Article 2:
Using the LASSI as a Learning Tool for Freshman Students
by Mary Jean Stanton
Mount Mercy College

My experience with LASSI began in 1989 at the University of Iowa while teaching in the Freshman Rhetoric Program and the Reading Lab. Under the direction of Dr. Linda Johnson, we used it as a screening for students who accessed our services and as a pre and post assessment instrument in our work with individuals referred from freshman Rhetoric classes.

When I began teaching at MMC and directing the Academic Center in the fall of 1990, I ordered the LASSI for use in the developmental courses we offer through the Center. It became one of the primary diagnostic assessment tools used in both the 1 credit hour Learning Strategies course and the 2 credit hour developmental English courses. It not only gives me information, but shows students where they are in respect to preparedness. Then we can begin to talk about the skill development needed to reach academic success.  Students often don't know what behavior to change and after taking and discussing the LASSI, they have a better understanding of their strengths and weaknesses. Students then write in journals about the experience of taking the LASSI and their scores in each category. They set performance goals for all classes based on results and reflect throughout the term on learning and study strategies. They monitor skill development during the semester, writing a reflection paper at midterm.

At the end of the semester as part of the learning portfolio, they answer the questions on the post LASSI evaluation sheet. Questions require them to address each area of the LASSI and analyze their performance. The essay question asks them to write a letter to an incoming freshman student, perhaps a younger brother or sister, giving advice and reflecting on what they wish they had known as they entered college. I've also used the LASSI in individual academic counseling sessions with students to build awareness and self observation ability. It can be an effective motivational tool that leads to SMART goal setting and a plan for changing behavior. (Smart = specific, measurable, action oriented, realistic and timely)

In the fall of 2006, MMC began requiring the developmental English course, EN 012, for all at risk freshmen. (At risk is defined by admission committee) The content from the 1 credit hour learning strategies course was folded into EN 012, making the English course 4 credit hours.  A total of 27 students enrolled in the class. I ordered the Web LASSI and administered it again pre and post. The students enjoyed the ability to use the online educational tool and we could immediately review the results. The entire process became more "user friendly" when the instrument was scored online for students and they could perform the assessment at the computer. Post LASSI results showed maintenance or improvement in all areas for all students but one. That student failed to attend classes and later withdrew from school.

Follow-up research and data from the initial 4 credit hour pilot course in 2006 shows that the students persisted and completed the first year of college with grade point averages of 2.3 and above.  Students also succeeded in the second semester 4 credit hour writing course, one withdrawing to take it at a later date. I believe one of the strengths of the LASSI is that it addresses some pertinent areas in college level reading abilities. The 4 credit hour developmental course has been a success and the decision was made to retain it as part of the freshman writing program when we adopted our new core curriculum model last year. The LASSI requires that students critically evaluate their own learning and actively participate in a plan for success. In short, it demands that they become responsible and involved learners, planning for their own progression in college.

Student evaluations of the course have been overwhelmingly positive. I continue to use the LASSI in individual sessions with students, too. Following are some end of the semester evaluation comments from students enrolled in EN 012:

1. Information from the LASSI was very helpful and clearly presented.

2. This class helped me know myself as a learner and what I need to do to improve.

3. Taking the pre and post LASSI was beneficial to me and I think you should keep it as a part of the class.

4. Besides becoming a better writer, I learned new study and reading skills that helped me in my other classes.

5. I will use the skills developed in this course for my whole college experience.

6. At first I didn't think I needed this class but I'm glad I took it.  I'm a much better student and writer now and that's important to be successful.

7. I learned about myself and what I need to do in order to study and to become a better writer. Small class discussions helped.

After twenty years and seeing consistent success using the LASSI, I think I'll continue using this valuable educational tool. The key, I believe, is in orally discussing the results and having the students write about their learning goals during the entire semester, monitoring the ups and downs. Students are going through so many transitions that first freshman semester that this gives them some sense of control as they make plans and own their learning abilities. The implementation of learning strategies, like the writing process, involves application and practice. My biggest joy is when I see these students persist and progress to graduation. In this sense, the LASSI can be considered an important retention tool.

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