Just in Time:
Helping Students Become More Strategic, Self-Regulated Learners
by Tom Hadley, Ph.D. and Elaine Guerrazzi, Ph.D.,
University of Cincinnati

One of the greatest challenges to combat high levels of first year attrition is delivering timely and targeted assistance to students when they would benefit most from those support services. The Just in Time: Helping Students Become More Strategic, Self-Regulated Learners, diagnoses student learning deficiencies and provides resources and academic support throughout the freshman year.

During 2002-03, a pilot phase of the project was implemented. A cross-section of the students completed the LASSI, and UC provided some additional interventions to enhance the students’ transition to college. In 2003-04 the project will be expanded to include all freshmen and multiple intervention strategies which are outlined below.

Grounded in Weinstein’s recommendations, a series of interventions are in place intended to help students become more effective learners. The Just in Time project is multi-dimensional, incorporating the online LASSI assessment, LASSI Self-guided Modules, locally developed programs and services, and a multi-tiered communication strategy with students. In addition, the LASSI data will be used in a university-wide research and assessment initiative focusing on student retention and academic success.

LASSI Administration: Online LASSI is administered during Orientation to all entering freshmen in attendance. Those not attending will have opportunities to complete the LASSI during Fall term. Student Orientation Leaders are trained to discuss the general implications of the scores as a part of the two-day orientation program. In addition, the LASSI scores are made available to faculty and advisors via the student information system and through a Blackboard community.

LASSI Modules: All students will have modules available for their use. In addition, faculty are encouraged to incorporate the modules in their course materials as assignments, extra credit, or supplemental work. Advisors and tutors will also use specific modules based on the individual student needs.

Locally-developed Programs and Services (for students): Some of the programs and services developed are:

• College based orientation programs and retreats are utilizing LASSI results as a topic area for small group sessions and activities.

• Student workshops have been developed by Tutoring Services related to many of the LASSI scales.

Locally-developed Programs and Services (for faculty/staff): Some of the programs and services developed are:

• A workshop which provides a general overview on interpretation of LASSI results. Breakout sessions suggest strategies for LASSI use by advisors, tutors, etc.

• A mini-session for college specific training sessions geared toward faculty teaching First Year Experience/College Success courses.

• Blackboard community with LASSI scores, related information, and associated published articles, etc.

• An intra-university listserv for users.

Communication Strategy with Students will incorporate email distribution of information specific to students’ needs based on their scores and usage of the modules. The purpose is to get them better connected with the on campus student support services.

Research and Assessment: UC is completing a pre/post-test analysis of the first year through the utilization of LASSI scores as one measure combined with non-obtrusive data pulled from the student information system (retention, cum GPA, hours toward graduation, etc.).

The Just in Time program has the potential of significantly affecting institutional retention goals in many ways. First, this is a very cost effective approach. The LASSI self-guided modules will be accessible to all faculty and students at any time throughout the academic term. Second, if the exercises are incorporated into Blackboard, faculty, who use Blackboard, could monitor student usage and ultimately assess if this on-line approach has a positive impact on student success in their classes that is clearly linked to improved institutional retention. Third, the Just In Time program provides the seamless and transparent linkages, starting at summer orientation and extending into the academic year, including the instructor, student, and support services. Past research supports these collaborations as critical in any successful institutional retention plan. And finally, preliminary findings from the evaluation of the first year pilot phase of our project emphasized the importance of student involvement in multiple retention-oriented activities. The more comprehensive project described above will, by its very design, provide additional retention-oriented contacts at critical times in the academic term in many formats and modalities.