JDC logo  Journal of Design Communication  Current Editor: Joan
McLain-Kark jmkark@vt.edu  Issue 5 Spring 2003   Implementing
Learning Styles Into The Design Classroom  Stephanie A. Watson,
Ed.D. University of Minnesota   Research shows that student
motivation and performance improves when instruction is adapted
to student learning preferences and styles. Educators have a
responsibility to understand the diversity of their students and
to present information in a variety of ways in order to
accommodate all learners' preferences. Felder and Silverman
(1988) have synthesized findings from a number of studies to
formulate a learning style model with dimensions that should be
particularly relevant to design education. The model dimensions
are briefly summarized and instructional methods are then
proposed that should reach students who span the spectrum of
learning styles.   For many years, the study of student learning
was separate from the study of teaching. Good teaching practices
were assumed to be universals