Session Abstract
Building Self-Regulated Learners: Small Moments, Big Impact!
If we don’t teach them how, who will? Many students arrive in our classrooms having “gotten by” without ever learning how to learn. This plenary session explores how small, intentional teaching moments embedded into everyday instruction can help students understand how learning works and take ownership of their learning. Research shows that self-regulated learners engage more deeply, perform better academically, and develop greater confidence. Participants will leave with practical strategies to increase motivation, build metacognitive awareness, and model the habits students need to grow into confident, self-regulated learners.
Bio
Lynn Meade’s passion for teaching began in elementary school, where she spent summers turning old textbooks into homework assignments for her friends. That early love of learning has only deepened over time, shaping a career devoted to helping others grow. She believes learning is most effective when students understand why content matters and how it applies beyond the classroom. Often describing herself as the “fertilizer” that helps others grow, she views teaching as the intentional cultivation of potential—sometimes by encouraging, sometimes by challenging, and sometimes by removing the weeds that interfere with learning. Her pedagogy emphasizes real-world application, reflective practice, and the development of confident, capable communicators. As a Teaching Associate Professor at the University of Arkansas, Meade helps students bridge the gap between classroom learning and career readiness. Through the Fulbright Learning Community, she equips faculty with innovative tools to strengthen student learning. As a Success Coach, she champions students who need extra support, helping them discover their potential and navigate the resources to succeed. Dr. Meade has authored two student-facing OER texts, Professional ePortfolio and Advanced Public Speaking, and co-authored two faculty-focused guides, Coaching Connections and Peer Observation of Teaching. She has made over 100 presentations on the topic of teaching and learning. Through her work, she invites educators to view teaching through the student lens and believes that when we nurture growth in others, we find room to grow ourselves.
