My social identities include a variety of educational “firsts”—first-generation immigrant from Vietnam, first-generation college graduate, and the first in my family to pursue a Ph.D. in STEM. Throughout my journey in higher education, I have continuously assessed and adapted my approach to learning. Most recently, I made a career pivot from teaching chemistry to becoming an educational developer, discovering in the process a framework for understanding my learning approach: the self-directed learning cycle. This experience has shaped how I view the challenges facing today’s students and the skills they need to succeed. 

The diverse students entering NIU classrooms—50% of whom are first-generation college students like me—will graduate into a world transformed by artificial intelligence, global markets, and geopolitical shifts. Rather than simply imparting predetermined subject-matter expertise, we must equip students with the capacity to continuously learn and adapt throughout their careers. The self-directed learning cycle provides a framework for students to assess learning tasks, evaluate their strengths, plan appropriate strategies, monitor their progress, and adjust their approach based on outcomes—skills that prove invaluable whether mastering computational chemistry or navigating career transitions. 

The Foundation: Metacognition and Growth Mindset 

Effective self-directed learning requires two interconnected foundations: metacognition (the awareness of one’s thinking processes) and a growth mindset (the belief that abilities develop through effort). Research shows students with these skills demonstrate better problem-solving performance and improved learning transfer across subjects. More importantly, they become equipped for careers requiring continuous adaptation.

Self-Directed Learning Cycle 

When metacognition and growth mindset work together, they create ideal conditions for self-directed learning. Research from Ambrose, Bridges, Lovett, et al. (2010) in How Learning Works shows that effective self-directed learners engage in a continuous five-stage cycle: 

• Assessment: Students examine learning tasks to identify specific requirements, complexity, and expectations. 
• Evaluation: Students honestly appraise their current understanding, strengths, and knowledge gaps. 
• Planning: Students develop strategic approaches, selecting appropriate resources, methods, and timelines. 
• Monitoring: Students track their understanding and progress throughout the learning process. 
• Adjustment: Students modify their approach when monitoring reveals inefficiencies. 

This cycle creates learners who are not only capable of independent learning but also motivated to continue learning throughout their lives. They approach new challenges with confidence, persist through difficulties, and view learning as an ongoing process of personal development rather than a series of fixed achievements. 

Practical Strategies for Transformation 

Empowering self-directed learners requires concrete changes in how we design and deliver education: 

Explicit Metacognitive Instruction

Instead of only assigning tasks, teach students how to approach the task and the importance of monitoring their progress. This means making thinking processes visible through modeling and guided practice. When solving problems in class, verbalize your thought process, including when you get stuck and how you might revise your approach. For example, say, “I am getting confused here, so let me identify what information I actually have.”  

Process Over Product

Rather than praising students for being “smart” or evaluating only final outcomes, effective teaching emphasizes effort, strategy use, persistence, and improvement. This shift encourages students to embrace challenges rather than avoid them to protect their self-image of being “smart.” So, instead of “Great job, you’re so smart!” try “I noticed you tried three different approaches before finding one that worked—that persistence paid off.” 

Growth-Oriented Communication 

Using language that emphasizes development and possibility rather than fixed traits transforms classroom culture. Adding “yet” to statements, focusing on progress over perfection, and framing challenges as opportunities for growth help students develop resilience and adaptability. When students say, “I am just not good at chemistry,” try to redirect them with “You are not good at balancing chemical equations, yet. With more practice, you will get there!” 

Reflective Practice 

Regular opportunities for students to examine their learning experiences, analyze their mistakes, and adjust their strategies build the habit of continuous self-improvement that characterizes lifelong learners. For example, end your lessons with “What was most challenging today? What strategy helped you overcome it?”  

Making It Happen 

Self-directed learning skills don’t develop overnight, but small, consistent changes in classroom practice yield significant results. Start with one strategy, model it consistently, and gradually build students’ capacity for independent learning. The goal isn’t perfection—it’s progress toward learners who can navigate uncertainty with confidence and continue growing throughout their careers. 

My background in chemistry taught me that successful experiments require careful planning, observation, and a willingness to modify procedures when results don’t match expectations. As an educational developer, I want to help faculty teach their students to apply the same systematic approach to their own learning. By fostering learners’ ability to self-direct their educational journey, faculty prepare them not only for academic success but also for the demands of an unpredictable professional landscape. In this way, NIU can transform first-generation students from educational pioneers in their families into confident, lifelong learners ready to thrive in whatever challenges await them. 

Additional Resources

• Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance. Psychological Science. https://doi.org/10.1177/0956797617696456 
• Schraw, Gregory & Moshman, David. (1995). Metacognitive Theories. Educational Psychology Review. 7. 351-371. 10.1007/BF02212307. (PDF) Metacognitive Theories 
• The Power of Positive Self Talk: https://www.psychologytoday.com/us/blog/hope-relationships/201605/the-power-positive-self-talk 
• Nyquist JG, Jubran R. How Learning Works: Seven Research-Based Principles for Smart Teaching. J Chiropr Educ. 2012 Fall;26(2):192–3. doi: 10.7899/JCE-12-022. PMCID: PMC3557656.  
• University of Massachusetts Global https://www.umassglobal.edu/news-and-events/blog/the-importance-of-adopting-a-growth-mindset-in-your-classroom