Faculty Profile for Dr. Taylor W Acee

profile photo for Dr. Taylor W Acee
Dr. Taylor W Acee
Associate Professor — Curriculum And Instruction
ASBN 401C
phone: (512) 245-7903

Biography Section

Biography and Education

Dr. Taylor W. Acee is an Associate Professor in the Graduate Program in Developmental Education within the Department of Curriculum and Instruction, where he currently serves as the Master's Program Coordinator. He earned his Ph.D. and M.A. in educational psychology at The University of Texas at Austin and his B.S. in psychology at the University of Pittsburgh. His program of research is focused on cognitive, metacognitive, motivational, and affective factors that contribute to and detract from student success in postsecondary education. Dr. Acee is internationally known for his work on motivational interventions, academic boredom, and strategic learning assessments and interventions.

Research Interests

Rooted in both educational psychology and developmental education, my collaborative program of research is focused on cognitive, metacognitive, motivational, affective, and behavioral factors that underlie effective and efficient learning in postsecondary education as well as college transition and preparatory programs. I am interested in how these factors contribute to and detract from students’ academic achievement, persistence, retention to degree or certificate completion, and attainment of their academic and career goals. In my research, I target variables that are causative in nature, account for a meaningful amount of the variation in student success, and are amendable to change through educational intervention. The overarching goal of this research is to help students become more strategic and self-regulated life-long learners. Both theoretical and practical, my program of research centers on four major areas that are highly interrelated and build upon one another reciprocally: (a) basic and applied research on student motivation and self-regulation; (b) student-centered models of strategic and self-regulated learning; (c) development and evaluation of research-based learning support interventions; and (d) educational product development, consulting, and professional development related to a, b, and c above.

A major focus of my research is on value-reappraisal interventions designed to help students explore the personal relevance of developing knowledge and skills in their courses. One goal of this research is to investigate fundamental self-regulatory processes students use to modify their attitudes about academic tasks, courses, and disciplines. Another goal of this research is to develop research-based interventions that can help to motivate students and guide them in developing a greater appreciation for learning. I am also interested in the flipside of this coin: academic boredom and disinterest. My research in this area has primarily focused on how to measure academic boredom and how various task characteristics (over-challenging versus under-challenging) can influence students’ experience of boredom.

A broader theoretical concentration of mine is on student-centered models of strategic learning. My work in this area is a continuation of my mentor’s research program, Dr. Claire Ellen Weinstein. Her Model of Strategic Learning (MSL) organizes many of the key factors researchers have identified as being critical for effective and efficient learning. Furthermore, the MSL emphasizes those factors that are under students’ direct control and amenable to change through educational intervention. The MSL serves as a foundation from which to build and refine strategic learning assessments (e.g., the Learning and Study Strategies Inventory, LASSI) and interventions (e.g., learning-to-learn courses and online strategic learning intervention). My work in this area focuses on disseminating theory, research, and practical applications related to the Model of Strategic Learning and the assessments and interventions derived from this model.

Selected Scholarly/Creative Work

  • Acee, T. W., Weinstein, C. E., Hoang, T. V., & Flaggs, D. A. (2018). Value reappraisal as a conceptual model for task-value interventions. Journal of Experimental Education, 86(1), 69–85.
  • Weinstein, C. E., & Acee, T. W. (2018). Study and Learning Strategies. In Handbook of College Reading and Study Strategy Research (pp. 227–240). New York, NY: Routledge.
  • Weinstein, C. R., Palmer, D. R., & Acee, T. W. (2016). LASSI Users Manual: Learning and Study Strategies Third Edition. Clearwater, FL: H&H Publishing.
  • Acee, T. W., Kim, H., Kim, H.-J., Kim, J.-I., Chu, H.-N. R., & Kim, M. (2010). Academic boredom in under- and over-challenging situations. Contemporary Educational Psychology, 35, 17–27. https://doi.org/10.1016/j.cedpsych.2009.08.002
  • Hodges, R. B., Acee, T. W., Jarrett, S., Leblanc, R., Lin, Y., Castillo, A., … Flaggs, D. (2019). Charcteristics of learning frameworks courses in Texas public community colleges. Journal of College Academic Support Porgams, 2(1), 7–18.

Selected Awards

  • Award / Honor Recipient: Above & Beyond Award for outstanding contributions to and support of student veterans at Texas State University, Veterans Alliance of Texas State, Student Diversity and Inclusion, Texas State University. 2019
  • Award / Honor Recipient: Favorite Professor, The Alfred H. Nolle Chapter of the Alpha Chi National College Honor Society. May 2017
  • Award / Honor Recipient: Mentor recipient. 2015-2016 Scholar / Mentor program, College of Education, Texas State University. 2015 - 2016
  • Award / Honor Recipient: 2013 Presidential Seminar Award, Texas State University. August 2013
  • Award / Honor Recipient: Valero Award for Excellence, Texas State University. August 2013

Selected Grants

  • Acee, Taylor W (Principal). Effects of Value Interventions on Students' Interest and Performance in University Physics Courses, College of Education Intramural Grant Program, Texas State University, San Marcos, TX, Institutional (Higher Ed), $4982. (Funded: 2015). Grant.
  • Acee, Taylor W (Principal). Motivational Influences on DE Math Student Achievement and Continued Interest in Math, Research Enhancement Grant, Texas State University, San Marcos, TX, Institutional (Higher Ed), $7946. (Funded: 2010). Grant.
  • Paulson, E. (Principal), Mireles, S. (Co-Principal), Acee, Taylor W (Co-Principal). Evaluation of the Adult Basic Education-Innovation Program, Texas Higher Education Coordinating Board, State, $299895. (Funded: 2011 - 2013). Grant.
  • Mireles, S. (Principal), Paulson, E. (Co-Principal), Acee, Taylor W (Co-Principal). Evaluation of the Comprehensive Student Success Program, Texas Higher Education Coordinating Board, State, $532304. (Funded: 2011 - 2013). Grant.

Selected Service Activities

Member
Editorial Advisory Board, Journal of College Reading and Learning
January 2016-Present
Chair
American Educational Research Association - Studying and Self-Regulated Learning Special Interest Group
April 2019-April 2020
Member
Research Committee - Graduate Program in Developmental Education
August 2019-Present
Member
Diversity and Inclusion Committee - Graduate Program in Developmental Education
August 2019-Present
Chair
Marketing and Advertising Committee - Graduate Program in Developmental Education
August 2018-Present