Most of our students neither know how learning works nor what they have
to do to ensure it, to the detriment both of their studies and their
development as lifelong learners.
The point of departure for this book is the literature on self-regulated
learning that tells us that deep, lasting, independent learning requires
learners to bring into play a range of cognitive skills, affective
attitudes, and even physical activities - about which most students are
wholly unaware; and that self-regulation, which has little to do with
measured intelligence, can be developed by just about anyone and is a
fundamental prerequisite of academic success.
Linda Nilson provides the theoretical background to student
self-regulation, the evidence that it enhances achievement, and the
strategies to help students develop it. She presents an array of tested
activities and assignments through which students can progressively
reflect on, monitor and improve their learning skills; describes how
they can be integrated with different course components and on various
schedules; and elucidates how to intentionally and seamlessly
incorporate them into course design to effectively meet disciplinary and
student development objectives. Recognizing that most faculty are
unfamiliar with these strategies, she also recommends how to prepare for
introducing them into the classroom and adding more as instructors
become more confident using them.
The book concludes with descriptions of courses from different fields to
offer models and ideas for implementation.
At a time of so much concern about what our students are learning in
college and how well prepared they are for the challenges of tomorrow's
economy and society, self-regulated learning provides a reassuring
solution, particularly as studies indicate that struggling students
benefit the most from practicing it.
