Foundations for Learning
Published on 23. May 2005
Book
Paperback/Softback
160 pages
978-0-13-119953-8 (ISBN)
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.
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.
Reviews / Votes
"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 UniversityMore details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 191 mm
Weight
263 gr
ISBN-13
978-0-13-119953-8 (9780131199538)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Book
01/2012
3rd Edition
Pearson
€73.03
Article not available at the moment
Persons
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.
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.
Content
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 Readingsand 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.
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 Readingsand 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.