Foundations for Learning / Edition 2

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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 (, 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.

Start strong. Finish stronger.

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Product Details

  • ISBN-13: 9780138132026
  • Publisher: Prentice Hall
  • Publication date: 3/3/2008
  • Edition description: Older Edition
  • Edition number: 2
  • Pages: 158
  • Product dimensions: 7.50 (w) x 9.11 (h) x 0.37 (d)

Meet the Author

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

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.

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Table of Contents

1. Claiming Your Education

The Professor and Student Contract

Intellectual Curiosity

Active vs. Passive Learning


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



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