Linking Student Learning and Study Skills Outcomes to Intervention Strategies that Enhance Student D

Venue: Online

Location: Online,

Event Date/Time: Mar 19, 2009 End Date/Time: Mar 19, 2009
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Description

Linking Student Learning and Study Skills Outcomes to Intervention Strategies that Enhance Student Development and Retention 19 March 2009 Online Both Astin (1993) and Tinto (1993) suggest that the institutional environment may have the greatest impact on student success. With increased attention being given at the Federal level to student learning and institutional accountability, colleges and universities are challenged to use every resource available to them for improving student learning outcomes and time to graduation. Research indicates that the Learning and Study Strategies Inventory (LASSI) is an effective tool to measure significant factors that attribute to student success in specific institutional environments. This presentation will demonstrate how the LASSI instrument can be both diagnostic and prescriptive in measuring student attributes that affect learning outcomes. A discussion of the development of individual plans for each student and the objectives of intervention strategies to be used (based on LASSI measurements) will follow. Finally, three intervention program models from The University of Akron Wayne College will be presented. Participants will learn: *How research by Alexander Astin and Vincent Tinto provide the theoretical basis for using intervention strategies to enrich institutional environments for student learning and success. *How the LASSI is designed to measure significant factors that can be attributed to student learning and to ultimately increase a students self-awareness of strengths and weaknesses that may be reinforced and/or improved. *How to develop intervention plans to meet individual student needs. *How the University of Akron Wayne College developed three programs using the LASSI instrument, strategic interventions, and faculty mentors to engage students in becoming self- regulated learners. Who should attend? *Instructional and Student Services Deans *Instructors in DevEd courses *Administrators of DevEd programs *Non-DevEd program directors looking to retain first-year students *Administrators and others concerned with retaining first-year students *Skeptics of the value of DevEd programs *Student Success Specialists *Advisors and Counselors *Student Support Professionals Who is the speaker? Dr. Patricia Collins is the director of learning support services at The University of Akron Wayne College. In this position, Collins is responsible for the programs housed in the Smucker Learning Center, which include first- year-experience initiatives, the math and writing centers, tutoring services, developmental coursework, learning skills seminars, and accommodations for students with disabilities. Collins is a graduate of The University of Toledo, where she earned a doctorate in higher education administration with a minor in educational psychology. She also earned a master of arts degree in adult education from the Ohio State University and a bachelor of commercial science degree from Tiffin University. Enquiries: pam@ieinfo.org

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