Article 14:
Multiple Uses of LASSI at a 4-Year Public Institution
by Christina Carrubba-Whetstine and Linda Dixon,
Miami University, Oxford, Ohio

The Rinella Learning Center uses the Learning and Study Strategies Inventory (LASSI) in multiple ways to assist students who struggle academically. We use it as an orientation assessment tool for the special admission Scholastic Enhancement Program; our 2 credit hour learning strategies course, our intensive Academic Coaching Program, and our holistic First Year Academic Warning Intervention. Though our Learning Center has used the LASSI since the 1990's, the online version has become bedrock for our services over the last 5 years. 

We first started using LASSI with The Scholastic Enhancement Program (SEP) in the early 90's as one of the assessment tools we administered  during the Summer Orientation and Registration Program. At that time we used hard copies and discussed the results with students along with writing and reading test scores as part of our academic advising and registration process. We have since adapted to the electronic format and now incorporate it in our freshmen seminar course.

The Rinella Center also coordinates and teaches a total of 14 sections of our "Learning Strategies for College Success" course serving approximately 300 students a year.  The intent of the course is to help students develop more sophisticated approaches to time management, note taking, test taking, critical reading, organization, and other effective study strategies with an overarching emphasis on metacognition.  As part of the class, we require each student to take the LASSI. The results aid the instructors in developing a course tailored to the unique needs of the students. Students and instructors report that the individual results of the Anxiety, Test Taking, and Self Testing scales prove most useful in advancing the student’s understanding of themselves as learners and encourage the development of metacognitive skills.

In 2006 we launched an Academic Coaching Program designed to address the needs of students struggling with organization, accountability, and time and personal management techniques.  Some coaching students have documented learning disabilities, many have diagnosed ADHD, and all either self select or are referred to participate. The purpose of coaching is to enhance a student's ability to navigate the university system, develop and monitor progress towards appropriate academic goals and personal management techniques, and make conscious and informed decisions about their education.  As an assessment tool students are required to complete the LASSI and  the results are used by the coaches to engage in meaningful dialogue about the student's strengths, weaknesses, and goals.  Coaches report that the LASSI serves as a "jumping off point" for conversation during guarded first meetings with their students.  Students indicate that it confirms what they know about their learning habits.

Lastly, we use LASSI as part of an intervention process we use with first year students. Each year approximately 300 students are placed on Academic Warning as a result of their first semester grades (GPA below 2.0).  In conjunction with the Office of the Dean of Students and the First Year Advising program, the Rinella Learning Center heads up an initiative to intervene with each of these students through a series of required meetings and assessments.  The intent of the intervention is to help students make informed decisions about their course schedules, time management, and learning strategies; to encourage students to utilize campus support services, such as their academic adviser, the Rinella Learning Center, and Health and Student Counseling Services; to set appropriate and realistic academic goals; and to help students return to Good Standing by the end of their second semester.  Each student is required to complete the LASSI and have a series of meetings with their Academic Adviser and a Learning Center Specialist.  The results of the LASSI are used to inform the staff and student about the student's learning needs.  We find that with this "high risk" population of students, the Anxiety, Information Processing, Concentration, and Self Testing scores provide the most useful information about what is impeding the student's ability to perform.  Frequently, students report having elevated levels of anxiety that prevent them from focusing while studying and from performing while taking an exam. Additionally, low scores in Information Processing and/or Concentration usually reflect a high level of frustration with the studying process.  Finally, many of our "high risk" students score low on the Self Testing scale, revealing poor and ineffective study habits.  These scores combined with information gained from student conversations with both the adviser and the learning specialist often lead to referrals to other support services, occasionally result in recommendations for assessments for a learning disability, and almost always leads to instruction in effective study methods and behaviors.

As a result of these experiences we intend to continue using the Learning and Study Strategies Inventory (LASSI) with plans to assess its effectiveness and possibly expand its use in other areas.  As our services expand to include outreach to international students and graduate students, we will be looking for ways to incorporate the LASSI into our learning curriculum. 

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