Succeeding at university can be a complex matter, and the barriers are manifold for students with disabilities (SwDs). Accommodations are available for those with needs, but these alone do not meet the political goals of inclusive educations. Student ambassadors act as experienced representatives on campuses, supporting others and gaining…

When transitioning to higher education, students need to develop the skills to become self-regulated learners capable of setting their own learning goals and planning and monitoring their learning. Self-regulated learning and academic performance have been shown to positively correlate with effective time management and study skills. There are…

Recent advances in the science of learning and development suggest that education reform efforts will require approaches that attend to the needs of the whole student, to include intensive interventions for students who face barriers to learning, such as students with learning and attention disorders. Although the science of learning and…

This article reports on a mixed methods study that evaluated the efficacy of a study counselling intervention programme at a South African university. Quantitative data, collected by means of the Learning and Study Strategy Inventory, indicated that the study skills intervention programme brought about statistically significant improvements in…

The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for…

Although self-regulated learning (SRL) is assumed to benefit learning outcomes, gaps in the literature make it difficult to describe what constitutes effective SRL in higher education. That is, SRL that relates positively to learning outcomes. In accordance, at present it is unclear how to train effective SRL in higher education. The current…

This chapter advocates for a more contemporary ecological neuropsychology approach, where brain-learner-environmental interactions are the focus of study, assessment, and evidence-based intervention.

Active and collaborative teaching methods increase student learning, and it is broadly accepted that almost any active or collaborative approach will improve learning outcomes as compared to lecture. Yet, large numbers of faculty have not embraced these methods. Thus, the challenge to encourage evidence-based change in teaching is not only how to…

During the four decades since the founding of the National Center for Developmental Education (NCDE; originally the Center for Developmental Education), research related to the field has continued to expand and mature. As a research center focused on using research to inform and improve practice, the NCDE's 40th Anniversary timeline presents…

In response to both problematic and extant gaps in Bachelor's degree completion rates, this mixed methods study investigated whether a theoretically based undergraduate course intervention measurably contributed to participants' competence as self-regulated learners. Respective quantitative and qualitative analyses of data collected from two…

Research has shown that a significant majority of students in remedial mathematics do not remediate successfully. Such widespread failure raises the question of motivation. Some would argue that the instructor should directly compel students to commit themselves to the course and its work. This can be done by mandating attendance and/or by…

Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful collaborative learning depends on knowledge sharing between students, and there is increasing recognition that…

In this study, I piloted the feasibility, effects, and perceived acceptability of a peer mentoring intervention targeting academic achievement and self-regulated learning (SRL) for three college students with Asperger syndrome. The approach, dubbed Strategies for College Learning (SCL), features individualized assessment of academic performance in…

This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student…

There has been growing research interest in achievement emotions in university teaching-learning processes in recent years. While their importance has been firmly established, there continues to be a need for assessment and intervention models. The objective of this report is to present the "Competency Model for Studying, Learning and…