Student Ownership of Learning as a Key Component of College Readiness

Abstract

This article considers the importance of ownership of learning as a key component of college readiness. The article is organized around two conceptual models. The first is a four-part model of college readiness that includes key cognitive strategies, key content knowledge, key learning skills and techniques, and key transition knowledge and skills. The second is a five-part model of ownership of learning that consists of the following elements: motivation and engagement, goal orientation and selfdirection, self-efficacy and self-confidence, metacognition and self-monitoring, and persistence. Finally, the article concludes with a discussion of the role and importance of ownership of learning and makes the case that these elements can and should be taught to all students, and particularly in settings where an achievement gap exists.College readiness has historically been defined in terms of content knowledge, particularly in reading, writing, and mathematics (Conley, 2005(Conley, , 2010(Conley, , 2014Wagner, 2006). While such knowledge is necessary, evidence suggests it is not sufficient, particularly in an era where public policy goals seek to broaden participation and success in postsecondary education of a wider range of students, many of whom may lack complete command over foundational academic content knowledge.A key factor beyond content knowledge that contributes to college readiness is student ownership of learning. Students who demonstrate ownership of learning can be successful in a wide range of learning environments such as large classes and online courses where they have less interaction with the instructor. Strong ownership of learning can even compensate to a degree for less effective teachers. Students who own their learning can go beyond simply following teacher directions. They are more likely to complete complex assignments, solve problems that require persistence, and create original or novel work of high quality.Ownership of learning cannot compensate entirely for fundamental deficits in content knowledge mastery. However, students with strong motivation and drive, a desire to achieve goals, a belief in their own capacity for success, the ability to reflect on their learning strategies, and a willingness to persist in the face of obstacles can overcome specific shortcomings in English and mathematics content knowledge or obtain the knowledge necessary to succeed. The ability to compensate for content deficiencies is particularly important for students who receive less than ideal preparation for college but is rarely taken into account in any systematic fashion in the admissions and placement process at all but the most selective institutions. Ownership of learning is one of several key indicators of college readiness that is not sufficiently taught or measured. It can be developed systematically and will have the greatest effect on students for whom college is likely to be particularly challenging in the first place.This article outlines the research base to support the importance of ownership ...

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