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Michael (Mike) Kane

Michael (Mike) Kane, MS Adm and MS SecEd, is a senior lecturer at the Business Studies Department at the National Technical Institute for the Deaf (NTID) – one of the ten colleges of Rochester Institute of Technology (RIT).  Kane teaches accounting and financial spreadsheets to deaf and hard of hearing students pursuing associate-level business degrees.

Featured Articles

  • Press Release: 2024
    New Online Teaching Strategies Now Available in Open Repository Orlando, FL – October 2024 – The Teaching Online Pedagogical Repository (TOPR) has just…
  • Offering Asynchronous Online Discussions to Increase Value in Face-to-Face Classrooms
    This strategy demonstrates the student learning experience value-add by replacing some of the traditional assignments with online asynchronous discussion boards in the face-to-face classroom.
  • Employing a Multi-Disciplinary Approach to Improve a Graduate-Level Health Care Informatics Epidemiology Course
    Peer review of assignments encourages social cohesion among students, promotes a better understanding of course material, and develops soft skills. In the most recent National Association of Colleges and Employers (NACE) report, employers are most commonly seeking recent graduates who demonstrate the ability to problem solve and who effectively work on a team (Gray, 2024). Peer review assignments can help students practice these skills. Teaching students to provide quality feedback on peer assignments also allows instructors more direct student engagement opportunities since grading time is reduced (Hattie, 2022). This technique can be adopted for courses in any discipline and provides excellent practice for students to apply their knowledge of core concepts.
  • The Power Flower: An Inclusion and Diversity Activity
    This strategy is designed to enhance students’ awareness of multiple intersecting identities that they have. It can be used for fostering inclusion and promote diversity in a classroom. It encourages students to accept others and work with others with respect.
  • More Inclusive Assessment: Applying the UDL Framework and Transparent Assignment Design (TAD) to Reimagine a Writing Assignment as a Multimedia Asynchronous Discussion
    This entry demonstrates application of the Universal Design for Learning (UDL) Framework combined with Transparent Assignment Design (TAD) to develop more inclusive assessments. The artifact is an asynchronous online sociology class on gender and sexuality. An assessment that was previously a written paper was revised using UDL and TAD to provide flexible demonstration of learning through a multimedia asynchronous discussion using VoiceThread.