Linking Intervention Strategies to Linking Intervention Strategies to Transition Issues of At-Risk Student Transition Issues of At-Risk Student Populations Populations Patricia A. Collins, Ph.D. Patricia A. Collins, Ph.D. Director, Learning Support Services Director, Learning Support Services Smucker Learning Center Smucker Learning Center (330) 684-8765 (330) 684-8765 pacolli@uakron.edu pacolli@uakron.edu Amanda Weyant Amanda Weyant Program Assistant, Learning Support Services Program Assistant, Learning Support Services Smucker Learning Center Smucker Learning Center (330) 684-8960 (330) 684-8960 alfeaster@uakron.edu alfeaster@uakron.edu
Overview of Presentation Overview of Presentation • Who Are We? • Who Are We? • What is the Learning and Study Strategies • What is the Learning and Study Strategies Inventory? Inventory? • Why do we use it? • Why do we use it? • What is the theoretical foundation for using • What is the theoretical foundation for using interventions? interventions? • How do we control our institutional environment? • How do we control our institutional environment? • How was the LASSI incorporated into three • How was the LASSI incorporated into three intervention models for at-risk student intervention models for at-risk student populations? populations? • Small group discussion of case studies • Small group discussion of case studies • Questions and Comments • Questions and Comments Collins/Weyant 2 Students in T ransition
The University of Akron The University of Akron Wayne College Wayne College • Is the only regional campus of The • Is the only regional campus of The University of Akron University of Akron • Supports a commuter population of • Supports a commuter population of approximately 2,025 students approximately 2,025 students • Positioned on 160 acres of rural farmland • Positioned on 160 acres of rural farmland on the north edge of Orrville on the north edge of Orrville • http://www.wayne.uakron.edu • http://www.wayne.uakron.edu Collins/Weyant 3 Students in Transition
Smucker Learning Center Smucker Learning Center Mission Statement Mission Statement The Smucker Learning Center is committed to: The Smucker Learning Center is committed to: • Providing opportunities for student development • Providing opportunities for student development and intellectual competence in a learner-centered and intellectual competence in a learner-centered environment environment • Fostering universal access for all students to • Fostering universal access for all students to engage in achieving their personal and engage in achieving their personal and educational goals through the development of educational goals through the development of critical thinking skills, self-awareness , and critical thinking skills, self-awareness , and emotional and social growth. emotional and social growth. Collins/Weyant 4 Students in Transition
Wayne College At-Risk Populations Wayne College At-Risk Populations • Students in developmental coursework • Students in developmental coursework • First-year students placed on academic probation • First-year students placed on academic probation • First-year students dismissed after one year • First-year students dismissed after one year • Returning adult students • Returning adult students • Students with disabilities • Students with disabilities Collins/Weyant Students in Transition
Transitional Issues of Transitional Issues of At-Risk Populations At-Risk Populations • Anxiety • Anxiety • Motivation • Motivation • Time Management • Time Management • Study Skills • Study Skills • Low Self-efficacy • Low Self-efficacy Collins/Weyant Students in Transition
Learning and Study Strategies Inventory Learning and Study Strategies Inventory (LASSI) (LASSI) • Nine years of research, development, and testing • Nine years of research, development, and testing led to the development of this statistically valid led to the development of this statistically valid and reliable tool for the diagnosis of study skills.* and reliable tool for the diagnosis of study skills.* • The LASSI is a 10 scale, 80-item assessment tool • The LASSI is a 10 scale, 80-item assessment tool designed to increase self-awareness . designed to increase self-awareness . • The LASSI focuses on thoughts, behaviors, • The LASSI focuses on thoughts, behaviors, attitudes, and beliefs that relate to successful attitudes, and beliefs that relate to successful learning. learning. • • * Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (2002). The Learning and Study Strategies * Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (2002). The Learning and Study Strategies Inventory. H & H Publishing Company, Clearwater, FL. Inventory. H & H Publishing Company, Clearwater, FL. Collins/Weyant 7 Students in Transition
Ten Scales of the LASSI Ten Scales of the LASSI • Self-Testing (SFT) • Self-Testing (SFT) • Anxiety (ANX) • Anxiety (ANX) • Selecting Main Ideas • Selecting Main Ideas • Attitude (ATT) • Attitude (ATT) (SMI) (SMI) • Concentration (CON) • Concentration (CON) • Study Aids (STA) • Study Aids (STA) • Information • Information • Time Management • Time Management Processing (INP) Processing (INP) (TMT) (TMT) • Motivation (MOT) • Motivation (MOT) • Test Strategies (TST) • Test Strategies (TST) Collins/Weyant 8 Students in Transition
Measurements/Statements on LASSI Measurements/Statements on LASSI ATTITUDE (ATT) ATTITUDE (ATT) ANXIETY (ANX) ANXIETY (ANX) • • • Assesses the degree to which • Assesses a student’s attitude Assesses the degree to which Assesses a student’s attitude students worry about school towards and interest in students worry about school towards and interest in and their academic college. and their academic college. performance. performance. • • Worrying about doing poorly Worrying about doing poorly • • I feel confused and undecided I feel confused and undecided interferes with my interferes with my as to what my educational as to what my educational concentration on tests. concentration on tests. goals should be. goals should be. • • I am very tense when I study. I am very tense when I study. • • I only study the subjects I like. I only study the subjects I like. Collins/Weyant 9 Students in Transition
Measurements/Statements on LASSI Measurements/Statements on LASSI INFORMATION PROCESSING INFORMATION PROCESSING CONCENTRATION (CON) CONCENTRATION (CON) (INP) (INP) • • These items address a • These items address a • These items address the These items address the student’s ability to pay close student’s use of mental student’s ability to pay close student’s use of mental attention to academic tasks. attention to academic tasks. imagery, elaboration, imagery, elaboration, monitoring, and reasoning. monitoring, and reasoning. • • I translate what I am studying I translate what I am studying • • I concentrate fully when I concentrate fully when into my own words. into my own words. studying. studying. • • I try to think through a topic • I try to think through a topic • I find that during lectures I I find that during lectures I and decide what I am and decide what I am think of other things and don’t think of other things and don’t supposed to learn. supposed to learn. really listen to what is being really listen to what is being said. said. Collins/Weyant 10 Students in Transition
Measurements/Statements on LASSI Measurements/Statements on LASSI MOTIVATION (MOT) SELF-TESTING ( SFT) MOTIVATION (MOT) SELF-TESTING ( SFT) • • These items assess a These items assess a • • These items measure review These items measure review student’s diligence, self- student’s diligence, self- and preparation skills for and preparation skills for discipline, and willingness to discipline, and willingness to classes and tests. classes and tests. work hard. work hard. • • I stop often while reading and • I stop often while reading and • When work is difficult I either When work is difficult I either think over what has been said. think over what has been said. give up or study only the easy give up or study only the easy • • I try to identify potential test I try to identify potential test parts. parts. questions when reviewing my questions when reviewing my • • I set high standards for myself I set high standards for myself class material. class material. in school. in school. Collins/Weyant 11 Students in Transition
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