Academic assertiveness is an essential capability that is required of students who wish to achieve academic and professional success. Written for students who are aiming to achieve college success, Achieving Success through Academic Assertiveness: Real life strategies for today's higher education students focuses on the challenges that learners face and encourages positive actions that support triumphs in learning situations. Jennifer Moon creatively explores the importance of this emerging topic and how assertiveness is linked to the process of learning and overall student development, critical thinking and academic achievement.
Table of Contents:
Preface
Part 1 About using this book
Chapter 1 Introduction
Part 2 Learning how to live more assertively: academic assertiveness for students
Chapter 2 Coping with Challenges in higher education
Chapter 3 Learning to cope: fight, flight or be assertive!
Chapter 4 The display of assertive behaviour
Chapter 5 The origins of assertive behaviour and the effects of circumstances
Chapter 6 Rights and responsibilities…
Chapter 7 Managing more assertively; tools and techniques
Chapter 8 Managing difficult situations
Chapter 9 Managing thought, emotion and self confidence
Chapter 10 Coping with fear, failure and disappointment
Part 3 leading courses on academic assertiveness…
Chapter 11 A chapter for course facilitators
Terms and techniques – a summary
A summary of terminology and techniques for quick reference
References
Index
About the Author :
Jennifer Moon has worked in education, health and professional development in higher education. In recent years, her focus has been on pedagogy, with an interest in how humans learn (reflective learning, critical thinking, the learning of non-traditional students etc). She worked for five years on educational development at the University of Exeter and now has a part time post as a senior lecturer (research) at Bournemouth University in the Centre for Excellence in Media Practice. Jenny also runs workshops at universities over the UK, Ireland and abroad. She is a Consultant for Oxford Centre for Staff and Learning Development. She covers a range of topics that are related to learning, teaching and assessment processes. These include reflective learning, the use of learning journals to support learning and professional development, programme and module structure and the effective running of short courses and workshops, critical thinking, the learning of students with non-traditional backgrounds, and issues in cheating and plagiarism, academic assertiveness and the role of story in higher education. In 2006, she gained a National Teaching Fellowship. Jennifer has published a number of books, and many papers, reports and articles.
Review :
"Jennifer Moon, senior lecturer (research) at Bournemouth University in the Centre for Excellence in Media Practice, has written a very useful book for today’s higher education student on the topic of academic assertiveness. This text has, as its primary goal, being a useful guide for students who seek academic success, both socially and in the classroom, though using techniques presented in the book on academic assertiveness."—Review of Higher Education
US:
Ana Marie Cancelli Coastal Carolina Community College (College Student Success Facilitator)
„"I strongly recommend this for publication. I find it very timely and very necessary. My institution chooses texts by committee and I would be more than happy to put this text into the mix of texts to consider"
„I believe college student success courses could use it as a primary text and I think it would work well as a supplemetal text in English 111"
Q. Also, I wanted to know what your thoughts are about the format and the last section Part 3 for Instructors teaching this course
"I thought the format was just fine."
I am used to receiving a supplemental instructor's manual, but if it would make the text more cost effective, I think a 3rd section for instructors would be just fine."
Kristen Thomas, University of Akron, Academic Advisor
Q: . If the work is intended as a textbook,
- For which course(s) would it be most appropriate?
"course most appropriate : Student Success Seminar b) supplemental text c) currently we are using "Becoming a Master Student" by David Ellis 2006"
„OVERALL REACTION : a) I really like the concept, especially utilizing examples/scenarios which would lead to great teaching discussions. b) I think there is a place for a book like this c) I would call it "leading edge" because I am not familiar with one that is out there that deals with this topic. d) The potential shelf life 2-3 years maximum before a revision would be needed. I like the timeliness of this information because of the type of student coming to college"
"Yes I recommend the book and our committee that selects textbooks for our Student Success Seminar course would definitely consider using it."
"All college students can benefit from this book, it offers them a fresh new perspective, one that shows them they can control their destiny if they are willing to learn important communication and "life skills" which are essential in the pursuit of higher education."
Babrbara Doyle, Arkansas State University, Director of Assessement
"This text approaches topics covered in most freshman orientation courses or study skills courses."
"The topic is not affected by the passage of time. The material is not prone to become outdated. The tips and strategies provided would be timeless information for college students 50 years ago and 50 years in the future"
UK:
Kate Exley:University of Leeds
" The rationale for such a book is convincing and there appears to be a growing need for study skills and study guidance books that can give a wide range of students speedy orientation to a more independent mode of study."
Phil Race: Leeds Metroplitan University (Areas of specialty Assessment, learning and teaching in higher education)
"Writing style seems fit-for-purpose – friendly and stimulating. An important aspect of higher education is developing transferable skills and competences to serve students throughout their careers, whether they go on to be academics, researchers, or professionals. Among these skills, ‘academic assertiveness’ is important. This book should not only help students in higher education to succeed academically, but should equip them for what follows
