In an effort to accurately assess learning outcomes for college students, educators will find that academically unrecognized learning styles for numerous students who process information differently than other, more academically conforming students, seldom receive an accurate assessment of their learning outcome.

There has been a considerable degree of study on teaching and learning styles, especially over the past 10 years. However, little has been researched on how learning styles relate to educational outcomes from the perspective of the learning models that are built by the student to satisfy those outcomes. The learning models built by the student during a semester on any given subject can have an inverse relationship to the teacher’s expectations and doom the student to an unsatisfactory educational outcome.

Students with different learning styles could create problems for some teachers. By relying on long-established linear standards for assessing learning outcomes, many administrators find that there is technically nothing wrong with the way the material is being taught; however the material is drastically ineffective in the way it is being grasped by certain students, simply because their learning style is different. My interactive presentation will identify how different learning styles affect learning outcomes.

This presentation will attempt to establish the call for college leaders and faculty to address traditional and non-traditional learners’ education needs so that they may seek out their learning styles in such settings and get a fair assessment of their competencies and educational outcomes.