1. 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

2. 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.

3. 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 Dr. P. A. Collins NCLCA 2008

4. 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

5. 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 Dr. P. A. Collins NCLCA 2008

6. 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 Dr. P. A. Collins NCLCA 2008

7. 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 Dr. P. A. Collins NCLCA 2008

8. 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

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

10. 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

11. 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 Dr. P. A. Collins NCLCA 2008

12. 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 Dr. P. A. Collins NCLCA 2008

13. 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

14. 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 Dr. P. A. Collins NCLCA 2008

15. 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 Dr. P. A. Collins NCLCA 2008

16. 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

17. 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.

18. 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 Dr. P. A. Collins NCLCA 2008

19. 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?

20. 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

21. 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!

22. 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

24. Dr. P. A. Collins NCLCA 2008

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

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

27. 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 Dr. P. A. Collins NCLCA 2008

28. 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.

29. 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.

30. 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.

31. 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

32. For Further Information
To take a sample administration of the WEB LASSI, go to
To view Becoming a Strategic Learner instructional modules, go to
H & H Publishing Company, Inc., Kapp Drive, Clearwater, FL
Dr. P. A. Collins NCLCA 2008

33. 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.