Instructional Designer & Research Associate
After earning master’s degrees in American Studies at Yale University, I worked on my doctoral dissertation which investigated the role of the image of home in American culture up to the Civil War. This somewhat esoteric topic led to digging into cultural history and to my considering how ideological and corresponding physical structures could impact both human action and possibilities.
It is this idea—that there are structures that directly influence the success or failure of ideas, efforts, and people—that was my connection with CAST. In my work in CAST’s research and development initiatives, I am particularly interested in using instructional design to acknowledge and empower the diverse priorities among the widest range of learners.
Three books helped shape my perspective on culture, learners, and the environments in which we learn:
Deconstruction and Philosophy: The Texts of Jacques Derrida, edited by John Sallis (1987)
History and Criticism, by Dominick LaCapra (1985)
Romantic Re-Vision: Culture and Consciousness in Nineteenth Century American Painting and Literature, by Bryan J. Wolf (1983)
MPhil,MA, Yale University
BA, Wheaton College
National Center on the Use of Emerging Technologies to Improve Literacy Achievement for Students with Disabilities in Middle School
Stigmatization and Stereotype Threat Among Adolescents with Learning Disabilities: Impacts on Cognition and Performance in Math
Dalton, B., Robinson, K., Lavvorn, J., Smith, B.E., Alvey, T, Mo, E., Uccelli, P., and Proctor, C.P. (under review). Fifth-grade students’ multimodal compositions: Modal use and design intentionality.
Rappolt-Schlichtmann, G., Daley, S.G., Lim, S., Lapinski, S., Robinson, K.H., Johnson, M. (2013). Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook. Journal of Educational Psychology, 105(4), 1210-1225. http://dx.doi.org/10.1037/a0033217
Dalton, B., Smith, B.E., & Robinson, K. (2011). Developing a zest for academic Internet inquiry. The California Reader, 44(2), 5-11.