Introduction: Purpose and Significance of the LDQPalmer (1998) proposed the concept of teachers operating from their "inner landscape," the nexus at which one's identity and integrity meet (p. 13). He defined identity as "a moving intersection of the inner and outer forces that make me who I am, converging in the irreducible mystery of being human" (p. 14). Cooperatively, through integrity, one discerns what is integral to selfhood and chooses "life-giving ways of relating to the forces that converge within . .." (p. 14). To teach from one's inner landscape of integrity and identity goes beyond technique-without discounting it in any way-and "re-members" the teaching self. From this wholeness comes good teaching (p. 21).Similarly, from wholeness comes good learning. While technique and skills remain important to effective and successful learning and can prove indicative of a positive disposition toward learning, one's identity and integrity play more powerfully on the depth, richness, and longevity of that learning. Still, the world of higher education is rife with literature and instruments assessing college student learning and study skills. For example, the Inventory of Learning Styles (ILS; Vermunt, 1987), the Inventory of Learning Processes (ILP; Entwistle & McCune, 2004), and the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991) specifically focus on students' learning journeys and methods. The Approaches to Learning and Studying Inventory (ALSI; Mogashana, Case, & Marshall, 2012) and the Learning and Study Strategies Inventory (LASSI; Weinstein & Palmer, 1987) explore learning through the particular lens of study habits. The Approaches to Studying Inventory (ASI; Entwistle & Ramsden, 1982) and the Study Process Questionnaire (SPQ; Biggs, 1987) solely address the many facets of studying. Some instruments such as the College Student Inventory (CSI; Harris, 1999) broadly analyze the student experience, with learning and studying strategies comprising some items on the survey. Other instruments, rather than examining the general college student experience or learning specifically, evaluate the effect of other external and internal components on students' learning and studying success. One such instrument is the Test of Reactions and Adaptation to College (TRAC; Larose & Roy, 1995), which assesses students' transition into the college environment and how that change impacts their academic success.One can validly argue that these instruments-all primarily focused on practical skills and techniques students use to succeed academically at the collegiate level-also speak to students' attitudes towards learning; after all, one's skills often strongly indicate one's personal interests, inclinations, and values. However, the purpose of the Learning Disposition Questionnaire (LDQ) was to address more of the "integrity and identity" of college students as learners. Rather than using students' documented skills as a lens by which to assume or interpret learning dispositions, we sought directly to evaluate and assess those attitudes and mindsets, whereby to equip students to engage in deeper learning through better means. Therefore, the significance and utility of this instrument to practitioners and students alike lies in its unique emphasis on dispositional preparedness for learning beyond the commonly assessed study strategies and learning approaches. This article explains the methodology used to develop the LDQ and provides anecdotal, qualitative evidence of the LDQ's effectiveness when administered in a required course for students on academic probation.MethodologyLiterature review. The methodological process for the development of the LDQ began with conducting a review of relevant literature and related learning and study habit instruments. Relevant written works included educational philosophy (Palmer, 1998), psychology (Dweck, 2008), and technique (Richlin, 2006). …
