Academic SuccessPsychologyHow to Learn in College
I developed HTLIC to empower students in their learning journeys.
Overview
I developed this course to teach learners how to form and practice explicit, specific, individual learning strategies. This course was born from a combination of three factors:
The literature showed an apparent disconnect between college students' and professors' expectations. What worked for students in high school does not likely help them excel in college. They have to see this for themselves after struggling for a year or so (this experience is crucial to improvement).
My research. In grad school, I studied how undergraduate students learned science information from texts and video lectures. Let's say that most students don't know how to learn or improve their skills properly.
My observations. My assessments showed that students often had misconceptions about what is required of them in a quality learning experience. Some could give me textbook explanations about what constitutes "good learning" but were still at a loss when examining their strategies.
My role was to clarify the disparities between students' expectations and performances across multiple skill sets. I then coached them through discovery, adopting a growth mindset, and selecting appropriate learning tools for future courses. To do this, students engaged in daily readings, reflections, discussions, and assessments.
Learners of all backgrounds, goals, majors, and walks of life were invited to enroll. While some students aimed to achieve an A+ in their classes, others just wanted to pass math. This course was about honoring individuals' needs rather than prescribing an all-or-none philosophy.
“I am feeling quite victorious after taking my exam today. I got a 44.5/45, which is the best I have ever done on any assignment so far! The custom study plans are clearly working.”
Haylee
Media
ASU's featured video promoting the new course.
Real results! Exam scores before and after personalized learning strategy consultations and coaching with me. The above pictures feature two different students, but this trend was typical of most.
Real results! The scores depict the likely course grades students should earn based on their learning strategies before and after taking my course.
Mean course evaluation ratings from students on a scale of 1 (least positive) to 5 (most positive).
“I am in shock. I cannot believe how much has changed in just a month.”
-David
Student Testimonials
-
"Dr. J, Hey it's David ... and I AM ENROLLED FULL TIME AT ASU !!!
I am finally back to good academic standing. I couldn't have done this without you and all the help and tools you have given me!
You are the best.
I will keep you updated on my progress this semester because I feel like you deserve to know that you are making a difference in my life lol.
David
PS, I loved your class and hope that you continue it in upcoming semesters."
-
“Hey Dr. Jennings! My name is David and I was in your Learning Psychology course and it is still making a difference. As we hit the halfway point I thought I'd just let you know that I am still doing good! I passed my final math class ever! It wasn't easy but the tools I learned in your class helped immensely! I actually got a somewhat low grade on my very first test and I felt the urge to just slack off and try to forget about it. I was even thinking about dropping because I know how difficult some math classes could be for me. But then I thought about procrastination and stress and how I need to pass this class in order to graduate... So I buckled down and decided to apply myself even more. I made study guides for myself, watched the professor’s tutorial videos, set time aside to spend on the HW and actually understand it so that when the test came I wasn't struggling to figure it out. There were so many things I did! Like making a schedule, staying ahead (it was an online class so I could work ahead). And I actually finished with a passing grade and I finished the class early! I actually did so well that I didn't even need to take the final at the end of the class and I still would have passed! What I am saying is that I actually put into practice the skills that I learned from you and they work. I am convinced that without your class I would still be struggling in school. So thank you! Things keep going well. My GPA is on the rise and I am looking forward to graduating soon! All the best, David."
“This class was helpful in ways that I didn’t anticipate. I can already see myself changing in small ways here and there, and while I might not always get it perfect, as long as I’m improving, I’m going in the right direction.”
“I am in shock. I cannot believe how much has changed in JUST a month. Just over a month ago, I never thought that I would be able to learn these strategies. Before this class, I was walking alone in the dark, ill-suited to meet the task, and almost destined to fall short of my ambitious academic goals. I knew I wanted to graduate, but this massive mountain was between me and getting my degree! I was going to climb it. I needed to. I had to. But back then, I planned to climb it while wearing flip-flops without water or a good map to guide the way. It was like I would be trailblazing.
But now my path is clear.
I now feel like I have the tools I need not just to scrape by to get a degree but to actually LEARN the material to help and teach those around me and advance to my next life goal!
This class has changed my life. I am now even more motivated than before to conquer my goals because I have the tools to do so! I feel invigorated, like someone who has finally seen the light in academia after years of struggle. This class is one that I will always remember and will look back on often so that I may never forget the lessons I learned here.”
“I thought I was already pretty self-aware, but I certainly learned some things about myself and about being a student.
I also feel more open to interconnectedness, utilizing assets like office hours, study groups, and tutoring. I’m not sure why I was so averse to those things before, as I’m no stranger to teamwork. But part of the reason for me going back to school is to learn to grow as a person in a direction that was not previously available to me.
I now think of myself as a ‘professional learner,’ and it helps to think of this as a job rather than ‘just school.’
I really enjoyed this class and got a lot out of it. It’s a force multiplier in that concepts can be applied not only to other classes but to life as well. And by making each of those more effective, greater gains can be achieved overall.”
“I went into this class thinking it would be interesting and a good way to have another class with one of my favorite professors. But I came out of it with a completely different understanding of my own abilities.
I thought I didn’t take change well, but this class showed me the value of change—the value of self-analysis and how growth doesn’t always have to be accompanied by pain. I value my mistakes now just as much as my accomplishments.
I am excited to learn again. And for that, I am grateful.”
“I am grateful for your guidance and encouragement during a challenging period when my performance on exams was below average. Your advice helped me understand the material more deeply and enabled me to achieve the highest score in the class on the second exam and ultimately earn an A in the course. Further, this marked a turning point in my academic career, changing from struggling through medium-to-low-challenging courses to making nearly straight A’s in multiple semesters of heavy lab sciences course loads. As you imparted to me, it’s incredible what a passion for learning and some solid techniques will do for someone.”