Guldbrandsen, FrankStrand, JoyceAebi, Carolyn Leigh2014-12-222017-04-142014-12-222017-04-1420142014https://hdl.handle.net/11299/187444Presented in Partial Fulfillment of the Requirements for the Master of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2014Committee names: Frank Guldbrandsen, (Chair), Joyce Strand. This item has been modified from the original to redact the signatures present.The implementation of learning styles in the classroom is not a new method in teaching. However, this study aimed at the implementation of learning styles by students instead of teachers. Using an exploratory design approach, learning styles data was collected on a small sample of students attending a regional university in the upper Midwest. Subjects completed a 3 or 6 week learning styles workshop focused on implementation of their individual learning styles. Student’s semester and cumulative GPAs were tracked to assess whether implementation of a learning styles system in higher education would be effective in increasing academic success. Results showed that, on average, subject’s semester and cumulative GPAs did increase. The implications of these results suggest that further research needs to be completed for additional evidence of the power of student initiated learning styles in the higher education system.enLearning stylesHigher educationStudent initiated learning stylesMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Learning strategiesCollege studentsScholarly Text or Essay