LAUSR

This survey study examined the learning strategy recommendations and endorsements made by heads of academic support centers at 77 institutions of higher education. Participants answered open-ended and forced-choice items regarding various strategies. Several evidence-based strategies were endorsed and frequently recommended (e.g., self-testing, discussing course materials, answering questions, teaching materials to others, spacing study sessions), but some (e.g., multi-modal coding, interleaving topics) had lower endorsement. In a second section, participants’ predictions of learning scenario outcomes indicated strong endorsement for self-generating, moderate for testing and dual-coding, and low for spacing and interleaving. The results present mixed evidence for the endorsement of strategies most likely to support student success, highlighting an opportunity to improve the communication between researchers and those on the front lines of student academic support.