He doesn t know it， but Mark Johnson provided the impetus for this book.<br > Mark was an enigma when I first met him some two decades ago， soon af-<br >ter I first began college teaching. Enrolled in my introductory psychology<br >class， he was a quiet， good-natured student. His attendance was sporadic， but<br >he passed the tests， although just barely. For most of the semester， he managed<br >to squeak by， a pattern， I would learn， that was typical for him and for other<br >students like him.<br > Then， on the day that term papers were due， Mark came up to me after class<br >and offered up a lengthy list of reasons why he was unable to complete his<br >paper on time. The paper due date could hardly have sneaked up on himmwe<br >had been talking about it in class for several weeks. Yet Mark had managed to<br >put himself in a situation that ensured he would fall short of what was required.<br > What puzzled me about Mark was that he was smart， articulate， and eager<br >to succeed. He certainly wanted to do well， and seemed every bit as capable<br >as those students who were doing quite well in class. Why， then， was Mark a<br >marginal student， and what didn t he know that his more successful class-<br >mates did? Over the years， I encountered other students like Mark， and I won-<br >dered: Was there a way to teach every student how to succeed， both academi-<br >cally and beyond the classroom?<br > P.O.W.E.R. Learning embodies the answers to these questions. Based on the<br >conviction that ，good students are made， not born， the central message of<br >P.O.W.E.R. Learning is that students can be successful in college if they follow<br > the basic principles mid strategies presented in this book. Once mastered，<br > these principles and strategies can help students to maximize their accom-<br > plishments， both in and out of the classroom.<br >