Foundations for Learning: Claiming Your Education Plus NEW MyStudentSuccessLab 2012 Update -- Access Card Package

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.

Table of Contents:
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         

About the Author :
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 Magazine 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.