Jeffrey Paradis (California State University – Sacramento, USA)
Research indicates that students, regardless of motivation, have little reference for adjusting their study skills as they transition from high school to college level expectations. Additionally, a growing body of literature supports the notion of providing students with study skills in context. With this in mind, a revised introductory chemistry course will be described. This course directly imbeds rigorous study skills instruction into the course structure without sacrificing content. Significant components include instruction on note taking and exam corrections. The study skills component is presented to the student in the framework of a “Commit to Study” contract which will be discussed in detail. Preliminary data concerning the impact of these changes will be discussed.