Moving from the Traditional to a more Diagnostic, Prescriptive, and Authentic Model of Study Skills Development

Abstract

This article focuses on a five-step method for developing prescriptive and class-specific instruction within a uniform content first-year seminar, post student enrollment.  In light of a persuasive body of research supporting the importance of developing good study skills, we needed to develop a process that allowed us to emphasize and enhance our student’s individual study skills need beyond the generalized approach currently employed.  Study skills instruction based upon assumed student needs may waste significant time and other resources teaching students what they already know while leaving important deficiencies unremediated. Thus, instructional delivery should be based upon empirical assessment of students' actual strengths and weaknesses.  Knowing a student’s study skills strengths and weaknesses at the beginning of the semester allowed us to adapt instruction targeted at our students most significant needs.