Article 13:
Using the LASSI with Academically At-Risk Students
by Valdis Zalite, M.A. and Melanie Thompson, Ed.S.,
Southeast Missouri State University

The Office of Learning Assistance Programs and Disability Support Services in collaboration with Educational Access Programs, Student Support Services, Athletics, and Admissions at Southeast Missouri State University initiated an Academic Enhancement Program in the fall of 2007. The Academic Enhancement Program was designed to foster academic success for students admitted to the university through the program. Students admitted into the program met certain criteria which indicated potential for being academically "at-risk," such as low ACT composite scores and/or low high school GPA. To assist students in finding academic success through the program, several components were outlined in a written agreement that students signed prior to starting their first semester. Agreed upon components included developing an individualized College Success Plan for each student, student participation with College Success Seminars, provision of intrusive mentoring/coaching, weekly to bi-weekly meetings between the students and their assigned staff member, and study hours.

As a component of each individualized College Success Plan, students were required to complete the LASSI. Staff worked with students to complete the LASSI within the first month students were on campus. One goal of providing the LASSI early in the program was to assist students in identifying areas that may impact their ability to be academically successful. Another goal was to assist staff in designing College Success Plans that included requirements which addressed students' areas of weakness, as identified through the LASSI. The paper and pencil version of the LASSI was made available to all students that participated in the program. The LASSI was administered in person, in an environment conducive to optimum results. Students completed the LASSI independently.

Once the LASSI had been completed, a meeting was scheduled between the student and their assigned staff member to review and discuss the results. During these meetings, staff members identified areas below the average percentiles for each of the 10 categories, and then facilitated conversation with the students about those categories. Areas identified as challenges were incorporated into specific goals to be addressed through the College Success Plan. For example, staff would identify College Success Seminars being provided that addressed topics related to the areas identified as challenges. Areas identified as strengths were discussed in relation to assisting students build upon those strengths in working toward academic success. Strategies were identified with students as to how to incorporate their strengths into day to day college life.

The initial cohort of the Academic Enhancement Program included 107 students. Those students were assigned to staff within the various offices that collaborated with the program. Each staff member involved had the discretion as to what degree they incorporated the LASSI into the individualized College Success Plans. Specifically for the Office of Learning Assistance Programs and Disability Support Services, 28 students completed the LASSI. The following data is the averaged results per category for those 28 students:

ANX = 19, ATT = 29, CON = 23, INP = 26, MOT = 29,
SFT = 24, SMI = 25, STA =25, TMT = 23, TST = 26.

During the meetings in which students and staff reviewed and discussed the LASSI results, students received a LASSI Strategies handout outlining various tips and suggestions for each of the 10 sections. The LASSI Strategies handout is available, upon request, by contacting lapdss@semo.edu.  In subsequent meetings, the tips and suggestions were reviewed as they applied to each individual student. In addition, based on select LASSI category scores, referrals were made to resources on campus outside of the collaborative offices and programs. For example, those students who scored below the 50th percentile with Anxiety were referred to University Counseling Services for further assistance and/or assessment.

Students who completed the LASSI self reported the benefits of knowing their areas of strengths and challenges early in their collegiate academic career. At the end of the first semester, students were able to identify challenging areas that they had developed skills in.  Students who elected to use the resources and information that was incorporated into their College Success Plan reported that being aware of the available resources on campus was beneficial.

In subsequent cohorts of the Academic Enhancement Program, the LASSI has been administered as well. Each semester, new College Success Seminars are developed and presented that center around areas consistently identified through the LASSI as challenging for students in the program. The College Success Seminars are open and available for any student on campus, not just students in the program. The LASSI is administered and incorporated into College Success Plans for students who are not a part of the Academic Enhancement Program as well. College Success Plans are intrusively offered to targeted student populations including but not limited to exploratory students, students with disabilities, students starting on academic probation, and students who have since completed the requirements of the Academic Enhancement Program.

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