ERIC Number: EJ1078154
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 39
In Their Own Words: Using Self-Assessments of College Readiness to Develop Strategies for Self-Regulated Learning
Verrell, Paul A.; McCabe, Norah R.
College Teaching, v63 n4 p162-170 2015
The pathway to success in college can be bumpy. To smooth it we first investigated self-assessment of college readiness by undergraduates in terms of skills and habits required for college success. In a survey of almost 700 students, one of every two reported that their college work was more challenging than expected. Although 70% reported that they felt well-prepared for college by their high schools, finer questioning revealed that they recognized deficits for such skills/habits as time management, attention to detail, going beyond minimum requirements and studying to learn deeply. When asked what skills they wished to develop further, 40% identified time management and 39% exam preparation; fewer than 20% identified transferable skills such as effective communication and critical thinking. We then used these data to develop an evolving set of presentations, mini-workshops and course content designed to assist students to develop strategies for self-regulated learning by linking these to the self-assessment data provided by their peers. We stress the importance of mastering these strategies, as well as knowledge of their majors' subject contents, for success in both college "and" future career. Reception to our presentations and mini-workshops has been encouragingly positive, and quantitative assessments of their effectiveness are underway.
Descriptors: College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, STEM Education
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Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Washington