Helping faculty develop strategies for increasing access and inclusion in higher education classrooms.
Sara Schley: Who Am I?
I am a tenured Full Professor at the Rochester Institute of Technology, Director of the Research Center for Teaching and Learning at the National Technical Institute for the Deaf, and an award-winning post-secondary teacher.
Training and Experience
Harvard-trained in education, human development, and bilingual and bimodal (ASL, written English) language use across formal and informal contexts
Ed.D. received in 1994. Title: Language Proficiency and Bilingual Education of Deaf Children
Full Professor at the Rochester Institute of Technology, Master of Science in Secondary Education department
Director of Research Center for Teaching and Learning, at National Technical Institute for the Deaf
Multidisciplinary teaching experience, including:
Teacher training
Deaf education
Special education
Research methods
Data analysis
Introductory psychology
Human development
Discourse analysis
Language acquisition and reading
Instructional, research, and director positions at:
Rochester Institute of Technology
Harvard's Graduate School of Education
Wellesley College
Framingham State
Teachers College/Columbia University
Hunter College/City University of New York
Extensive collaboration with faculty across disciplines, fields, colleges, and universities:
Across colleges at the Rochester Institute of Technology:
Experience with and across public, private, career-focussed, liberal arts, and large and small post-secondary institutions, including Hunter College, Teachers College/Columbia University, Wellesley College, Bryn Mawr, and Smith College
Experience with organizations and agencies, such as CAST.org, Western PA School for the Deaf, US Department of State, and the Social Security Administration.
Why do I do this?
In addition to decades of professional and academic experience, I am the parent of a young adult with cerebral palsy who uses a walker and a wheelchair for mobility. While she is about as unathletically-minded as you can imagine, look what happened when I brought her to the rink and convinced rink personnel that this was a good idea!
This is what it's all about: Inclusion in classrooms for students who have to work a little harder.
How do you say "Schley" anyway?
It rhymes with "sly" and "shy," neither of which are terribly self-descriptive.
