Hopper, Carolyn Hinton 1945-

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HOPPER, Carolyn Hinton 1945-

PERSONAL: Born April 26, 1945, in Memphis, TN; daughter of Herbert (a farmer/dairyman) and Frances Staples (a homemaker) Hinton; married David Webb Hopper (a banker), December 18, 1966; children: Andrea Hopper Elliott, Jeffrey Deen. Ethnicity: "Caucasian." Education: Lambuth College, B.A., 1967; Middle Tennessee State University, M.A., 1980, Doctor of Arts, 1985; Appalachian State Kellogg Institute, developmental education specialist, 1989. Religion: Methodist.

ADDRESSES: Home—1515 Georgetown Ln., Murfreesboro, TN 37129. Offıce—Box 171, Middle Tennessee State University, Murfreesboro, TN 37132. E-mail—[email protected].

CAREER: Middle Tennessee State University, Murfreesboro, professor of developmental studies, study skills coordinator, writing lab director. National Education Foundation, consultant; Middle Tennessee State University, Wesley Foundation, board of directors; active in First United Methodist Church.

MEMBER: National Association for Developmental Education, Tennessee Association for Developmental Education, College Reading and Learning Association.

AWARDS, HONORS: Educator of the Year, Tennessee Developmental Association, 1989; Outstanding Teacher Award, Middle Tennessee State University, 1996; Tennessee Professor of the Year, Carnegie Foundation, 1997; Outstanding Use of Instructional Technology Award, Middle Tennessee State University, 1998.


The Study Skills Workbook, McGraw Hill, 1991, fourth edition, 1995.

Practicing College Study Skills: Strategies for Success, Houghton Mifflin, 1998, second edition, 2000.

WORK IN PROGRESS: Research on learning styles, teaching students how to learn, and peer tutoring.

SIDELIGHTS: Carolyn Hinton Hopper told CA: "Although my degrees are in English, I have always had a fascination for how people learn. In 1986, I was given the opportunity to develop a study-skills course for the Developmental Studies Department at Middle Tennessee State University. The more I taught study skills, the more I realized that all skills, particularly study skills, are learned and perfected by doing them over and over. No amount of lecture would make my students efficient test takers, note takers, textbook readers, or time managers. I needed my students to understand how they learn and practice ways that worked for them. My textbooks grew out of the need for practice to accompany theory. My students needed not only the whys, but hows and then opportunities for practice."

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