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LeMoyne College, BA.
Boston University, M.Ed.
Lesley University, Ph.D.
With over 20 years of extensive teaching and leadership experience as a reading/learning disabilities specialist at the middle school, high school, and college levels, Diane has a deep commitment to education. Her metacognitive approach to working with students in PAL brings thoughtful pedagogy to classes she has taught in the undergraduate Psychology and Education departments, the Masters' Education program, as well as the First Year Studies area.
Dr. Webber participates in college initiatives where she collaborates with others in developing adaptive and current educational technologies, for use in classrooms and other learning environments. Her educational strategies include the use of various technologies in the teaching/learning continuum, so students learn ways to receive information and express their understandings using resources that fit their individual learning preferences and strengths. Dr. Webber developed and teaches an on-line course, Connections to Learning, that provides students the opportunity to reflect on past academic experiences, adapt and analyze new learning strategies, and construct goals for their personal lifelong learning. She is involved in several college-wide programs dedicated to research and development of supports for student learning and success. Dr. Webber is past and present chair/member of several Curry College standing and institutional committees.
Dr. Webber's scholarship includes research on the relationship of personality type to academic success for college students; the use of social networking as it relates to social skills for college students with learning disabilities; the transition process from high school to college; and classroom teaching strategies that address various learning styles. Dr. Webber has also written about the issues surrounding students' decisions to delay the start of college, or to "stop out" of college, temporarily. She has presented her research on best practices for teaching students with learning differences at conferences in diverse locations, such as, New York, California, Arizona, Minnesota, England, Norway, Sweden, and Australia.
Recently, Dr. Webber was awarded a Whiting Foundation Fellowship, which facilitates professors' travel abroad to study quality of instruction. Her travels to three Scandinavian universities in Norway, Denmark, and Sweden, allowed her the opportunity to explore their higher education systems notable for innovative teaching methods for all types of learners. Dr. Webber facilitated a workshop at the University of Bergen focusing on the use of technology for students with learning differences and participated in an experiment at the University of Stockholm at their Metacognitive Memory Laboratory.