The Stanford Learning Lab is a pilot program within Student Affairs developed to synthesize the goals within Our Most Important Work and the IDEAL Initiative throughout the student experience within the University and beyond.
There are three key aims within our mission:
- Recognize and support the variability within our student population through early screening measures designed to identify students strengths and preferences, learning variability that influence their initial experience at Stanford.
- Provide tailored learning strategy support to students with diagnosed learning differences, leveling the structural and sociocultural barriers that prevent many students from being fully engaged, proactive, and successful.
- Collaborate with new student communities of practice to enhance their experience utilizing Universal Design for Learning structures within the curriculum and classroom environment.
What is Learner Variability
On an individual scale, we start from the cognitive and social science premise that a multitude of factors influence learning. For example, processing and attention differences, mental health, cultural and stereotype threats, and socioeconomic status all contribute to one’s ability to access, process, and retain information. In a given setting, individual students widely differ in how they read, understand lectures, take notes, retrieve and link knowledge, and communicate with others. Research has demonstrated that Individual learner variability in a classroom - or any environment - is the norm.
On a larger scale, learner variability refers to the ways in which the diversity of approaches to learning can create major hurdles and deliver tremendous benefits. The fact that one person approaches a problem from an entirely different perspective than another person can be both frustrating and quintessential to arriving at a powerful solution. Learner variability necessitates deliberate and strategic approaches to learning, and the Stanford Learning Lab specializes in teaching students and faculty about these approaches.
Although our LLIT program is designed for students with diagnosed learning differences, much of the content of our Learning Library can support the entire Stanford community. Please review our site and reach out to us with your questions and feedback.
Why Language Matters
“Learning Disability” vs. “Learning Difference”: A rich and ongoing debate exists about preferred terminology with reasoned points on both sides. At the Stanford Learning Lab, we honor each student’s preferred terms, embracing the stance that Elizabeth Ross takes here.
Our Partners & Additional Resources
Explore a list of partners and resources curated by Stanford Learning Lab staff.