Description
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 our text is that we address 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. Psychology is the study of behaviors and mental processes. Behaviors are what individuals do; what’s observable by others. Mental processes are thoughts, attitudes and feelings. If students think of themselves as lazy, they may have a negative attitude, and thus not feel like doing much of anything let alone studying; however, if students conceive of themselves as a hardworking, they will more likely enact behaviors that are congruent with the definition of hardworking such as reading, going to the library, and utilizing services on your campus. Student mindsets, then, influence how they behave. Reflecting on mindsets, in an honest way, will enable students to make the necessary adjustments to their new role as college students. The text emphasizes adjusting mindsets and behaviors. Students are pushed to consider how each mindset, 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; on the other hand, they also appreciate that the text is to the point and practical. This is a benefit for faculty as well, as they may be inexperienced at teaching this subject matter, so the clear structure and logical topic progression aid in course design and implementation.
TECHNOLOGY OFFERING: MyStudentSuccessLab is available with this book upon request. It is an online solution designed to help students acquire the skills they need to succeed to CONNECT, PRACTICE, and PERSONALIZE what they learn. Click here for a Preview of the Time Management module http://wps.prenhall.com/chet_mssl_generic_1_demo/121/31145/7973335.cw/index.html
Table of 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
Purchase Info 
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Foundations for Learning: Claiming Your Education, CourseSmart eTextbook, 3rd Edition
Format: Electronic Book
$18.99 | ISBN-13: 978-0-13-231805-1
