Dr. De Sellers began one of the earliest cognitive-based learning strategies courses for college ... more Dr. De Sellers began one of the earliest cognitive-based learning strategies courses for college students in the United States in 1973 at Texas State University-San Marcos, incorporating both the emerging theory and the research-based practice from subdisciplines in psychology and educational psychology into the course. She continued to teach the course for more than 25 years before retiring. Some of her administrative posts included Dean of the College of General Studies, Director of the Student Learning Assistance Center, and Director of the International Office. She holds both an M.A. and a Ph.D. from the University of Texas at Austin, where she focused her studies on adult learners. De is now the president of Cerridwen, Inc., a consulting company for educational and psychological services.
In this qualitative study, the authors extend the previous research and present findings from a s... more In this qualitative study, the authors extend the previous research and present findings from a study investigating post- secondary theoretically-based study strategy courses. In Texas, these courses are known as learning frameworks courses, offered for college credit, and derive full-formula funding from the Texas Higher Education Coordinating oard. Research- ers focused on learning frameworks courses offered at Texas public community colleges in the Fall 201 and Spring 201 semesters. A total of course coordinators or their designees were interviewed via phone or email. Using content analysis, researchers coded data into content categories and thematic units. Findings provide historical, administrative and curricula perspectives including primary distinctions among course topics theoretical perspectives (or lack thereof) textbooks, resources, and assessment selections and instructor training. The authors recommended the development of statewide resources to assist institut...
... Microfiche to Megabytes. ERIC Microfiche Digitization. Help ERIC expand online access to docu... more ... Microfiche to Megabytes. ERIC Microfiche Digitization. Help ERIC expand online access to documents currently available only on microfiche. Learn more about our efforts. ...
Taskforce Report: Strategic Planning Evaluation of Creating a New Professional Association, 2007
Creating a new professional association to more effectively serve both current and potential new... more Creating a new professional association to more effectively serve both current and potential new members has been the focus of the CRLA/NADE Working Group. The group considered not only the issue of effectiveness, but also the merits of expanding the mission and vision of a new professional association. Building upon the past success of CRLA and NADE, the Working Group identified many areas that such a new association could better serve its members and also have a greater influence in society. The major findings from this strategic review include the following:
This systematic review explored methods of UDL implementation for postsecondary students with and... more This systematic review explored methods of UDL implementation for postsecondary students with and without disabilities and the degree to which these methods are effective. The authors examined 17 empirically based studies published across 12 journals focused on the application of UDL principles. The studies were analyzed with regard to 1) participant information, 2) courses and delivery mode, 3) independent and dependent variables, 4) implementation strategies, and 5) effectiveness of implementation. The analysis revealed that 15 of the studies reported effective outcomes, one study resulted in blended effects, and one did not discuss implementation. Two studies used a blended delivery mode for special education courses, and four studies used online delivery modes for a teacher education course and three professional development programs. Other studies used face-to-face instruction for teacher education, general courses, and workshops. The most common independent variables were UDL principle-based course design and implementation, followed by hands-on activities, training of instructors, peer-led team learning, and a collaborative professional development model. The dependent variables included course evaluation, learning outcomes, such as revision of lesson plans and technology use, and level of confidence or acquisition of knowledge about UDL and disabilities. Finally, multiple instructional strategies focusing on the UDL principles were utilized, to include web-based computer-mediated communication, web-based class management systems, interactions with technology and other participants, and learning community. Overall, the findings revealed promising learning outcomes as supported by the existing literature regarding the effectiveness and practicality of UDL for students with and without disabilities at the postsecondary level.
Dr. De Sellers began one of the earliest cognitive-based learning strategies courses for college ... more Dr. De Sellers began one of the earliest cognitive-based learning strategies courses for college students in the United States in 1973 at Texas State University-San Marcos, incorporating both the emerging theory and the research-based practice from subdisciplines in psychology and educational psychology into the course. She continued to teach the course for more than 25 years before retiring. Some of her administrative posts included Dean of the College of General Studies, Director of the Student Learning Assistance Center, and Director of the International Office. She holds both an M.A. and a Ph.D. from the University of Texas at Austin, where she focused her studies on adult learners. De is now the president of Cerridwen, Inc., a consulting company for educational and psychological services.
In this qualitative study, the authors extend the previous research and present findings from a s... more In this qualitative study, the authors extend the previous research and present findings from a study investigating post- secondary theoretically-based study strategy courses. In Texas, these courses are known as learning frameworks courses, offered for college credit, and derive full-formula funding from the Texas Higher Education Coordinating oard. Research- ers focused on learning frameworks courses offered at Texas public community colleges in the Fall 201 and Spring 201 semesters. A total of course coordinators or their designees were interviewed via phone or email. Using content analysis, researchers coded data into content categories and thematic units. Findings provide historical, administrative and curricula perspectives including primary distinctions among course topics theoretical perspectives (or lack thereof) textbooks, resources, and assessment selections and instructor training. The authors recommended the development of statewide resources to assist institut...
... Microfiche to Megabytes. ERIC Microfiche Digitization. Help ERIC expand online access to docu... more ... Microfiche to Megabytes. ERIC Microfiche Digitization. Help ERIC expand online access to documents currently available only on microfiche. Learn more about our efforts. ...
Taskforce Report: Strategic Planning Evaluation of Creating a New Professional Association, 2007
Creating a new professional association to more effectively serve both current and potential new... more Creating a new professional association to more effectively serve both current and potential new members has been the focus of the CRLA/NADE Working Group. The group considered not only the issue of effectiveness, but also the merits of expanding the mission and vision of a new professional association. Building upon the past success of CRLA and NADE, the Working Group identified many areas that such a new association could better serve its members and also have a greater influence in society. The major findings from this strategic review include the following:
This systematic review explored methods of UDL implementation for postsecondary students with and... more This systematic review explored methods of UDL implementation for postsecondary students with and without disabilities and the degree to which these methods are effective. The authors examined 17 empirically based studies published across 12 journals focused on the application of UDL principles. The studies were analyzed with regard to 1) participant information, 2) courses and delivery mode, 3) independent and dependent variables, 4) implementation strategies, and 5) effectiveness of implementation. The analysis revealed that 15 of the studies reported effective outcomes, one study resulted in blended effects, and one did not discuss implementation. Two studies used a blended delivery mode for special education courses, and four studies used online delivery modes for a teacher education course and three professional development programs. Other studies used face-to-face instruction for teacher education, general courses, and workshops. The most common independent variables were UDL principle-based course design and implementation, followed by hands-on activities, training of instructors, peer-led team learning, and a collaborative professional development model. The dependent variables included course evaluation, learning outcomes, such as revision of lesson plans and technology use, and level of confidence or acquisition of knowledge about UDL and disabilities. Finally, multiple instructional strategies focusing on the UDL principles were utilized, to include web-based computer-mediated communication, web-based class management systems, interactions with technology and other participants, and learning community. Overall, the findings revealed promising learning outcomes as supported by the existing literature regarding the effectiveness and practicality of UDL for students with and without disabilities at the postsecondary level.
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