Always Learning

Foundations for Learning
Laurie L. Hazard, Bryant University
Jean-Paul Nadeau, Bristol Community College

ISBN-10: 0131199536
ISBN-13:  9780131199538

Publisher:  Prentice Hall
Copyright:  2006
Format:  Paper; 160 pp
Published:  05/05/2005
We're sorry, this product is no longer available and has been replaced with Foundations for Learning: Claiming Your Education, 3/E.

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Description

For Freshman Orientation, Student Success, and Study Skills courses.

 

The focus of this text is on academic adjustment for first-year college students; its theme is claiming an education and taking responsibility for one’s own experience. It addresses both the attitudinal variables and personality traits that affect college achievement. Students are pushed to consider how each skill set, perception, and attitude connects with and influences the other. Both challenging and accessible, Foundations for Learning doesn’t talk down to students with simplified vocabulary, yet it is to the point and practical. Clear structure and logical topic progression aid instructors in course design and implementation.


Features

Claiming an Education—Provides this common theme throughout each chapter; commonly held beliefs (e.g. the banking model of education, Ex. pp 90-91) are stated and confronted in a variety of ways(Ex. pp 10-12).

~Challenges students to be active participants in their education.

Student portraitures—Contained in each chapter; these are students’ perspectives on how the topic being discussed affected him/her(Ex. pp 86, 106).

~Encourage students’ response and discussion because these portraitures are offered in actual students’ voices.

“Make it Personal” questions—Enables the study of how academic attitudes and behaviors can change for the better(Ex. pp 42, 115).

~Gets students to apply concepts discussed to their own unique situations.

Student narratives—Included in each chapter is at least one realistic story of a first-year student and his/her struggles around such issues as student-faculty relations(Ex. pp 19), reading comprehension(Ex. pp 117), and participation in class discussion(Ex. pp 90-92).

~ Enables students to offer their own stories for discussion, comparing theirs to those presented in the text.

Theoretical justifications—Offered for major topics, providing academic substance for each chapter via a psycho-educational perspective.

~Allows instructors to avoid playing the “salesperson” role.

Combined focus on behaviors and attitudes—Contains the Study Habits Inventory(Ex. pp 52-55) and the Trice Academic Locus of Control scales(Ex. pp 58-60) to measure college-level study behaviors and influencing attitudinal variables, respectively.

~Encourages students to apply college-level study strategies to the content of their courses while examining their own attitudes, and where they might need to change.

Timely, relevant topics—Includes practical issues and examples relevant to the context of the student’s new setting(Ex.pp 12-13).

~Provides students with a text that is sensitive to the developmental needs of first-year college students.

Academic emphasis—Encourages the pursuit of scholarship in many ways throughout the text(Ex. pp 8-9).

~Gives students a text that focuses on academics and on scholarship.


Table of Contents

1.  Becoming Part of a Scholarly Community.

The Professor and Student Contract.

Intellectual Curiosity.

Active vs. Passive Learning.

Collaboration.

Doing Research.

Plagiarism and Intellectual Property.

Claiming and Education.

2.  Developing Academic Self-Concept.

Relating to Your Family and Culture: How Your Academic Self-Concept has been       

Developing Up to Now.

Relating to Your New Peers.

Relating to Your New Environment.

3.  Planning and Prioritizing.

         Time Management and Academic Goal Setting.

            Time Management and College Success.

            Self-Regulating Your Own Learning.

            How to Manage Your Time.

            Motivation and Procrastination.

4.  Developing Metacognitive Skills.

          Why Should I Change?

            Student Attitudes Toward Learning.

            Approaches to Learning.

                        Identify Your Learning Style.

                        Writing to Learn and Journal Writing Can Help You Better Understand How You Learn.

                        Portfolio Development is Another Useful Metacognitive Activity.

                        Text Annotation Encourages Active Reading.

5.  Developing Communication Skills.

          Writing Products Versus the Writing Process.

            Using Feedback to Best Advantage.

            Participating in Class Discussion.

            Writing the Research Paper.

            Making In-Class Presentations.

6.  Combining Readings and Notes for Optimal Performance in Lectures and on Exams.

          The Components of Test Preparation.

                        Be Aware of Course Objectives.

                        Take Comprehensive Notes.

                        Connect Important Ideas.

                        Gather Internal Feedback.

                        Coordinate Your Class/Lecture Notes with Your Reading Notes.

                        To Read Actively, Take Notes Before You Read.

                        Study with a Group.

            Benefits of Employing These Approaches to Studying.

            Approaches to Test Taking.

                        Here is Some Advice for Taking Multiple-Choice Exams.             

                        Here is Some Advice for Responding to True/False Questions.

                        In-Class Essay Exams Don’t Have to Be So Daunting.

                        Here is Some Advice for Responding to True/False Questions.

                        In-Class Essay Exams Don’t Have to Be So Daunting.

            Self-Evaluation of Preparedness for Tests and Exams.

 

 



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Reviews

"This book is a winner for any college student.  It is superbly written and chock full of good ideas and just about every suggestion is 'actionable'.  I have rarely seen a book so practible and so readable.  Students will find concrete examples illustrating how to overcome potential problems.  It is a beautifully written joy to read."  Richard J. Light, The Walter H. Gale Professor of Education, Harvard University


Author Bios

Laurie L. Hazard has been teaching and designing curricula for First-Year Experience and study skills courses for the last fifteen years. She is the Director of the Academic Center for Excellence and Writing Center at Bryant University in Smithfield, Rhode Island, and the Curriculum Coordinator for their First-Year Experience course. Her area of expertise is the personality traits and attitudes of college students that influence academic achievement and mediate the utilization of newly learned study strategies.

 

As a New England Peer Tutor Association Board member, she has hosted their Annual Forum at her institution.  Laurie regularly presents at national conferences such as the First Year Experience and Students in Transition, the Conference on College Composition, and the College Reading and Learning Association. Laurie has taught courses in college reading and study skills, liberal arts seminars, psychology, personality psychology, abnormal psychology, and social psychology.


Laurie has done extensive work writing about and assessing the effectiveness of learning assistance programs and FYE courses. She has been a Guest Editorial Board member for the Learning Assistance Review.  Publications by Laurie and her co-author include: Exploring the Evidence, Volume III: Reporting Outcomes of First-Year Seminars, a monograph published by the National Resource Center for The First-Year Experience and Students in Transition and “What Does It Mean to be ‘College-Ready’?”, an article which appears in Connection: The Journal of the New England Board of Higher Education, at http://www.nebhe.org/index.php?option=com_content&task=view&id=34&Itemid=71.

 

Laurie was recently selected by the National Resource Center for The First-Year Experience and Students in Transition as a top ten Outstanding First-Year Student Advocate. 

 

Jean-Paul Nadeau is an instructor at Bristol Community College in Fall River, Massachusetts.

 


Backcover Copy

Foundations for Learning encourages students to take responsibility for their education--to "claim their education"--and teaches them how to do so.  It will help students understand how personal choice, attitude, and personality traits all affect college achievement.  The authors focus on academic adjustment and metacognitive strategies as they naturally unfold during the first semester, pushing students to identify and nuture those skills, perceptions, and attitudes that will help them excel in college and beyond.

Features include:

  • Student Portraits
  • Make It Personal Questions
  • Discussion Questions
  • Activities

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Online Instructor's Manual
Hazard
©2006  |  Prentice Hall  |  On-line Supplement  |  Live
ISBN-10: 013198554X  |  ISBN-13: 9780131985544

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 | More Info

Online PowerPoints
Hazard & Nadeau
©2006  |  Prentice Hall  |  On-line Supplement  |  Live
ISBN-10: 0131199544  |  ISBN-13: 9780131199545

Show Downloadable Files
 | More Info

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ISBN-10: 0132199475  |  ISBN-13: 9780132199476
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ISBN-10: 0131390295  |  ISBN-13: 9780131390294
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