Sorry, you need to enable JavaScript to visit this website.

Site-wide links

TLS BLOG

Access and Inclusion Project FLC Year 1 Case Studies

The faculty who participated in the NSF iUSE grant-funded Access and Inclusion Project have reported back on their strategies and experiences. As we gather more information, these case studies will be made more robust, but for now, here's a sample of the strategies implemented by the Access and Inclusion faculty in the 2016-17 academic year.

 

Classroom strategies employed by the 2016-17 Access and Inclusion Project faculty

Class 

Read More

Engaging with Student Motivation

Rebecca Johnson--One of my favorite books is How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose and others. The chapter I turn to again and again is “What Factors Motivate Students to Learn?” Ambrose, et al, make it clear that while we may worry about how to engage students, ultimately it’s the students who have to make decisions about how they spend their time and focus their attention.

Read More

What We Know about Teaching with Universal Design for Learning

Rebecca Johnson--Both the National Technical Institute for the Deaf and the Rochester Institute of Technology have a long history of exploring and advancing issues of access and inclusion in a variety of classroom situations. The first two resources, below, ClassAct and Teach2Connect, were developed at NTID and provide a wealth of resources and stories of how individual faculty have addressed access and inclusion in their classes.

Read More

High-Impact Accessibility Practices

Rebecca Johnson--The Disability Services Office at RIT has compiled a list of specific practices for teaching students with particular disabilities. We’ve taken some of that information on their website and turned it around, looking at which practices can help the most students.* This list is a great example of how Universal Design for Learning works. While each of these is an evidence-based strategy for supporting a student with a particular disability, any of these practices can help all of your students.

Read More

Changing Your STEM Teaching Practice

Rebecca Johnson--You’d like to change some aspect of your teaching practice. There are seemingly limitless resources on what changes to your practice you might make. How do you get started?

Read More

Access and Inclusion

Rebecca Johnson--Teaching and Learning Services provides support for faculty who wish to foster access and inclusivity in their classrooms. Universal Design for Learning (UDL) is helpful framework for many of these activities.

Read More

What Is Universal Design for Learning?

Rebecca Johnson--Universal Design for Learning (UDL) combines what we know about how learning works with a commitment to providing course materials that are engaging and accessible to produce a learning experience that benefits all students. David Rose at the Center for Applied Special Technology (CAST) in Boston first conceived of UDL, and called for instructors to provide multiple means of representation (how can you provide different avenues into course content?), multiple mean

Read More

Making Digital Course Content Accessible

Marybeth Koon--As instructors create and adopt more digital teaching resources, they must also ensure that students with disabilities can access those materials. This section of the Accessibility Tool Kit 1.0 provides instructors with resources that will help them make their materials accessible to students with disabilities. As you look at this list, consider that resources for making online courses accessible are also useful to faculty who teach in a blended or flipped modality.

Read More

Cognitive Load, Memory, and Instruction

Rebecca Johnson--If you’ve walked across a parking lot toward the kiosk, repeating your license plate number under your breath, only to have to turn back to your car and refresh your memory because an ambulance drove by, you’ve experienced Cognitive Load Theory (CLT). How does CLT play out in the classroom? To understand that, we'll need to think first about memory and how we learn.

Read More

Setting the Terms of a Multimedia Assignment in a STEM Class

Rebecca Johnson--Sandi Connelly teaches a large general education biology class at RIT and was looking for a way to add variety to her assignments. She decided to ask students to make brief videos that explained some aspect of the content they’d been learning. Video assignments are not common in STEM classes; students are unlikely to have much prior experience on which to base their work. Connelly provided both a broad set of guidelines for these video assignments, and then a more specific articulation of an assignment related to particular course content.

Read More

Hours of Operation

Mon - Thurs: 7:30am - 10:00pm
Friday: 7:30am - 5:00pm
Saturday: 11:00am - 4:00pm
Holiday hours

Location

The Wallace Library
Room A-600
90 Lomb Memorial Drive
Rochester, NY 14623

Contact Info

Phone: +1 585.475.2551
Email: tlsupport@rit.edu

Videos

Youtube

© Copyright Rochester Institute of Technology. All Rights Reserved | Disclaimer | Copyright Infringement