Linking Student Learning and Study Skills Outcomes to Intervention Strategies that Enhance Student Development Patricia A. Collins, Ph.D. Director, Learning Support Services Smucker Learning Center pacolli@uakron.edu

Today’s Objectives To understand the theoretical basis for using interventions to enrich institutional environments To illustrate the design of the Learning and Study Strategies Inventory (LASSI) To develop intervention strategies that address individual student needs To illustrate how three Wayne College intervention programs used the LASSI to promote student success To provide you with steps for developing intervention programs on your campus.

The University of Akron Wayne College The University of Akron - comprehensive doctoral degree-granting public institution Residential and commuter population – 24,700 students Wayne College - Regional campus Serves Wayne, Medina, and Holmes counties Associate degrees, baccalaureate preparation, technical education, and continuing education Commuter population - 2,025 students 160 acres of farmland - Orrville, Ohio Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

Theoretical Foundation Astin’s I-E-O Model – focuses on the effects of the institutional environment on student learning outcomes. Astin’s Involvement Theory – the amount of student learning is directly proportional to the quality and quantity of student involvement Tinto’s Student Departure Theory - the key to successful student retention lies with the institution, in its faculty and staff, not in any one formula Tinto’s Persistence Theory – the secret to retention lies in the willingness of institutions to involve themselves in the social and intellectual development of their students. Astin, A. W. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Phoenix, AZ: Oryx Press. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: The University of Chicago Press. Dr. P. A. Collins NCLCA 2008

Institutional Environment The environment is of particular importance because it includes those aspects of the students’ experiences that can be directly controlled by the institution. Student characteristics and the educational policies and practices that affect college experiences may affect student learning outcomes or the talent development of a student. Implication: we can control our institutional environment to produce the greatest benefit to the student through practices such as intervention strategies. Astin, A. W. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Phoenix, AZ: Oryx Press. Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

Why Intervention Strategies? To improve student learning outcomes by: Increasing student awareness of significant factors that influence learning outcomes Creating individual action plans Engaging students in their own learning Developing self-regulated learners Strengthening faculty/student relationships Promoting student retention and success Goal: To develop independent learners through self-awareness. Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

Objectives of Intervention Programs To ease a student’s transition to college To strengthen a student’s confidence To personalize the college experience To assist the student in taking advantage of campus resources To foster a student’s personal, professional, and academic growth through campus involvement Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

Why did Intervention Programs Get Started at Wayne College? Examined protocol for administration and use of Learning and Study Strategies Inventory (LASSI) Financial aspect of assessing all new students Discovered that LASSI was effectively being used in Student Success Seminar and College Reading and Study Skills to address course topics Faculty of developmental courses were familiar with LASSI tool Director of Enrollment Management and Dean of Instruction interested in developing first-year experience initiatives

Wayne College Intervention Programs Faculty mentoring for all students in developmental coursework Academic Mentoring for Probation Students (AMPS) Strengthening Academic Skills (SAS) Program

Description of LASSI Instrument LASSI is a 10-scale, 80-item diagnostic measure of factors that significantly impact student success; which factors can be learned or enhanced through educational interventions. Students respond to statements by marking: Very much typical of me Fairly typical of me Somewhat typical of me Not very typical of me Not at all typical of me Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (2002). The Learning and Study Strategies Inventory. H & H Publishing Company, Clearwater, FL. Dr. P. A. Collins NCLCA 2008

Why the Learning and Study Strategies Inventory (LASSI)?? Can be used as a pre-post achievement measure to assess the degree of success of intervention programs. Designed to identify areas where students could benefit the most from interventions Provides a benchmark for student learning and study strategies Instrument is statistically valid and reliable Prescriptive feedback increases student’s self-awareness Focuses on thoughts, behaviors, attitudes, and beliefs that relate to successful learning Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (2002). The Learning and Study Strategies Inventory. H & H Publishing Company, Clearwater, FL. Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

LASSI Scales Anxiety (ANX) Attitude (ATT) Concentration (CON) Information Processing (INP) Motivation (MOT) Self-Testing (SFT) Selecting Main Ideas (SMI) Study Aids (STA) Time Management (TMT) Test Strategies (TST) Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

LASSI Measurements Anxiety (ANX) Assesses the degree to which students worry about their academic performance. LASSI statements: Worrying about doing poorly interferes with my concentration on tests. I am very tense when I study. Intervention Strategies Develop coping strategies for stress Review various study skill techniques Discuss test-taking strategies Discuss availability of tutors

LASSI Measurements ATTITUDE (ATT) Intervention Strategies Do career counseling Talk with faculty Establish long-term and short-term goals Attribute success or failure to controllable factors (not luck) Assesses a student’s attitude towards and interest in college. LASSI statements: I feel confused and undecided as to what my educational goals should be. I only study the subjects I like. Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

LASSI Measurements Concentration (CON) These items address a student’s ability to pay close attention to academic tasks. LASSI statements: I concentrate fully when studying. I find that during lectures I think of other things and don’t really listen to what is being said. Intervention Strategies Design an exclusive study area with minimal distractions Establish goals and time limits for each assignment Take short breaks when studying (50:10) Control noise levels Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

LASSI Measurements Information Processing (INP) These items address the student’s use of mental imagery, elaboration, monitoring, and reasoning. LASSI statements: I translate what I am studying into my own words. I try to think through a topic and decide what I am supposed to learn. Intervention Strategies Preview material and turn text headings into questions Associate new information with previously learned Make learning relevant and meaningful Review, review, review

LASSI Measurements Motivation (MOT) Intervention Strategies Attribute failures to insufficient effort, lack of information, or reliance on ineffective strategies rather than to lack of ability Engage in active learning activities (participate) Develop realistic and measurable goals These items assess a student’s diligence, self- discipline, and willingness to work hard. LASSI statements: When work is difficult I either give up or study only the easy parts. I set high standards for myself in school.

LASSI Measurements: Self-Testing (SFT) These items measure review and preparation skills for classes and tests. LASSI statements: I stop often while reading and think over what has been said. I try to identify potential test questions when reviewing my class material. Intervention Strategies Develop questions that target levels of thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation Use SQ3R to integrate reading and study techniques (survey, question, read, recite, review) Use the Cornell Notetaking Method to self-test Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

LASSI Measurements Selecting Main Ideas (SMI) These items address a student’s ability to pick out important information for further study. LASSI statements: I have difficulty identifying the important points in my reading. Often when studying I seem to get lost in details and can’t remember the main ideas. Intervention Strategies Identify the topic: What is the focus of this section? Identify details: What are the major supporting details? Find the main idea: What is the message the author is trying to convey about the topic?

LASSI Measurements Study Aids (STA) Addresses the degree to which students create or use support techniques to help them learn and remember. LASSI statements: I use italics and headings to organize information in my books. I attend group review sessions. Intervention Strategies Use textbook patterns to identify what is important (italics, boldface print, charts, and chapter summaries) Attend study groups Meet with tutors Look over previous exams and quizzes Prepare study guides

LASSI Measurements Time Management (TMT) Items address a student’s use of time management principles for academic tasks. LASSI statements: I only study when there is the pressure of a test. When I decide to study, I set aside a specific length of time and stick with it. Intervention Strategies Establish goals and priorities for success Analyze social, school, and work commitments and try to strike a balance Use a planner or PDA to develop a semester, weekly, and daily plan Fight the tendency to procrastinate...just do it!

LASSI Measurements Test-Taking Strategies (TST) Items assess a student’s approach to preparing for and taking examinations. LASSI statements: I have difficulty adapting my studying to different types of courses. In taking tests, I find I have misunderstood what is wanted and lose points because of it. Intervention Strategies Arrive early to prepare mentally for an exam Be sure test anxiety is not an excuse for being unprepared Boost your confidence by answering easier questions first Read the questions carefully

Dr. P. A. Collins NCLCA 2008

LASSI CLASS COMPOSITE Dr. P. A. Collins NCLCA 2008

LASSI Data for a Developmental Course in CRSS Dr. P. A. Collins NCLCA 2008

Intervention Model #1 Students Enrolled in Developmental Courses All students placed in developmental courses are required to take the LASSI the first week of class. A class composite of LASSI scores is given to each faculty member to illustrate where the class stands as a whole on the ten scales. Composite offers faculty opportunity to address LASSI areas below the 50th percentile. At midterm, faculty conference with each student to develop individual plans/ strategies for improvement. Faculty submit completed report to Director, Learning Support Services. Dr. P. A. Collins NCLCA 2008 Collins/Weyant Students in Transition 2008Dr. P. A. Collins NCLCA 2008

Intervention Model #2 Academic Mentoring for Probation Students (AMPS) AMPS is a requirement for first-year students on probation. First LASSI administered at beginning of second semester and mentor is assigned. Mentor and student work together to develop a written action plan to address LASSI areas below 50th percentile. Students contacted by mentors at least once per month to review intervention strategies and monitor progress. Second LASSI given to students 3-4 weeks before end of semester. Mentors and students discuss differences in first and second LASSI and plan for next semester.

Intervention Model #3 Strengthening Academic Skills (SAS) Letter sent to students dismissed after first year offering option to participate in three-week summer program. LASSI given to participants before first workshop and a mentor is assigned to student. Students required to attend three two-hour workshops and submit a reflection paper for each. Each paper must be reviewed by a writing consultant in the Learning Center before submission. Students meet twice with mentor to review LASSI results and develop an action plan to improve skills. Mentors follow-up with students during Fall Semester to encourage implementation of action plan.

Intervention Model #3: What Would We Have Done Differently? Include Strengthening Academic Skills (SAS) contracts in students’ dismissal letters in May. Offer SAS program and workshops earlier in the summer to allow more time for reinstatement decisions and registration of classes. Formalize student action plan into a written document. Include in student contract the required follow-up appointments with mentor. Involve Financial Aid staff from beginning to avoid last-minute barriers to enrollment. (FA appeals) Develop a program evaluation for student to complete.

Steps for Getting Intervention Programs Started on your Campus Examine current resources and practices that have the potential to impact student learning Collaborate with key players that share your commitment Pilot an intervention program that you can closely monitor and exercise authority for change Expand dialog to create additional intervention programs in other departments/areas (FYE) Discuss benefits of LASSI at a faculty meeting and administer inventory to those present Work with faculty/mentors to develop materials for intervention sessions Solicit student and faculty feedback from student sessions for program improvement Collaborate with student services staff who make probation and dismissal decisions Closing Thoughts

For Further Information To take a sample administration of the WEB LASSI, go to http://www.hhpublishing.com/_assessments/LASSI/index.html To view Becoming a Strategic Learner instructional modules, go to http://www.hhpublishing.com/_onlinecourses/study_strategies/BSL/index.html H & H Publishing Company, Inc., 1231 Kapp Drive, Clearwater, FL 33765 Dr. P. A. Collins NCLCA 2008

Resources Astin, A. W. (1985) Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass. Astin, A. W. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Phoenix, AZ: Oryx Press. Ellis, D. (2009). Becoming a Master Student (12th ed.). Boston: Houghton Mifflin. McWhorter, K.T. (2007). College Reading and Study Skills (10th ed.). New York: Pearson Longman. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: The University of Chicago Press. Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (2002). The Learning and Study Strategies Inventory. H & H Publishing Company, Clearwater, FL.