Our ATLE Blog series continues with a reflection on Faculty Development Day, April 13, 2017
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Our ATLE blog series, “Reducing Stress in the Learning Environment” continues today with a post from sign language interpreters Susan Frampton and Natalie Mahaney, “#captionTHIS: The Case for Captioning,” about how the lack of accessible media in our classrooms creates unnecessary stress and impedes learning. If you haven’t already, take a moment to read the first four posts: “How Learning Occurs” , “How Stress Impacts Learning (and Teaching!)”, and “What You Need, When You Need It,” and “The Impact of Stereotype Threat, Implicit Bias, and Microagressions on Student Outcomes.”
Our ATLE blog series, “Reducing Stress in the Learning Environment” continues today with a post from Jessica Oladapo and Microaggressions and how they become obstacles to student learning. If you haven’t already, take a moment to read the first three posts: “How Learning Occurs” , “How Stress Impacts Learning (and Teaching!)”, and “What You Need, When You Need It.”
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Just before Spring Break we began the ATLE blog series, “Reducing Stress in the Learning Environment” with Dr. Erin Fisher’s discussion of “How Learning Occurs”. Dr. Fisher picks up where she left off this week with “How Stress Impacts Learning (and Teaching!)”. – Mathew Oakes
By Jessica Oladapo, RVC Assistant Professor of Sociology
The new downtown campus of RVC opened in August for classes for the fall 2016 semester. With classrooms that overlook the Rock River, and in a prime location for access to transportation, downtown eateries, the Main Library, and other downtown services and agencies, the location has proven to be even more ideal than anticipated. Additionally, several students have expressed that the proximity to their homes makes college attendance and educational attainment a reality.
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By Dr. Danielle F. Fundora Hardesty
In his welcoming letter to the incoming freshmen class, John Ellison, Dean of Students at the University of Chicago, detailed the University’s commitment to the academic freedom of its faculty, staff, and students. As defined by the letter, “[m]embers of our community are encouraged to speak, write, listen, challenge, and learn, without fear of censorship . . . You will find that we expect members of our community to be engaged in rigorous debate, discussion, and even disagreement.” Ellison acknowledges that controversial discussions may cause students discomfort at times; however, such discomfort may be a necessary consequence in fulling the University’s priority of “building a campus that welcomes people of all backgrounds.” Ellison argues that in embracing diversity of opinion and background the “members of our community must have the freedom to espouse and explore a wide range of ideas.”
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