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RIT Ready: Moving Forward Into Fall
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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 

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TLS Teaching Circles Program

Michael Starenko--Teaching and Learning Services (TLS) launched a Teaching Circles program in Fall 2017. We intend to sponsor a small set of Teaching Circles every fall and spring semester. Our first call to form a circle resulted in three circles for Spring 2018; for more information about them, see our Join a Spring 2018 Teaching Circle blog post. If you’re interested in forming a circle in Fall 2018 or Spring 2019, please email Michael Starenko.

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Ask Students to Set the Tone for Your Class

Jeremiah Parry-Hill--As part of RIT’s 2017 New Faculty Orientation, I led an interactive exercise called “Best and Worst Class” that comes from Maryellen Weimer’s Teaching Professor blog (link: https://www.facultyfocus.com/articles/teaching-professor-blog/first-day-of-class-activities-that-create-a-climate-for-learning/) Weimer proposes that by getting students to take an activ

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Resilience--What's Your Angle?

Cha Ron Sattler-Lablanc--Confronting challenges in life is inevitable and, I believe, necessary for learning. When we hit the learning curves in life, we don't usually say, “Hooray! A Learning Opportunity!” When we fall, usually face first, a more typical response is, “Oh, poop” (or similar expletive).

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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.

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90 Lomb Memorial Drive
Rochester, NY 14623

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