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Teaching students how to learnTeaching students how to learn   BY BRIDGET MURRAY Monitor staff Its no secret that students learn best when they self-regulate--set their own academic goals, develop strategies to meet them and reflect on their academic performance. High-achieving students know what needs to be learned and how to learn it, educational psychology studies increasingly show. But while making those kinds of self-assessments may sound simple--and something most college students could do--many psychology professors find their students arent self-aware enough to conduct them. Some faculty believe they can help students develop these strategies through their teaching. Others, however, dont think its their place to do so, pointing to the load of content they already must teach in one semester. Besides, some ask, isnt college too late to teach students how to learn? Not according to self-regulation researchers Paul Pintrich, PhD, co-founder of a "learning how to learn" course at the University of Michigan, and Barry Zimmerman, PhD, an educational psychology professor at the Graduate School and University Center at the City University of New York (CUNY). They, along with University of Texas strategic-learning advocate Claire Ellen Weinstein, PhD, and others, say its never too late to teach students how to learn. Though well aware of the time constraints on professors, they believe that if faculty weave self-regulation strategies into their teaching, students more quickly absorb course material, ultimately saving faculty time. In fact, Weinstein, founder of a learning-to-learn course at Texas, finds that the more students use learning strategies, the higher their grade-point averages (GPAs) and graduation rates. And Pintrich believes college students need instruction in using these strategies because university


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