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t''r.i,.,,-, , Cotlege readiness is a multi-faceted 'r'' what the model argues for is "''6o{" comprehensive look at what it means to be "t-"-r t-'.', ,jiy' concept comprisingnumerousvariabtesthat "', includefactorsboth internal and - !! '"1,, externalto college-ready, perspective a that emphasizes ':\r',r- ' ,, ' - , the sch o o [environment. order to pro v id e ln the interconnectedness al[ of the facets :'': :\'.' of ,\ . , , ' , " ' n . ' t\ (' ',/ - 'ir a functionalrepresentation the key facets of containedin the mode[.This is the key point of cotlege readiness, ', ,l '- , the model presented of this definifion, that atl facets of cotlege *'*1 '1-': . betow organizesthe key areas necessary readinessmust be identified and eventuatly i; ,',: ti"'',., for cottege readinessinto four concentric measured more studentsare to be made if t1'" levels.Thesefour areasof co[tegereadiness :Li .:.' cotlege-ready. knowledge and skitts emergefrom a reviewof the literature and are those that can be most l r *=j {1 - ; ; t r r 3 i '. ; ; ; =i - =t ==: i , , directtyinfluencedby schools. In practice,these various facets are not mutualty exctusiveor perfectly nested as portrayed in the modet. They interact with anotherextensively. example, lackof For a .r _one -l;i:t-r.o,,"ge knowledgeoften affectsthe decisions,o ,,1,".,-l' studentsmake regardingthe specificcontent Ai,',;-' l1 knowtedgethey chooseto study and master. j.l'+r'- Or a lackof attentionto academic is behaviors i ,,,.) o n e o f th e most frequent causes pr o b t e ms of ,. , t : ) . < i , , / . for first-yearstudents,whether they possess :.,:it the necessarycontent knowledge and key cognitivestrategies. Ik{e successof a well-preparedcoltege student'isbuitt upon a foundationof key key cognitive strategiesthat enabte studentsto learn content from a range of disciptines. Unfortunately, the dbvelopment of key key cognitive strategiesin high school is often overshadowedby an instructiona[focus ort de-contextualized contentand facts necess;iry to pass exit examinations simply to keep or quiet. students busyand ctassrooms For the most part, state high-stakes standardized tests require students to recat[or recognize fragmentedand isolated bits of information. Those lhat do contain performance tasksare seveiety timitedin the time the taskscan take and their breadthor depth. The tests rarety require studentsto apptytheir learningand atmostneverrequire students to exhibit proficiency in higher forms of cognition (Marzano,Pickering,& McTighe, 1993). Severat studiesof cottege facu_fty members nationwide,regardtess the selectivity the of of university,expressed ear-universaI ag reeme n nt that most studentsarriv,e unprepared the for inteltectuaI demands and expectations of (Conley,2oo3a).For exampte, postsecondary one study found that facutty reported that students the primary areasin which first-year needed further devetopment were criticaI (Lundet[, thinkingand problem solving Higbee, zoo4l. Hipp,& Copeland,

Figurez: Fqcets Coliege ai Readiness

12 RedefiningCallegeReadiness

!'i t tr t: intettigent behaviors necessary for cotlege a ,-' readiness and to emphasize that theie Li<'.,,: ,f i< ' 1.,, behaviorsneed to be devetopedover a period of ,.8:r,h..'. of time suchthattheybecomeways thinking, habits how intellectualactivities pursued. in are , I !,:. are l,.' (", ,,' In other words, key cognitivestrategies j ftt': +i patternsof intetteciual5ehaviorthat [ead to '/ .t''/:?-'7i; the developmentof cognitive strategies '-' and i" tlL',1' capabilities necessary col[ege-tevel for work. ., invokesa Y't'' ,'. The term key cognitivestrategies t-' t (-;l*/more disciptined ipproach toihinking than terms such as "dispositions"or "thinking skitts." The term indicates intentional and n/ ,,1r- - , practiced behaviorsthat become a habitual /,, 1 r. , . ,1<..,,. wav of working toward more thoughtfut and

._r .,, J,;Sre term "key cognitive strategies"fl. 1, "r-"r'r"'iruas setected this moJetto describJ for theT"

is presented conclusion is reached. or that but asks whythingsareso.

Analysis: The student identifiesand evaluates data, materiat,and sources quatity of for content,vatidity, credibitity, and retevance. Thestudent compares contrasts and sources and findings and generates summaries and exptanations source of materiats. Reasoning, argumentation, proof: The student ,7 ':5 constructswet[-reasoned arguments or .', ,,r,,It proofs to explain phenomena or' issues; z,t...r rt r. " ' utilizesrecognized forms of reasoning ., to ' construct argumentand defenda point T' ".: an of view or conclusion; accepts critiques, i''{'' rit-.,., of r.';<' or chatlenges assertions; addresses )t:\'to and c rit iq u e s a n d c h a lle n g e sb y p ro v i d i n g 1 ( - i ' , ' ] ' a [ogicaI exptanationor refutation, or,]4,1"'-.i,,,."

r,s:+f..:tl3,.lfauick, 20oo). li,,_t ,,,.interrisent 5

-i .-, 'i '' -'1' ' a' t 4l tl ''': dir lf+L'

'uURderst*ndi*g ertd stteE*rterg {Gnten k*y kn*w[*#g* s=eht*Er*d thr*u*h t?=e *x*reise* *r*Eder e**e=tiv* =FrLE.s emb*#*e withehe k*y e*rEEv* sr*t*g*s."
The specific key cognitive strategies referenced this paper are those shown to in be ctosely retated to cotlege success. They include the fottowing as the most important manifestations this way of thinking: of lntellectualopenness: The student possesses curiosity and a thirst for deeper the views of others when views are not togicatly supported;acceptsconstructive criticism, and changespersonalviews if warranted by the evidence.Such openmindedness helps students understand the ways in which knowtedge constructed, is broadens personalperspectives and hetps students deal with the noveltyand ambiguityoften encountered the study of new subjects in and new materiats. lnquisitiveness: student engagesin active The inquiry and diatogueabout subjectmatter questionsand seeksevidence and research to defend arguments, exptanations,or [ines of reasoning. The student does not simpty acceptas given any assertionthat by acknowtedgingthe accuracyof the c rit iq u eo r c h a t le n g e . lnterpretation: The student analyzes competing and conflicting descriptions of an event or issue to determine the strengthsand flaws in each description a n d a n y c o mmo n a t it ie s a mo n g o r djstinctionsbetween them; synthesizes the resultsof an analysisof competing or conflicting descriptionsof an event o r is s u eo r p h e n o me n o n t o a c oh e r e n t in exptanation; interpretation states the that is most[ikelycorrect is mostreasonabte, or based on the available evidence; and presents orattyor in writing an extended description, summary,and evatuationof points variedperspectives conflicting and of view on a topic or issue. Precision and occuracy: The student knows what type of precision appropriateto is task and the subjectarea,is abte to the increaseprecisionand accuracy through successive approximations generated from a task or process that is repeated,
RedefiningCollegeReodiness13

A more complete expositionis containedin Understanding University Success, produced by Standards Success for through a three-year study in which more than 4oo faculty and Problem solving: The student devetops dnd irt' staff members from 20 researchuniversities to ...,-!,,,vic.! applies'muttiptestrategies solve routine i) participated extensive in meetings and reviews problems,generatestrategies solvenonto . .I to identifywhat students mustdo to succeed /\r'7-''\'! in routine problems,and appties methods entry-[evel courses their institutions(Contey, at of probtem soMng to comptex problems .11tpt,/. zoo3a). Thesefindingshavebeenconfirmedin t v 4,.-''., ' requiring method-based problem sotving. subsequent studies. These key cognitive strategiesare broadty t7 l;r{,'.J.. representative the foundationatetements of This overview begins with two academic , , ,... j,j'a', .,., ,"'-:-u' -' that underlievarious"waysof knowing." ski[[areasthat haverepeatedly beenidentified as beingcentratly importantto co[[ege success: Theseare at the heart of the intetlectuaI writing and research. This is fottowedby brief endeavorof the university. Theyare necessary narrative descriptions contentfrom a number of to discerntruth and meaningas wetl as to of coreacademic areas. pursuethem. They are at the heart of how postsecondary facuttymembers think, and how theythink abouttheirsubject {}ve:'arehing Aeaden:ie Skflie areas. Withoutthe capabitity think in theseways,the entering to Writing: Writing is the means by which collegestudenteitherstruggtes mightityuntit studentsare evaluatedat least to some thesehabitsbeginto devetop misses on or out degree in nearly every postsecondary portion of what cottege to offer, the [argest has course. Expository, descriptive, and whichis how to think aboutthe wortd. persuasive writing are particutarty important types of writing in cottege.I r.. I : ; t ; , ": ': Students are expected to write a [ot in | ;::! cottege and to do so in retatively short 'J' t/,4' i,:,. .1 periods of time. Studentsneed to know Successful academic preparation for i J f/-r ;,it,,Jlcoltege is grounded in two important how to pre-write, how to edit, and how i;-. ,t i., ,. / i.l" to re-write a piece before it is submitted dimensions-key cognitive strategies . : ;,;uu',. ; i': v'r and, often, after it has been submittedi.,.ti_ii.i-"4 and content knowledge. Understanding once and feedback has been provided. and ;,r,;.-,r,':fi-i) mastering key content knowtedge is ' Cottege writing requires students to a ch ie ve dthrough the exerciseof b ro a d e r '' present argun'lents ctearty,substantiate .t. , . . r L ; , cog n iti ve skills embodied within th e k e y each point, and utilize the basicsof a cognitivestrategies. With this retationship in .._.r . r'-r't style manualwhen constructing paper. a mind, it is entirely properand worthwhiteto 1.,1., Cottege-leve[ writing is largety free of so meof the generalareas wh ic h in ' -', ;. , { , - i i^'1, ,.p o n sid e re ed strong groundingin c o n t e n t g ra mma t ic a t ,p e llin g a n d u s a g ee r r o r s . ' .' stu d e n tsn s , th a t is fo u ndationaIto the underst a n d in g {: 1r. Research : Cottege courses ncreasi ly requi re i ng ': -p' of a ca d e m icdisciplines. The case f o r t h e students be abteto identify and utilize to im p o r tan ce of cha[tengingcontent a s t h e appropriate strategiesnd methodotogies a framework for developing thinking ski[[s to exptoreand answer problemsand to and key cognitivestrategies has been made conductresearch a rangeof questions. on else wh e r e nd wi[[ not be repeated d e p t h a in To do so, students must be abte to here (Bransford, Brown,& Cocking, 2ooo). evatuate the appropriateness a variety of of source materiaI and then synthesize In order to itlustrate the academic a n d in c o rp o ra t eh e ma t e ria in t o a p a p e r t l knowledge and skilts necessary for co[tege or report. They must also be able to a success, brief discussion the keystructures, of access variety of types of information a concepts,and knowledge of core academic from a range of locations,formats, and subjects presented is betow.This presentation sourceenvironments. is not a substitutefor a comprehensive listing of essentialacademicknowledge and skitts.
' l\ ' t *.

and usesprecision appropriatety reach to correctconclusions the contextof the in task o r s ubjectareaat hand.

t4 RedefiningCollegeReadfness

e*r* Aead*mieS*bjecisKr-r*i*;iedge an# Skfii=

additionto utitizingatt the stepsin the scientific method,students learnwhat it

Enstish:rhe knowredse deveroped and sklrs in entry-teveI English courses enablestudents to ensase criticauy create teits and werr

lffi?3'*tfl:l}::,15::#1"*1'J;:?::ffiS;; ,'jL?T||:?:#3Jj:|:fft:';5,;Y:fff;
conclusionsarethensubjecttochatlengeand

rhe foundati.ons incrude ofilsg;r, readins

glmprehension . and titerature' writing d-nd editing, information gathering, and analysis,critiques and connections.-To be readyto succeed suchcourses, in students ,

written' organized'and supportedwork productsin both ora[ and written formats.

lil:T3:iJiffi;j:*::.r;.ffinf,rl#,1:::
and changing at any given moment, and that the evolufion of scientificknowledge g:-:s rot mean that previousknowledge

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needto buird.vocabur'til;;-d.""rr;;l r t/ktie4,"U' skilts, inctuding rooti and derivations.-, il:1ffiffi:i:t1il,^[-il3;_j:1f:4fl'ff5 L ;.

Theseare the o-uilaing btocksof advanced tii;;.y. simitarty, studentsneed to utitize lru* witthetpthem readand understand wide a systemsas ways to comprehendcomptex phenomena'This hetpsthem make sense

iu.-r'ni.qu"'as srch stratesic th" ;;L readins

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;;il,i.:l students master core keypoints, whento re-read passage, 11 a and [aws, and vocabulary #:a".""ilp-,r, principtes, disciptine [rea:*: of the scientific being studied. . ,z strategica[llj'--oJll1a-Lon-lyttlemostimporta$ir#r u i"u"r"t"rv settingsare the environments g .exa-ider."f *here contentknowledge and scientific if;-*Jeightiql''t"'{.r" strategiesthat aid--rdmp+ehension e ; . r - , q llq ke ycognitivestrategiesconV e andt o h e [ p .._ r9

;;;;" or non-fictiontechnicar.Q/N1[1,;|i""";il:] '11,:"iiilri"T: and t"*t ilt"ifll: ''.orrr"r, Knowing how to stowdownto understa w"al nd

/ u n n c f , + Td .r @stud e nisthinkscientificattyan d in t e g ra t e learnedcontentknowtedge. in L ,r tf*{{ttath: Most important for success college of :, math is a thorough understanding the socialStudres; The social sciencesentait a ,*/dtQibasicconcepts, piinciptes, techniques -, and t^ ^& or arsebra.'l-ri; is different

than simpry

t-. t1-i/ c '/t h; i r

havingbeenexposed theseideas. to Much

::?t:"?L::!j?ilr'l*d:::#",iJ::"r::

"ii'r,; pncounter draw upon or utitize these ,^/L( t'vv ;:-'1,;H.."^'j "l-.:::':^-':'---": - lrendl".-"-''" , .- l/Lrr""-principles' In addition, having learned t-oit'f these etementsof mathematicat thinking at a d.eep level, they understand what -)4rutq r' lr means to understand mathematical

subsequent mathematicswu they

::li$:iili;,l[#U;::",t..:*T:i:","j

::::::^';.:":^',.;l-:' geography, politicat ::ij::':t economics, science, psychotogy, sociotogy,history, and the i i. , humanitiei. T.he scientific methods th4t . ;4.r.rvp._. are common across the socia[ studies '' "-

concepts and more todo deepry are rikery

or mathematics. have abtityt6 rhey the

so in subsequent areasof mathematical

,, ,,, study. correse-ready possess filflTiii'.j:?iffifl,ll;Tr??L1jffin'X'l. students " , :/;!'7( more than a formutaic understanding
.,1 '' --r, certain.,big ideas,,(theories.#;]["-iiri trili. ,r-.a to order and structureatl of {t.; ,t'i,,e,''' the detait that often overwhelmsthem " can hetp build mental scaffotds that lead toward thinking like a sociatscientist'
WorldLanguages: goaI of secondlanguage The study is to communicateeffectivety wilh

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apptyconceptual understandings order in to extract a problem from a context, use mathematics sotve the problem, and to then interpret the solutionback into the context. They know when and how to estimateto determinethe reasonabteness of answers and can use a calculator appropriatety a too[, not a crutch. as

consist .,1;.; or

Science: couese science courses emphasize

scientificthinking in at[ their facets. In

3l*:fitJ:;:T,H:':it:T["#.t::il[?:i
Redeffning ColLege Readiness15

These are distinguishedfrom key cognitive contextsthrough the skiltsof listening, strategies the fact that they tend to be more by speaking, reading,and writing. Learning independent a particular of comptetety content morethan ! :i' ": t .1.i anothertanguageinvo[vesmuch ., '' memorizinga system grammatica[ rules. area,whereasthe key cognitivestrategies are of , ,f,- , ; " '*lr -'within the waysof knowing atwaysdeve[oped lt requires the tearner to understand the a particularcontent area. The key academic cutturesfrom which the language arises r ,, ' " / / ' behaviors consist [argety of self-monitoring and in which it resides, use the [anguage ski[ts and studyskilts. to communicate accurately, and use the .t':., ', '_, , learnert first languageand culture as a is Self-monitoring a form of metacognition, t;, ' t4: '-' '' '.-,,.,1rt1odetcompartsoi *l*, the [anguage for 1'4.,, andculturebeinglearned.Secondlanguagetheabitity thinkabout to howoneis thinking.f-i i t ., ' ,' 't't!':', Examptes of metacognitive skills include: can ,""-, " ,,in,',;"i,,lloficiency improvelearningin other ' awarenessof oneis current tevel of mastery historyand art, disciplines, suchas English, j and understandingof a subject,including keyl ,, t.' .:t personat,and and expand professiona[, and misunderstandings btind spots;the ability sociaI opportunities.Language[earners to reflect on what worked and what needed and need to understandthe structure 'improvement any particular in academic task; but of conventions a [anguage, not through when presented with a the tendencyto persist or translation memorization word-for-word task;the tendency or novel,difficutt, ambiguous grammatical rutes. of de-contextuatized setect amongand to identifyand systematicatty Instead, studentsof a languageneed to and emptoya rangeof [earningstrategies; the mastermeaningin more holisticwaysand capabitityto transfer learning and strateEies in context. from familiar settingsand situationsto new on et ones (Bransford a[., zooo).Research the The Arts: The arts refer to coltege subject thinking of effectivelearnershas shown that dance,music, areasincludingart history, these individuals tend to monitor activety, readyfor theater;and visuatarts.Students regutate, evatuate, and direct their own an in the arts possess work coltege-tevel 2oo2). thinking (Ritchhart, for of understanding and appreciation the madeby the mostinnovative contributions creators in the fietd. Studentscome to understand themselvesas instruments +-'==#-**i=* f*,*; of communication and expressionwho tts=Ef #L#LEEEEEF= demonstrate mastery of basic ora[ and tt Er+ n tsE*Ets i" ca E.f' physicaI expression through sound, U = E E * g E LF > movement, and visuaI representations. F.a F E* -= ' - --= E , :-:;P = * *S They understand the rote of the arts = L= " is-' -.= *l E>E= e' = E + a;i as an instrumentof socialand political expression.They formulate and present *TE* fl ETG ilE# G 5* gE-E3}* questionsthrough their personal difficutt gKTL[ 5artistic visions. They are abte to justifu SEEI G V when creatingor their aestheticdecisions performinga pieceof work and know how to make decisionsregardingthe proper venue for performing or exhibiting any product. creative ness readi of Anotherimportantareacotlege necessary of is studentmastery the studyskitls premise is The success. underlying for cottege requires mastery the academic success simpte: passes encom readiness Thisfacetof cotlege material to necessary comprehend of keyski[[s greater a range of behaviors that reflect and taskssuccessfu[[y, academic and comptete student self-awareness, setf-monitoring, nature of coltegelearning in par-ticutar the and of and setf-contro[ a seriesof processes amountsof time be requiresthat significant behaviors necessaryfor academic success. for outside class success of devoted learning to
E F eF e E 14

1g Redefning CollegeReadiness

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i; i -/:iii"ti':i-in of Examptes specifictime specificsubjects. and habitsinctude: management techniques estimatinghow much time it takes accurately to completea[[ outstandingand anticipated sufficient time to complete tasksand altocating and creating"to the tasks; using catendars do" lists to organizestudyinginto productive chunksof time; locatingand utitizingsettings conduciveto proper study; and prioritizing studytime in retationto competingdeman{s suchas work and sociatizing. A\d- i1U$l
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to be achieved ctass. encompass in Study skitls a rangeof active learning that strategies go far beyondreading the text and answering the homework questions.Ti,picat study"skilt behaviors inituag time managemen{, preparing for and taking examinations, using i4formation resources, taking class with teachers and ,not-e,s, communicating And (Robbins, Langley, Lauver, Davis, Le, ddvisors 2oo4).An additionaIcritical & Carlstrom, is set of studyski[ts the abitityto participate groupandrecognize the in a successfutty study of to critical importance studygroups success

cross-section academicians peers.These of and inctude abitityto collaborate workin the skitts and a team;understand normsof the "academic" the culture and how one interactswith professors and others in that environment;interact with peoptefrom differentbackgrounds cuttures; and communicate informatly; and demonstrate skilts a varietyof settings. in leadership

The importanceof this broad categoryhas onty recentty been hightightedas an ever-wider range of studentsappty to cottege.Contextual factors encompass primarity the priviteged information necessary to understand how lt and cutture. is this as cottege operates a system of lack of understanding the contextof cotlege to that causes manystudents becomealienated, frustrated, and even humitiated during the is freshmanyearand decidethat cotlege not the and ptace them. Examptes keycontextskitls of for of understanding inctudea systemic awareness combined system educational the postsecondary vatues, and of knowledge the norms, with specific context, in of conventions interactions the cottege to skiltsnecessary cope and the human retations is verydifferentfrom within this system evenif it has the the community student just left. meanthat students Thisdoesnot necessarity need to disown their cultural backgrounds, heritage, and traditions, onty that they need to understandthe relationshipbetween their and those operatingin cultural assumptions in college is enhanced for cottege. Success interpersonaland social studentswho possess skiltsthat enablethem to interactwith a diverse

Another important area of contextuat ge." knownas'toltege knowted This awarenessis formaIand informat,statedand is information, for necessary both gainingadmission unstated, to and navigatingwithin the postsecondary system. Cotlege knowtedge inctudes an understanding of the foltowing processes: r, ad includi ng curricuta testing, cottege missions collegeoptions and applicationrequirements; and choices,including the tiered nature of postsecondary education; tuition costsand the ptacement requirements, financialaid system; the testing,and standards; cuttureof cottege; and the chaltenge [eve[ of college courses, including increasing expectationsof higher (Lundett a[.,2oo4). et education ';' '."'t-iif Admissionsrequirements,and timelines f in particutar,are extremety complicated,and ,,it_ * t students often do not know or understand t the importance of either untit it is too [ate. . : Specificinstitutions have add'itional special_' u requirements and exceptionsthat are ;'1sf ' ri' ;- \ 'i:'' optionsare '; i.n',.r,,,,. aid immediatelyevident.Financial largelyunknownorsubstantialtymisunderstood : mostin needof suchsupport. ''.'': " Uy'many students t v-"' '-';"]' The economicaltywe[[-off are more tikety to have this knowtedge than working-ctassz.. i,1-,i;';or famities familieswhosechildrenare the first. .u,,,_,t+', generation to attend cottege {Contey,2oo5; t.et et Robbins a[.,zoo4;Venezia at.,zoo4). The next section providesan operationat definition of coltege readiness that the conceptuaI mode[ helps to detineate. The section seeks to inctude specificstatements across att of the dimensions of coltege Thesestatements are presentedin readiness. a form that atlows them to be measuredor gauged.The net result would be a profite of cotlege readinessthat would hetp students know the degreeto which they were co[[egehetp high schools ready,and could eventually particular know how wetltheir programs in to to of studyare preparingstudents be readyfor success. cottege
Redefining CollegeReadiness17