Foundations for Learning

Description

Brief Contents

Introduction

PART I: Adjusting to the Environment of Higher Education and Understanding Yourself as a College Student

Chapter One Becoming Part of a Scholarly Community

Chapter Two Developing Academic Self-Concept

Chapter Three Reconceiving Diversity

Part II: Reflecting On How Mindset Influences Your Study Behaviors and Reaching Your Academic Goals

Chapter Four Planning, Prioritizing, and Procrastination

Chapter Five Developing Malleable Mindsets and Metacognitive Skills

Part III: Implementing Strategies and Habits for Peak Academic Performance

Chapter Six Developing Communication Skills

Chapter Seven Reading and Taking Notes for Optimal Performance in Lectures and on Exams

Chapter Eight Taking Responsibility in College and Life

Glossary

Index

Full Contents

Introduction

PART I: Adjusting to the Environment of Higher Education and Understanding Yourself as a College Student

Chapter One Becoming Part of a Scholarly Community

The Professor and Student Contract

Intellectual Curiosity

Active versus Passive Learning

Collaboration

Doing Research

Plagiarism and Intellectual Property

Claimining an Education

Chapter Two Developing Academic Self-Concept

Relating to Your Family and Culture: How Developing Academic Self-Concept Has been Developing Up to Now

Relating to Your New Peers

Relating in Cyberspace

Relating to your New Environment

Chapter Three Reconceiving Diversity

Diversity in College

The Difficulty of Defining Diversity

Define Diversity

The Downside of Difference

Delving into Diversity

Part II: Reflecting On How Mindset Influences Your Study Behaviors and Reaching Your Academic Goals

Chapter Four Planning, Prioritizing, and Procrastination

Time Management and Academic Goal Setting

Time Management and College Success

Self-Regulating Your Own Learning

Consider the 8-8-8 Formula

How to Manage Your Time

Be Sure to Plan and Organize

Plan for a suitable Place to Study

Learn to Avoid Procrasitination

Behavior Management, Motivation, and Procrastination

Procrastiantion and Motivation

Procrastination has Consequences

Gaining Control over Procrastination

Chapter Five Developing Malleable Mindsets and Metacognitive Skills

Why Should I Change?

Student Attituted Toward Learning

What is your Locus of Control?

Measure Your Locus of Control with the Trice Academic Locus of Control Scale

The Relationship Amoung Locus of Control, Study Habits, and Grade Point Average

Theories of Intelligence

Dweck’s Mindset Theory

Gardner’s Theory of Multiple Intelligences

Goleman’s Theory of Emotional Intelligence

Approaches to Learning

The Process of Leaning Changes Your Brain

Thinking Critically

Identify Your Learning Style(s)

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

Portfolio Development Is Another Useful Metacognitive Activity

Read Actively to Become a Better Reader

Text Annotation Encourages Active Reading

Part III: Implementing Strategies and Habits for Peak Academic Performance

Chapter Six Developing Communication Skills

Written Products versus the Writing Process

Prewrite to generate Ideas

Organize Your Ideas

Draft Your Ideas

Revise Each Draft

Using Feedback to best Advantage

Your Faculty Provide Feedback via Graded Papers

Faculty Can Also Provide Feedback During Office Hours

Your Classmates May Provide Feedback During Peer Review

The Writing Center Is Another Great Place to Get Feedback

Participating in Class Discussing

Writing the Research Paper

Formulate a Reseach Question

Find Appropriate and Useful Sources

Evaluate your Sources

Selects Potential Material from your Sources

Utilize the Evidence You Have ollected to Your Best Advantage

Conduct Your Research Ethically

The Function of Citation Formats

Making In-Class Presentations

Chapter Seven Reading and Taking 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

Approaches to Note Taking

It Is Important to Have an Organized System of Taking Notes

Use Shorthand When Taking Notes

Coordinate Yoru Class/Lecture Notes with Your Reading Notes

The 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

Self-Evaulation ofPreparedness for Test and Exams

Chapter Eight Taking Responsibility in College and Life

Foundations for Learning Themes: Developing the Habits of Mind for Success in College and Life

Glossary

Index

Claiming an Education–Provides this common theme throughout each chapter; commonly held beliefs (e.g. the banking model of education) are stated and confronted in a variety of ways.

Student portraitures–Contained in each chapter; these are students’ perspectives on how the topic being discussed affected him/her.

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

Student narratives–Included in each chapter is at least one true story of a first-year student and his/her struggles around such issues as student-faculty relations, reading comprehension, and participation in class discussion.

• 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 and the Trice Academic Locus of Control scales 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.

Academic emphasis–Encourages the pursuit of scholarship in many ways throughout the text.

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

NEW! Broadened audience – Changes include, but are not limited to, examples and student narratives originating from these subject-positions. (Ex. – In each chapter).

• While previous editions were aimed squarely at students attending residential, four-year institutions, this revision broadens the audience base to include students attending two-year colleges, commuters, and adult learners which makes it relevant to all readers.   

NEW! Adjust Your Mindset and Adjust Your Strategies sections – As opposed to earlier editions (which included only a few of these questions under the title “Make it Personal”), the separation serves to emphasize the distinction between attitudes and behaviors, a key theme in the text. (Ex. – In every chapter).

• Begin each chapter by asking questions to help students consider their current and emerging attitudes and behaviors relative to forthcoming chapter content.

NEW! New Sections/emphases – The “Planning, Prioritizing, and Procrastination” and “Developing Malleable Mindsets and Metacognitive Skills” chapters have undergone extensive revision. (Ex. – Chapters 4, 5).

• Students will benefit from advice on how to manage behavior to achieve goals in a new section, “Overcoming Procrastination.”  In addition, reworked “Theories of Intelligence” section includes a category on emotional intelligence and brain function which are key.

NEW! Attention to emerging technologies – Addresses the influences of technology that educators are increasingly aware of such as course management systems (ie. – Blackboard, Desire to Learn, etc.), Facebook, Twitter, and texting is having on student learning. (Ex. – Chapter 2).

• Speaks to these influences, helping to prepare students to manage their cyber-presence in college.

NEW! Expansion of Diversity Chapter – The “Reconceiving Diversity” chapter has been expanded to include an a more in-depth exploration of the sociocultural and sociopolitical views of diversity.  (Ex. – Chapter 3).

• Students are directed to campus resources that can support them if they experience the “Downside of Diversity,” such as being a victim of a bias related incident or hate crime. 

NEW! First Year Diaries: Adjustment Reflections – Each chapter now ends with between one and three journal entry “chunks” from actual students enrolled in a first-year experience course. (Ex. – In each chapter).

• Entries are explicitly linked to key chapter concepts so students are able to relate to the student experience featured for that topic.

NEW! Additional visual aids – These include a sample syllabus, a breakdown of variations of the 8-8-8 formula, and a graphic representation of Freud’s theory of personality, among others. (Ex. – In each chapter).

• These new visual aids will help students understand difficult concepts.  

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• 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.

The focus of Foundations for Learning is on academic adjustment with personal development issues seamlessly integrated into the academic emphasis theme of ‘claiming an education’ and taking responsibility for one’s own education. 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. At its core, this text is based on the psychology of adjustment. Students are pushed to consider how each mindset, perception, and attitude connects with their skill sets, and how one influences the other. It offers an acute awareness of first-year student needs, an intellectual approach, and a tight framework.

New to this edition:

• First Year Diaries: Adjustment Reflections – journal entry “chunks” from actual students enrolled in a first-year experience course link readers to key chapter concepts. (In each chapter).

• Adjust Your Mindset and Adjust Your Strategies sections – serves to emphasize the distinction between attitudes and behaviors, which helps students consider their own evolving position. (In every chapter).

• Broadened audience – Now includes examples and student narratives originating in four-year institutions as well as two-year colleges, commuters, and adult learners. (In each chapter).  
• Additional visual aids – These include a sample syllabus, a breakdown of variations of the 8-8-8 formula, and a graphic representation of Freud’s theory of personality, among others to reinforce difficult concepts. (In each chapter).
• Attention to emerging technologies – Addresses the influences of technology that educators are increasingly aware of such as course management systems (ie. – Blackboard, Desire to Learn, etc.), Facebook, Twitter, and texting is having on student learning. (Chapter 2).
• New Sections/emphases – The “Planning, Prioritizing, and Procrastination” and “Developing Malleable Mindsets and Metacognitive Skills” chapters have undergone extensive revision. (Chapters 4, 5).

For more information about the book including its’ support package, go to www.pearsonhighered.com/studentsuccess  

Start strong. Finish stronger.

www.MyStudentSuccessLab.com

This book is appropriate for courses in First-Year Experience, College Success, and Study Skills. The focus of Foundations for Learning is on academic adjustment with personal development issues seamlessly integrated into the academic emphasis theme of ‘claiming an education’ and taking responsibility for one’s own education .

Foundations for Learning 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. At its core, this text is based on the psychology of adjustment. Students are pushed to consider how each mindset, perception, and attitude connects with their skill sets, and how one influences the other. The text encourages students to use this insight to make the necessary adjustments to their new role as college students. It offers an acute awareness of first-year student needs, an intellectual approach, and a tight framework. It is primarily focused on the development of academic adjustment issues and meta-cognitive 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 and is written in a challenging yet accessible way. This revision covers emerging technologies, broadens its audience, and more.

For courses in First-Year Experience, College Success, and Study Skills.

The focus of Foundations for Learning is on academic adjustment with personal development issues seamlessly integrated into the academic emphasis theme of ‘claiming an education’ and taking responsibility for one’s own education. 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. At its core, this text is based on the psychology of adjustment. Students are pushed to consider how each mindset, perception, and attitude connects with their skill sets, and how one influences the other.  The text encourages students to use this insight to make the necessary adjustments to their new role as college students.  It offers an acute awareness of first-year student needs, an intellectual approach, and a tight framework. It is primarily focused on the development of academic adjustment issues and meta-cognitive 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 and is written in a challenging yet accessible way. This revision covers emerging technologies, broadens its audience, and more.

Laurie L. Hazard holds an Ed.M. in Counseling and an Ed.D. in Curriculum and Teaching from Boston University. She is the Directo fo the Academic Center for Excellence at Bryant University, the Curriculum Coordinator for the First-Year Experience (FYE) course, and teached in the Applied Psychology Department. laurie, and award winning educator, was selected by the National Resource Center for the First-Year Experience and Students in Transition as a top ten Outstanding First-Year Student Advocate. She also received the Learning Assistance Association of New Englad’s Outstanding Research and Publication Award.

Laurie has been designing curricula for FYE and study skills courses for more than twenty years reflecting her area of expertise: the personality traits and habits of students that influence academic achievement. She has done extensive work 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 Experieince and Student in Transistion and “What Does It Mean to be ‘College-Ready’?, and article which appears in Connection: The Journal of the New England Board of Higher Education.

Laurie’s expertise has recieved national media attention. her interviews include: “Prepare college-bound kids for hard work ahead,” which appeared in the Chicago Tribune in 2007 and “Study Tip for College Students” in Seventeen Ma gazine in 2008. most recently, in March 2010, Laurie was interviewed by Associated Press columnist Beth Harpaz for her article “Colleges Don’t Like Senior Slump in High School.”

Jean-Paul (JP) Nadeau earned his Ph.D. in Rhetoric and Composition from the University of Rhode Island and has been teaching first-year composition, basic writing, and literature courses since 1992. Currently he is an Associate Professor of English at Bristol Community College, located in Southeastern Massachusetts, where he is also Chair of the English Department’s Portfolio Assessment Program. He recently co-authored Community College Writers: Exceeding Expectations (Southern Illinois University Press, 2010), a longitudinal study of first-year writers. JP has given dozens of presentations at local and national conferences during the last fifteen years, including the Conference on College Composition and Communication, the Learning Assistance Association of New England Conference, and the Northeast Writing Centers Association Conference. He was recipient of the 2006 Learning Assistance Association of New England Outstanding Research and Publication Award along with his co-author, Laurie Hazard. In that same year he was awarded a research grant from the Calderwood Writing Initiative at the Boston Athenaeum.