1. Each person is unique, can learn, and has an individual learning style.
2. Learning style is a complex construct for which a comprehensive understanding is evolving.
3. Individual learning styles should be acknowledged and respected.
4. Learning style is a function of heredity and experience, including strengths and limitations, and develops individually over the lifespan.
5. Teaching individuals through their learning-style strengths improves their achievement, self-esteem, and attitudes toward learning.
6. Learning style is a combination of affective, cognitive, environmental, and physiological responses that characterize how each person learns.
7. Individual information-processing is fundamental to a learning style and may be strengthened over time.
8. Learners are empowered by a knowledge of their own and others' learning styles.
9. Effective curriculum and instruction are learning-style based and personalized to address and honor diversity.
10. Effective teachers continually monitor activities to ensure compatibility of instruction and evaluation with each individual's learning-style strengths.
11. Every individual is entitled to counseling and instruction that respond to his/her style of learning.
12. A viable learning-style model must be grounded in theoretical and applied research, periodically evaluated, and adapted to reflect the developing knowledge base.
13. Implementation of learning-style practices must adhere to accepted standards of professional ethics.
14. Eventually, each center should have at least two certified trainers in whichever model it provides training.

The Mission of the Center is to address diversity in learning and teaching, provide seminars, workshops, and short courses to educational schools and universities, provide technical service to educational institutions, to engage in educational and psychological research.

The purpose/goal is to provide workshops, seminars, short courses, conferences, and other continuing education activities for educators and mental health professionals at various institutions of higher learning and throughout the state with emphasis on teaching, learning enhancement, skill development, and research. Research stimulation is a main focus for university faculty , as well as teaching university faculty how to obtain grants, do research, and improve teaching and learning.

Activities: Since its inception, it has sponsored university-wide workshops for Alabama A&M University faculty by Dr. Rita Dunn, Director of the ILSN; learning-style conferences for K-university teachers throughout Alabama, Mississippi, and Georgia (583 attendees); an international conference on drug prevention in youth; continuing education workshops for mental health professionals; a conference on Creativity; workshops on Brain-based learning; workshops on reading disabilities; and a national reading-style conference (350 attendees). Other activities include providing workshops on and the assessment of learning styles for the entire faculty and staff at Alabama A&M University, workshops presented to various departments, and programs on Alabama A&M University's campus. Future activities include workshops and conferences on diversity, teaching style, creativity, and giftedness, and research in the areas of psychology, learning, and teaching. A "How to Do Research and Get Published" is planned for individuals in the School of Education who desire such refresher training.

Do you know your teaching style? Find out by taking the Teaching Styles Inventory (TSI). Permission given by Dr. Rita Dunn for use of the TSI by this Center.