And” at the start of any sentence. Under Internal Distraction removed “our suggestion” and said it is best not to bring them… Removed final paragraph in External Distractions. Changed Millennials to Students. Multitasking section – changed study to drive in last sentence of the original. Added: Why would anyone choose to use less brain activity by task switching when they study? Removed: My classes have had lively discussions on multitasking. Most of the time, I am able to convince students that multitasking is not a good idea for them. (There are always a few stubborn hold outs). Changed paragraph to 3rd person.

Practicing Mindfulness to Become Self-Regulated Learners: Made corrections within the H5P activity where there were mistakes. Added instructions before the activity,

X. Study Smart – Use Powerful Strategies to Remember, Understand and Apply

Objectives removed. Box enlarged due to tech issues.

Evaluate Your Learning Skills and Strengths: Removed Extend Your Learning section.

Team and Group Work: Added: Setting Up for Success and If There Is Conflict sections.

Choose Strategies for Active Learning: Removed picture. Added THINK TANK’s Active Study Strategies. Added: Keep in mind that some strategies work well for some people, while others may use different strategies. There’s no right or wrong for active study strategies, but some might be more effective for some topics, while other strategies might be better for other topics. See what works best for you! Added H5P activity and directions.

XI. Learn From Lectures and Texts

Objectives removed; last sentence removed.

Note Taking: Removed Checkpoint Exercises.

Explore the Four Levels of Questioning: Added: This technique will help you and a friend study by moving from recalling facts to critical analysis of the material. This will take you into a deeper understanding of the material and helps train your brain to always ask questions to get to the deeper context.

How Do You Read to Learn?: Removed objectives; removed comment “discussed in Chapter 4 “Thinking about Thought” reference; removed comment: Chapter 3 “Listening, Taking Notes, and Remembering”? and added the Note Taking Chapter. Added (Preface, Forward, and/or Author info) to define front matter. Removed: As we mentioned in the beginning of this chapter. Moved the Table up one paragraph. “Open your text to the assigned pages” Added: and ask yourself these questions (and answer them!): reformatted the questions. Removed: In Chapter 3 “Listening, Taking Notes, and Remembering” reference; Added: You can write a key in the front of the book so you will remember what your symbols mean until you get used to your system. Removed: In Chapter 3 “Listening, Taking Notes, and Remembering”, you learned to be on the lookout for signal words when you listen. This applies to reading, too.  Added “words: to the sentence You’ll need to be especially alert to signal words like “according to” or “Jones argues,”. Removed Remember from Chapter 3 “Listening, Taking Notes, and Remembering” that. Removed Checkpoint Exercises. Added: Although we’ve been talking mainly about textbooks, here is an article about reading academic journal articles which might be helpful, especially as you get further into your major! http://www.kpu.ca/sites/default/files/Learning%20Centres/Read_Reading_JournalArticle_LA.pdf.  Use the Cornell (Added: or some other reading method) for planning your reading and recording key ideas.

XII. Get Those Projects Done

Objectives removed.

Building Your Vocabulary: Removed Objectives. Removed Checkpoint Exercises. Added Explore Vocabulary.com for fun ways to remember words and their meanings. to Figure 1.

Analyze Your Assignments: Changed Unfortunately, time may be lost writing something that does not meet the key guidelines you must follow To: You don’t want to lose time writing something that doesn’t meet the Instructor’s guidelines. U of A info added.

Move Beyond Writer’s Block: Added #5 to the list.

Create an Outline: Added: f you are unsure of how to write an effective outline, make an appointment at the THINK TANK Writing Center. They can teach you the skills to do this!

Self-Edit Your Work: Added: REMEMBER – you can submit your paper to the Think Tank Writing Center for suggestions for improvement at any time in the writing process.

XIII. Get Ready for Exams

Objectives removed. Changed In this chapter, you will begin by creating a master plan for your exam session.  You will return to your Learning Objectives, and determine what you need to know to succeed on your test and exam.  You will also plan how you will conduct your review using active learning strategies. As you study, you will want to monitor your ongoing progress with the course content To: In this chapter, you will begin by creating a master plan for your exam session for any of your classes. You will return to your Learning Objectives listed on your syllabi or exam preparation materials and determine what you need to know to succeed on your test and exam.  You will also plan how you will conduct your review using active learning strategies. As you study, you will want to monitor your ongoing progress with the course content. Added: This chapter will explore exam day strategies to demonstrate our knowledge by answering well and manage exam-day stress.

Manage Exam Stress: Bolded several words to emphasize certain concepts. Changed “timepiece” to “watch”.

Organize Review Sessions Strategically: Changed Learning Strategist to Academic Coach in the Chart and said Meet with instead of Consult with. Used the word Syllabus to replace Presentation. Added: Now create a goal that is both specific and achievable for you. Refer to the SMART Goals section of  this book to assist you in writing your goal. In Determine key concepts to study: Changed: Analyze key concepts as your Instructor might To: Analyze key concepts that you think your Instructor might ask you.

Breaking Down Tests: Added “Here are some other techniques for different types of tests:  https://thinktank.arizona.edu/academic-skills/resources/exam-strategies

Test Taking Strategies: Added: Please Note: To find out more on Exam Taking Strategies go to Exam Strategies

Failing Assessments of Any Kind: Changed title to Failing Assessments of Any Kind. Changed British spelling to American English spellings. Removed beginning with “The chapter begins” to the end of that paragraph. Under Acknowledge Feelings section -Added CAPS as a resource. Changed “An Important Action” section to align with U.S. educational system and the University of Arizona specifics. Changed The Action Plan for Future Success instructions and table to use checkmark instead of Tick and Tick column to say “If Yes”. In Write An Action: Exchanged “mark” for “points”. Added the University of Arizona Writing Center and Librarian Request form links. Changed procedure to follow for investigating to those consistent with the University of Arizona’s policy. Added “Please Note” section to inform students how the Dean of Students can help with illness notification to instructors. Changed “ticked” to “checked” and changed “I can Investigate” table to remove “Tick” and add “If Yes”.  Putting Your Plan Into Action: Changed: Perhaps there is another student in your class, a mentor or a personal friend you can talk with periodically to discuss your progress, To: Perhaps you should talk to a (free) Professional Academic Coach, another student in your class, or a personal friend you can talk with periodically to discuss your progress. Changed Extract From A Completed Action Plan table to test or assignment or test instead of exam or task; Added: I didn’t put forth much effort into studying for the exam/doing the assignment….I can change this the next time by using a weekly planner consistently and studying some each day and/or and working on assignments over time instead of trying to do it the night before. Did The Lecturer Get It Wrong – changed all references of lecturer to Professor in title and paragraph. Removed the word task and replaced with assignment. Another examiner changed to another TA. Changed whether your marks are accurate to whether the grading was accurate. Added a link to the University of Arizona’s grade appeal process. Reviewing Your Goals: Changed: To do this, you can re-read the chapter Goals and Priorities to see if you’re still on the pathway you want. You can also make an appointment with a careers counsellor at your university to check your options TO: You can make an appointment with your major’s Dept. Head or an Academic Coach at Think Tank to check your options.