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 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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xvi
 CONTENTS
■ FROM ORDINARY TO EXTRAORDINARY: Derwin
BEGIN
YYJJJ Wallace 46
THE GOAL OF CORNERSTONES ■ CHANGING IDEAS TO REALITY 48
FOR COMMUNITY COLLEGE ■ KNOWLEDGE IN BLOOM 49
SUCCESS AND OUR
COMMITMENT TO YOU
chapter 3

chapter 1
PERSIST 
UNDERSTANDING THE
CHANGE  CULTURE OF YOUR
CREATING SUCCESS, GUIDING COMMUNITY COLLEGE
CHANGE, AND SETTING GOALS ■ WHY READ THIS CHAPTER? 52
■ WHY READ THIS CHAPTER? 2 ■ SCAN AND QUESTION 52
■ SCAN AND QUESTION 2 ■ HOW COMMUNITY COLLEGE CHANGED
MY LIFE 53
■ HOW COMMUNITY COLLEGE CHANGED MY LIFE 3
To Be Successful, You Have to Last 54
The Times . . . They Are a Changin’ 4
I Want a Degree! . . . I Think 54
Building Lasting Success 8
Let Me Give You a Piece of Advice 56
Your Education and You 9
Moving On! 57
Creating Success Through Positive Change 10
Where Is It Written? 59
The M & M Theory 11
Your Roadmap to a Community College
Community College Versus University Studies 12
Degree 60
The Culture of Community College 13
Knowing the Rules Up Front 62
Building a New You 19
Great Expectations 62
One Last, Important Word About Your Goals 22
I Can’t Believe You Gave Me an “F” 64
■ FROM ORDINARY TO EXTRAORDINARY: Bill Clayton 23
Classroom Challenges 64
■ CHANGING IDEAS TO REALITY 25
The Golden Rule—Or Just a Crock 65
■ KNOWLEDGE IN BLOOM 25
Self-Management, Ethics, and Your Future 66
Making Mature Decisions 67
chapter 2 Cheating 68
The Dangers of Using Someone Else’s Work as Your
ENGAGE 30 Own 68
DEVELOPING YOUR Student Services at Your College 69
PERSONAL AND ACADEMIC Developmental/Remedial Classes 70
MOTIVATION How to Calculate Your Grade Point
■ WHY READ THIS CHAPTER? 31 Average 71
■ SCAN AND QUESTION 31 Going Back to College as an Adult Student 71
■ HOW COMMUNITY COLLEGE CHANGED The Second Term and Beyond 73
MY LIFE 32 Persisting for Your Future 74
The Power and Passion of Motivation 33 ■ FROM ORDINARY TO EXTRAORDINARY: Lydia
The Need to Be More 35 Hausler Lebovic 76
Conquering the Generation Gap 36 ■ CHANGING IDEAS TO REALITY 76
Achieving Your Potential and Increasing Motivation 37 ■ KNOWLEDGE IN BLOOM 78

xvii
xviii CONTENTS

chapter 4 ■ FROM ORDINARY TO EXTRAORDINARY: Dino J.

Gonzalez, M.D. 130
CONNECT 80 ■ CHANGING IDEAS TO REALITY 133
CONNECTING WITH ■ KNOWLEDGE IN BLOOM 134
TECHNOLOGY, RESEARCH, AND
INFORMATION LITERACY
chapter 6
■ WHY READ THIS CHAPTER? 81
■ SCAN AND QUESTION 81 PRIORITIZE 
■ HOW COMMUNITY COLLEGE CHANGED PLANNING YOUR
MY LIFE 82 TIME AND REDUCING
The Fast, Ever-Changing Face of Technology 83 STRESS
Spending Time Online 83 ■ WHY READ THIS CHAPTER? 139
Evaluating Your Technology Skills 85 ■ SCAN AND QUESTION 139
Learning the Language of Technology 85 ■ HOW COMMUNITY COLLEGE CHANGED
Useful Internet Sites and Searches 88 MY LIFE 140
OR! AND! NOT! 89 Time—You Have All There Is 141
Social Media for Educational Purposes 91 Priority Management and Self-Discipline 142
Maximizing The Use of Technology 93 I’ll Do IT When I Have a Little Free Time 143
Privacy and Security Issues 94 Planning, Doodling, or Begging 144
Ridin’ High On The Information Super Highway 95 Absolutely No . . . Well, Maybe 145
On The Go and Going Online—Where It All Comes Beginning Your Day with Peace 146
Together 96 The Dreaded “P” Word 148
Practicing Information Literacy In The Age Getting the Most Out of this Moment 150
of Technology 97
Evaluating How You Spend Your Time 152
The Information Literacy Process 98
Focusing on and Eliminating Distractions and
Using Information Literacy to Develop a Research Interruptions 153
Project 103
Planning and Preparing 153
■ FROM ORDINARY TO EXTRAORDINARY: Luke
Bryan 104 Stress? I Don’t Have Enough Time for
Stress! 155
■ CHANGING IDEAS TO REALITY 108
■ FROM ORDINARY TO EXTRAORDINARY: Odette
■ KNOWLEDGE IN BLOOM 108 Smith–Ransome 156
I Don’t Think I Feel So Well 157

chapter 5 ■ CHANGING IDEAS TO REALITY 161

■ KNOWLEDGE IN BLOOM 161
THINK 
BUILDING CRITICAL THINKING,
EMOTIONAL INTELLIGENCE,
chapter 7
AND PROBLEM SOLVING SKILLS LEARN 
■ WHY READ THIS CHAPTER? 112 DISCOVERING YOUR LEARNING
■ SCAN AND QUESTION 112 STYLE, DOMINANT INTELLIGENCE,
■ HOW COMMUNITY COLLEGE CHANGED AND PERSONALITY TYPE
MY LIFE 113
■ WHY READ THIS CHAPTER? 165
The Importance of Critical Thinking 114
■ SCAN AND QUESTION 165
An Eight-Point Plan for Critical Thinking 115
■ HOW COMMUNITY COLLEGE CHANGED
Sharpening your Emotional Intelligence Skills 116 MY LIFE 166
Tolerating Uncertainty 121 We Hope You Learned Your Lesson! 167
 CONTENTS xix

■ FROM ORDINARY TO EXTRAORDINARY: ■ HOW COMMUNITY COLLEGE CHANGED

H.P Rama 170 MY LIFE 214
Give Your Brain a Workout 170 The Importance of Listening 215
The Learning Process 171 I Think I Heard You Listening 216
Understanding Your Strengths 173 Listening Defined 216
Understanding Multiple Intelligences 173 Four Listening Styles Defined 218
Understanding Learning Styles Theory 175 Listening Can Be So Hard 219
Wanted: A Visual Learner with Tactile Skills 179 Listening for Key Words, Phrases, and Hints 221
Understanding Personality Type 181 Taking Effective Notes 222
■ CHANGING IDEAS TO REALITY 185 Tips For Effective Note-Taking 222
■ KNOWLEDGE IN BLOOM 186 You’ll Be Seeing Stars 223
Three Common Note-Taking Systems 225
The Outline Technique 225
chapter 8
The Cornell System 226
READ  The Mapping System 228
BUILDING SUCCESSFUL READING TMI! TMI! (Too Much Information) 229
STRATEGIES FOR PRINT AND ■ FROM ORDINARY TO EXTRAORDINARY: Vivian
DIGITAL MATERIAL Wong 230
■ WHY READ THIS CHAPTER? 190 ■ CHANGING IDEAS TO REALITY 231
■ SCAN AND QUESTION 190 ■ KNOWLEDGE IN BLOOM 231
■ HOW COMMUNITY COLLEGE CHANGED
MY LIFE 191
Discovering Your Reading Style 192 chapter 10
I Feel The Need . . . The Need for Speed! 193
STUDY 
You Don’t Have to be a Logodaedalian to Enjoy
DEVELOPING YOUR
Words 195
MEMORY, STUDY, AND
Learning to Read Faster and Smarter 196
TEST-TAKING SKILLS
Reading Online Material 197
■ WHY READ THIS CHAPTER? 236
Finding The Main Idea 198
■ SCAN AND QUESTION 236
SQ3R to the Rescue 200
■ HOW COMMUNITY COLLEGE CHANGED
It's Not Over Until It’s Over 204
MY LIFE 237
■ FROM ORDINARY TO EXTRAORDINARY: Sylvia
The Three Types of Memory 238
Eberhardt 205
Powerful Visualization Techniques 239
■ CHANGING IDEAS TO REALITY 206
The Capability of Your Memory 241
■ KNOWLEDGE IN BLOOM 207
Using Mnemonic Devices 241
Hakuna Matata 246
chapter 9 Studying in a Crunch 247
RECORD  Using Study Groups 250
Preparing for the Test 251
CULTIVATING YOUR LISTENING SKILLS
AND DEVELOPING A NOTE-TAKING Test-Taking Strategies and Hints for Success 251
SYSTEM THAT WORKS FOR YOU ■ FROM ORDINARY TO EXTRAORDINARY: Matthew
L. Karres 253
■ WHY READ THIS CHAPTER? 213
■ CHANGING IDEAS TO REALITY 256
■ SCAN AND QUESTION 213
■ KNOWLEDGE IN BLOOM 257
xx CONTENTS

Conflict in Relationships Is Inevitable 298

chapter 11 The Faces of Conflict 299
PROSPER  ■ FROM ORDINARY TO EXTRAORDINARY: Maureen
Riopelle 303
MANAGING YOUR
Becoming a Great Team Member 304
MONEY AND DEBTS
WISELY ■ CHANGING IDEAS TO REALITY 306
■ KNOWLEDGE IN BLOOM 306
■ WHY READ THIS CHAPTER? 260
■ SCAN AND QUESTION 260
■ HOW COMMUNITY COLLEGE CHANGED chapter 13
MY LIFE 261
Taking Control of Your Finances 262 PLAN 
Practicing Discipline at The Right Time 263 FOCUSING ON YOUR
FUTURE AND PROFESSIONAL
Financial Aid 264
CAREER
Student Loans 267
Your Credit History 268
B Is for Budgeting 270 ■ WHY READ THIS CHAPTER? 310

Credit Cards 273 ■ SCAN AND QUESTION 310

The Pitfalls of Payday Loans, Car Title Loans, ■ HOW COMMUNITY COLLEGE CHANGED
and Rent-to-Own Contracts 274 MY LIFE 311

Small Costs Add Up! 276 Planning for the Future 312

Protect Yourself from Identity Theft 277 Strategies to Successfully Prepare for Your Future 312
Battling The Big “IFs” 279 The Successful Transition Plan For First-Year Students 314
■ FROM ORDINARY TO EXTRAORDINARY: Leo G. Developing Your Career Self-Study Plan 316
Borges 280 Help Me: I’m Undeclared 319
■ CHANGING IDEAS TO REALITY 282 The Futurist 320
■ KNOWLEDGE IN BLOOM 283 The Job Search Package 321
Write a Powerful and Concise Cover Letter 321
chapter 12 Understand The Do’s and Don’ts of Memorable
Resumes 323
COMMUNICATE  Building Your Resumes 326
COMMUNICATING Online Applications 327
INTERPERSONALLY, APPRECIATING Networking 328
DIVERSITY, AND MANAGING The Interview 335
CONFLICT
Anticipating the Interviewer’s Questions 338
■ WHY READ THIS CHAPTER? 286 ■ FROM ORDINARY TO EXTRAORDINARY: Mark
■ SCAN AND QUESTION 286 Jones 340
■ HOW COMMUNITY COLLEGE CHANGED Ask Informed Questions 341
MY LIFE 287 Rough, Tough, Hard Questions 342
The Communication Process 288 Win, Lose, or Draw, Always Say “Thank You” in
The Story of One Wild Boy 290 Writing 343
The Role of Nonverbal Behaviors in Interpersonal ■ CHANGING IDEAS TO REALITY 345
Communication 291 ■ KNOWLEDGE IN BLOOM 345
OMGUROTT (Oh My God, You Are Over The Top) 292
Self-Disclosure and Interpersonal Communication 294
REFERENCES 349
Relationships with Friends 295
CREDITS 351
Appreciating Diversity 296
INDEX 352
 CONTENTS xxi

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 SECOND EDITION OF
CORNERSTONES FOR COMMUNITY
COLLEGE SUCCESS
How Community College Changed My Life showcases stellar graduates who used their chal-
lenges and strengths as motivational forces in obtaining degrees and entering their professions.
These engaging 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.

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.

xxii
BEG I N
THE GOAL OF CORNERSTONES
FOR COMMUNITY COLLEGE SUCCESS
AND OUR COMMITMENT TO YOU

“ Talent alone won’t make you a success. Neither

will being in the right place at the right time,
unless you are ready. The most important
question is: ‘Are you ready? ’” —Johnny Carson
xxiv BEGIN

If you look at the figure printed here you will see the Chi-
nese symbol meaning to change. It is made up of two sym-
bols—the first means to transform or to be flexible. The sec-
ond means to do or to deliver. In its purest form, the symbol
means to deliver transformation. That is what Cornerstones is
all about: helping you deliver or bring about transformation,
positive change if you will, to your life. It is about helping you discover ways to change your
thoughts, change your performance, and change your life.
Our goals in writing Cornerstones are to help you discover your academic, social, and per-
sonal strengths so that you can build on them, and to provide concrete and useful tools that will
help you make the changes necessary for your success. We believe that in helping you identify
and transform areas that have challenged you in the past, you can discover your true potential,
learn more actively, and have the career you want and deserve.
Cornerstones for Community College Success is written with three major areas of self-
development in mind. These three areas will help you create positive change that can help you
become the individual you would like to be. These areas are:

CHANGING YOUR addresses a broad spectrum of topics that begins with a focus on change as it relates to be-
THOUGHTS coming a college student in a different culture and setting than you may have known before.
In this section, you will be introduced to tools of self-management as they relate to your
academic success. You will be exposed to a variety of new terms, ideas, and thoughts—all
of which begin your journey of change. You will learn to enhance your communication skills,
improve your self-concept, and manage conflict, all valuable tools on the road to change. You
will become more adept at critical thinking and problem solving. When you have mastered
these areas, you should notice a difference in the way you approach tasks and think about
subjects, challenges, and people.

CHANGING YOUR focuses on you and how you physically and mentally manage yourself. You will begin this
PERFORMANCE part of the journey to change by learning to manage your time while controlling the inher-
ent stress that accompanies being a student. You will realize that you have a dominant intel-
ligence, learning style, and personality type, and learn how to use them to your advantage.
Even though you have been reading for some time, you will be shown strategies to improve
both your speed and comprehension because reading is a major part of your studies. You will
be shown several note-taking systems designed to improve your ability to record what your
instructors are teaching. Finally, you will be taught strategies for empowering your memory,
learning to study more effectively, and taking tests with confidence. When you master these
areas, you should be able to perform most tasks more effectively and confidently.

CHANGING YOUR is designed to round out your total personal profile and springboard you to success as you
LIFE move into a different realm. To be a completely successful student, you need to address all
these areas because they are significant to the changes you need to embrace. You will learn to
manage your money and your debts wisely. So many students are burdened with astronomical
financial debts when they graduate; our desire is for you to have accumulated as little debt
as possible, while at the same time taking advantage of all that your college has to offer. On
this important journey to change, you will learn how to immerse yourself in many categories
of diversity while you celebrate all kinds of people. You will be taught to be responsible for
your own wellness and how to exercise personal responsibility. Finally, you will be introduced
to techniques for planning your professional career in the face of dramatic global changes.
When you master these areas, you should be prepared to move through the next few years of
school and beyond with confidence and optimism.
Another random document with
no related content on Scribd:
 ¹⁵And Hilkiah answered and said to Shaphan
the scribe, I have found the book of the law in
the house of the Lord. And Hilkiah delivered
the book to Shaphan. ¹⁶And Shaphan carried
the book to the king, and moreover brought
the king word again, saying, All that was
committed to thy servants, they do it. ¹⁷And
they have emptied out ¹ the money that was
found in the house of the Lord, and have
delivered it into the hand of the overseers, and
into the hand of the workmen.
¹ Or, poured out.

15. answered and said] For the use of “answer” where no

question had been asked compare xxix. 31, note.

¹⁸And Shaphan the scribe told the king,

saying, Hilkiah the priest hath delivered me a
book. And Shaphan read therein before the
king.
18. And Shaphan read therein] Contrast 2 Kings, “And Shaphan
read it,” implying that he read the whole book, which of course was a
simple matter, if it consisted of the nucleus of Deuteronomy (see
note, verse 14). The Chronicler, however, believing the book to have
been the whole Pentateuch, could not suppose that the whole was
read to the king, and accordingly he writes therein in place of it.

¹⁹And it came to pass, when the king had

heard the words of the law, that he rent his
 clothes.
19. rent his clothes] A sign of grief. “Clothes” is in the plural
because both inner and outer garments are meant. See Ezra ix. 3
(with Ryle’s note).

²⁰And the king commanded Hilkiah, and

Ahikam the son of Shaphan, and Abdon the
son of Micah ¹, and Shaphan the scribe, and
Asaiah the king’s servant, saying,
¹ In 2 Kings xxii. 12, Achbor the son of Micaiah.

20. Ahikam the son of Shaphan] Compare Jeremiah xxvi. 24, xl.
5.

Abdon the son of Micah] In 2 Kings “Achbor the son of Micaiah.”

²¹Go ye, inquire of the Lord for me, and for

them that are left in Israel and in Judah,
concerning the words of the book that is
found: for great is the wrath of the Lord that is
poured out upon us, because our fathers have
not kept the word of the Lord, to do according
unto all that is written in this book.
21. for them that are left in Israel] Not in 2 Kings The Chronicler
likes to mention the remnants of the northern tribes, as in verses 6,
9.

that is poured out upon us] In 2 Kings “that is kindled against us,”
so LXX. ἐκκέκαυται. Compare verse 25.
 ²²So Hilkiah, and they whom the king had
commanded, went to Huldah the prophetess,
the wife of Shallum the son of Tokhath ¹, the
son of Hasrah ², keeper of the wardrobe; (now
she dwelt in Jerusalem in the second
quarter ³;) and they spake to her to that effect.
²³And she said unto them, Thus saith the
Lord, the God of Israel: Tell ye the man that
sent you unto me,
¹ In 2 Kings xxii. 14, Tikvah.

² In 2 Kings xxii. 14, Harhas. ³ Hebrew Mishneh.

22. had commanded] These words, which are obviously required,

are not in the Hebrew: the verb āmar has fallen out of the text by
some accident.

the prophetess] This title is given to Miriam (Exodus xv. 20),

Deborah (Judges iv. 4), Anna (Luke ii. 36); compare also Nehemiah
vi. 14; Revelation ii. 20.

Tokhath] In 2 Kings Tikvah.

Hasrah] In 2 Kings Harhas.

keeper of the wardrobe] Literally “keeper of the garments.” The

Hebrew word for garments (bĕgādim]) is applied to a king’s robes
(xviii. 29), to a high-priest’s vestments (Exodus xxviii. 2, 4), and to
clothes in general; it is therefore not easy to say what office precisely
is here referred to. Perhaps the garments here meant were
ecclesiastical and not royal. There is ample evidence that ancient
temples possessed a store of ceremonial garments for the use not
only of the worshippers but also of the images, compare 2 Kings x.
22, and generally the Encyclopedia Britannica¹¹ s.v. costume, pp.
230a, 231b. As early as the VIth dynasty an Egyptian priest is
mentioned as “master of the wardrobe.”

in the second quarter] Or, in the second division. Compare

Zephaniah i. 10. The physical configuration of ancient Jerusalem
was such that it might naturally be regarded as divided into two
districts, the eastern and western, with the valley of the Tyropœon
between. Compare Nehemiah iii. 9, 12, and also Nehemiah xi. 9
(with Ryle’s note on second over the city, which should probably be
rendered over the second part of the city).

²⁴Thus saith the Lord, Behold, I will bring evil

upon this place, and upon the inhabitants
thereof, even all the curses that are written in
the book which they have read before the king
of Judah: ²⁵because they have forsaken me,
and have burned incense unto other gods,
that they might provoke me to anger with all
the works of their hands; therefore is my wrath
poured out upon this place, and it shall not be
quenched.
24. all the curses] Deuteronomy xxvii. 15‒26, xxviii. 15‒68.

²⁶But unto the king of Judah, who sent you to

inquire of the Lord, thus shall ye say to him,
Thus saith the Lord, the God of Israel: As
touching the words which thou hast heard,
²⁷because thine heart was tender, and thou
didst humble thyself before God, when thou
heardest his words against this place, and
 against the inhabitants thereof, and hast
humbled thyself before me, and hast rent thy
clothes, and wept before me; I also have
heard thee, saith the Lord.
26. As touching the words which thou hast heard, because thine
heart] Read perhaps, Inasmuch as thou hast heard my words,
and thine heart. There is some slight flaw in the Hebrew text.

²⁸Behold, I will gather thee to thy fathers, and

thou shalt be gathered to thy grave in peace,
neither shall thine eyes see all the evil that I
will bring upon this place, and upon the
inhabitants thereof. And they brought the king
word again.
28. thou shalt be gathered to thy grave in peace] So also in 2
Kings But in point of fact Josiah met with a violent death, being slain
by Neco, king of Egypt, according both to Kings (2 Kings xxiii. 29)
and Chronicles (2 Chronicles xxxv. 23 f.). From the contradiction
between this prediction and the event, we may infer that in the
prophecy of Huldah we have an old and reliable tradition, which
obviously must have been made before the death of Josiah. That the
contradiction was allowed to stand in Kings is not perhaps surprising,
but it is remarkable in the Chronicler’s narrative. Not only does the
idea of a genuine prophecy failing to come true run counter to his
fixed principles, but (judging from many definite instances as well as
from the whole tone of his history) the tradition that a king so pious
from the start to the finish of his reign should meet his death in a
disastrous battle must have seemed to him well-nigh incredible. The
fact remains that he has allowed the tradition to stand, but it is
certainly surprising.
 neither shall thine eyes see] Compare the similar promise made
to Ahab (1 Kings xxi. 29).

29‒33 (= 2 Kings xxiii. 1‒3).

The Renewal of the Covenant with Jehovah.

This renewal of the covenant should be compared with the

passage describing Hezekiah’s great service of atonement for the
breach of the covenant (xxix. 20 ff.).

²⁹Then the king sent and gathered together

all the elders of Judah and Jerusalem. ³⁰And
the king went up to the house of the Lord,
and all the men of Judah and the inhabitants
of Jerusalem, and the priests, and the Levites,
and all the people, both great and small: and
he read in their ears all the words of the book
of the covenant that was found in the house of
the Lord.
30. the Levites] In 2 Kings “the prophets.”

³¹And the king stood in his place, and made a

covenant before the Lord, to walk after the
Lord, and to keep his commandments, and
his testimonies, and his statutes, with all his
heart, and with all his soul, to perform the
words of the covenant that were written in this
book. ³²And he caused all that were found in
Jerusalem and Benjamin to stand to it. And
 the inhabitants of Jerusalem did according to
the covenant of God, the God of their fathers.
31. to walk after the Lord] Compare Deuteronomy x. 12, 13.

³³And Josiah took away all the abominations

out of all the countries that pertained to the
children of Israel, and made all that were
found in Israel to serve, even to serve the
Lord their God. All his days they departed not
from following the Lord, the God of their
fathers.
33. And Josiah took away] Compare verses 3‒7.

all that were found in Israel] i.e. the remnant of the northern
tribes, compare verse 21.

All his days] Contrast the evil record of his son Jehoiakim, xxxvi.
5‒8.

Additional Note on verse 14.

Hilkiah the priest found the book of the law of the Lord] This
remarkable statement has proved to be a fruitful subject of
discussion. What precisely is meant by “the book of the law” said to
have been found by Hilkiah in the Temple? It is essential to
distinguish between the answer which the Chronicler would have
given to this question and the conclusions reached by an
independent survey of the problem. (1) Undoubtedly the Chronicler
supposed “the book of the law” to be the whole Pentateuch, since he
believed that the entire Law existed as it now is from the time of
Moses. The argument against his view is obvious to us at the
present time. Beside the practical objection of the impossibility of
reading the whole Pentateuchal Law twice in succession to different
persons on the same day (2 Kings xxii. 8, 10)—a difficulty which
perhaps the Chronicler himself perceived and sought to avoid, see
note on verse 18,—there is the overwhelming testimony of the
general evidence that a large part of the Pentateuch in its final form,
with which the Chronicler was familiar, is of post-exilic date. His
Pentateuch was quite certainly not “the book” found by Hilkiah. (2) It
is extremely interesting to observe that the first step towards the
judgement of modern criticism was taken at a very early date and by
certain of the Christian Fathers—Jerome, Procopius of Gaza,
Chrysostom—who put forward the view that the book in question
was not the whole Pentateuch but only the Book of Deuteronomy.
[For the details the student must be referred to articles in the
Zeitschrift für alttestamentliche Wissenschaft, 1902, pp. 170 f., 312
f., and the Journal of Biblical Literature, 1903, p. 50.] This view, first
developed scientifically by De Wette, gained eventually a very wide
acceptance amongst scholars. Stress is laid upon the resemblance
between the reforms ascribed to Josiah and the exhortations and
injunctions of Deuteronomy, particularly as regards the restriction of
sacrificial worship to one sanctuary (i.e. Jerusalem; compare
Deuteronomy xii. 10‒14). For the evidence the student may consult
Chapman, Introduction to the Pentateuch, pp. 135‒146, especially
pp. 142‒145 (in this series); or Driver, Deuteronomy (International
Critical Commentaries), pp. xliv ff. (3) Further, internal consideration
of the Book of Deuteronomy has led to the conclusion that it cannot
all date from the time of Josiah: and thus it is now generally held that
Hilkiah’s “book of the law” was not the final form of Deuteronomy, but
only the nucleus of that Book—probably chapters v.‒xxvi. and xxviii.,
or xii.‒xxvi. and xxviii., or even certain passages from those chapters
(see Chapman, Introduction to the Pentateuch, pp. 144, 145; or
Driver, Deuteronomy, pp. lxv ff.). (4) Finally, there are grounds for
doubting whether any part of Deuteronomy can be dated from the
time of Josiah. It is suggested that the Deuteronomic code is not
earlier than Jeremiah but later. Although this view does not yet
command general acceptance, it is fair to insist that it rests upon
evidence which cannot be so lightly set aside as is occasionally
supposed. The student may conveniently refer to remarks by R. H.
Kennett in the Encyclopaedia of Religion and Ethics, vol. vii., s.v.
Israel p. 447, and to the references there given, especially the
Journal of Theological Studies, VII. [1906], pp. 481 ff. If
Deuteronomy be later than the time of Josiah, what then can we
suppose this “book of the law” (sēpher hattōrah) to have been; for
there is no reason to question the accuracy of the tradition that some
impressive writing was discovered in the Temple? The answer will be
—in all probability—some scroll of prophetic teaching, in which the
abuses of worship (perhaps in Manasseh’s reign) and in particular
the corruptions of the country “high places” were searchingly
denounced and an appeal made for reform. Since at that date the
term tōrah was applicable to prophetic teaching as well as to legal
instruction, such a work would be known as “a book of tōrah.” It is
not a very serious objection that the text here and in Kings reads “the
book of the law (hattōrah),” partly because a peculiarity of Hebrew
grammar would still allow the translation “a book of tōrah,” partly
because the introduction of the definite article into the text would be
most natural, so soon as it came to be thought that the phrase
referred to Deuteronomy or the Pentateuch. We may summarise as
follows:—To the Chronicler “the book of the law” signified the whole
Pentateuch in its final form; to the compilers or editors of Kings (the
Chronicler’s source), who probably wrote at the “Deuteronomic”
stage of the history, it no doubt meant Deuteronomy; and lastly,
according to modern judgement the book actually discovered was
either the earliest or essential portions of Deuteronomy or possibly a
pre-Deuteronomic prophetic writing demanding the purification of
worship in Jerusalem and urging the abolition of the sacrifices and
feasts at the local shrines.
 Chapter XXXV.
1‒19 (= 1 Esdras i. 1‒22; compare 2 Kings xxiii. 21‒23).
Josiah’s Passover.

Regarding the reference to 1 Esdras i. in the heading above, see

the Introduction § 10, s.v. Greek Versions, where the important fact
is noted that in 1 Esdras we have an old LXX. text, earlier than the
so-called LXX. of Chronicles, and representing a Hebrew text older
than the present Masoretic form. For introduction and notes on the
text of 1 Esdras see the edition by S. A. Cook in Charles’ Apocrypha,
vol. i.

¹And Josiah kept a passover unto the Lord

in Jerusalem: and they killed the passover on
the fourteenth day of the first month.
1. the first month] The legal month was Nisan, or as it was called
in pre-exilic times Abib; compare Exodus xii. Compare also xxx. 2
(with note).

²And he set the priests in their charges, and

encouraged them to the service of the house
of the Lord.
2. in their charges] i.e. at their duties.

encouraged them] As Hezekiah had done; compare xxix. 5‒11,

xxx. 22.
 ³And he said unto the Levites that taught all
Israel, which were holy unto the Lord, Put the
holy ark in the house which Solomon the son
of David king of Israel did build; there shall no
more be a burden upon your shoulders: now
serve the Lord your God, and his people
Israel.
3. that taught all Israel] Compare Nehemiah viii. 7, 9.

Put the holy ark in the house] This rather curious remark seems
to imply that the ark had been removed from the Temple either by
Manasseh or by Josiah during the repairing of the house. The
Levites are bidden to set it in its place without delay, and to devote
themselves to the tasks related in verses 4 ff.

⁴And prepare yourselves after your fathers’

houses by your courses, according to the
writing of David king of Israel, and according
to the writing of Solomon his son.
4. the writing of David] Compare 1 Chronicles xxiii. 27, xxviii. 19‒
21.

⁵And stand in the holy place according to the

divisions of the fathers’ houses of your
brethren the children of the people, and let
there be for each a portion of a fathers’ house ¹
of the Levites.
¹ Or, and according to the distribution of each fathers’ house.
 5. the children of the people] i.e. the laity. The same phrase is
translated in 2 Kings xxiii. 6 “the common people” (without any
invidious meaning).

let there be for each a portion ... of the Levites] Each great
division of the laity was to be served by a small division of the
Levites.

⁶And kill the passover, and sanctify

yourselves, and prepare for your brethren, to
do according to the word of the Lord by the
hand of Moses.
6. prepare for your brethren] Compare verses 12, 13.

⁷And Josiah gave ¹ to the children of the

people, of the flock, lambs and kids, all of
them for the passover offerings, unto all that
were present, to the number of thirty
thousand, and three thousand bullocks: these
were of the king’s substance.
¹ Or, gave for offerings and so in verses 8, 9. See chapter xxx.
24.

7. gave] margin gave for offerings; compare xxx. 24, where it is

said that Hezekiah did the same at his great Passover.

⁸And his princes gave for ¹ a freewill offering

unto the people, to the priests, and to the
Levites. Hilkiah and Zechariah and Jehiel, the
rulers of the house of God, gave unto the
 priests for the passover offerings two
thousand and six hundred small cattle, and
three hundred oxen.
¹ Or, willingly.

8. for a freewill offering] Better, as Authorized Version and

margin, willingly.

Jehiel] 1 Esdras (Ἠσύηλος) suggests a different name, probably

Haziel.

rulers of the house of God] Compare 1 Chronicles ix. 11, note.

⁹Conaniah also, and Shemaiah and Nethanel,

his brethren, and Hashabiah and Jeiel and
Jozabad, the chiefs of the Levites, gave unto
the Levites for the passover offerings five
thousand small cattle, and five hundred oxen.
9. Conaniah ... and Shemaiah] Compare the “Conaniah and
Shimei his brother” of xxxi. 12, and for Jozabad compare the
“Jozabad” of xxxi. 13. Different persons, however, must surely be
meant, or perhaps the names represent families rather than
individuals; nearly sixty years separate the reigns of Hezekiah and
Josiah.

¹⁰So the service was prepared, and the priests

stood in their place, and the Levites by their
courses, according to the king’s
commandment.
 10‒13. The variations in 1 Esdras i. 10‒12 are
misunderstandings of the Hebrew; see Cook, Apocrypha.

¹¹And they killed the passover, and the priests

sprinkled the blood, which they received of
their hand, ¹²and the Levites flayed them. And
they removed the burnt offerings, that they
might give them according to the divisions of
the fathers’ houses of the children of the
people, to offer unto the Lord, as it is written
in the book of Moses. And so did they with the
oxen.
11. sprinkled] Compare xxix. 22, note.

the Levites flayed] Compare xxix. 34.

¹³And they roasted the passover with fire

according to the ordinance: and the holy
offerings sod they in pots, and in caldrons,
and in pans, and carried them quickly to all the
children of the people.
13. the ordinance] Exodus xii. 9.

and the holy offerings] The bullocks mentioned in verses 7, 8, 9.

Possibly these were slain not on the Passover day itself, but on the
days which immediately followed. The practice of later times,
however, seems to have admitted the sacrifice of oxen as a thank
offering along with the Passover lambs (see Mishnah, Pesachim, vi.
3, 4); and it is possible that in the Chronicler’s time oxen were thus
killed and eaten on the Passover day, although they were, as this
verse indicates, prepared differently from the Passover lambs.
 ¹⁴And afterward they prepared for themselves,
and for the priests; because the priests the
sons of Aaron were busied in offering the
burnt offerings and the fat until night: therefore
the Levites prepared for themselves, and for
the priests the sons of Aaron.
14. the fat] Compare vii. 7, note; xxix. 35.

¹⁵And the singers the sons of Asaph were in

their place, according to the commandment of
David, and Asaph, and Heman, and Jeduthun
the king’s seer; and the porters were at every
gate: they needed not to depart from their
service, for their brethren the Levites prepared
for them.
15. the singers] Compare 1 Chronicles xxv. 1 ff.

Heman] But 1 Esdras has Zacharias, a reading which finds some

support in 1 Chronicles xv. 18, xvi. 5.

¹⁶So all the service of the Lord was prepared

the same day, to keep the passover, and to
offer burnt offerings upon the altar of the
Lord, according to the commandment of king
Josiah. ¹⁷And the children of Israel that were
present kept the passover at that time, and the
feast of unleavened bread seven days.
 16. the same day] Literally “on that day,” i.e. the fourteenth of
Nisan.

¹⁸And there was no passover like to that kept

in Israel from the days of Samuel the prophet;
neither did any of the kings of Israel keep such
a passover as Josiah kept, and the priests,
and the Levites, and all Judah and Israel that
were present, and the inhabitants of
Jerusalem.
18. there was no passover like to that kept in Israel from the days
of Samuel] The statement is simply a reproduction of 2 Kings xxiii.
22, where we read “there was not kept such a passover from the
days of the judges that judged Israel ... but in the eighteenth year of
king Josiah was this passover kept to the Lord in Jerusalem.”
Actually the novelty of Josiah’s festival was (i) that it was kept in
Jerusalem, whereas previously the Passover had been a household
feast observed at any “high-place” throughout the country, and
(ii) that it thus marked the inauguration of the system of only one
legitimate sanctuary—Jerusalem—which was codified in
Deuteronomy. The writer in Kings may have clearly understood that
the point lay in the words “in Jerusalem.” To the Chronicler, the
statement meant merely an assertion that this feast was the
grandest Passover since the days of the judges (he prefers to write
since Samuel, reckoning him the last of the judges).

A similar but not identical remark regarding Hezekiah’s Passover

is made in xxx. 26—“since the time of Solomon there was not the
like in Jerusalem.” In some points Hezekiah’s feast as described in
xxx. 1 ff. may be said to have surpassed Josiah’s, but it is most
unnecessary and indeed pedantic so to magnify this fact as to insist
that the sweeping assertion of the present verse about Josiah’s
Passover cannot be from the same source as xxx. 1‒26. Both
passages may well be from the Chronicler (so Curtis, p. 471); in xxx.
1 ff. he was writing a free description of Hezekiah’s feast, and the
verse (xxx. 26) quoted above was written by him to impress us duly
with its magnificence; in the present verse he was naturally
reproducing his source in Kings, and it is most unlikely that he would
notice any slight inconsistency with xxx. 26, or that, if he did, he
would have been troubled thereby.

from the days of Samuel] In 2 Kings xxiii. 22 “from the days of the
judges.”

¹⁹In the eighteenth year of the reign of Josiah

was this passover kept.
19. In the eighteenth year] Comparison of the later Greek version
(the so-called LXX.) of this verse with the earlier Greek version (the
old LXX.) preserved in 1 Esdras reveals that this passage is one of
great interest for the history of the text. After verse 19 “In the
eighteenth year of the reign of Josiah was this passover kept,” 1
Esdras i. 23, 24 has a remarkable addition as follows: “And the
works of Josias were upright before his Lord with a heart full of
godliness. Moreover the things that came to pass in his days [or ‘the
things concerning him’] have been written in times past concerning
... those that sinned and did wickedly against the Lord above every
people and kingdom, and how they grieved him exceedingly, so that
the words of the Lord were confirmed against Israel.” Then follows
verse 25 (compare Hebrew verse 20) “Now after all these acts of
Josias it came to pass that Pharaoh, king of Egypt,” etc. Probably
some words have been lost at the point where the dots are placed.
As it stands, the passage seems to associate the reign of the godly
Josiah with wicked and irreligious doings. The inference to be drawn
is that this passage was originally part of the Hebrew text (from
which the old LXX. was translated), but was subsequently excised
on account of its apparent aspersion on the character of Josiah. The
gap thus created was filled in some Hebrew MSS. by the insertion of
2 Kings xxiii. 24‒27, and from such a Hebrew text the later Greek
version (the present LXX.) was made. In other Hebrew MSS.,
however, the gap was left unfilled, and from one of these was
derived the Hebrew text which has reached us (see Torrey, Ezra
Studies, pp. 87‒89). It is only by the use of the Greek versions that
we are now able to perceive that an omission has been made.

20‒24 (= 1 Esdras i. 25‒31; compare 2 Kings xxiii. 29, 30a).

The Death of Josiah.

The account of Josiah’s death is very much fuller in Chronicles

than in Kings. The features which are peculiar to the Chronicler are,
(1) Neco’s message to dissuade Josiah from war, (2) Josiah’s
disguising himself and coming to fight in the valley of Megiddo,
(3) the wounding of Josiah by archers, (4) the transfer of the
wounded king from a war chariot to another chariot. Thus all the
details which represent the meeting at Megiddo as a battle are
peculiar to Chronicles.

The account given in Kings is simply:—“King Josiah went to meet

him (Neco), and he put him to death at Megiddo when he saw him.
And his servants carried him in a chariot dead from Megiddo, and
brought him to Jerusalem.” The Hebrew expression for “went to
meet” in this passage is the same as in 1 Kings xviii. 16; 2 Kings xvi.
10; it does not suggest a hostile meeting, though it can be used in a
suitable context to describe one. The phrase “when he saw him”
suggests an interview rather than a battle. Thus we have two
versions of Josiah’s death: according to Chronicles he was mortally
wounded in battle, according to Kings he sought an interview with
Neco and was assassinated by him at the town of Megiddo.

These differences may be due to two distinct traditions, but it

seems more probable that the Chronicler’s account is an intentional
adaptation of the Kings narrative to suit the main principles of his
work. We can easily realise that the bald fact of Josiah’s death at the
hands of Neco presented a distressing moral perplexity to the
Chronicler’s mind. Why, when Josiah had been so diligent in the
service of his God, did Jehovah abandon him to death in this
fashion? The stress of the problem is reflected in the rather pathetic
phrase of verse 20, “After all this ... came Neco.” The same words
are used of Hezekiah (xxxii. 1), “After these things and this
faithfulness, Sennacherib came ...,” but in his case the sore trial of
faith proved to be for the greater glory of the God of Israel. Here the
plea of a successful issue to the trouble was not available, and no
doubt the story of Josiah’s end was too famous to be passed over in
silence. It would seem as if the Chronicler therefore adapted the
narrative so as to make it appear that Josiah made an attack on
Neco in defiance of a Divine warning (verse 21), and thus deserved
his fate. The somewhat similar tale of Ahab’s death (xviii. 28‒34 = 1
Kings xxii. 29‒37) was in the Chronicler’s mind, and he appears to
have drawn upon it for certain details introduced into his version of
Josiah’s end (see verses 22, 23).

²⁰After all this, when Josiah had prepared

the temple, Neco king of Egypt went up to
fight against Carchemish by Euphrates: and
Josiah went out against him.
20. Neco] This was Neco II who reigned 610‒594 b.c. (Flinders
Petrie, History of Egypt, iii. 335). According to Herodotus (ii. 159) he
conquered the “Syrians” at “Magdolus,” and then captured Cadytis
(Kadesh on the Orontes, or Gaza?), an important city of Syria.
Herodotus no doubt refers to the same great campaign of Neco
which is recorded in Kings and Chronicles, though it is not at all likely
that the victory over the Syrians at Magdolus is to be identified with
the encounter of Neco and Josiah at Megiddo. The account of
Herodotus is obscure, ambiguous, and defective, but a comparison
of 2 Kings with an inscription of Nabu-na’id king of Babylon (555‒538
b.c.) sets Neco’s action in a clearer light. The campaign (which took
place about 608 b.c.) was directed “against the king of Assyria” (2
Kings xxiii. 29), i.e. against the last king Sin-šariškun (Saracos) who
was at war with Nabopolassar (father of Nebuchadrezzar), king of
Babylon. Nabopolassar, hard pressed, called in to his help the
Umman-manda (Scythians), who destroyed Nineveh circa 607 b.c.;
compare Messerschmidt, Die Inschrift der Stele Nabu-na’id’s (pp. 5‒
13). Neco advanced to the Euphrates to secure some of the spoils of
the Assyrian overthrow, but the crushing victory of Nebuchadrezzar
over Neco at Carchemish (circa 605 b.c.) finally excluded Egypt from
any share.

against Carchemish] compare Jeremiah xlvi. 2. It was a city

situated near the junction of the Habor and Euphrates. In 2 Kings,
“against the king of Assyria.”

²¹But he sent ambassadors to him, saying,

What have I to do with thee, thou king of
Judah? I come not against thee this day, but
against the house wherewith I have war; and
God hath commanded me to make haste ¹:
forbear thee from meddling with God, who is
with me, that he destroy thee not.
¹ Or, hath given command to speed me.

21. against the house wherewith I have war] In 1 Esdras i. 27

there is a different reading, “my war is upon Euphrates.”

²²Nevertheless Josiah would not turn his face

from him, but disguised himself, that he might
fight with him, and hearkened not unto the
words of Neco, from the mouth of God, and
came to fight in the valley of Megiddo.
22. disguised himself] Like Ahab at Ramoth-gilead (xviii. 29), to
reduce the risk. The LXX. reads ἐκραταιώθη, “was strengthened.”
The Hebrew text is probably correct (see Torrey, Ezra Studies, p.
221).

the valley of Megiddo] Compare Judges v. 19; Zechariah xii. 11.

In 1 Esdras i. 29, “the plain of Megiddo.” The whole (or perhaps only