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 Pearson Course Redesign

Did You Know?

Course Redesign is the process of restructuring the way course content is delivered with the goal of
increasing both student achievement and institutional productivity. Pearson has successfully partnered
with colleges and universities engaged in Course Redesign for over ten years through workshops, Faculty
Advisor programs, and online conferences.

Take Action!
Get involved by attending a Pearson-hosted Course Redesign event. Hear from Faculty Advisors already
involved in course redesign at various stages and in a variety of disciplines. Our Faculty Advisors are
experienced in implementing MyLab/Mastering for redesign. They are ready to share what they have
learned and offer advice.

Learn More
Learn more about Pearson Course Redesign resources and events at www.pearsoncourseredesign.com
 Pearson MyStudentSuccessLab
Faculty Advisor Network

What is F.A.N.?
The Faculty Advisor Network is Pearson’s peer-to-peer mentoring program in which we ask experienced
MyStudentSuccessLab users to share their best practices and expertise with current and potential customers.

How do they help?

Our Faculty Advisors are experienced in supporting new and potential MyStudentSuccessLab users in a
variety of ways such as:

(




oaching

(
ebinars and presentations

(
ve workshops and training sessions

Learn More
Contact your Pearson representative to connect with a Faculty Advisor or learn more about the
FacultyAdvisory Network.

MyStudentSuccessLab™
 MyStudentSuccessLab
Start Strong. Finish Stronger.
www.MyStudentSuccessLab.com

MyStudentSuccessLab is an online solution designed to help students acquire the skills they need to
succeed for ongoing personal and professional development. They will have access to peer-led video
interviews and develop core skills through interactive practice exercises and activities that provide academic,
life, and professionalism skills that will transfer to ANY course.

How can “skills” be measured – and what can you do with the data?
Measurement Matters – and is ongoing in nature. No one is ever an “expert” in ‘soft skills’ - something students learn once and
never think about again. They take these skills with them for life.

Learning Path Diagnostic

- For the course, 65 Pre-Course questions (Levels I & II Bloom’s) and 65 Post-Course
questions (Levels III & IV Bloom’s) that link to key learning objectives in each topic.

- For each topic, 20 Pre-Test questions (Levels I & II Bloom’s) and 20 Post-Test
questions (Levels III & IV Bloom’s) that link to all learning objectives in the topic.

What gets your attention?

It’s about engagement. Everyone likes videos.
Good videos, conveniently organized by topic.

FinishStrong247 YouTube channel

- Best of ‘how to’ for use as a practical reference
(i.e. - manage your priorities using a smart phone)

- Save time finding good video.

- All videos have been approved by members of our student

advisory board and peer reviewed.

How can everyone get trained?

We all want a ‘shortcut to implementation’.
Instructors want to save time on course prep.
Students want to know how to register, log in, and know ‘what’s due, and when’.
We can make it easy.

Implementation Guide
- Organized by topic, provides time on task, grading rubrics,
suggestions for video use, and more.

- Additional videos and user guides, registration and log in guides,

and technical support for instructors and students at www.mystudentsuccesslab.com
 MyStudentSuccessLab
Start Strong. Finish Stronger.
www.MyStudentSuccessLab.com

MyStudentSuccessLab Feature set:

Learning Path provides:
- 65 Pre-Course (Levels I & II Bloom’s) and 65 Post-Course (Levels III & IV Bloom’s)
- 20 Pre-Test (Levels I & II Bloom’s) and 20 Post-Test (Levels III & IV Bloom’s)
- Overview (ie. – Learning Outcomes)
- Student Video Interviews (with Reflection questions)
- Practices and Activities Tied to Learning Path
- FinishStronger247 YouTube channel with student vetted supporting videos

Student Inventories:
1. Golden Personality—Similar to Meyers Briggs–it offers a personality assessment and robust reporting for students to
get actionable insights on personal style. www. talentlens.com/en/employee-assessments/golden.php
2. ACES (Academic Competence Evaluation Scales)—Strength inventory which identifies and screens students to help
educators prioritize skills and provides an overview of how students see themselves as learners. Identifies at-risk.
www.pearsonassessments.com/HAIWEB/Cultures/en-us/ Productdetail.htm?Pid=015-8005-805
3. (Watson-Glaser) Thinking Styles—Helps students understand their thought process and how they tend to approach
situations. Shows how you make decisions. www.thinkwatson.com/mythinkingstyles

Student Resources:
Pearson Students Facebook page, FinishStrong247 YouTube channel, MySearchLab, Online Dictionary, Plagiarism
Guide, Student Planner, MyProfessionalismKit resources including video cases, job search documents, and interview
FAQ’s. GPA, Savings, Budgeting, and Retirement Calculators.

Instructor Resources:
Instructor Implementation Guide supports course prep with Overview, Time on Task, Grading rubric, etc.

MyStudentSuccessLab Topic List:

A First Step: Goal Setting Memory and Studying

Communication Problem Solving
Critical Thinking Reading and Annotating
Financial Literacy Stress Management
Information Literacy Teamwork
Interviewing Test Taking
Job Search Strategies Time Management
Learning Preferences Workplace Communication (formerly ‘Professionalism’)
Listening and Taking Notes in Class Workplace Etiquette
Majors/Careers and Resumes

MyLabsPlus Available upon request for MyStudentSuccessLab

MyLabsPlus service is a dynamic online teaching and learning environment designed to support online
instruction programs with rich, engaging customized content. With powerful administrator tools and
dedicated support, MyLabsPlus is designed to support growing online instruction programs with an
advanced suite of management tools. Working in conjunction with MyLabs and Mastering content and
technology, schools can quickly and easily integrate MyLabsPlus into their curriculum.
 Custom Publishing
As the industry leader in custom publishing, we are committed to meeting
your instructional needs by offering flexible and creative choices for course
materials that will maximize learning and engagement of students.

The Pearson Custom Library

Using our online book-building system, www.pearsoncustomlibrary.com, create a
custom book by selecting content from our course-specific collections which consist of
chapters from Pearson Student Success and Career Development titles and carefully
selected, copyright cleared, third-party content, and pedagogy.
www.pearsonlearningsolutions.com/custom-library/pearson-custom-student-success-
and-career-development

Custom Publications
In partnership with your Custom Field Editor, modify, adapt and combine existing
Pearson books by choosing content from across the curriculum and organize it
around your learning outcomes. As an alternative, work with them to develop your
original material and create a textbook that meets your course goals.
www.pearsonlearningsolutions.com/custom-publications

Custom Technology Solutions

Work with Pearson’s trained professionals, in a truly consultative process, to create
engaging learning solutions. From interactive learning tools to eTexts, to custom
websites and portals we’ll help you simplify your life as an instructor.
www.pearsonlearningsolutions.com/higher-education/customizable-technology-
resources.php

Online Education
Offers online course content for online learning classes, hybrid courses, and enhances
the traditional classroom. Our award-winning product CourseConnect includes a fully
developed syllabus, media-rich lecture presentations, audio lectures, a wide variety of
assessments, discussion board questions, and a strong instructor resource package.
www.pearsonlearningsolutions.com/higher-education/customizable-online-
courseware.php

For more information on how Pearson Custom Student Success can work for you,
please visit www.pearsonlearningsolutions.com or call 800-777-6872
 Student Success CourseConnect

Student Success CourseConnect (http://www.pearsonlearningsolutions.com/courseconnect) is one of many

award-winning CourseConnect customizable online courses designed by subject matter experts and credentialed
instructional designers, and helps students ‘Start strong, Finish stronger’ by building skills for ongoing personal and
professional development.

Topic-based interactive modules follow a consistent learning path, from Introduction, to Presentation, to Activity, then
Review. Student Success CourseConnect is available in your school’s learning management system (LMS) and includes
relevant video, audio, and activities. Syllabi, discussion forum topics and questions, assignments, and quizzes are easily
accessible and it accommodates various term lengths as well as self-paced study.

Course Outline (ie ‘Lesson Plans’)

1. Goal setting, Values, and Motivation
2. Time Management
3. Financial Literacy
4. Creative Thinking, Critical Thinking, and Problem Solving
5. Learning Preferences
6. Listening and Note-Taking in Class
7. Reading and Annotating
8. Studying, Memory, and Test-Taking
9. Communicating and Teamwork
10. Information Literacy
11. Staying Balanced: Stress Management
12. Career Exploration

“What makes my CourseConnect course so successful is all the engagement that is built-in for students. My students really
benefit from the videos, and all the interactivity that goes along with the classes that I’ve designed for them.”
—Kelly Kirk, Director of Distance Education, Randolph Community College

“It’s truly great that Pearson is invested in using the latest technologies to reach me in ways beside the traditional educational
model. This innovative approach is one of the best ways to facilitate the education of students of my generation.”
—Zach Gonzales, Student, University of Denver
 Resources for Online Learning or Hybrid

Power Up: A Practical Student’s Guide

PART I BEFORE CLASS
to Online Learning, 2/e
Chapter 1 Becoming an Online Learner 1 Barrett / Poe / Spagnola-Doyle
Chapter 2 Know Thyself: Self-Discovery for the Online Learner 9
Chapter 3 Motivation and Goal Setting: Overcoming Obstacles 15 ©2012 • ISBN-10: 0132788195 • ISBN-13: 9780132788199
Chapter 4 The Commitments of an Online Student:
Managing Your Priorities 23
Serves as a textbook for students of all backgrounds who are new to
PART II ABOUT CLASS
online learning and as a reference book for instructors who are also
Chapter 5 The Online Classroom and Community 31 novices in the area, or who need insight into the perspective of such
Chapter 6 Navigating Learning Management Systems 37
students. Provides readers with the knowledge and practice they
Chapter 7 The Hybrid Balance 49
need to be successful online learners.
PART III IN CLASS
Chapter 8 Communicating Online: Who, What, When, How, and Why 55
Chapter 9 Working in the Online Classroom 63
Chapter 10 Thinking and Researching Online 69
Chapter 11 Strategies for Successful Online Learning 79 “We have used this excellent text with all
Chapter 12 The Evolution of Learning 87
cohorts of the last two years, as the text
PART IV TOOLS AND WORKSPACE
Chapter 13 Computer Concerns 95 is an integral part of the first course in our
Chapter 14 E-Books: The Evolution of the Textbook 103
Chapter 15 Creating the Ideal Personalized Study Environment 109 graduate online program. Students love that
PART V EMPOWER YOU
its user-friendly and practical. Instructors see
Chapter 16 Preparing for the First Day of Class 117
Chapter 17 Maintaining Your Online Success 123 this text as a powerful learning tool that is
Appendix A
Appendix B
Financing Your Education
Understanding the Importance of Accreditation
129
131
concise yet is able to be comprehensive in
its coverage of critical skills and knowledge
that support online student success.”
—Dr. William Prado
Associate Professor & Director,
Business Program, Green Mountain College

Introducing CourseSmart, The world’s largest online

marketplace for digital texts and course materials.

A Smarter Way for Students

CourseSmart is convenient. Students have instant access to exactly the
materials their instructor assigns.

CourseSmart offers choice. With CourseSmart, students have a high-

quality alternative to the print textbook.

CourseSmart is CourseSmart saves money. CourseSmart digital solutions can be

purchased for up to 50% less than traditional print textbooks.
the Smarter Way
To learn for yourself, visit CourseSmart offers education value. Students receive the same
www.coursesmart.com content offered in the print textbook enhanced by the search, notetaking,
and printing tools of a web application.
 Resources

Online Instructor’s Manual – This manual is intended to give instructors a framework or blueprint of ideas and
suggestions that may assist them in providing their students with activities, journal writing, thought-provoking situations,
and group activities.

Online PowerPoint Presentation – A comprehensive set of PowerPoint slides that can be used by instructors for
class presentations and also by students for lecture preview or review. The PowerPoint Presentation includes bullet
point slides with overview information for each chapter. These slides help students understand and review concepts
within each chapter.

Assessment via MyStudentSuccessLab – It is an online solution—and powerful assessment tool—designed

to help students build the skills they need to succeed for ongoing personal and professional development at
www.mystudentsuccesslab.com

Create tests using a secure testing engine within MyStudentSuccessLab (similar to Pearson MyTest) to print or deliver
online. The high quality and volume of test questions allows for data comparison and measurement which is highly
sought after and frequently required from institutions.
D

Quickly create a test within MyStudentSuccessLab for use online or to save to Word or PDF format and print
D

Draws from a rich library of question test banks that complement course learning outcomes
D

Like the option in former test managers (MyTest and TestGen), test questions
in MyStudentSuccessLab are organized by learning outcome
D

On National average, Student Success materials are customized by 78% of instructors—in both sequence and
depth of materials, so organizing by learning outcomes (as opposed to ‘chapter’) saves customers time
D

Questions that test specific learning outcomes in a text chapter are easy to find by
using the ACTIVITIES/ASSESSMENTS MANAGER in MyStudentSuccessLab
D

MyStudentSuccessLab allows for personalization with the ability to edit individual
questions or entire tests to accommodate specific teaching needs
D

Because MyStudentSuccessLab is written to learning outcomes, this technology
has breadth across any course where ‘soft skills’ are being addressed

LASSI – The LASSI is a 10-scale, 80-item assessment of students’ awareness about and use of learning and study
strategies. Addressing skill, will and self-regulation, the focus is on both covert and overt thoughts, behaviors, attitudes
and beliefs that relate to successful learning and that can be altered through educational interventions.

Noel Levitz/RMS – This retention tool measures Academic Motivation, General Coping Ability, Receptivity to
Support Services, PLUS Social Motivation. It helps identify at-risk students, the areas with which they struggle, and their
receptiveness to support.

Premier Annual Planner – This specially designed, annual 4-color collegiate planner includes an academic planning/
resources section, monthly planning section (2 pages/month), and weekly planning section (48 weeks; July start
date). The Premier Annual Planner facilitates short-term as well as long-term planning. This text is spiral bound and
convenient to carry with a 6x9 inch trim size.
 IDentity Series—which will you choose?

Our consumer flavored “IDentity” Series booklets are written by national subject matter experts, and offer strategies and
activities for immediate application. These essential supplements can be packaged with any text or purchased individually.
Additional information is available at www.pearsonhighered.com/educator/series/IDentity-Series/12561.page

Now Featuring: IDentity Series: Ownership

Do you remember how you learned to ride a bike? It probably went something like, ‘put on the
training wheels, learn to brake/steer; remove training wheels, try to ride with a strong hand on the back to keep you
balanced, try on your own as you wobbled along; then fell a few times before you...rode away and never looked back’.

If you teach students ownership of concepts in class, they are more likely to take responsibility for their successes and
failures and “own” their learning. First, we offer a multimedia professional development course on Ownership in an easy-
to-use online format that walks through teaching methods and includes ready-to-use activities, coaching tips, assessments,
animations, and video on a topic. Second, we provide a short, affordable student booklet covering ownership essentials
and the topic that can be used independently or as part of your course.

Instructors will learn how to use this groundbreaking four-step process to teach ownership to any student in any class.
Students will learn how to take ownership over their education and ultimately their life path.

Complete list of current and forthcoming IDentity Series publications:

TOPIC SKILLS ISBN TITLE AUTHOR (S)

CAREER Key Cognitive 0132819678 Now You’re Thinking About Your Career Chartrand et. al.
COLLEGE Key Cognitive 0132825740 Now You’re Thinking About College Chartrand et. al.
CRITICAL THINKING Key Cognitive 013286908X Ownership: Critical Thinking Stone
Contextual Skills
FINANCES (brief) 0132819694 Financial Literacy Torabi
& Awareness
FINANCES Contextual Skills Clearpoint Financial
0132819651 Financial Responsibility
(comprehensive) & Awareness Solutions, Inc.
Contextual Skills
IDENTITY 0321883330 Identity: Passport to Success Graham
& Awareness
Contextual Skills
VETERANS 0132886952 Finding Success as a Military Student McNair/Stielow
& Awareness
GOAL SETTING Academic Behaviors 0132868792 Ownership: Effective Planning Stone
TEST TAKING Academic Behaviors 0132869063 Ownership: Study Strategies Stone
TIME MANAGEMENT Academic Behaviors 0132869500 Ownership: Accountability Stone
 Pearson Success Tips
Which will you choose for your students?

Success Tips provides information 1-page highlights on critical topics, available in three formats:

#
Success Tips (6-panel laminate) includes: MyStudentSuccessLab, Time Management, Resources All Around You,
Now You’re Thinking, Maintaining Your Financial Sanity, Building Your Professional Image

#
Success Tips for Professionalism (6-panel laminate) includes: Create Your Personal Brand, Civility Paves the
Way Toward Success, Succeeding in Your Diverse World, Building Your Professional Image, Get Things Done with
Virtual Teams, Get Ready for Workplace Success

?

Choose pages from the list below to insert into a custom text via Pearson Custom Library.

Blackboard 0132853159 Success Tips: Welcome to Blackboard!

to
Brand U 0132850788 Success Tips: Create Your Personal Brand
Blackboard is the name of your online course management system.
Most everything you need for your course is found in Blackboard. This includes any information posted

by your instructor, discussion threads, a way to check your grades, and a means to submit assignments.
Be warned—since one of Blackboard’s strengths is the ability for
your instructors to customize the platform to better match their
course, you may see several different course arrangements.
Once you adapt to these variations, you will easily navigate and
master each course entry.
The basic Blackboard entry page is divided into two areas:
3 The main page with:
1. The Tools panel on the left
2. My Announcements and My Calendar in the center
3. My Courses on the right
3 Icons at the top, such as Home, Help, and Logout, which
allow for quick movement in Blackboard.
The Tools panel provides general access to tools available for all
your courses. It is here that you can send e-mail to classmates in
any course for which you are registered, view your grades, and
“
One of
edit your personal information, such as your
password.
My Announcements will display general
announcements from your college. My
Blackboard’s strengths
is the ability for your
Campus Resources 0132850605 Success Tips: Resources All Around You
Calendar will display any information you have
entered or linked to it. It is a good place to post instructors to customize
reminders of upcoming assignments in any
the platform.
course.
On the right, you will see a list of all courses for
which you are registered in Blackboard. This is where
you will choose the specific course to enter. Let's exam-
” Civility 0132853140 Success Tips: Civility Paves the Way Toward Success
ine what you see when you click on the appropriate course.
This should take you to the home page. Remember, the home
page may be customized, so some of the information below may
be different.

Once you choose the appropriate

course from the My Courses
Critical Thinking 0132850729 Success Tips: Now You’re Thinking
section, you will see:

1. Home Page
3 Announcements When you first log on, you will see a list of
announcements. Review these every time you log on to
ensure you receive important information from your
instructor.
3 What's New This feature will help you keep track of what
has been added to the course since you last logged on. It will
help you keep track of any new content to the course.
3 To Do, My Tasks, My Calendar, Alerts, and Needs
Attention These various sections of the home page enable
you to quickly keep track of upcoming assignments as deter-
mined by your instructor.
3 Left Hand Panel This panel provides the means by which
you will navigate though your course in Blackboard.
Although your course may have additional options, the
next section describes the most common tools.
I Need Help!
Do not despair. You have plenty of support if you have questions
about the Blackboard platform. If you encounter difficulties, let your
instructor know. While all Blackboard courses share some common
characteristics, each school and each instructor is able to customize the look and
feel of Blackboard. Therefore, if you have specific questions about where to find
content, ask your instructor first.
2. Left-Hand Panel
3 Home Page This navigation tool will bring you directly back
to the home page from wherever you may be within
Diversity 0132850753 Success Tips: Succeeding in Your Diverse World
Blackboard. This is useful if you have gone through several
layers—for example, homework submissions within assign-
ments within folders within modules.
3 Information This may contain relevant information to your
course that does not belong to a specific unit or module. For
example, instructors often place the syllabus and contact
information in this section.
3 Content This is where you should find most of the material
you will need for the course. Within Content, you may find
eCollege 0132850664 Success Tips: Welcome to eCollege!
folders listed by dates or topics. Within each folder, there
may be documents to read, assignments to complete and
upload, assessments, external links, or other instructional
materials.
3 Discussions This is where threaded discussions can be
found. These may be begun by the instructor or by a desig-
nated student. You can read and reply to these discussions.
3 Groups This tool allows the instructor to set up groups with-
Finances 0132850710 Success Tips: Maintaining Your Financial Sanity
in the class. Once enrolled, only the members of a group can
share information and e-mails here.
3 Tools This is the most complex of the navigation tools.
Within this section, you will find helpful items made avail-
able by your instructor, such as e-mail, grades, blogs, jour-

If your instructor is unable to help, contact your school’s IT help desk with the
nals, private messages, or collaboration tools.
3 Help The user manual for Blackboard can be found here.
You can choose the table of contents, or do a search for what
Goal Setting 0132850702 Success Tips: Set and Achieve Your Goals
number or e-mail provided to you.
you need to know.

Copyright © 2012 by Pearson Education, Inc. All rights reserved.

Information Literacy 0132850613 Success Tips: Information Literacy is Essential to Success

Moodle 013285077X Success Tips: Welcome to Moodle!

MyStudentSuccessLab 0132850745 Success Tips: MyStudentSuccessLab

Strategy and Tactics
for Note Taking 0132850672 Success Tips: Good Notes Are Your Best Study Tool

Online Learning 013298153X Success Tips: Power Up for Online Learning

GET FINANCIAL AID
ACTIVE DUTY SERVICE MEMBERS
“ Succeeding in
college is like a military
You are eligible for tuition assistance
(TA) through your branch of service.
campaign. Plan well and
Searching for a military-friendly school? Find an accredited
Visit your base education
leverage your military
center or your branch of
service Web portal for
more information, such skills to reach your
school and rate these key areas:
The school…
Understands my lifestyle and
NEVER ALWAYS Privacy 0132850796 Success Tips: Protect Your Personal Data
as www.GoArmyEd.com. challenges. 1 2 3 4 5
VETERANS AND
ELIGIBLE ACTIVE DUTY
SERVICE MEMBERS The
Post 9/11 GI Bill and previous
educational goals.
” Maximizes credit transfer to/from
other schools AND gives credit
for military training and experience.
Allows for unexpected absences,
1 2 3 4 5

versions are a key source of tuition aid for those who

qualify: See http://www.gibill.va.gov/. Some schools
supplement the GI Bill with money through the Yellow Ribbon program. Visit your school’s
such as giving extra time to submit
work when military duty interferes.
Offers many support services.
1 2
1 2
3
3
4
4
5
5
Professional Image 0132850826 Success Tips: Building Your Professional Image
website to find out more. Offers the degree program I want. 1 2 3 4 5
NATIONAL GUARD Search the National Guard website for your state for financial aid help. The higher the rating, the friendlier the school.
Some states even offer free in-state tuition.
ROTC An ROTC scholarship will pay for tuition, books, and fees. Even if you’re not on
scholarship, you may still be able to receive money if you participate in
ROTC programs.
OTHER SCHOLARSHIPS Search for other scholarships from sources
such as Officer’s Wives clubs and the American Legion.
CLASSROOM TACTICS
The tactics of hard work and discipline
HINT: For online courses, you
should also find out what classroom
login requirements are. Asynchronous
log in (no requirement to be in class
Service Learning 0132886316 Success Tips: Service Learning What You Learn Helps Others
will help you succeed. Put them to use by at a specific time) is best if you
expect absences.
approaching college as you would a military
GET AS MUCH CREDIT AS YOU CAN operation:

You probably have more credit hours than you think, even if you’ve THE MISSION Understand course and program requirements, and know
never been to college. Military training and experience is often worth
academic credit.
3 Find out the school policy on credit for military training or
what success looks like.
3 Read the syllabus to familiarize yourself with upcoming assign-
ments, grading policies, and deadlines.
Stress Management 0132852071 Success Tips: Stay Well and Manage Stress
experience. 3 Know what the learning objectives are for each course, and how
your learning will be assessed.
3 Provide school officials a copy of your military training/education
record; the American Council on Education (ACE) can help you THE COMMANDER Follow the orders of your instructors and
get your transcript: give them what they want.
www.acenet.edu/AM/Template.cfm?Section=Military_Programs
3 Consider taking tests for credit: CLEP and DANTES are two good
sources.
3 Complete your assignments on time and do them exactly as
directed.
3 Participate actively in class, whether online or face to face. Show the
Test Taking 0132850680 Success Tips: Prepare for Test Success
3 Research your school's prior learning assessment policy on receiving instructor you want to be a good student; it will help at grading time.
credit for knowledge you've gained through volunteer work, hobbies,
ALLIES Create support groups to share intelligence and get help.
home businesses, and other activities.
3 Find other military students, especially those who are in your classes or
academic program.
3 Use veterans groups, social networks, clubs, and organizations to your
BEWARE: Not all credits you've
earned will transfer. Talk to your advisor
early to find out which ones will.
advantage.
3 Don’t ignore the library; librarians love to help with research and can be
the link to support services.
Time Management 0132850842 Success Tips: Time Management
LEADERSHIP: Chances are, you have some leadership experience. Use your skills to take a
lead role with projects, run for office in the student government, or volunteer to lead campus
activities (even online!). You will get from your school experience what you put into it.

Copyright © 2012 by Pearson Education, Inc. All rights reserved. Veterans 013285080X Success Tips: Veterans/Military Returning Students

Virtual Teams 0132850761 Success Tips: Get Things Done with Virtual Teams

Workplace Success 0132850834 Success Tips: Get Ready for Workplace Success
BRIEF CONTENTS
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xvii
 CONTENTS
The Need to Be More 32
BEGIN
YYW Conquering the Generation Gap 33
THE GOAL OF CORNERSTONES Achieving Your Potential and Increasing Motivation 34
FOR CAREER COLLEGE SUCCESS Point 1 35
AND OUR COMMITMENT TO YOU
Point 2 36
Point 3 37
Point 4 37
chapter 1
Point 5 38
CHANGE  Point 6 40
CREATING SUCCESS, GUIDING Point 7 41
CHANGE, AND SETTING GOALS Point 8 42
■ WHY READ THIS CHAPTER? 2 ■ FROM ORDINARY TO EXTRAORDINARY: Derwin
■ SCAN AND QUESTION 2 Wallace 43

■ HOW COLLEGE CHANGED MY LIFE 3 Point 9 44

The Times . . . They Are a Changin’ 4 ■ CHANGING IDEAS TO REALITY 45

Building Lasting Success 7 ■ KNOWLEDGE IN BLOOM 46

Your Education and You 8

Creating Success Through Positive Change 9 chapter 3
The M & M Theory 11
The Culture of College 12
PERSIST 48
Basic Truth 1 12 UNDERSTANDING THE
CULTURE OF YOUR
Basic Truth 2 13
COLLEGE
Basic Truth 3 13
■ WHY READ THIS CHAPTER? 49
Basic Truth 4 13
■ SCAN AND QUESTION 49
Basic Truth 5 15
■ HOW COLLEGE CHANGED MY LIFE 50
Basic Truth 6 16
■ FROM ORDINARY TO EXTRAORDINARY: Bill Clayton 17 To Be Successful, You Have to Last 51

Building a New You 18 Knowing the Rules Up Front 51

One Last, Important Word About Your Goals 21 I Want a Degree! . . . I Think 53

■ CHANGING IDEAS TO REALITY 21 Great Expectations 53

■ KNOWLEDGE IN BLOOM 22 I Can’t Believe You Gave Me an F 55

Classroom Challenges 56
The Golden Rule—Or Just a Crock 57
chapter 2 Self-Management, Ethics, and Your Future 58
Making Mature Decisions 59
ENGAGE  Cheating 59
DEVELOPING YOUR
The Dangers of Using Someone Else’s Work as Your
PERSONAL AND ACADEMIC Own 59
MOTIVATION
Student Services at Your College 60
■ WHY READ THIS CHAPTER? 28 Let Me Give You a Piece of Advice 60
■ SCAN AND QUESTION 28 Developmental/Remedial Classes 60
■ HOW COLLEGE CHANGED MY LIFE 29 How to Calculate Your Grade Point Average 62
The Power and Passion of Motivation 30 Going Back to College as an Adult Student 63
xviii
 CONTENTS xix

■ FROM ORDINARY TO EXTRAORDINARY: Lydia Hausler The Importance of Critical Thinking 104
Lebovic 64 An Eight-Point Plan for Critical Thinking 105
Succeeding in the Second Term and Beyond 65 Sharpening your Emotional Intelligence Skills 106
Persisting for Your Future 66 Tolerating Uncertainty 111
■ CHANGING IDEAS TO REALITY 67 ■ FROM ORDINARY TO EXTRAORDINARY: Dino J.
■ KNOWLEDGE IN BLOOM 68 Gonzalez, M.D. 120
■ CHANGING IDEAS TO REALITY 123
■ KNOWLEDGE IN BLOOM 124
chapter 4
CONNECT  chapter 6
CONNECTING WITH
TECHNOLOGY, RESEARCH, AND PRIORITIZE 
INFORMATION LITERACY PLANNING YOUR
■ WHY READ THIS CHAPTER? 71 TIME AND REDUCING
■ SCAN AND QUESTION 71
STRESS
■ HOW COLLEGE CHANGED MY LIFE 72 ■ WHY READ THIS CHAPTER? 129
The Fast, Ever-Changing Face of Technology 73 ■ SCAN AND QUESTION 129
Spending Time Online 73 ■ HOW COLLEGE CHANGED MY LIFE 130
Evaluating Your Technology Skills 75 Time—You Have All There Is 131
Learning the Language of Technology 75 Priority Management and Self-Discipline 132
Useful Internet Sites and Searches 78 I’ll Do it When I Have a Little Free Time 133
OR! AND! NOT! 79 Planning, Doodling, or Begging 134
Social Media for Educational Purposes 81 Absolutely No . . . Well, Maybe 135
Maximizing The Use of Technology 83 Beginning Your Day with Peace 136
Privacy and Security Issues 84 The Dreaded “P” Word 138
Ridin’ High On The Information Super Highway 85 Getting the Most Out of this Moment 140
On The Go and Going Online—Where It All Comes Evaluating How You Spend Your Time 142
Together 86 Focusing on and Eliminating Distractions and
Practicing Information Literacy In The Age Interruptions 143
of Technology 87 Planning and Preparing 143
The Information Literacy Process 88 Stress? I Don’t Have Enough Time for Stress! 145
Using Information Literacy to Develop a Research Project 93 ■ FROM ORDINARY TO EXTRAORDINARY: Odette
■ FROM ORDINARY TO EXTRAORDINARY: Luke Smith–Ransome 146
Bryan 94 ■ I DON’T THINK I FEEL SO WELL 147
■ CHANGING IDEAS TO REALITY 98 ■ CHANGING IDEAS TO REALITY 151
■ KNOWLEDGE IN BLOOM 98 ■ KNOWLEDGE IN BLOOM 151

chapter 5 chapter 7
THINK  LEARN 
BUILDING CRITICAL THINKING, DISCOVERING YOUR LEARNING
EMOTIONAL INTELLIGENCE, STYLE, DOMINANT INTELLIGENCE,
AND PROBLEM SOLVING SKILLS AND PERSONALITY TYPE
■ WHY READ THIS CHAPTER? 102 ■ WHY READ THIS CHAPTER? 155
■ SCAN AND QUESTION 102 ■ SCAN AND QUESTION 155
■ HOW COLLEGE CHANGED MY LIFE 103 ■ HOW COLLEGE CHANGED MY LIFE 156
xx CONTENTS

We Hope You Learned Your Lesson! 157 ■ HOW COLLEGE CHANGED MY LIFE 204
■ FROM ORDINARY TO EXTRAORDINARY: The Importance of Listening 205
H.P Rama 160 I Think I Heard you Listening 206
Give Your Brain a Workout 160 Listening Defined 206
The Learning Process 161 Four Listening Styles Defined 208
Understanding Your Strengths 163 Listening Can Be So Hard 209
Understanding Multiple Intelligences 163 Listening for Key Words, Phrases, and Hints 211
Understanding Learning Styles Theory 165 Taking Effective Notes 212
Wanted: A Visual Learner with Tactile Skills 169 Tips For Effective Note Taking 212
Understanding Personality Type 171 You’ll Be Seeing Stars 213
■ CHANGING IDEAS TO REALITY 175 Three Common Note-Taking Systems 215
■ KNOWLEDGE IN BLOOM 176 The Outline Technique 215
The Cornell System 216
chapter 8 The Mapping System 218
TMI! TMI! (Too Much Information) 219
READ  ■ FROM ORDINARY TO EXTRAORDINARY: Vivian
BUILDING SUCCESSFUL READING Wong 220
STRATEGIES FOR PRINT AND ■ CHANGING IDEAS TO REALITY 221
ONLINE MATERIAL
■ KNOWLEDGE IN BLOOM 221
■ WHY READ THIS CHAPTER? 180
■ SCAN AND QUESTION 180
■ HOW COLLEGE CHANGED MY LIFE 181 chapter 10
Discovering Your Reading Style 182
STUDY 
I Feel The Need . . . The Need for Speed! 183
DEVELOPING YOUR
You Don’t Have to be a Logodaedalian to Enjoy
MEMORY, STUDY, AND
Words 185
TEST-TAKING SKILLS
Learning to Read Faster and Smarter 186
■ WHY READ THIS CHAPTER? 226
Reading Online Material 187
■ SCAN AND QUESTION 226
Finding The Main Idea 188
■ HOW COLLEGE CHANGED MY LIFE 227
SQ3R to the Rescue 190
The Three Types of Memory 228
It's Not Over Until It’s Over 194
Powerful Visualization Techniques 229
■ FROM ORDINARY TO EXTRAORDINARY: Sylvia
Eberhardt 195 The Capability of Your Memory 231
■ CHANGING IDEAS TO REALITY 196 Using Mnemonic Devices 233
■ KNOWLEDGE IN BLOOM 197 Hakuna Matata 236
Studying in a Crunch 237
Using Study Groups 240
chapter 9
Preparing for the Test 241
RECORD  Test-Taking Strategies and Hints for
CULTIVATING YOUR LISTENING SKILLS Success 241
AND DEVELOPING A NOTE-TAKING ■ FROM ORDINARY TO EXTRAORDINARY: Matthew
SYSTEM THAT WORKS FOR YOU L. Karres 243
■ CHANGING IDEAS TO REALITY 246
■ WHY READ THIS CHAPTER? 203
■ KNOWLEDGE IN BLOOM 247
■ SCAN AND QUESTION 203
 CONTENTS xxi

Speaking Beyond the Lectern 289

chapter 11 ■ FROM ORDINARY TO EXTRAORDINARY: Dr. Wayne
A. Jones 292
PROSPER 
■ CHANGING IDEAS TO REALITY 294
MANAGING YOUR
■ KNOWLEDGE IN BLOOM 295
MONEY AND DEBTS
WISELY
■ WHY READ THIS CHAPTER? 250 chapter 13
■ SCAN AND QUESTION 250
■ HOW COLLEGE CHANGED MY LIFE 251
COMMUNICATE 
Taking Control of Your Finances 252 COMMUNICATING
INTERPERSONALLY, APPRECIATING
Practicing Discipline at The Right Time 253
DIVERSITY, AND MANAGING
Financial Aid 254
CONFLICT
Student Loans 257
■ WHY READ THIS CHAPTER? 298
Your Credit History 258
■ SCAN AND QUESTION 298
B Is for Budgeting 260
■ HOW COLLEGE CHANGED MY
Credit Cards 263
LIFE 299
The Pitfalls of Payday Loans, Car Title Loans,
The Communication Process 300
and Rent-to-Own Contracts 264
The Story of One Wild Boy 302
Small Costs Add Up! 266
The Role of Nonverbal Behaviors in Interpersonal
Protect Yourself from Identity Theft 267
Communication 303
Battling The Big “IFs” 269
OMGUROTT (Oh My God, You Are Over The
■ FROM ORDINARY TO EXTRAORDINARY: Leo G. Top) 304
Borges 270
Self-Disclosure and Interpersonal
■ CHANGING IDEAS TO REALITY 272 Communication 306
■ KNOWLEDGE IN BLOOM 273 Relationships with Friends 307
Appreciating Diversity 308
Conflict in Relationships Is Inevitable 310
chapter 12
The Faces of Conflict 311
PRESENT  ■ FROM ORDINARY TO EXTRAORDINARY: Maureen
SPEAKING WITH Riopelle 315
PURPOSE, PASSION, Becoming a Great Team Member 316
AND POWER ■ CHANGING IDEAS TO REALITY 318
■ WHY READ THIS CHAPTER? 276 ■ KNOWLEDGE IN BLOOM 318
■ SCAN AND QUESTION 276
■ HOW COLLEGE CHANGED MY LIFE 277
The Enormous Power of Words 278 chapter 14
Speaking Publicly 279
LIVE 
Speaking Publicly in a Digital World 279
DEVELOPING YOUR PLAN FOR
Selecting the Main Ideas and Issues for a Presentation 281
WELLNESS AND PERSONAL
Creating Effective Introductions and Conclusions 282 RESPONSIBILITY
Three Major Types of Formal Presentations 284
■ WHY READ THIS CHAPTER? 322
Creating Powerful Visual Presentations 286
■ SCAN AND QUESTION 322
Reducing Anxiety 288
■ HOW COLLEGE CHANGED MY LIFE 323
xxii CONTENTS

A Holistic Approach to Wellness 324 The Sophomore Year 346

The Mind's Effect on Wellness 325 The Successful Transition Plan For First-Year Students 347
Silent Problems of the Mind 325 Developing Your Career Self-Study Plan 349
The Soul’s Effect on Wellness 327 Help Me: I’m Undeclared 352
The Body’s Effect on Wellness 328 The Futurist 353
What you Do Today May Impact You for Years The Job Search Package 354
to Come 329
Write a Powerful and Concise Cover Letter 355
■ FROM ORDINARY TO EXTRAORDINARY: Catherine
Schleigh 330 Understand The Do’s and Don’ts of Memorable
Resumes 358
Binge Drinking 332
Types of Resumes 360
Smoking Cessation and How to Do It 333
Online Applications 361
Sexually Transmitted Diseases 335
Networking 366
STDs and Birth Control 335
The Interview 366
■ CHANGING IDEAS TO REALITY 338
Anticipating the Interviewer’s Questions 369
■ KNOWLEDGE IN BLOOM 338
Ask Informed Questions 371
Rough, Tough, Hard Questions 371
chapter 15 ■ FROM ORDINARY TO EXTRAORDINARY: Mark
Jones 372
PLAN  Win, Lose, or Draw, Always Say “Thank You” in
FOCUSING ON YOUR Writing 374
FUTURE AND PROFESSIONAL ■ CHANGING IDEAS TO REALITY 375
CAREER
■ KNOWLEDGE IN BLOOM 376
■ WHY READ THIS CHAPTER? 342
■ SCAN AND QUESTION 342
REFERENCES 379
■ HOW COLLEGE CHANGED MY LIFE 343
CREDITS 381
Planning for the Future 344
INDEX 382
Strategies to Successfully Prepare for Your Future 345
 CONTENTS xxiii

Cornerstones Speaks to Where You Are

Why?
You and Your Students Have Unique Needs.
Cornerstones recognizes how student and instructor needs have evolved, and have made the
change from editions that catered to all institutions to specific programs (four year, two year, and
blended and online). In learning environments, it is important to get relevant information—at
the time you need it. Now you can select course materials from Cornerstones that reinforce your
institution’s culture (four year, two year, or blended and online) and speak directly to your specific
needs.

Choice is Yours.
Cornerstones is known for concrete and practical strategies that students can apply to all college
classes, the world of work, and life in general, and addresses the "why" of learning and the power
of positive change. It offers coverage of Bloom's taxonomy, SQ3R integration, and information
and financial literacy. Defining topics include first generation students, adult learners, making
successful transitions, and planning for success in the second year and beyond. The ancillary
materials are designed to assist instructors in delivering a top-level student success course.
Choose the version of Cornerstones that aligns best with your institution and student popu-
lation, all while getting the hallmark features and content you’ve come to expect.

Four Year
Cornerstones for College Success 7e (formerly Cornerstone: Creating Success
Through Positive Change 6e, and Cornerstone: Creating Success Through Posi-
tive Change Concise 6e). Written specifically for students attending four year
programs, it addresses today's college students.

Two Year
Cornerstones for Community College Success 2e (formerly Cornerstones for Com-
munity College Success). Written specifically for students attending two year
programs, it addresses students in community and technical colleges.

Blended and Online

Cornerstones for College Success Compact (new offering). Written specifically
for blended and online environments, it addresses students as digital learners
and aligns with learning outcomes from MyStudentSuccessLab (http://www
.mystudentsuccesslab.com), and Student Success CourseConnect (http://www
.pearsonlearningsolutions.com/courseconnect). This makes it ideal as a print
companion paired with one of these technologies to actively augment learning
with activities, assessments, and critical thinking exercises to apply concepts.
 P R E FA C E
NEW TO THE SEVENTH EDITION OF
CORNERSTONES FOR COLLEGE SUCCESS
How College Changed My Life showcases stellar graduates who used their challenges and
strengths as motivational forces in obtaining degrees and entering their professions. These en-
gaging stories help students understand the importance of their own college experience and how
to apply skills gained during their college experience to their professional and personal lives. See
these features at the beginning of every chapter.

CONNECT Chapter on Technology helps students master the ever-changing skills of informa-
tion literacy, understand today’s technology “language,” conduct effective online searches, and
monitor their online behavior and actions. This chapter also introduces the basics of the most
popular computer programs and social media platforms used in education today. To explore
further, see Chapter 4.

The D.A.R.T.S. Information Literacy System developed specifically for the Cornerstones fran-
chise introduces students to an effective, useful, and easy-to-remember formula for conducting
online research and evaluating sources. The D.A.R.T.S. Information Literacy System involves
Determining the information needed, Accessing the appropriate information, Reading and evalu-
ating the information carefully, Transforming the information into a dynamic project, and Se-
lecting appropriate documentation styles. To learn more see Chapter 4.

Writing a Research Paper using D.A.R.T.S. Information Literacy System makes dreaded
research projects easier for students. This system walks students through the research process to
narrow the topics, develop an effective thesis, conduct meaningful and useful research, test
the validity of sources, and use proper documentation styles. To review this new coverage, see
Chapter 4.

PRESENT Chapter on Oral Communication focuses on the importance of oral communica-

tion in the digital age. The major types of speeches-Informative, Demonstrative, and Persuasive-
are discussed. Students will learn skills crucial for future career success including effective oral
communication in teleconferencing, telephone etiquette, personal introductions, and selling
your ideas. See Chapter 13 for this new coverage.

Higher Education and the Adult Learner helps students who are returning to college after
an extended absence. Tips and advice are provided to help returning students make the most of
college services and relationships. See Chapter 3 for this new coverage.

Conquering the First Generation Student Gap helps students who are first generation col-
lege students understand more about college life and how to adjust to their changing world. See
Chapter 3 for this new coverage.

Developmental and Remedial Classes coverage is included to reflect the importance of hav-
ing a firm foundation in English, reading and mathematics, this section stresses the importance
of registering for and completing developmental classes that may have been identified as neces-
sary based on placement testing. See Chapter 3 for this new coverage.

Working in Teams and Studying in Groups shows students the importance of establishing,
working in, and maintaining effective study, learning, and working teams. Coverage includes
strategies to use in creating effective virtual teams. See Chapters 10 and 12 to learn more.

xxiv
Another random document with
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 "No, my dear. You're not going yet," said Susan, in
resolute tones. "Nannie's right to bring you in. You're not
going yet. You just take your shawl off your head, and sit
down and tell me what's the matter. And you needn't say
again that nobody cares. Come, child, sit down!"

That conquered Bess. She took the seat indicated and

laying her head on the table, broke into heavy sobs.

"Come, now—come!" repeated Susan. "Don't you be so

upset. Tell me what's wrong, and we'll see if I can't help you
put things right." Then, with a sudden thought, "Is it
anything my Nannie shouldn't hear? I'll send her away, if it
is. She don't know the bad ways of some of you girls; and I
don't choose she should, as long as I can keep her from it."

Bess choked down her sobs, and sat up with heaving

chest.

"I wouldn't tell her neither," she said earnestly. "I'm not
so bad as that. She ain't like us; and I wouldn't be the one
to make her like my sort. I'd sooner learn to be like her—if I
could."

"And of course you can," said Susan encouragingly. "I'd

begin this minute, if I was you."

"Begin to be like Nancy! This minute!" Bess said, in a

wondering tone, as if the idea were a new one.

"To be sure I would," said Susan.

Whatever Susan Dunn did or did not mean in a practical

sense, Bess evidently had some distinct notions on the
subject, for she sat more upright, gazed hard at Nancy,
then walked to a small looking-glass hung over the mantel-
shelf and surveyed herself. Susan and Nancy said nothing
for a few seconds. On the dresser stood a basin full of
water, and Bess' next move was to plunge her rough
unshawled head into this water. It came out dripping; and
she parted the flattened thick mass with her fingers,
pushing it back on either side.

"How they'll jeer!" she burst out then.

"Who will?" asked Susan.

"They! When I'm seen like this."

"The girls that you've made your friends? But you'll

have to leave them, and choose a better sort of friends,"
said Susan.

Bess walked back to her vacated seat.

"Won't you mind Nancy being seen along of me now?"

she demanded.

Susan was rather perplexed. Certain other changes

would be needed beside the possession of a neat head, if
Bess Gardiner was to be counted a fit companion for Nancy
Dunn; yet she could not bear to check the poor ignorant girl
in her first effort to take a right turn.

"What makes you want that so much?" she inquired.

"Because—" Bess' voice suddenly faltered. "Because

there ain't nobody like her—and I—I—I'd do anything in all
the world that ever I could for her—I would!"

Mother and daughter exchanged looks, tears in Nancy's

eyes, and something very like tears in Susan's.
 "If Nannie's to be the one who can help you to what's
right, I'm not the woman to hinder," she said, with a touch
of huskiness. "Seems to me it may be God's will for you
both. But look here, Bess. You've got to make your choice.
You can't do both, you know. If you want to be in and out
here, and to learn from my Nannie, you'll have to leave
your bad companions, and drop your old ways. There's to
be no bad words spoken, and no taking of God's Holy Name
in vain, and no saying of things which a pure-minded girl
shouldn't hear. And you'll have to stop going about in that
sort of dress I saw you in last Sunday. I wouldn't have my
Nannie seen in the street with a girl dressed like that—no,
not for anything you could mention. I'm not speaking
unkindly; but I do mean what I say. You've had your old
friends, and you've gone on in their ways. If Nannie's to be
your friend now, you'll have to take to new ways."

Bess's low brow was frowning anxiously.

"I'd do anything," she said; "anything you'll tell me. And

I mean it. I told mother I'd go right off and board with them
Joneses, because father did storm at me so. And I won't
now."

"No," Susan said, in decisive tones. "It's the Joneses or

Nancy. Not both."

Bess shook her head.

"Couldn't be both," she assented. "But my! Won't they

be at me!"

"It won't be an easy time for you," said Susan gravely,

"It never is, when a girl tries to leave evil and turn to good.
And mind, Bess, it isn't only just a leaving off of one thing
or another that you've got to think of. That's not enough.
You'll have to be whole and thorough—give yourself up to
serve God, and do His will. For if you haven't His Power to
keep you straight, nothing else 'll be of much use."

"Parson said so too," Bess remarked briefly. "He

stopped me one day, and I jeered, and he had his say out
and never minded. I've thought of it a many times since."

"What did he tell you, Bess?" asked Nancy.

Bess was in difficulties. She evidently retained no clear

recollection of the words spoken. Yet, as evidently, a distinct
impression had been made. By dint of questioning, Susan
came a vague remembrance of "something about God
caring."

"And he said I just hadn't ought to go on a-troubling of

Him with my bad ways," added Bess. "Him as was nailed up
on the Cross. I didn't know nothing about it troubling Him
before. And I thought—maybe—Nancy 'ud tell me what to
do."

CHAPTER XX.
TROUBLE.

"THERE's something wrong with Mr. Wilmot!" Other

people, besides Mrs. Mason, were saying this as the
summer went on.
 Annie was slower to perceive the alteration in him than
were many. For one thing, he did his best to keep up in her
presence, fearing to awake his darling's anxiety. For
another, she was young still, and had seen little of illness.
Moreover, she was extremely busy in the Parish, and was by
no means given to conjuring up troubles.

Conjuring was, however, in this matter no longer

needed, for a very real trouble lay already to hand.

The change in Mr. Wilmot had become patent to all who

knew him. A laboured and languid gait replaced the old
brisk walk; a fixed perpetual pallor replaced the old healthy
sunburn. If he had to ascend a little slope, he stood still
often to pant for breath. The exertion of preaching would
bring visible drops of moisture to his brow; and not seldom
the once clear and ringing tones were inaudible to half his
congregation.

Yet with this appearance of weakness, there existed an

unusual brightness, and this it was chiefly which helped to
blind Annie's eyes.

For a while, in the earlier part of the summer, she and

many others had thought him unwontedly grave and
depressed. The gravity and depression were gone now,
utterly. Never had his eyes shone with so calm a light,
never had his smile been so full of sunshine. There were
some who noted in his look and bearing a strange
unearthliness—noted it with mingled awe and fear. Yet they
could not have told wherein it consisted; for even while they
noted it, and thought him worn and altered, his laugh would
break out in all its old gaiety, as he paused to speak to
some little child. And how the children loved him!
 Annie's eyes remained long strangely shut. She thought
him tired unusually often, but the hot summer seemed to
account for this. By-and-by, he would take his autumn
holiday, and that would set all right.

But there came a day of awakening—sudden and

unexpected.

She had had her Bible class as usual one Sunday

afternoon, with the half-dozen girls who regularly came to
the Rectory for that purpose. It was a very interesting hour
commonly to them all; not least so to Nancy Dunn, who by
this time loved Miss Wilmot dearly. This day's lesson proved
certainly not less interesting than usual.

Annie had chosen the subject of trouble, and of how to

bear trouble. She had talked it over with her father
beforehand, and she had much to say about the bright side
of trouble, the often good effects of it, and the spirit in
which it should be borne.

"I dare say some of you remember that sermon of my

father's about being always ready," Annie said, in the
course of the class.

Nancy smiled a response.

"Perhaps we haven't any of us just now any great

troubles to bear—only just little every-day ones. But the
great troubles may come at any time; and when they do,
we ought to be ready. I suppose there is only one way of
being really ready, and that is,—" Annie went on reverently
—"that is, living always very close to Jesus. For if we are
fighting close to His side, and under His banner, then
whatever He orders we shall be ready to do—or whatever
He gives us we shall be ready to take.
 "I don't mean," she added, after a pause, "that one
wouldn't feel trouble. My father says that is a mistake.
When God sends trouble, He means it to be trouble. And He
means it to bring us near to Him, that He may comfort us. I
don't suppose He can comfort us till we are 'ready' to have
whatever He sends. Some don't learn to be ready till after
the trouble comes. But I should like to learn beforehand—
shouldn't you? I should like to be able, when it comes, to
look straight up, and say, 'Thy will, not mine, be done.'
That's what the Lord Jesus could do, even in the midst of
His great terrible struggle in Gethsemane. He could say,
'Not My will, but Thine.' For all the while He was ready—
truly ready. He could always say from His heart, 'Lo, I come
to do Thy will, O God!' And that is what we have to learn to
say."

It seemed strange afterwards to Annie herself, as well

as to those who listened, that she should have spoken just
on that particular day in this particular manner.

The class ended, Annie put away her Bible, set the
chairs straight, and went out into the garden, singing softly.
She believed her father to be at the school, where he
usually went every Sunday afternoon. A favourite Homer
rose bush near the garden-gate drew Annie's attention. She
thought she would gather a few buds, and put them on
father's study table, to refresh his eyes when he returned.
He had not seemed at all well that morning; and Annie had
almost made up her mind to ask Mr. Rawdon privately some
day soon whether Mr. Wilmot ought not to take a tonic.

Six pretty pinkish half-open blossoms were in hand,

when a movement near made her look up. "Good
afternoon," she said, smiling at the sight of Archie Stuart.
Mrs. Stuart's cottage was in Annie's district, and Annie knew
the mother and son well.
 "How is Mrs. Stuart?" she asked, as Archie seemed to
hesitate outside the gate.

Archie's mother was "pretty well," he said.

"Her foot quite recovered?" Annie asked, plucking

another rose bud. "Do you think she would like two or three
of these? Come in, and I'll give them to you."

Archie was much pleased. He stepped inside, letting the

gate swing to.

"There!" Annie said, handing him a small bunch. "Tell

Mrs. Stuart I am coming very soon to see her again." Then,
with another smile, Annie inquired, "Has she begun to like
Nancy Dunn yet?"

Archie's face fell. "No, Miss," he said. "Not as anybody

could help liking Nancy—"

"No, indeed!" put in Annie.

"But she won't hear one word of me and Nancy having

things settled between us," pursued Archie.

"Then you have to be patient a little longer," said Annie.

Between confidences from Archie, from Mrs. Stuart, and
from Nancy, she knew pretty well all about the matter.
"Nobody is the worse for a little waiting, and I think you are
pretty sure about Nancy—are you not?"

"Well, I did speak to her, Miss Wilmot, and to Mrs. Dunn

too," admitted Archie. "For I didn't seem as if I was able to
keep in any longer. And my mother she was in a great
taking. But Mrs. Dunn said, and Nancy said too, that it
wasn't to be anything settled until mother was willing. And
it does seem as if she never was going to be willing."
 "You have waited a very short time yet, and you and
Nancy are both young," said Annie. "I think you must have
patience still; and your mother has been a good mother,
hasn't she? I always notice how very fond she is of you. I
am sure you must want to be a very good son to her."

"Well, yes—that I do, Miss," assented Archie, though

perhaps not so heartily as Annie wished, for his head was
full of Nancy. Then he inquired: "Is Mr. Wilmot better,
please? Mother said I was to be sure and ask. She does set
store by Mr. Wilmot, and no mistake, and it's worried her to
see him so ill lately."

"My father! Why, he has not been ill," said Annie in

surprise. "He seemed tired this morning."

Archie looked at Annie somewhat strangely. He had

heard many remarks lately on the Rectors altered look.

"I am expecting him home from Sunday school directly,"

pursued Annie. "So I must go indoors now and be ready for
him. Good-bye. I do hope your mother will soon give way
about Nancy. But you have to be patient, haven't you, till
then?"

Annie went back into the house, wondering uneasily

what could have made Archie speak so of her father. She
would certainly got hold of Mr. Rawdon as soon as possible,
and beg him to see after Mr. Wilmot.

The study door was shut; but Annie, believing her

father to be out, went straight in, meaning to put the rose
buds on his study table. Her light and quick approach was
unheralded. The door gave no warning creak; and Annie
had a noiseless manner of turning handles.
 The room proved to be tenanted. Mr. Wilmot lay on the
sofa, and beside him sat Mr. Rawdon, bending somewhat
forward, and speaking in distinct tones—

"As for your fear of hydrophobia—"

These words struck upon Annie's ears; and no trumpet-

clang could have rung out with more startling clearness.

In a moment, the two were aware of her presence, and

Mr. Rawdon stopped short.

CHAPTER XXI.
THE GREAT DREAD!

"WHY, Annie, my child!" the Rector said, raising himself

on one elbow, and greeting her with a smile, in which some
veiled anxiety might have been detected. "We did not hear
you coming. Are those roses for me? How has the class
gone to-day?"

Annie could not answer him. She hardly knew what it

was that restrained her to some appearance of calm. That
terrible word "Hydrophobia" seemed to be ringing still
through the room, and with it an awful dread had rushed in
upon her. Yet she only stood motionless, holding the back of
a chair with one hand and clutching the rose buds fast in
the other.
 "I did not go to the school this afternoon," pursued Mr.
Wilmot. "The truth is, I was not feeling quite—well, not
quite as I should; so I took an hour's rest instead."

Annie seemed to hear herself speaking in a hollow

distant tone—"And you sent for Mr. Rawdon?"

"No, I came without being sent for," said Mr. Rawdon.

He uttered the words in a deliberate repressive manner, as
if to impress upon Annie a need for caution. "I was not
satisfied with your father's look in Church this morning."

Then a pause. Annie remained perfectly still, her eyes

fixed on vacancy. All colour had fled from her face. The two
gentlemen exchanged meaning glances.

"Come, my child—sit down here, and tell me about your

class," said Mr. Wilmot.

He made a little space on the sofa, and Annie went to it

mechanically, but not to talk. In another moment, she had
buried her face on his shoulder, and was clinging to him in a
passionate wordless agony.

For two or three minutes there was silence, which

nobody liked to break. The brisk ticking of the clock
sounded clearly; but to Annie that sound was lost in the
rapid fluctuating throb of something nearer at hand,
something fast yet broken. She could not see her father's
face, but Mr. Rawdon could, and his hand took firm hold of
Annie's arm.

"Miss Wilmot! Stop this, please. You must get up."

There was a sound of warning in the tone. Annie

obeyed, still as one in a maze. It seemed to her that the
whole world was suddenly changed with this new fearful
dread. Then she saw her father's ghastly look, and she
knew that something must be very wrong. He could not
speak—could not breathe. Mr. Rawdon had moved away to
the table, to pour out some liquid into a small glass, and
now he was administering it, holding up Mr. Wilmot. The
breathless struggle lessened slowly; and then a fresh fear
came over Annie. Had she done him harm? With that
thought she was herself again.

"It is going off now—not much this time, I hope," Mr.

Rawdon said cheerfully. "Keep still, Wilmot. Don't try to talk
yet. Miss Wilmot and I will arrange about the evening."

Annie could only look at the doctor imploringly, and Mr.

Wilmot's hand drew her back to her former position—except
that she sat upright, not leaning against him.

"Now," Mr. Rawdon said, with a glance at Annie and a

movement as if to leave the room. But Annie could not stir.
The restraining arm around her might be weak, yet it held
her fast. Mr. Rawdon had taken one step towards the door,
and he paused hesitatingly.

"The fact is, Wilmot, any kind of agitation is bad for

you, in the present state of your heart," he said. "Miss
Wilmot and I are used to each other. Better let us have our
little talk in another room."

"No," said Mr. Wilmot gently. "Here, please. It will

distress me less. Annie must be good and calm."

Mr. Rawdon took a chair, by no means with the air of a

man convinced.

Then another pause. Mr. Wilmot's eyes were on his child

lovingly; and Annie could be seen to draw one or two deep
breaths, as if mastering herself with difficulty.
 "Yes," she said at length. "Please tell me."

"I will see some one, and arrange for the service this
evening." Mr. Rawdon spoke deliberately. "I have already
warned your father that he must consent to do less work.

"I am ready," Mr. Wilmot said, in a quiet voice.

"The fact is, Miss Wilmot—the fact is, your father has
had lately a severe return of certain troublesome heart
symptoms, from which he suffered a good deal about two
years ago. You will probably remember."

"Yes—I remember," Annie found herself saying. "He had

to take a long holiday—and—But—but that is not—not—"

"It is essential that he should greatly lessen work now. I

tell you both honestly, I don't like these attacks; and this is
the third, I believe, within a fortnight."

Annie looked bewildered, even while scarcely taking in

the full sense of his words. She could only feel that
something more terrible lay behind, something not yet
touched upon. But for her father's sake, she dared not ask
questions, till she should see Mr. Rawdon alone.

Doubtless, Mr. Rawdon too purposed putting off until

then the needful telling. Mr. Wilmot was of a different mind.

"Annie, my child, did you happen to hear what Mr.

Rawdon and I were talking about when you came in?"

"Yes, father," she whispered.

"That comes of stealing in upon folks without warning,"

said Mr. Rawdon.
 "What did you hear?" Mr. Wilmot asked.

Annie hid her face in her hands.

"Wilmot, I don't like this for you," the doctor said.

"I must risk it. What did you hear, my darling?"

She lifted her face, and said in a voice quiet as his own:

"Father, Mr. Rawdon will tell me, please—not you." She

grew paler: turning to the doctor—"Was father—? Did the
dog—?"

"No, not bitten; but he had a touch from the creature's

tooth. A mere scratch," said Mr. Rawdon. "Of course the
slightest scratch should be avoided. He came to me,
however, at once, and I burnt the place out—burnt deeply. I
believe he managed to conceal from you that anything was
the matter with his wrist."

"Wrist!" Annie repeated the word, and Mr. Wilmot drew

up his sleeve.

"That is the scar of the burn," said Mr. Rawdon. "The

scratch itself was a mere nothing. The wound healed slowly
but thoroughly, as you may see. My own belief is that the
remedy was prompt and complete enough to ensure
safety."

But Annie knew that these words did not imply

certainty. She sat silent once more, hardly thinking, but
rather weighed down by a dull pressure of misery.

"And I was never told!" she murmured at length.

 "There was no need," said Mr. Rawdon. "The less said
and thought about the matter, the better. Now I must be
off, Wilmot, to arrange for your evening's work being done
by somebody else. You may leave that in my hands. Keep
very quiet, and don't exert yourself. I shall see you early to-
morrow."

He said good-bye to Mr. Wilmot, but not to Annie, and

turned away. Annie knew that she was to accompany him
out of the room, and she stood up, her father's arm relaxing
to set her free.

He said only, "Come back to me, Annie."

 CHAPTER XXII.
LIFE LESSONS.

"NOW, remember," said Mr. Rawdon authoritatively,

having stepped with Annie into the drawing-room, where he
stood pulling on his gloves—"remember, Miss Wilmot, the
less you dwell on that thought, and the less you allow your
father to dwell on it, the better for him."

"But how can I help—?" sobbed the poor girl, for the
moment entirely overcome.

"You must help it. Self-control in this matter is essential

for your father's sake. It is not merely a question of talking.
He reads every turn of your face, and if he sees you unlike
yourself, sad and unhappy, you will act as a perpetual
reminder of that which he ought to forget as much as
possible."

"I will try hard—indeed I will," said Annie brokenly. "But

if—if—"

"No; you are not to indulge in that 'if.' Understand me,

Miss Wilmot. Your father is not suffering in the remotest
degree from any premonitory symptoms of hydrophobia."

"You are quite—quite sure?"

"Perfectly sure. There is not a sign of anything of the

kind about him. Some weeks ago I confess I did feel
anxious for a time. He was under great depression, and
living in a constant expectation of ill results. You must have
remarked his depression. That has all passed off now. I
cannot say he has entirely lost the expectation—perhaps I
should rather say the distinct sense of what might come.
But it is not depression, and it is not fear. I was wrong to
use that word. He faces the matter in a wonderfully manly
and Christian spirit. I wish he could banish the subject from
his mind; but no doubt the present state of his health acts
upon him, and lessens the power of self-restraint."

"His heart?" Annie strove to say.

"Yes—the mischief is there." Mr. Rawdon spoke in a

grave tone. "I was not satisfied two years ago—but he
seemed so far to rally from the weakness, that one had
almost ceased to recall it. No doubt there has been mischief
long brewing, which must sooner or later have declared
itself. The strain and agitation of this summer have only
hastened matters."

"But he will be better—he will get stronger by-and-by,"

said Annie imploringly. "When this dreadful year is over, and
we are sure—"

"Yes, I hope so." Mr. Rawdon's voice was still more

grave. "We must check his doing too much."

"If he were to get away for change? Could he not take

his holiday sooner?"

"That has been discussed already. It is a difficult

question," Mr. Rawdon said thoughtfully. "The fact is, I don't
like his going far with only you—and he seems scarcely in a
state for much travelling. If change could mean full
occupation of mind—but too much leisure for thought is not
at all desirable. Perhaps a moderate amount of work is
better at present. But we shall see. You must try, for his
sake, to take a cheerful view of things, and do your best to
keep up his spirits. Good-bye now. I will look in to-morrow.
But mind, he is not to count himself a regular invalid."

"No," said Annie.

She found it hard to respond, hard to lift her eyes—the

trouble which had come upon her seemed so very terrible.
She dreaded going to the study to meet her father's look.
When Mr. Rawdon was gone, she turned mechanically into
the dining-room, and stood there in an attitude of hopeless
despondency.

Only half-an-hour or so earlier she had sat just here, a

light-hearted girl still, speaking to other light-hearted girls
of troubles that might one day come, and how they should
be borne. What had she known then of trouble?

Yet her words had been true, and she knew it. But she
could not feel or see their truth now. She could only bow
her head beneath the blow.

"I was dumb, I opened not my mouth: because Thou

didst it."

But she could not reach beyond "dumbness." She could

not look up and say, "It is well."

After all, was there any need—as yet? The blow had
only just fallen: and He who sent it knew its weight, knew
her weakness. Annie had only just entered the School of
Sorrow, and He who called her into it could pity her faltering
steps with all a mother's tenderness.

She had to go back to her father. That recollection came

soon, and Annie yielded to its call. Leaving the dining-room,
where she had stood alone with clasped hands and drooping
head, she crept thither.
 And she had to look bright, to seem cheerful, to wear a
face of calm unconsciousness! How could she, with this
weight upon her heart?

"I have been looking for you," her father said. "Come
here, my child."

Annie did as he told her. She knelt down beside the

couch, and laid her face against him.

"That is the right attitude for both of us, isn't it?" said
Mr. Wilmot softly.

"Father—" Annie tried to say, hardly knowing what she

meant to utter. But the broken word was taken up in quiet
accents—

"Father, Thy will, not ours, be done."

Annie shivered; and he spoke again—

"'The King's servants said unto the King, "Behold, Thy

servants are ready to do whatsoever my Lord the King shall
appoint."'"

Another little break.

"It is not for us to choose, nor for us to resist. He has

His own mighty and loving purposes. We have but to be
ready—ready to do—ready to bear—'whatsoever' Christ our
King may appoint."

"But we may pray—pray—" she sobbed.

"Yes, pray and plead as earnestly as you will; only in

the spirit always of Christ's prayer—'Thy will—not mine.'"
 "O father, I can't say that, and I thought it would be so
easy if trouble came—only not this trouble."

"Poor little Annie! My poor child! Yes, it is always so with

us, 'only not this!' But He understands and pities. No pity
was ever like His pity. He will teach you in His own good
time. He knows how, for He has gone through all the worst
of it Himself—worse agony than any of us can ever have to
bear. And it is enough meanwhile to sit at His feet, to hear
His voice. No more blessed position than that! He is so
merciful. He doesn't hurry us, like man, in the lesson
learning."

Mr. Wilmot spoke slowly, in brief sentences. "No, I am

not hurting myself. But I can speak from experience, Annie.
I have learnt much this summer—much of His exceeding
gentleness. Where He lays His hand most heavily, He brings
the sweetest balm."

"If only you had told me, father! To bear it alone!"

"Alone! I had my Master's presence."

Annie looked up, but she could not face his smile. Her
head sank anew.

"There was the battling for awhile—not easy, but close

to His side. I seem to have reached beyond the battling
lately—to a quiet spot. One of His green pastures, I
suppose. He gives rest when it is needful. But my child need
not go through all that I went through. It is not necessary.
That dread is over now. Mr. Rawdon was mistaken. I have
no fear."

"He said so," she whispered.