As part of our core mission, the Dennis Learning Center team is devoted to the advancement of research that promotes greater knowledge and understanding of college students’ academic success. We strive to maintain an active role in producing prominent, nationally recognized research that promotes theoretical understanding and contributes to the next generation of practical methods and interventions that facilitate the academic success of students at Ohio State and at postsecondary institutions around the nation and the world.
Many of the faculty, staff, and students affiliated with the DLC are active in conducting research designed to better understand and promote college students’ academic success. This research includes efforts to investigate motivation, self-regulation, learning strategies, procrastination, time-management, and other factors that impact students’ engagement and achievement. See below for a list of representative publications and presentations.
Peer-Reviewed Articles
In press
Brady, A. & Gallant, D. (In press). STEM bridge program: Underrepresented minority students’ perceptions of LSAMP program impact. Journal of College Science Teaching.
2021
Brady, A., Kim, Y., & Cutshall, J. (2020). The what, why, and how of distractions from a self-regulated learning perspective. Journal of College Reading and Learning, 51(2), 153-172.
von Spiegel, J. (2021). Helping students ask for help: A review of academic help-seeking and recommendations for student affairs professionals. Developments.
2020
Hensley, L. (2020). Assessing academic strategies in college learning centers: Considerations for scholarly practitioners. The Learning Assistance Review, 25(1), 81-101.
Hensley, L. & Munn, K. (2020). The power of writing about procrastination: Journaling as a tool for change. Journal of Further and Higher Education, 44, 1-16.
Hensley, L., Sayers, R., Brady, A., & Cutshall, J. (2020). Supporting autonomy, competence, and relatedness in a learning-to-learn course: College students’ insights into effective instruction. Teaching of Psychology.
Iaconelli, R., & Wolters, C. (2020). Insufficient effort responding in surveys assessing self-regulated learning: Nuisance or fatal flaw? Frontline Learning Research, 8(3), 104-125.
Kim, Y., Brady, A., & Wolters, C. (2020). College students’ regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes? Learning and Individual Differences.
Wolters, C. & Brady, A. (2020). College students’ time management: A self-regulated learning perspective. Educational Psychology Review.
2019
Won, S., Hensley, L., & Wolters, C. (2019). Sense of belonging and academic help-seeking as self-regulated learning. Journal of Experimental Education.
2018
Hensley, L., & Cutshall, J. (2018). Procrastinating in college: Students’ readiness and resistance to change. Journal of College Student Development, 59, 498-504.
Hensley, L., Wolters, C., Won, S., & Brady, A. (2018). Academic probation, time management, and time use in a college success course. Journal of College Reading and Learning, 48, 105-123.
Kim, Y., Brady, A. C., & Wolters, C. (2018). Development and validation of brief scale for motivational regulation. Learning and Individual Differences, 67, 259-265.
2017
Hensley, L. (2017). How the college environment shapes learning opportunities for students with disabilities. Currents in Teaching and Learning, 9, 20-28.
Wolters, C., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacognition and Learning.
Wolters, C., Barnes, M., Kulesz, P., York, M., & Francis, D. (2017). Examining a motivational treatment and its impact on adolescents’ reading comprehension and fluency. The Journal of Educational Research, 110, 98-109.
Won, S., Wolters, C., & Mueller, S. (2017). Sense of belonging and self-regulated learning: Testing achievement goals as mediators. Journal of Experimental Education.
Won, S., Lee, S. Y., & Bong, M. (2017). Social persuasion by teachers as a source of student self-efficacy: The moderating role of perceived teacher credibility. Psychology in the Schools.
Xie, K., Hensley, L., Law, V., & Sun, Z. (2017). Self-regulation as a function of perceived leadership and cohesion in small-group online collaborative learning. British Journal of Educational Technology.
2016
Hensley, L. (2016). The draws and drawbacks of college students’ active procrastination. Journal of College Student Development, 57, 465-471.
2015
Hensley, L., Shaulskiy, S., Zircher, A., & Sanders, M. (2015). Overcoming barriers to engaging in college academics. Journal of Student Affairs Research and Practice, 52, 176-189.
Hoops, L., Yu, S., Backscheider Burridge, A., & Wolters, C. (2015). Impact of a student success course on undergraduate academic outcomes. Journal of College Reading and Learning, 45, 123-146.
Wolters, C., & Hussain, M. (2015). Investigating grit and its relations to college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10, 293-311.
2014
Corkin, D., Yu, S., Wolters, C., & Wiesner, M. (2014). The role of college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303.
Hensley, L. (2014). Reconsidering active procrastination: Relations to motivation and achievement in college anatomy. Learning and Individual Differences, 36, 157-164.
Keller, M., Goetz, T., Becker, E., Morger, V., & Hensley, L. (2014). Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students’ interest. Learning and Instruction, 33, 29–38.
Park, S., Shin, J., Lee, S., Kim, Y., & Lee, S. (2014). Effects of perceived social supports on goal pursuit and life satisfaction: Focusing on differences between engineering future-experts and experts. Korean Journal of Psychological and Social Issues, 28, 711-733.
Shin, J., Jin, S., Lee, S., Park, S., Kim, Y., & Kim, S. (2014). A study on the differences in goal contents and goal-seeking processes according to expertise levels of professional engineers and artists. Korean Journal of Psychological and Social Issues, 28, 455-476.
2013
Hensley, L. (2013). To cheat or not to cheat: A review with implications for practice. The Community College Enterprise, 19(2), 22-34.
Hensley, L., Kirkpatrick, K., & Burgoon, J. (2013). Relation of gender, course enrollment, and grades to distinct forms of academic dishonesty. Teaching in Higher Education, 18, 895-907.
Thomas, J., Wolters, C., Horn, C., & Kennedy, H. (2013). Examining relevant influences on the persistence of African-American college students at a diverse urban university. Journal of College Student Retention, 15, 551-573.
Wolters, C., & Benzon, M. (2013). Assessing and predicting college students’ use of strategies for the self-regulation of motivation. Journal of Experimental Education, 81, 199-221.
Earlier work
Wolters, C. (2011). Regulation of motivation: Contextual and social aspects. Teacher’s College Record, 113, 265-283.
Wolters, C. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.
Wolters, C. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189-205.
Wolters, C. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187.
Wolters, C., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and attitudes and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820.
Wolters, C. (1999). College students’ motivational regulation during a brief study period. Journal of Staff, Program, and Organization Development, 16, 103-111.
Wolters, C. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90, 224-235.
Chapters in Edited Books
2021
Hensley, L., Brady, A., Kim, Y., & Sayers, R. (2021). Understanding the practical, contextual, and malleable nature of motivation—and why it matters. In D. Meyer & A. Emery (Eds.), Teaching motivation for student engagement. Charlotte, NC: Information Age Publishing.
2018
Hensley, L. (2018). Teaching online learning strategies and skills to promote college success. In L. Sanders, D. Reedy, & M. Frizell (Eds.), Learning centers in the 21st Century: A modern guide for learning assistance professionals in higher education (pp. 469-474). Bentonville, AR: Iona Press.
Rowe, S., & Hensley, L. (2018). A peer-to-peer model of academic coaching. In L. Sanders, D. Reedy, & M. Frizell (Eds.), Learning centers in the 21st Century: A modern guide for learning assistance professionals in higher education (pp. 469-474. Bentonville, AR (pp. 489-493): Iona Press.
Wolters, C., & Brady, A. (2018). Grit. In M. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development. Sage: Thousand Oaks, CA.
2017
Wolters, C., & Won, S. (2017). Validity and the use of self-report questionnaires to assess self-regulated learning. In D. Schunk and J. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 307-322). New York: Routledge.
2015
Reeve, J., Lee, W., & Won, S. (2015). Interest as emotion, as affect, and as schema. In K. A. Renninger, M. Nieswandt, & S. E. Hidi (Eds.), Interest in K-16 mathematics and science learning and related activities. Washington, DC: American Educational Research Association.
Wolters, C., & Hoops, L. (2015). Self-regulated learning interventions for motivationally-disengaged college students. In T. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 67-88). Washington, DC: APA Books.
2014
Keller, M., Frenzel, A., Goetz, T., Pekrun, R., & Hensley, L. (2014). Exploring teacher emotions: A literature review and experience sampling study. In P. W. Richardson, S. Karabenick, & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice (pp. 69-82). New York: Routledge.
2012
Wolters, C., & Taylor, D. (2012). A self-regulated learning perspective on student engagement. In S. L. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 635 – 651). New York: Springer.
2011
Wolters, C., Benzon, M., & Arroyo-Giner, C. (2011). Assessing self-motivational strategies in self-regulated learning. In D. Schunk and B. Zimmerman (Eds.), Handbook of self-regulation of learning and performance (pp. 298-312). New York: Routledge.
Earlier work
Wolters, C., & Gonzalez, A. (2008). The influence of classroom context on students’ motivation. In T. Urdan, S. Karabenick, & M. Maehr (Eds.), Advances in motivation and achievement: Vol. 15. Social psychological perspectives (pp. 493-519). Bingley, UK: JAI Press.
Anderman, E., & Wolters, C. (2006). Goal, values, and affect. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 369-389). Mahwah, NJ: Erlbaum Publishers.
Wolters, C., Pintrich, P., & Karabenick, S. (2005). Assessing academic self-regulated learning. In K. Moore & L. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring indicators of positive development (pp. 251-270). New York: Springer.
National and International Presentations
2020
Brady, A. & Gallant, D. (2020, April). Understanding the impact of a college STEM bridge program for underrepresented minority students. Roundtable accepted to the annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled due to Covid-19)
Iaconelli, R., Brady, A., & Wolters, C. (2020, April). Validating the Self-Efficacy for Self-Regulated Learning scale for use with college students. Poster accepted to the annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled due to Covid-19)
Kim, Y., & Yu, S. (2020, February). To study or not to study: Reciprocal relationships between motivational interference and motivational regulation. Paper presented at the Annual Conference of the Hawaii Educational Research Association. Honolulu, HI.
Kim, Y., Yu, S., Wolters, C., & O’Connell, A. (2020, April). Academic, social, and well-being goals in the classroom: Interplay between multiple goals and self-regulatory processes. Paper accepted to the Annual Meeting of the American Educational Research Association. San Francisco, California. (Conference canceled due to COVID 19)
Perry*, A., Allen, E., Yu, S., Kim, Y., & Lee, H. W. (2020, April). Help-seeking and help-giving in post-secondary physics: The roles of course context and gender. Paper accepted to the Annual Meeting of the American Educational Research Association, San Fransisco, CA. (Conference canceled due to Covid-19)
*2020 Studying and Self-Regulated Learning SIG Graduate Student Research Award
Sayers, R., von Spiegel, J., & Hensley. L. (2020, April). “She was always willing to help”: Instructor caring and support in online and face-to-face settings. Paper accepted to the annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled due to COVID-19)
2019
Hensley, L., Sayers, R., Brady, A., & Cutshall, J. (2019, October). Teaching strategies that support learning and growth in college-success courses. Workshop presented at the National College Learning Center Association Annual Conference, Louisville, KY.
Hensley, L. (2019, April). Discussant for paper session titled Enhancing academic outcomes, presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Hensley, L., Sayers, R., Brady, A., & Cutshall, J. (2019, April). Supporting college student autonomy, competence, and relatedness: Insights from evaluating a learning-to-learn course. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Iaconelli, R. & Wolters, C. (2019, August). Evaluating an assessment of college students’ time management: A brief report. Poster presented at the 2019 annual meeting of the American Psychological Association Conference, Chicago, IL.
Kim, Y.*, Brady, A. C., & Wolters, C. (2019, April). An evaluation of the distinction between the four areas of self-regulated learning. Paper presented at the Annual Meeting of the American Educational Research Association. Toronto, Canada.
*2019 Studying and Self-Regulated Learning SIG Graduate Student Research Award
Nagpal, M., Lin, T., Newell, G., Ha, S., & VanDerHeide, J. (2019, August). Instructional patterns for the teaching and learning of argumentative writing in high school. Poster presented at the APA Convention, Chicago, IL.
2018
Brady, A., Wolters, C., Hensley, L., von Spiegel, J., & Cutshall, J. (2018, April). Evaluating the impact of self-regulated learning programming for students on academic probation. Symposium paper presented at the annual meeting of the American Educational Research Association, New York.
Hensley, L. (2018, October). I can, and it matters: The expectancy-value approach to motivation. Workshop presented at the National College Learning Center Association Annual Conference, Niagara Falls, NY.
Kim, Y., Yu, S. L., Koenka, A. C., Lee, H. W., & Heckler, A. F. (2018, April). Can high self-efficacy and value buffer cost? Exploring interactive relationships and their consequences for engagement. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
Lee, H., Yu, S. L., Koenka, A. C., Kim, Y., & Heckler, A. F. (2018, August). Parental expectations and self-regulated learning: Roles of identity foreclosure and self-efficacy. Paper presented at the Annual Convention of the American Psychological Association, San Francisco, CA.
Won, S., Hensley, L., & Wolters, C. (2018, August). Belonging, self-efficacy, and utility value as predictors of college students’ academic help-seeking. Poster presented at the APA National Convention (Division 15), San Francisco, CA.
Yu, S. L., Kim, Y., Pearson, S., Stoltzfus, M., & Clark, T. (2018, August). Self-regulated learning in college chemistry: Roles of belonging and instructional context. Paper presented at the Gender and STEM Network Conference, Eugene, OR.
2017
Anderman, E. M., Koenka, A. C., & Won, S. (2017, April). Changes in STEM motivation during high school for domestically and internationally adopted adolescents. Poster presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Brady, A. C., Kim, Y., Cutshall, J. (2017, April). College students’ distractions and strategies from a self-regulated learning perspective: A qualitative analysis. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Hensley, L., & Cutshall, J. (2017, April). Reducing procrastination in an undergraduate study-skills course: A qualitative exploration of change and change resistance. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Hoops, L., Green, M., Baker, A., & Hensley, L. (2017, April). Exploring college students’ experiences of success and sense of belonging across contexts: A phenomenological study. Poster presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Kim, Y., Brady, A., & Wolters, C. (2017, April). Development and validation of Brief Scale for Motivational Regulation. Paper presented at the annual meeting of the American Educational Research Association. San Antonio, TX.
Kim, Y., Shin, J., & Yu, S. L. (2017, April). The effects of self-regulation and motivational context on students’ perception of temptation. Paper presented at the annual meeting of the American Educational Research Association. San Antonio, TX.
Koenka, A. C., Yu, S. L., Kim, Y., Lafranconi, H., & Heckler, A. F. (2017, April). What predicts success in undergraduate physics? The importance of belonging and the complexity of cost. Paper presented at the annual meeting of the American Educational Research Association. San Antonio, TX.
Lin T. -J., Chen, J., Ha, S. Y., Kuznetcova, I., Paul, N., Won, S., & Anderman, E. M. (2017, April). The influence of collaborative small-group discussion on social self-efficacy and class relationships. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Won, S., & Wolters C. A. (2017, April). Achievement goals and self-regulated learning: A multiple goals perspective using latent profile analysis. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Won, S.,* Yu, S. L., Green, M., & Henkaline, K. (2017, April). Relations of parental autonomy support and control with students’ academic time management and procrastination. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
*2017 Studying and Self-Regulated Learning SIG Graduate Student Research Award
2016
Benzon, M., & Wolters, C. (2016, April). Measurement of teacher beliefs about student motivation. Presented at the annual meeting of the American Educational Research Association, Washington, D.C.
Hensley, L. (2016, April). Better under pressure? A phenomenology of college students’ active procrastination. Poster presented at the annual meeting of the American Educational Research Association, Washington, D.C.
Hensley, L., Cutshall, J., Law, V., Xie, K., & Lu, L. (2016, June). A qualitative exploration of self- and socially shared regulation in online collaborative learning. Paper presented at the International Conference of the Learning Sciences, Singapore.
Hensley, L., Wolters, C., & Won, S. (2016, April). Understanding students’ time management within the context of a college-success course. Symposium paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.
Wolters, C., Brady, A., & Won, S. (2016, May). Motivational regulation: Theoretical and empirical links with college students’ self-efficacy and achievement goals. Paper presented at the annual meeting of the Association of Psychological Sciences, Chicago, IL.
Wolters, C., Won, S., & Hensley, L. (2016, August). Dispositional and motivational antecedents of college students’ use of self-regulation strategies. Paper presented at the biannual meeting of the International Conference on Motivation, Thessaloniki, Greece.
Wolters, C., Won, S., Hensley, L., & Brady, A. (2016, April). Grit and growth mindset as predictors of college students’ utility value, self-efficacy, and achievement goals. Symposium paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.
2015
Hensley, L. (2015, April). How adaptive is active procrastination? Differential relations to beliefs and behaviors in college anatomy. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Won, S., Kim, S., & Bong, M. (2015, April). Effects of competition and norm-referenced feedback on self-control. Poster session to be presented at the annual meeting of the American Educational Research Association, Chicago.
Xie, K., Hensley, L., Trinko, L., & Sun, Z. (2015, April). Designing for improved motivation as an outcome in a postsecondary online course. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
2014
Hussain, M., Wolters, C. (2014, April). Using grit to predict motivation and self-regulated strategies in college students. Presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Leach, N., Hensley, L., & Fowler, T. (2014, April). Parental support and hindrance of student educational agency. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Lee, W., Back, S., Won, S., Reeve, J., Kim, S., & Bong, M. (2014, April). Academic self-regulation as a motivational mediator to explain secondary students’ achievement. Poster session presented at the annual meeting of the American Educational Research Association, Philadelphia.
Morgan, L., Yu, S., Burridge, A., & Wolters, C. (2014, April). The effects of self-regulated learning course on college students’ academic outcomes. Presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Park, S., Shin, J., Lee, S., Kim, Y., & Lee, S. (2014, April). Effects of social support on goal pursuit and life satisfaction in engineering future-experts and experts. Paper presented at the 2nd quarterly meeting of the Korean Educational Psychology Association, Seoul, Korea.
Shin, J., Yeon, E. M., & Kim, Y. (2014, February). Differences between students with intrinsic goals and extrinsic goals. Roundtable session presented at the 3rd Annual International Conference on Cognitive and Behavioral Psychology, Singapore.
Shin, J., Jin, S., Lee, S., Park, S., Kim, S., & Kim, Y. (2014, January). A study on the differences in goal contents and goal-seeking processes according to expertise levels of professional engineers and artists. Paper presented at the 1st quarterly meeting of the Korean Educational Psychology Association, Seoul, Korea.
Xie, K., Hensley, L., Law, V., & Sun, Z. (2014, April). The effect of perceived leadership on small group online collaborative learning through asynchronous online discussions. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Xie, K., Law, V., Hensley, L., & Sun, Z. (2014, June). Emergent team leadership in small-group collaborative learning. Paper presented at the International Conference of the Learning Sciences, Boulder, CO.
2013
Corkin, D., Yu, S., Wolters, C., & Wiesner, M. (2013, April). The influence of motivational beliefs and classroom climate dimensions on academic procrastination in college mathematics courses. Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Hensley, L., & Burgoon, J. (2013, April). Active and passive procrastination: Overall tendencies or domain-specific behaviors? Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Hensley, L., Levitt, S., Sanders, M., & Zircher, A. (2013, April). Perceived barriers to college success: The cost of engaging in academics. Symposium paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Hussain, M., Young, J., & Wolters, C. (2013, April). Gender and academic level differences in academic time management, procrastination, motivation, and self-regulated learning. Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Wolters, C., Hussain, M., & Young, J. (2013, April). Connecting college students’ self-regulated learning, time management, and procrastination. Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
2012
Hensley, L., Levitt, S., Kirkpatrick, K., & Tuckman. B. (2012, August). Metacognitive self-regulation in college: Revisiting fear of failure and procrastination. Paper presented at the APA National Convention, Orlando, FL.
Lee, S., Won, S., Kim, S., & Bong, M. (2012, April). Characteristics of teachers as sources of academic self‐efficacy information. Poster session presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.
Taylor, D., Wolters, C., Fan, W., & Yu, S. (2012, April). Examining the role of motivation in the relationship between stereotype threat and test performance. Presented at the annual meeting of the American Educational Research Association, Vancouver, BC, CAN.
Earlier work
Hensley, L. (2011). eLearning to learn: The pedagogical role of ePortfolios in an online learning strategies and skills course. Presentation for the Association of American Colleges and Universities (AAC&U) Annual Meeting, San Francisco, CA.
Fan, W., Lindt, S., Arroyo-Giner, C., & Wolters, C. (2009). The role of social relationships in promoting student academic self-efficacy. Presented at the annual convention of the American Psychological Association, Toronto, Canada.
Mueller, S., Wolters, C., Wang, J., & Yu, S. (2009). Investigating sense of school belonging amongst college students. Presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Wang, J., Wolters, C., & Mueller, S. (2009). Self-regulated learning strategies reported by college students in distance and face to face courses. Presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Local and Regional Presentations
2019
Hensley, L., & Munn, K. (2019, June). Reducing procrastination through self-monitoring and reflective writing. Presentation for the Ohio College Learning Center Association annual conference, Marietta, OH.
Kim. Y. (2019, April). How to motivate yourself to achieve your goals. Presented at The Ohio LSAMP Alliance Conference, Cincinnati, OH.
Prieto, K., Rivera, M., Jaggars, S., Hensley, L., & Spreitzer, P. (2019, February). SpringForward: Holistic academic recovery for first-year students. Presentation for the Ohio Undergraduate Education Conference, Columbus, OH.
2018
Hensley, L. (2018, June). SpringForward: Lessons from designing a new academic recovery program. Presentation for the Ohio College Learning Center Association Annual Conference, Cincinnati, OH.
Hensley, L., Lombardo, T., Matthias, K., & Bane, J. (2018, May). Abolishing the textbook through Open Educational Resources (OERs). Presentation for Innovate: Forward Conference, Columbus, OH.
Hensley, L., Rohdieck, S., & Williams, J. (2018, January). Course design for student self-efficacy and resilience. Community Engagement Conference: Partnering to Advance Health and Wellness, Columbus, OH.
Jaggars, S., Hensley, L., Rivera, M., & Spreitzer, P. (2018, June). SpringForward: A mixed methods approach to assessing an academic recovery program for first-year students. Presentation for the Student Affairs Assessment and Research Annual Conference, Columbus, OH.
Spreitzer, P., Hensley, L., & Rivera, M. (2018, January). SpringForward: A spring and summer intervention for new first-year students who struggle in Autumn. Presentation for the Focusing on the First Year Annual Conference, Columbus, OH.
2017
Brady, A. (2017, April). Study smart, not hard: The importance of active learning in college. Presentation for the Ohio LSAMP Alliance: Conference 2017, Cincinnati, OH.
Brady, A. (2017, March). Prompting self-regulated learning in the classroom. Presentation for the 2017 Buckeye Teaching Showcase, Columbus, OH.
Hensley, L., & Brady A. (2017, February). “I never had to study in high school”: Supporting students’ academic transitions to college. Presentation for the Focusing on the First Year Annual Conference, The Ohio State University, Columbus, OH.
2016
Hensley, L., & Brady, A. (2016). Smoothing the transition to college with self-regulated learning skills. Presentation for the Battelle Educators Connect for Success Annual Conference, Columbus, OH.
Hensley, L., & Rowe, S. (2016). Understanding and addressing the roots of college students’ procrastination. Presentation for the Focusing on the First Year Annual Conference, The Ohio State University, Columbus, OH.
Kim, Y., & Shin, J. (2016, February). Examining self-regulation under motivational conflict. Paper presented at The Ohio State University College of Education and Human Ecology Student Research Forum, Columbus, Ohio.
2015
Hoops, L., & Rowe, S., & Hensley, L. (2015). Got motivation? Strategies for empowering first-year students in academics. Presentation for the Focusing on the First Year Annual Conference, The Ohio State University, Columbus, OH.
2014
Gray, D., Hensley, L., & Chang, Y. (2014). Strategies STEM-focused high school students use to “stand out” and “fit in”: A thematic analysis. Presentation for the Advances in Educational Psychology Conference sponsored by Division 15 of the American Psychological Association, Fairfax: VA.
Hensley, L., Chang, Y., Jiang, C., & Omolesky, C. (2014). Supporting international students’ academic needs: How assessment can inform programs and practice. Presentation for Student Affairs Assessment and Research Annual Conference, Columbus, OH.
Xie, K., Hensley, L., Griffy, H., & Trinko, L. (2014). Creating a motivating and engaging online learning module. Presentation for Innovate: eLearning in Action Conference, Columbus, OH.
2013
Hensley, L., Rowe, S., Levitt, S., & Johnson, B. (2013). Conceptualizing and managing assessment in academic support services. Presentation for Student Affairs Assessment and Research Annual Conference, Columbus, OH.
Hensley, L., & Rowe, S. (2013). Motivational underpinnings of and instructional responses to procrastination.Presentation for the Ohio Educational Technology Conference (eTech Ohio), Columbus, OH.
Williams, J., Rohdieck, S., & Hensley, L. (2013). Strategies for supporting the academic success of first-year students.Presentation for the Focusing on the First Year Annual Conference, The Ohio State University, Columbus, OH.
Earlier work
Hensley, L. (2012). Student-environment interaction: Inhibiting or enhancing learning or college students with disabilities? Poster presented at the 12th Annual Multiple Perspectives on Access, Inclusion & Disability Conference, Columbus, OH.
Hensley, L. (2011). Teaching online learning strategies and skills using the strategies-for-achievement approach. Presentation for the Ohio Educational Technology Conference (eTech Ohio), Columbus, OH.
Hensley, L., & Oaks, D. (2011). The strategies-for-achievement model and the engaged learner: Instruction in technology-enhanced college success courses. Presentation for Innovate: eLearning in Action Conference, Columbus, OH.