NOSS exists to support professionals in educational institutions in making a positive difference in the lives of students. 

Webinar: Best Practices on Teaching a Theoretical and Research-Based Study Strategy Course (1:00 p.m. Eastern)

  • Tue, June 11, 2019
  • 1:00 PM (EDT)


"Best Practices on Teaching a Theoretical and Research-Based Study Strategy Course" with Dr. Russ Hodges and Dr. Taylor Acee

Description:  Learning frameworks courses provide students with instruction in both the theoretical underpinnings of strategic learning and the application of learning strategies. Although such courses teach study skills and learning strategies as applications, those skills are taught at both theoretical and individualized levels. The concepts taught within these courses introduce students to the cognitive, affective, and behavioral learning strategies underpinned by conceptual frameworks drawing from educational neuroscience, social-cognitive theory, behavioral psychology, adult education theory, and other related academic domains.  Providing both conceptual and skills-based content are critical aspects of the course, setting them apart from basic study skills courses.  The intent is to lay the groundwork for students to comprehend how their learning occurs and then to foster a variety of strategy choices so that students can evaluate the effectiveness of using these strategies. Students are ultimately taught to transfer and apply learning strategies and study skills to their academic program.  Join Drs. Russ Hodges and Taylor Acee as they introduce course curriculum, teaching strategies, and recent research supporting the implementation of these courses.

Dr. Russ Hodges is Associate Professor in the Graduate Program in Developmental Education in the Department of Curriculum and Instruction at Texas State University. He earned his doctorate in developmental education from Grambling State University and his master’s degree from University of Louisiana in Monroe. Dr. Hodges’ research focuses on postsecondary student success, postsecondary student success courses, interventions for students diagnosed with AD/HD, and demographic changes in higher education. The learning framework model that he co-developed serves as a curriculum model for many postsecondary learning framework courses throughout Texas and the nation. Dr. Hodges has held state and national leadership positions including president of the College Reading and Learning Association and chair of the Council of Learning Assistance and Developmental Education Associations (CLADEA). He is an active scholar having published three books, many journal articles, book chapters, and conference papers along with research grants totaling just over one million dollars. He is also a frequent invited speaker for conferences for postsecondary faculty and staff development. Dr. Hodges has received many awards including the Lifetime Achievement Award from the College Academic Support Programs conference and outstanding service awards from both the College Reading and Learning Association (CRLA) and the National Association for Developmental Education. In 2009, Dr. Hodges was named National Fellow for CLADEA—the field’s most prestigious honor.

Dr. Taylor W. Acee is Associate Professor in the Graduate Program in Developmental Education in the Department of Curriculum and Instruction at Texas State University. He earned his Ph.D. and M.A. in educational psychology at The University of Texas and his B.S. in psychology at the University of Pittsburgh. His program of research is focused on cognitive, metacognitive, motivational, and affective factors that contribute to and detract from student success in postsecondary education. In his research, Dr. Acee targets variables that are causative in nature, account for a meaningful amount of the variation in student success, and are amendable to change through educational intervention. He is internationally known for his collaborative research on motivational interventions, academic boredom, and strategic learning models, assessments, and interventions. He has served as both instructor and co-coordinator of a theoretically driven, research-based, learning-to-learn course offered at the University of Texas that served as one of two model courses used in justifying formula funding for learning frameworks courses in Texas. His research activities have resulted in over 30 refereed publications, 5 funded research grants totaling over $800,000; and various other scholarly activities including co-author of the Learning and Study Strategies Inventory (LASSI). 

NOSS, The National Organization for Student Success, is a 501(c)3 non-profit organization.

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