Introducing the LASSI-GL: Smarter Insights for Graduate Student Success. The revised 47-item Learning and Study Strategies Inventory - Graduate Level (LASSI-GL) is a streamlined version of the original instrument, designed to more accurately capture the learning processes and experiences most relevant to graduate-level learners.
Identify Risks Early. Intervene Effectively.
The LASSI-GL empowers programs to quickly identify students who may struggle with key learning strategies such as time management, concentration, and self-regulation. With early visibility, faculty and student success teams can deliver targeted support when it matters most: at the very start of the academic journey.
Purpose-Built for Graduate Programs
Compared to the original 60-item instrument, the LASSI-GL offers a more concise, reliable, and valid assessment tailored to graduate-level demands. It is easily incorporated into onboarding processes, making it an efficient and scalable solution for program-wide implementation.
Proven Through Research
The LASSI-GL is backed by a large-scale validation study involving 1,541 Doctor of Physical Therapy (DPT) students across five U.S. programs. Representing approximately 14% of the national DPT student population, the study provides strong evidence of reliability and broad applicability across diverse program formats and geographic regions.
Data was collected during program onboarding, before students completed any summative assessments; ensuring a clear view of incoming learning strategies. The results confirm that the LASSI-GL delivers robust, generalizable insights that programs can trust.
Authors
The LASSI was developed at the University of Texas at Austin by Claire Ellen Weinstein, Ph.D., and Taylor W. Acee, Ph.D.
The LASSI-GL was adapted from the LASSI specifically for Graduate Level Programs by Jessica T. Feda, Evan M. Pucillo, Laura E. Wenger, Melissa H. Scales, Kyle R. Adams, Carrie A. Minahan, Jennifer G. Martin, and Nancy S. Smith.
