What Faculty Say about LTL
Boston College"LTL has an integrated approach. It starts where the students are and
gets them to really think about what they are about to do even before they
start a task. The programhas both immediate and latent effects: It helps
students maintain a level of motivation that is crucial to their success. Once
students start to apply the LTL skills, they start to see behavior change.
Their grades and self-confidence improve, and they actually get excited about
learning."
Dan Bunch
Director, Learning to Learn Program
Boston College
Hampton University
"What I love about Learning to Learn is that it's all application.
There's nothing that isn't useful to students in this book. I use the portfolio
approach to teaching this course, as suggested by LTL. With this approach,
everyone's studying more, and they're more confident, more engaged as students.
I love teaching this class. It gives me a real connection to students. This is
a great program."
Dr. George Burbanck, Chairperson
Marine & Environmental Science
Hampton University
University of Texas at San Antonio
"We recently conducted a study where we measured the effects of LTL as
compared with the socialization-based, or extended orientation, freshman
seminar model. LTL-trained students did significantly better in both academic
achievement and retention - evenwhen the effects of academic aptitude, high
school class rank, gender, and ethnicity were statistically controlled. In
short, now we know that Learning to Learn has been of great benefit to
our students."
Patricia Glenn, Ph.D.
Director, Tomas Rivera Program
University of Texas at San Antonio
Philander Smith College
"The Learning to Learn textbook directly and wonderfully addresses the issues
that freshmen need to know. It greatly facilitates interactive learning in the classroom,
and helps me foster mentor/mentee relationships with my students. This book makes the
freshman course easy and rewarding to teach. The LTL strategies are exactly what my
students need. Students see their impact right away. For example, last Wednesday I taught
one of the key LTL skills in my 11:00 orientation class. At 1:30 a student from that
class approached me in the cafeteria. She said, I just used that skill you taught today
in my Business class. It was great. I could see it work immediately. It's terrific to get
that kind of immediate positive feedback from students."
Philip Johnson
Director, Freshman College
Philander Smith College
Meridian Community College
"Teaching LTL is one of the most rewarding things I've done as an
educator because I see almost immediate success in my students. Over the years,
I_ve worked with many programs that were supposed to help student succeed in
college. The big difference with LTL is that it works."
Cathy Webb
Director, Success Lab & Freshman Seminar
Meridian Community College