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Foundations for Learning, 2/E
Laurie L. Hazard, Bryant University
Jean-Paul Nadeau, Bristol Community College

ISBN-10: 013813202X
ISBN-13: 9780138132026

Publisher: Prentice Hall
Copyright: 2009
Format: Paper; 192 pp
Published: 02/18/2008

Suggested retail price: $26.67
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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.

 

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.

NEW!  Current trends are addressed - such as technology’s impact on the college transition (re: Myspace and Facebook) (pg. 21).

  • Ensures that students and professors are on the same page.

NEW!  Conversational tone and active style - directed to students without “talking down” to them.

  • Offers advice in a straightforward and lucid way.  

NEW!  Diversity chapter - delivered through a unique lens (a discourse approach as opposed to a didactic one) (pg.31).

  • Allows students to understand what diversity means to them in a college setting and how it will affect their experiences.

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. 

  • The readings supplement the topics in each chapter including peer reviewed journal articles.  Students are able to see first-hand the pursuit of scholarship, and the theoretical references and justifications in the text.

1.  Claiming Your Education 

The Professor and Student Contract

Intellectual Curiosity

Active vs. Passive Learning

Collaboration

Doing Research

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

            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

 

Glossary

 

Index

    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.

  • 0131199536Foundations for Learning
    Hazard & Nadeau
    © 2006 | Prentice Hall | Paper; 160 pages | Instock
    ISBN-10: 0131199536 | ISBN-13: 9780131199538
    Brief Description

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.

Foundations for Learning  allows first-year college students to take charge of their own learning and claim their education.  Through a combined focus on academic adjustment and personal development issues, this text emphasizes how one’s attitude influences the execution of newly learned strategies and skills.  The only one of its kind, this text contains the Study Habits Inventory to measure college-level study behaviors, and the Trice Academic Locus of Control scales to assess the attitudinal variables that influence learning.

 

With recent research indicating that most first-year students are more challenged than past generations in making the transition to college, Hazard and Nadeau encourage students to pursue scholarship.  From the first chapter, which deals with becoming part of a scholarly community, to the challenging vocabulary used in each chapter, to the theoretical references used to underpin major concepts, Foundations for Learning focuses heavily on academics while also examining emotional and social adjustment issues.

 

Features include:

  • Theoretical Justifications — offered for major topics, providing academic substance for each chapter via a psycho-educational perspective.
  • Student Narratives — portray realistic stories of first-year students and their struggles with such issues as student-faculty relations, reading comprehension, and participating in class discussion.
  • Make it Personal Questions — aim to get students to apply concepts to their own unique situations.
  • Current trends--addressed technology’s impact on the college transition (re: Myspace and Facebook).
  • Conversational tone and active style - directed to students without “talking down” to them - offers advice in a straightforward and lucid way.  
  • New Diversity chapter - delivered through a unique lens (a discourse approach as opposed to a didactic one).

Additional Support — in and out of the classroom…

 

Visit the Student Success Supersite (www.prenhall.com/success), where students and faculty will find an array of resources.  In addition, instructors will be pleased to know that Foundations For Learning offers an Instructor’s Manual and PowerPoint slides.

View a Sample Chapter PDF: /samplechapter/013813202X.pdf

 

Laurie Hazard

Would you like to challenge your students' learning by focusing on academic adjustment and integrate personal development issues seamlessly into your course's academic emphasis?

The theme is claiming and taking responsibility for one's own education. It addresses both the attitudinal variables and personality traits that affect college achievement. A few examples are 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.

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  • 0135012473Foundations for Learning, CourseSmart eTextbook, 2/E
    Hazard & Nadeau
    © 2009 | Prentice Hall | Electronic Book; 192 pages | Instock
    ISBN-10: 0135012473 | ISBN-13: 9780135012475
    URL: http://www.coursesmart.com
    Brief Description | Buy from myPearsonStore

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