Student Voices
Student Voices
In partnership with the Academic Success Center (ASC), we share these inspiring profiles of student success and highlight a few of the instructional strategies used to support learner access, collaboration, and resilience at NDNU.
Accessible Learning
Accessibility in course design and instruction ensures learning content and experiences are usable by all learners, including those with disabilities. is a framework that supports access for all, by reducing barriers and supporting the agency of all learners through the design of multiple means of engagement, representation, and action and expression.
Emily Shares Her Story of Benefitting from UDL-Aligned Practices
In the interview below, Emily describes the barriers she faced as an NDNU student and the UDL-aligned instructional strategies that helped her succeed.
How would you describe your educational journey? Which experience or experiences had a profound impact on you as a student? 
“Before I was diagnosed with ADHD, I often felt regretful that I did not try harder in school. I was characterized as lazy for struggling with procrastination, focus, and time management. The self-knowledge I have now made a world’s difference and I’ve since reframed my experience to a more positive one. Attending graduate school is a sort of redemption arc for me. I’m much more confident in my own abilities and I’m proud of the student I am today. ”
What is one teaching strategy or assignment you found especially effective? Why? ​
​“I like feeling like I’m moving forward through a curriculum. Check-points in the form of discussions, quizzes, or assignments are helpful. I particularly like Dr. Drexler’s weekly questions which “force” us to read the chapters. I also love engaging with material in the form of stories and discussions. I appreciate it when professors share experiences they’ve had with clients as it pertains to the topic. It makes the material “stick” much better. ​”
What do you want all NDNU instructors to know about working with neurodivergent students? 
“All neurodivergent (ND) students are different so I encourage instructors to get to know their students’ strengths and weaknesses and offer different ways to support. Some students experience challenges in executive function so it’s best practice to send out reminders of important dates. Some students experience rejection sensitivity so it’s important to regularly provide feedback that is constructive, encouraging, and respectful. Most importantly, find different ways to engage students in the coursework. People learn differently! These are helpful for everyone, but it’s especially helpful for those who are neurodivergent.”
How will you leverage your own journey in your future career?
“My late-ADHD diagnosis has unlocked a different perspective in me. I’m more patient with myself and I feel prideful in the way I operate. As a future therapist, I want to support others who are going through the same thing and help them gain more confidence in themselves. There is so much to love in all of us!”
Collaborative Learning
Collaborative learning invites learners to actively work together to explore ideas, solve problems, and construct knowledge through discussion, shared inquiry, and collective reflection. Collaborative assignments encourage student interaction, mutual responsibility, and learning from diverse perspectives rather than learning in isolation.
Shuchi Shares the Value of Collaborative Learning in Her Education
In the interview below, Shuchi shares how she benefitted from collaborative learning at NDNU.
How has collaborative learning improved your education?
"Working with peers during group activities has been an incredibly valuable part of my learning experience at NDNU. Engaging in discussions and role-plays has not only deepened my understanding of complex psychological concepts but has also given me confidence in applying them to real-world scenarios.
One of the most impactful experiences was Dr. Bucherri’s role-plays in our Psychopathology class. We worked in two teams—therapists and clients—where each group collaborated to create case details, interventions, and initial interview strategies. The interactive nature of this activity, along with real-time support from teammates, made the learning experience immersive and practical. Analyzing cases together as a class afterward helped solidify our understanding and exposed us to diverse perspectives. The in-person setting played a crucial role in making this exercise effective, as the dynamic discussions and immediate feedback made the experience feel engaging and natural.
Similarly, Dr. Victoria Dobbins' Couples Therapy course emphasized hands-on learning through group activities. During online sessions, we explored assessments in small groups, while in-person classes focused on practicing interventions and working through case studies. These activities encouraged active participation, and the exchange of ideas within smaller groups helped refine our understanding before presenting our insights to the larger class. While the in-person sessions felt more seamless, the online discussions still provided valuable insights—though at times, the virtual setting created a slight disconnect."
What makes such collaborative exercises effective?
"One of the key reasons these collaborative activities were so effective was that they were structured within class time. Unlike take-home group assignments, which often pose logistical challenges—such as coordinating schedules and ensuring equal participation—these in-class exercises allowed us to focus entirely on the material without additional stress.
Dr. Marlo also incorporates this approach by integrating small-group discussions into long class sessions, creating a refreshing change of pace that enhances engagement and comprehension."
How has collaborative learning enhanced your understanding of your discipline?
“Ultimately, collaborative learning has reinforced the idea that psychology is not just about individual knowledge but about shared understanding and diverse perspectives. Engaging with my peers in real time has made the material more tangible and has prepared me for the collaborative nature of real-world clinical work.”
Resilient Learning
Resilient learning refers to our learners’ ability to adapt, persevere, and thrive in the face of learning challenges. Some of the instructional practices that support resilient learners include scaffolded learning, opportunities for reflection, meaningful feedback to guide improvment, and learning activities that encourage persistence and growth.
Alexandria Shares Her Experience as a Resilient Learner
In the interview below, Alexandria, an NDNU student with learning disabilities, shares
her story of resilience and lessons she learned to apply in her own teaching.
When did you first begin to feel heard and seen as a learner?
"My experience at HNU followed by NDNU was a real turning point in my educational journey. It was the first time I felt my learning disabilities were understood, and my professors made real efforts toward differentiation and inclusion that enabled me to feel valued and capable of learning.
They helped me to believe in myself and discover that I am capable of pursuing my goals and accomplishing things I never thought possible."
Which parts of your educational journey were most challenging?
​"During the first week of a particular reading class at a different institution, my professor pulled me aside to say, “Everyone’s on the grass in this class, and you’re still in the dirt. You’ll be lucky to get a C this semester.”
It was this sort of treatment, feeling constantly belittled and singled out, while at the same time feeling confused and overwhelmed by much of the content due to the way it was presented, that defined much of my academic experience."
How do you leverage your own experience as a teacher?
As an 8th grade resource teacher at Riverview Middle School, I’m able to use my experiences, both the bad and the good, to better understand my students, the challenges they may be facing, and how to help them succeed.
I’ve learned that the most important teaching strategies are listening, caring, and making a genuine effort to be there for my struggling students.