Frequently asked questions. Responses to frequently asked
questions about the ILS, including questions about its origin,
reliability and validity, and availability for use in teaching and
research, and how businesses may license it.
ILS
questionnaire. A 44-item questionnaire that can be submitted and
automatically scored on the Web.
Descriptions
of the learning styles. A four-page handout that briefly explains
the instrument results.
Validation
study. "A Contribution to Validation of Score Meaning for Felder-Soloman's
Index of Learning Styles," by Professor Malgorzata Zywno.
View
comments on the Index of Learning Styles tool (in
MERLOT Multimedia Educational Resource for Learning and Online
Teaching <== lots of resources in MERLOT!)
"Learning and Teaching Styles in Engineering Education," Engr.
Education, 78(7), 674-681 (1988). The article that originally
defined the Felder-Silverman model and identified teaching practices
that should meet the needs of students with the full spectrum of
styles. The paper is preceded by a 2002 preface that states and
explains changes in the model that have been made since 1988.
"Reaching
the Second Tier: Learning and Teaching Styles in College Science
Education," J. College Science Teaching, 23(5), 286-290
(1993). An article that explains the learning style preferences and
their implications for teaching.
The subsequent references focus on
individual style dimensions, including several on the Myers-Briggs
Type Indicator that are not included in the F-S model but are equally
important in understanding different ways that students learn and
perform in classroom settings.
R.M. Felder,
"Meet Your Students: 1. Stan and Nathan." Chem. Engr.
Education, 23(2), 68-69 (Spring 1989). The sensing learning and
the intuitive learner.
R.M. Felder,
"Meet Your Students: 2. Susan and Glenda." Chem. Engr.
Education, 24(1), 7-8 (Winter 1990). The sequential learner and
the global learner. (See also The Visual-Spatial Learner,
described below.)
R.M. Felder,
"Meet Your Students: 3. Michelle, Rob, and Art." Chem. Engr.
Education, 24(3), 130-131 (Summer 1990). Three different
approaches to learning (deep, surface, and strategic), and the
conditions that induce students to take a deep approach.
R.M. Felder,
"Meet Your Students: 4. Jill and Perry." Chem. Engr. Education,
25(4), 196-197 (Fall 1991). The judger and the perceiver on the
Myers-Briggs Type Indicator.
R.M. Felder,
"Meet
Your Students: 5. Edward and Irving." Chem. Engr. Education, 28(1),
36-37 (Winter 1994). The extravert and the introvert on the
Myers-Briggs Type Indicator.
R.M. Felder,
"Meet Your Students: 6. Tony and Frank." Chem. Engr. Education,
29(4), 244-245 (Fall 1995). The thinker and the feeler on the
Myers-Briggs Type Indicator.