Foundations for Learning, 2nd Edition
©2009 |Pearson | Out of print
Laurie L. Hazard, Bryant University
Jean-Paul Nadeau, Bristol Community College
©2009 |Pearson | Out of print
For courses in First-Year Experience, College Success, and Study Skills.
The focus of Foundations for Learning is on academic adjustment for first-year college students with personal development issues seamlessly integrated into the academic emphasis. The theme is claiming an education and taking responsibility for one's own education. What is most unique about this text is that it addresses both the attitudinal variables and personality traits that affect college achievement like locus of control, conceptions of intelligence, and intellectual curiosity in relation to specific study-related behaviors such as text annotation and active listening. Students are pushed to consider how each skill set, perception, and attitude connects with and influences the other.
Other unique features include an acute awareness of first-year student needs, an intellectual approach, and a tight framework. Foundations for Learning is primarily focused on the development of academic adjustment issues and metacognitive strategies as they naturally unfold during the first semester, as opposed to primarily focusing on social adjustment issues or issues that aren’t immediately relevant such as career development. Finally, it's both challenging and accessible. Students appreciate that the text doesn’t talk down to them with simplified vocabulary; they also appreciate it is to the point and practical.
TECHNOLOGY OFFERING: MyStudentSuccessLab is available with this book upon request. It is an online solution designed to help students ‘Start strong, Finish stronger’ by building skills for ongoing personal and professional development. Go to www.mystudentsuccesslab.com/coming for a Point and Click DEMO of the Time Management module.
“Foundations for Learning is excellent. It is concise and to the point with theory as well as application. The textbook can be used as a stand-alone resource to implement the entire curriculum. It is easy to read and integrates student vignettes that appeal to our classes. Many texts are on the market to address first year needs and issues. This book is easily readable while maintaining high academic quality.”
— Sally Riconscente, Bryant University
“The textbook is clearly organized and easy to read. The Student Portraits allow readers to read quotes from former students and to relate their experiences to those students. The Make It Personal questions encourage readers to actively read the text because they are being asked about their own experiences. My students have learned about themselves academically and socially through the Locus of Control and Study Habits Inventory as well as by doing the Activities prompts that bring them into contact with faculty, staff and their peers and then reflecting on their experiences in their journal.”
— Janice Dexter-Ganek, Bryant University
Sample chapter is available for download in PDF format.
This material is protected under all copyright laws, as they currently exist. No portion of this material may be reproduced, in any form or by any means, without permission in writing from the publisher.
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).
Student portraitures–Contained in each chapter; these are students’ perspectives on how the topic being discussed affected him/her(Ex. pp 86, 106).
“Make it Personal” questions–Enables the study of how academic attitudes and behaviors can change for the better(Ex. pp 42, 115).
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).
Theoretical justifications–Offered for major topics, providing academic substance for each chapter via a psycho-educational perspective.
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.
Timely, relevant topics–Includes practical issues and examples relevant to the context of the student’s new setting(Ex.pp 12-13).
Academic emphasis–Encourages the pursuit of scholarship in many ways throughout the text(Ex. pp 8-9).
NEW! Current trends are addressed - such as technology’s impact on the college transition (re: Myspace and Facebook) (pg. 21).
NEW! Conversational tone and active style - directed to students without “talking down” to them.
NEW! Diversity chapter - delivered through a unique lens (a discourse approach as opposed to a didactic one) (pg.31).
NEW! Additional Readings for Students and Faculty - At the end of each chapter is al list of additional readings for students and faculty geared specifically to each audience.
TECHNOLOGY AND PEARSON CHOICES
MyStudentSuccessLab 3.0 (www.mystudentsuccesslab.com) is an online solution designed to help students ‘Start strong, Finish stronger’ by building skills for ongoing personal and professional development. This TOPICAL based technology promotes student engagement through:
· Video interviews on key issues ‘by students, for students’.
· The Learning Path Diagnostic offers 65 Full Course Pre-Diagnostic (Bloom’s Taxonomy level 1-2) and 65 Full Course Post-Diagnostic Bloom’s Taxonomy level 3-4)questions, and 20 pre-test (Bloom’s Taxonomy level 1-2) and 20 post-test (Bloom’s Taxonomy level 3-4) questions.
· The Practice exercises improve class preparation and learning.
· Graded Activities build critical thinking skills and develop problem-solving abilities (includes Essays and Journaling).
· Instructors benefit from an Implementation Guide to easily assign and assess progress.
· Students have access to relevant FinishStronger247 YouTube videos, the Pearson student Facebook page chock full of tips, MySearchLab use for doing effective research, and more.
PearsonChoices - CourseSmart and Custom Publishing. Having choices for how to deliver course content is important.
· CourseSmart Textbooks Online is an exciting new choice for students looking to save money. As an alternative to purchasing the print textbook, students can subscribe to the same content online and save up to 50% off the suggested list price of the print text. With a CourseSmart e-textbook, students can search the text, make notes online, print out reading assignments that incorporate lecture notes, and bookmark important passages for later review. For more information, or to subscribe, visit www.coursesmart.com.
· Pearson Custom Publishing allows professors to create their own professionally produced customized textbooks and media products to best complement their course. We offer high-quality content, professional design, quick production, and reliable on-time delivery. The result is a valuable textbook that students will use, cover to cover, tailored to meet exactly the needs of the professor, students, and course. Visit www.pearsoncustom.com.
1. Claiming Your Education
The Professor and Student Contract
Active vs. Passive Learning
Plagiarism and Intellectual Property
Claiming an 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 in Cyberspace
Relating to Your New Environment
3. Reconceiving Diversity
Diversity in College
The Difficulty of Defining Diversity
4. 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
5. Developing Metacognitive Skills.
Why Should I Change?
Student Attitudes Toward Learning
Approaches to Learning
6. 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
7. Reading and Note Taking for Optimal Performance in Lectures and on Exams
The Components of Test Preparation
Benefits of Employing These Approaches to Studying
Approaches to Test Taking
Self-Evaluation of Preparedness for Tests and Exams
8. Taking Responsibility in College and Life
Pearson offers special pricing when you package your text with other student resources. If you're interested in creating a cost-saving package for your students, contact your Pearson rep.
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.
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