Further Readings and References

The following is a list of sources referenced mixed with a decidedly incomplete list of useful readings – some starting points, some seminal volumes, some important texts.

 

Agarwal, P. K., & Bain, P. M. (2025). Powerful teaching: Unleash the science of learning. Jossey-Bass, a Wiley Brand.

American College Personnel Association (1996). The student learning imperative: Implications for student affairs. https://www.myacpa.org/student-learning-imperative/

American College Personnel Association & National Association of Student Personnel Administrators  (1997). Principles of good practice for student affairs. https://www.naspa.org/images/uploads/main/Principles_of_Good_Practice.pdf

American College Personnel Association & National Association of Student Personnel Administrators (2004). Learning reconsidered: A campus-wide focus on the student experience. https://www.myacpa.org/learning-reconsidered/

Anderson, L. W. (2009). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Longman.

Antone, E. (2003). Culturally framing aboriginal literacy and learning. The Canadian Journal of Native Education, 27(1), 7–15. doi:https://doi.org/10.14288/cjne.v27i1.195936

Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.

Barkley, R. (2021, -09-20T09:25:56+00:00). DESR: Why deficient emotional self-regulation is central to ADHD (and largely overlooked). ADDitude, Retrieved from https://www.additudemag.com/desr-adhd-emotional-regulation/

Barkley, R. (2023, -10-03T07:13:38+00:00). How the DSM-5 fails people with ADHD — and a better way to diagnose. ADDitude, Retrieved from https://www.additudemag.com/dsm-5-adhd-diagnosis-criteria-problems/

Baas, L.,  Rhoads, J., Thomas, D. 2016. Are Quests for a “Culture of Assessment” Mired in a “Culture War” Over Assessment? A Q-Methodological Inquiry. Sage Open, 6(1). Retrieved from: https://journals.sagepub.com/doi/full/10.1177/2158244015623591

Bell, N.  (2022, March 30). Teaching by the medicine wheel: Education Canada Magazine. EdCan Network. https://www.edcan.ca/articles/teaching-by-the-medicine-wheel/

Bennett, M., & Brady, J. (2014). A Radical Critique of the Learning Outcomes Assessment Movement. Radical Teacher, 100, 146–152. doi: 10.5195/rt.2014.171

Best, Joel. (2012). Damned lies and statistics: Untangling numbers from the media, politicians, and activists. Berkeley, CA: University of California Press. https://www.ucpress.edu/book/9780520274709/damned-lies-and-statistics

Biesta, G. (2010). Learner, Student, Speaker: Why it matters how we call those we teach. Educational Philosophy and Theory, 42: 5-6.

Biggs, J. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.

Biggs, J. B. (2001). Enhancing learning: A matter of style or approach? In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 73-102). Mahwah, NJ: Lawrence Erlbaum.

Biggs, J. B., & Moore, P. (1993). The process of learning (3rd ed.). New York: Prentice Hall.

Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100–112. https://doi.org/10.1027/1016-9040.1.2.100

Bolton, G., & Delderfield, R. (2018). Reflective practice: Writing and professional development. SAGE.

Brown, P. C., McDaniel, M. A., Roediger, I., Henry L., & Marshall, Q. (2015). Make it stick: The science of successful learning. Dreamscape Media, LLC.

Bucholtz, Mary. (2000). The politics of transcription. Journal of Pragmatics 32 (10): 1439–1465.

Brown, R. D. (1972). Student development in tomorrow’s higher education: A return to the academy. American College Personnel Association.

Butler, D. L., & Schnellert, L. (n.d.). Success for students with learning disabilities: What does self-regulation have to do with it? Self-Regulated Learning Interventions with at-Risk Youth: Enhancing Adaptability, Performance, and Well-Being., 89–111. https://doi.org/10.1037/14641-005

Carey, B. (2015). How we learn: The surprising truth about when, where and why it happens. Random House.

Clear, James. (2018). Atomic Habits: an easy & proven way to build good habits & break bad ones (PDF ed.). New York: Avery.

Corbin, J., Strauss, A. (2008). Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: SAGE Publications.

Crede, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes the third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425–453.

Creswell et al. 2011. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4th edition. Pearson: http://repository.unmas.ac.id/medias/journal/EBK-00121.pdf

Davis, B. (2004). Inventions of teaching: A genealogy. L. Erlbaum Associates. de Vaus, David. (2013). Surveys In Social Research, 6th edition. Routledge.

Dewey, J. (2024). Experience and education. Nation Press.

Doyle, T., Zakrajsek, T., & Gabriel, K. F. (2019). The New Science of Learning: How To Learn in harmony with your brain. Stylus.

Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner/Simon & Schuster.

Duhigg, C. (2021). The Power of Habit. Memories of Ages Press.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

Dweck, C. S. (2008). Mindset. Ballantine Books.

Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension. National Institute for Learning Outcomes Assessment. https://www.learningoutcomesassessment.org/wp-content/uploads/2019/02/Assessment-Accountability-and-Improvement-Revisiting-the-Tension.pdf

Faggella-Luby, M., Gelbar, N., Dukes, L., III, Madaus, J., Lalor, A., & Lombardi, A. (2019). Learning strategy instruction for college students with disabilities: A systematic review of the literature. Journal of Postsecondary Education and Disability, 32(1), 63–81.

Fitzpatrick, J., Sanders, J., Worthen, B., Wingate, L. (2022). Program Evaluation: Alternative Approaches and Practical Guidelines, 5th ed. Pearson.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologist 34, 906-911.

Fleming, N. D., & Bonwell, C. C. (2006). How do I learn best?: A Student’s Guide to Improved Learning: Vark, visual aural read. N. Fleming : C. Bonwell.

Fogg, B. J. (2020). Tiny Habits: The small changes that change everything. Virgin Books.

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York, NY: Holt, Rinehart & Winston.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4. https://doi.org/10.2307/1176460

Garrison, D. R., & Anderson, T. (2003). Community of Inquiry. (2016). E-Learning in the 21st Century, 40–52. https://doi.org/10.4324/9781315667263-13

Georghiades, P. (2004). From the general to the situated: three decades of metacognition, International Journal of Science Education, 26:3, 365-383.

Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31(3), 350–365. doi:10.1080/02796015.2002.12086160

Ginapp, C. M., Greenberg, N. R., MacDonald-Gagnon, G., Angarita, G. A., Bold, K. W., & Potenza, M. N. (2023). “Dysregulated not deficit”: A qualitative study on symptomatology of ADHD in young adults. Plos One, 18(10), e0292721. doi:10.1371/journal.pone.0292721

Glaude, K. (2020). Indigenous academic integrity. Calgary: University of Calgary Taylor Institute of Teaching and Learning.

Grinkler, R. R. (2020). Autism, “stigma,” disability: A shifting historical terrain. Current Anthropology, 61(S2), S55–S67. doi:https://doi.org/10.1086/705748

Hannah, J., & Ellis, T. (2018). The student as artist. About Campus: Enriching the Student Learning Experience, 23(2), 11–18. https://doi.org/10.1177/1086482218785876

Hannah, J. (2019). Harmful and unnecessary: The case for abolishing exams. About Campus: Enriching the Student Learning Experience, 24(2), 12–17. https://doi.org/10.1177/1086482219870000

Harris, M. (1995). Talking in the Middle: Why Writers Need Writing Tutors. College English, 57(1),  27-42 Retrieved from http://www.jstor.org/stable/378348

Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. Npj Science of Learning, 1(1) doi:10.1038/npjscilearn.2016.13

Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136.

Higgins, B. A. (2000). An analysis of the effects of integrated instruction of metacognitive and study skills upon the self-efficacy and achievement of male and female students (Master of Arts).

Higher education learning framework (HELF). Institute for Teaching and Learning Innovation – University of Queensland. (2025, January 23). https://itali.uq.edu.au/teaching-guidance/principles-learning/higher-education-learning-framework-helf

Hussey, T., & Smith, P. (2008). Learning outcomes: a conceptual analysis. Teaching in Higher Education, 13(1), 107–115. doi: 10.1080/13562510701794159

Jarrett, S., & Tilley, E. (2022). The history of the history of learning disability. British Journal of Learning Disabilities, 50(2), 132–142. doi:10.1111/bld.12461

Kennett, D.J., Reed, M.J., & Stuart, A. (2013). Impact of academic resourcefulness and reasons for attending university on academic achievement and university adjustment. Active Learning in Higher Education, 14, 123-133.

Kolb, D. A. (2022). Experiential learning: Experience as the source of learning and development. Pearson Education.

Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Never let it rest lessons about student success from high-performing colleges and universities. Change: The Magazine of Higher Learning, 37(4), 44-51. doi:10.3200/chng.37.4.44-51

Lafever, M. (2017). Using the medicine wheel for curriculum design in intercultural communication: Rethinking learning outcomes. In C. R. Grisel María García-Pérez (Ed.), Promoting intercultural communication competencies in higher education (pp. 168–199) IGI Global. doi:10.4018/978-1-5225-1732-0.ch007

Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of Learning Technologies. Taylor and Francis.

Lave, J., & Wenger, E. (2020). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Lewis, K. L., & Hodges, S. D. (2015). Expanding the concept of belonging in academic domains: Development and validation of the Ability Uncertainty Scale. Learning and Individual Differences, 37, 197–202. https://doi.org/10.1016/j.lindif.2014.12.002

Loddick, A., & Coulson, K. (2020). The impact of learning development tutorials on student attainment. Journal of Learning Development in Higher Education, (17), 1–24.

Lukianoff, G., & Haidt, J. (2019). The coddling of the American mind: How good intentions and bad ideas are setting up a generation for failure. Penguin Books.

Mashford-Pringle, A., & Shawanda, A. (2023). Using the medicine wheel as theory, conceptual framework, analysis, and evaluation tool in health research. SSM – Qualitative Research in Health, 3, 1–6. doi:10.1016/j.ssmqr.2023.100251

Maslow, A. H. (2011). Hierarchy of needs: A theory of human motivation.

McGuire, S. Y., McGuire, S., & Angelo, T. (2023). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Routledge, Taylor & Francis Group.

Meighan, P. J., & Chiblow, S. (2022). Language is land, land is language: The importance of indigenous languages. Human Geography, 15(2), 206–210. doi:10.1177/194277862110

Miller, T. K., & Prince, J. S. (1976). The future of student affairs: A guide to student development for tomorrow’s higher education. Jossey-Bass.

Moore, M. G. (n.d.). The theory of Transactional Distance. Handbook of Distance Education. https://doi.org/10.4324/9780203803738.ch5

National Association of Student Personnel Administrators (1987). Perspectives on student affairs. National Association of Student Personnel Administrators.

Norman, D. A. (1977). Teaching learning strategies. Office of Naval Research, Arlington, VA.

Oakley, B. A., Sejnowski, T. J., McConville, A., & Young, O. (2018). Learning how to learn: How to succeed in school without spending all your time studying. TarcherPerigee.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students. vol. 2: A third decade of research. Jossey-Bass.

Postman, N. (2011). The end of education: Redefining the value of school. Vintage Books.

Richards, K., & Pilcher, N. (2020). Study skills: Neoliberalism’s perfect tinkerbell. Teaching in Higher Education, 28(3) doi:10.1080/13562517.2020.1839745

Rossi, P. H., & Freeman, H. E. (1993). Evaluation: A systematic approach (5th ed.). Sage Publications.

Rubin, G. (2015). Better than before: Mastering the habits of our everyday lives. Random House Audio.

Ruitenberg, C. W. (2017). Teaching through the performance of study: The maître à étudier. Reconceptualizing study in educational discourse and practice (pp. 136–150) Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315652214-11/teaching-performance-study-claudia-ruitenberg

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books, New York, NY.

Schön, D. A. (2016). Educating the reflective practitioner. Jossey-Bass A Wiley Imprint.

Scott, I. (2011). The learning outcome in higher education: Time to think again? Worcester Journal of Learning and Teaching, (5), 1–8

Shahjahan, R. A. (2011). Decolonizing the evidence‐based education and policy movement: revealing the colonial vestiges in educational policy, research, and neoliberal reform. Journal of Education Policy, 26(2), 181–206. doi: 10.1080/02680939.2010.508176

Shore, C., Wright, S. (2015). Audit Culture Revisited: Rankings, Ratings, and the Reassembling of Society. Current Anthropology 56 (3): 421–444.

Shutt, M. D., Garrett, J. M., Lynch, J. W., & Dean, L. A. (2012). An assessment model as best practice in student affairs. Journal of Student Affairs Research and Practice, 49(1), 65–82. doi:10.1515/jsarp-2012-6227 Available at http://journals.naspa.org/jsarp/vol49/iss1/art5/

Sirois, F. M., & Pychyl, T. A. (2016). Procrastination, health, and well-being. Academic Press.

Stanford University, Institutional Research and Decision Support: Learning Assessment and Evaluation

Suskie, Linda A. (1996). Questionnaire Survey Research: What Works, 2nd edition.

Suskie, Linda A. (2014). Five Dimensions of Quality: A Common Sense Guide to Accreditation and Accountability. Jossey-Bass.

Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26(1), 43–54. https://doi.org/10.1177/07419325050260010601

Tinto, V. (2022). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.

Tri-Council Policy Statement 2 (TCPS 2) Course on Research Ethics (CORE, 2022). Although what we’re undertaking is program evaluation and not academic research, the principles of sound research ethics apply throughout life and not just in academic life: https://tcps2core.ca/welcome

Tri-Council Policy Statement 2 (TCPS2) Course on Research Ethics 2022 (CORE 2022). https://tcps2core.ca/welcome

Truschel, J., & Reedy, D. L. (2009). National Survey—What is a learning center in the 21st century? Learning Assistance Review, 14(1), 9–22. Retrieved from http://files.eric.ed.gov/fulltext/EJ839147.pdf

Tufte, E. R. (2001). The visual display of quantitative information. Graphics Press.

Tunison, S.  (2007).   Aboriginal Learning:  A Review of Current Metrics of Success.  University of Saskatchewan, Aboriginal Education Research Centre, Saskatoon, Saskatchewan and First Nations and Adult Higher Education Consortium, Calgary, Alberta.

Ungar, M. (Ed.). (2012). The social ecology of resilience: A handbook of theory and practice. Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-0586-3

University of Kansas Community Toolbox. Conducting Focus Groups. The tabs at the top of the page (“Main Section,” “Checklist,” “Examples”) and the concluding subsection (“Online Resources”) offer some very handy guides and guidelines to crafting focus group questions and running them: https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/conduct-focus-groups/main

Upcraft, M. Lee, Schuh, John H. (1996). Assessment in Student Affairs: A Guide for Practitioners San Francisco: Jossey-Bass.

Ware, Colin. (2013). Information Visualization Perception for Design. Waltham, MA. Morgan Kaufmann.

Wiggins, G. (nd). The difference between learning strategies and skills: https://www.teachthought.com/learning/difference-strategies-skills/

Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315-327). New York: Macmillan.

Weinstein, C. E., Schulte, A., & Palmer, D. R. (1987). The Learning and Study Strategies Inventory. Clearwater, FL: H&H Publishing.

Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2019). Understanding how we learn: A visual guide. Routledge.

Wiggins, G. (2021, November 18). The difference between learning strategies and Skills. TeachThought. https://www.teachthought.com/learning/difference-strategies-skills

Willoughby, D., & Evans, M. A. (2019). Self‐processes of acceptance, compassion, and regulation of learning in university students with learning disabilities and/or ADHD. Learning Disabilities Research & Practice, 34(4), 175–184. https://doi.org/10.1111/ldrp.12209

Wingate, U. (2006). Doing away with ‘study skills’, Teaching in Higher Education, 11:4, 457-469.   https://www.tandfonline.com/doi/full/10.1080/13562510600874268

Woolshyn, V. & Munn, C. (2014). Exploring the Role of the Learning Strategist at a Canadian College and University: The Tale of Two Professionals, College Quarterly, 17:2.  http://collegequarterly.ca/2014-vol17-num02-spring/woloshyn-munn.html