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Thank you for bringing this up, Pam.  I agree completely.

Where exactly is the "line" between "inability to learn" and the
"failure to manage learning?"  Is one permanent, the other temporary?

There are so many compensatory skills that can be learned - but
generally over the course of many years, years our students don't have
to spend acquiring them - which make it possible for students with less
raw speed-of-processing or abilitly to manipulate abstractions and make
connections to succeed in academic courses.

Then there's the question of background knowledge &  reading skills.

I'd want a clearer definition of "managing" learning and "ability" to
learn before ever venturing an opinion.


Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821
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Webmastress,
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>>> [log in to unmask] 6/15/2005 5:09:02 PM >>>
In thinking about this issue it seems difficult to measure the exact
cause for attrition.  Knowing that learning difficulties have an 80%
co-morbidity, who can say if it is academic or neurological in nature.
Unfortunately, most student's don't obtain precise testing to see what
the bottom line is so we are at a loss.  Personally, it seems easier to
state students who drop-out of college lack all of the skills you
mentioned plus the divided focus between school and work.  Most of the
students I work with are walking a narrow path with many pitfalls
surrounding them.  All of this to say...I really hate to venture a guess
as to the percentage of attrition attributed to effort or ability.

Pam Sawyer
Dallas County Community College District

>>> [log in to unmask] 6/15/2005 4:54:24 PM >>>

Hey, Leonard.

I read in Tinto's book, Leaving College (1987) that nationally only
15%
of students leave college due to academic dismissal (51-52).  It's
been
my experience that the great majority of the students I work with do
have the necessary brain power, but the inability to manage their
learning is the big problem.  I'd say 75 to 90%.  If I have to choose
one, I'll say 90%.

The best (by far) resource I've used for dealing with these issues is
On
Course by Skip Downing: http://www.oncourseworkshop.com/

Hope this helps.

Tom



Leonard G. Geddes wrote:

>Greetings Learning Assistance Professionals,
>
>I am compiling information for a resource I am working on.  Your
response to the following question is greatly appreciated.
>
>What percentage of the academic problems of the students that you
service are a result of an inability to manage their learning, as
opposed to an inability to learn?  (Keep in mind that by "manage their
learning" I am referring to their ability to take responsibility for
their learning, organize material in a productive manner, gauge and
assess their learning ,and finally, detect and correct problems within
their learning. I am not merely referring to time management.) Please
estimate using the following percentages (feel free to expound on your
answer as well).
>
>*       25%
>*       50%
>*       75%
>*       90%
>
>Lastly, does anyone know any resources that speak to these issues?
>
>Thanks for you time,
>
>Leonard G. Geddes, Jr.
>Director of Multicultural Student Services
>& Student Success
>Lenoir-Rhyne College
>www.lrc.edu
>[log in to unmask]
>(828) 328-7024
>
>
>
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--
Tom Hale
NEO A&M College
200 I Street NE
Box 3920
Miami, OK 74354
918-540-6125
www.neoam.edu/~cthale

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