The Learning Strategist Teaches First-Year Undergraduates: Embedding Learning Strategies and Metacognitive Dialogue into Course Content

Abstract

Using self-study methodology, we describe one professor's efforts to support students' academic learning by integrating three, evidence-based learning strategies and associated metacognitive dialogue about their use in a first-year, lecture-based course. Learning strategies included the activation/provision of prior knowledge, narratives and recursive question answering. Strategies were presented in an explicit format, with students provided with metacognitive information related to their use. Strategy use also was reinforced as part of an exam review. We advocate for the continued modeling and discussion of evidence-based learning strategies as part of undergraduate lectures while discussing limitations associated with the present study and directions for future research.

The Experiences Of Three Students With Learning Disabilities as they Transition from High School to Postsecondary Education

“…Moreover, the participants identified other challenges related to academic integration that we categorized as coping, as they learned ways to navigate the course load, implement time management strategies and reduce procrastination tendencies. For students who continue to struggle in these areas, we recommend connecting with a learning strategist who can provide one-on-one academic learning support to students with LD (Moukperian & Woloshyn, 2013).…”