Related Articles

We will feature an article on reflective practice, universal design for learning or instructional strategies for college faculty. If you would like to see a specific article or topic showcased please contact Kirsten Behling at k.behling@unh.edu.

• Schools still trying to catch up with technology
• Albemarle County Public Schools Technology and Differentiated Instruction Web Resources
• Introducing reflective practice into teaching
• Microsoft Word: TabletPC - The New New Thing Demonstration, and Implications in Education by Donald H. Beil, National Technical Institute for the Deaf
• The Interdependent Roles of All Players in Making Technology Accessible by Terry Thompson of The University of Washington
• Person-Centered and Collaborative Supports for College Success by Cate Weir of University of New Hampshire (PDF)
• Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities by Chuck Hitchcock and Skip Stahl National Center on Accessing the General Curriculum at CAST, Wakefield, Massachusetts
• Distance Learning: Universal Design, Universal Access by Sheryl Burgstahler.
• Universal Design for Learning by David Rose.
• Teaching Circles: Making Inquiry Safe for Faculty by Laurel Black and Mary Ann Cessna.
• IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever by Arthur W. Chickering.
• Lessons for Everyone: How students with reading-related learning disabilities survive and excel in college courses with heavy reading requirements by Roxanne Ruzic Harvard University and CAST, Inc.
• Using Learning Styles to Adapt Technology for Higher Education by Terry O'Connor.
• Creating a Community of Learners Among College Faculty Through the Use of Reflective Practice by Cheryl M. Jorgensen, Ph.D., Joseph J. Onosko, Ph.D., & Cate Weir, M.Ed. University of New Hampshire.
• Universal Design for Learning: Universal Design for Learning (UDL) is a new approach to teaching and learning with a central premise that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The "universal" in universal design does not imply one optimal solution for everyone. Rather, it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.
• Reflective Practice: Reflective Practice has its roots in the work of a number of educational theorists and practitioners, and provides an opportunity for those in education to stop and take a close look at their teaching and student outcomes in order to become more effective practitioners. It is a cognitive process that involves a deliberate pause to examine beliefs, goals, or practices. This deliberate reflection can lead to improved instructional strategies in the college classroom.