ethanporcaro/eric-fulltext-meta huggingface dataset:
Steps toward Respecting Sexual Diversity in the ESOL Classroom
Author: Mitchell, James D.
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Sexual Identity,Homosexuality,Sexual Orientation,Intensive Language Courses,Teacher Attitudes,Language Teachers,Classroom Techniques,Student Diversity,Teacher Student Relationship

During the 2014-2015 academic year, the authors conducted roundtables related to queer identity in the English for Speakers of Other Languages (ESOL) classroom at Oregon Teachers of English to Speakers of Other Languages (ORTESOL's) fall and spring conferences and at an in-service day at Portland State University's Intensive English Language Program. The authors centered conversations on one question: How are teachers addressing sexual diversity in their adult ESOL classrooms? Participant responses were as thoughtful as they were multifaceted, a reflection of how complex the issue still is. While predominantly sympathetic, roundtable participants--queer and ally alike--expressed a variety of perspectives toward the topic, ranging from avoidance to activism. Strategies for addressing sexual diversity in the ESOL classroom fell along a similar spectrum. In this article, the authors present their summary of recommendations from the roundtable participants. Even as systemic change must be sought at the institutional level, these recommendations represent the first steps a teacher can take in their classroom to respect the sexual diversity of their students and to address homophobic notions and actions.
A Learning Studio That Inspires Active Pedagogy
Author: Wanless, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,School Business Relationship,Active Learning,School Space,College Faculty,Classroom Design,Technology Uses in Education,Educational Technology,Teacher Orientation

For this case study, the author describes the successful collaboration between Michigan Technological University and Herman Miller in the creation of a learning studio within an emerging learning commons. This recently opened learning studio provides faculty and students a place to develop their level of understanding in active teaching and learning. The case study outlines the room design process and the support structure for faculty.
&quot;Space and Consequences&quot;: The Influence of the Roundtable Classroom Design on Student Dialogue
Author: Parsons, Caroline S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Design,Classroom Environment,Classroom Communication,Undergraduate Students,Liberal Arts,Qualitative Research,Interviews,Focus Groups,Observation,Educational Technology,Student Attitudes,Learner Engagement,Group Discussion,Student Participation,Influences,Grounded Theory

This study sought to explore how the design of both physical and virtual learning spaces influence student dialogue in a modern university. Qualitative analysis of the learning spaces in an undergraduate liberal arts program was conducted. Interview and focus group data from students and faculty, in addition to classroom observations, resulted in the finding that the program's learning spaces empowered students to engage in dialogue, so much so that they occasionally wished to disengage. While this study found support for the idea that both physical and virtual learning spaces can positively influence student dialogue, findings also suggest that the role and purpose of virtual learning spaces (e.g., use of educational technologies) needs to be more intentionally designed and communicated to students. Recommendations and suggestions for future research are provided.
Mapping the Hot Spots: A Zoning Approach to Space Analysis and Design
Author: Bunnell, Adam
Date: 2016-00-00
Type: Journal Articles
Subjects: School Space,Educational Facilities Design,Universities,Trend Analysis,Space Utilization

This article examines a preliminary approach to space design developed and implemented in Eastern Kentucky University's Noel Studio for Academic Creativity. The approach discussed here is entitled &quot;hot spots,&quot; which has allowed the research team to observe trends in space usage and composing activities among students. This approach has yielded valuable insights into the design of flexible learning spaces that provide a point of reflection for the future.
A Technology-Enriched Active Learning Space for a New Gateway Education Programme in Hong Kong: A Platform for Nurturing Student Innovations
Author: Chiu, Pit Ho Patrio
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Interdisciplinary Approach,Discovery Learning,Learning Laboratories,Electronic Learning,Innovation,Undergraduate Students,Creative Activities,College Curriculum

A Gateway Education Programme is established in Hong Kong that aims to broaden students' interdisciplinary knowledge and nurture student innovations under the Discovery-enriched Curriculum. To support the initiative, a novel idea was proposed for the creation of a Gateway Education Laboratory (GE Lab) with a highly configurable layout equipped with a 3D printer, a cloud-based eLearning tool and user-friendly scientific instruments. Course leaders report that the GE Lab provides a very good physical environment that enhances student attitudes and supports various instructive styles and interactive learning tasks that traditional classrooms fail to provide. Students' creative achievements have been recognized internationally.
Intentional Process for Intentional Space: Higher Education Classroom Spaces for Learning
Author: Olsen, Taimi
Date: 2016-00-00
Type: Journal Articles
Subjects: Classrooms,Educational Facilities Improvement,Universities,School Space,Theory Practice Relationship,Faculty Development,College Faculty,Active Learning,Cooperation

This chapter addresses the confluence of theory and practice in developing and using &quot;flexible&quot; classrooms for student learning. A large classroom building renovation will be described, in terms of how collaboration and co-creation of value led to early success of the renovated space. Co-creation of value for staff and faculty can help overcome initial resistance to change, bridge understanding, and drive a successful change from lecturebased teaching to growing use of active learning pedagogies. At the University of Tennessee, Knoxville, co-creation was central to planning, conducting, and sustaining a renovation of space into flexible, technology-enhanced classrooms and changing classroom pedagogy.
STEM as &quot;Minority&quot;: A Phenomenological Case Study of How Students of Color Perceive Their Experience in a STEM Living-Learning Program
Author: Sriram, Rishi
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Minority Group Students,African American Students,Asian American Students,Hispanic American Students,Student Attitudes,Student Experience,STEM Education,Phenomenology,Case Studies,Qualitative Research,Living Learning Centers,Experiential Learning,Private Colleges,Research Universities,Student Selection,Social Integration,Geographic Location,Semi Structured Interviews

The future of the U.S. scientific workforce depends on graduating college students in science, technology, engineering, and math (STEM) fields. The completion rate of STEM students is a national concern, especially among students of color. This qualitative study examines the experiences of students of color in a living-learning program for STEM students. Five themes were discovered from students' meaning-making. Four of the themes integrate well with existing literature. The fifth theme, &quot;STEM as Minority,&quot; was not found in the literature and is a new contribution to the field of knowledge on how environments can be purposed to support STEM students.
Psychology of Learning Spaces: Impact on Teaching and Learning
Author: Granito, Vincent J.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Space,Physical Environment,Classroom Environment,Student Attitudes,Teacher Attitudes,Focus Groups,College Faculty,Environmental Influences,College Instruction,Learning,Two Year College Students,Community Colleges,Values,Outcomes of Education

New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from the transcribed interactions of the participants. There were four focus groups: two groups of college students (N = 15), and two groups of college faculty (N = 9). Results yielded three main themes: 1) the &quot;Conditions&quot; theme, which represented all the issues in the rooms such as space, temperature, and light, 2) the &quot;Outcomes&quot; theme, which entails all the consequences of the rooms, such as concentration, engagement, and student grades, and 3) the &quot;Values&quot; theme, which exemplifies the extent classrooms impact teaching and learning. Themes were also analyzed looking at differences between students and faculty. Conclusions center on how space and environmental conditions impact the teaching-learning process and how this concept should be studied within the context of the science of teaching and learning.
Research-Informed Principles for (Re)Designing Teaching and Learning Spaces
Author: Finkelstein, Adam
Date: 2016-00-00
Type: Journal Articles
Subjects: School Space,Universities,Educational Principles,Evidence Based Practice,Classroom Design,Design Requirements,Foreign Countries

Designing physical learning environments that connect to indicators of effective educational practice reflects a university's pedagogical commitment to student success. This article describes an approach to teaching and learning space design based on research-informed pedagogical principles successfully implemented at our university. It then articulates and provides examples of how those principles can be translated into classroom design features. These principles have had an operational and conceptual impact on campus, providing a framework for diverse audiences to think about spaces in a way that reflects shared goals, language and values.
From Commons to Classroom: The Evolution of Learning Spaces in Academic Libraries
Author: Karasic, Victoria
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Libraries,School Space,Classrooms,Active Learning,Electronic Learning,Library Facilities,Universities,Cooperation

Over the past two decades, academic library spaces have evolved to meet the changing teaching and learning needs of diverse campus communities. The Information Commons combines the physical and virtual in an informal library space, whereas the recent Active Learning Classroom creates a more formal setting for collaboration. As scholarship has become increasingly digital and interactive, commons and classroom environments in academic libraries promote experimentation with new technology and accommodate millennial learning behaviors. The library, a centrally located and academically neutral campus space, provides an ideal place for classrooms and encourages interdisciplinary scholarship unbounded by specific academic departments.
Communicating the Library as a Learning Environment
Author: Nitecki, Danuta A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Libraries,Taxonomy,Vocabulary,Content Analysis,Program Descriptions,Library Facilities,Educational Facilities Improvement,Educational Environment,Active Learning,Independent Study,Informal Education,Construction (Process)

Lack of commonly used vocabulary for informal learning environments hinders precise communication concerning what is observed, assessed, and understood about the relationship between space and learning. This study empirically extends taxonomies of terms and phrases that describe such relationships through content analysis of descriptions of completed library projects, concluding that focus and collaboration are the most prevalent terms. It also highlights how space affords learning. Study results will help practitioners and researchers to specify designs for improving library spaces, advocate for the value the library environment offers educational experiences, evaluate return on investment in renovation and construction, and contribute research toward understanding the relationships between learning and space.
The Linguistic Landscape as a Learning Space for Contextual Language Learning
Author: Aladjem, Ruthi
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Informal Education,Social Media,Telecommunications,Handheld Devices,Case Studies,Metalinguistics,Spanish,College Students,College Faculty,Computer Mediated Communication,Qualitative Research

One of the challenges of teaching and learning a foreign language is that students are not being sufficiently exposed to the target language. However, it is quite common to find linguistic and cultural exponents of different foreign languages in authentic contexts (termed the &quot;Linguistic landscape&quot;). Using the Linguistic landscape as a learning space, may facilitate language learning. This paper, describes an approach for contextual informal foreign language learning supported by mobile devices and social media. The findings suggest that this approach holds the potential to increase learner awareness of language learning opportunities, thus supplementing formal learning and encouraging continuous learning.
What Drives Student Engagement: Is It Learning Space, Instructor Behavior, or Teaching Philosophy?
Author: Sawers, Kimberly M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Classroom Environment,Teacher Behavior,Educational Philosophy,Constructivism (Learning),Active Learning,Teacher Attitudes,School Space,College Faculty,College Students,Teacher Surveys,Conventional Instruction,Quasiexperimental Design,Statistical Analysis,Qualitative Research

This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the traditional classroom. In addition, we found that instructors with a more constructivist philosophy perceived that students engaged more actively in learning. On closer analysis, however, the difference in perceived student engagement was only significant between more versus less constructivist philosophy when in the ALC. Finally, we found that the relationship between teaching philosophy and student engagement in the ALC was mediated by instructor behavior.
The Role of Nonclassroom Spaces in Living-Learning Communities
Author: Altimare, Emily
Date: 2016-00-00
Type: Journal Articles
Subjects: Living Learning Centers,Informal Education,School Space,State Universities,Qualitative Research,Undergraduate Students,Student Attitudes,Space Utilization,Student Experience,Interviews,Maps

A body of research suggests that learning communities provide a range of academic benefits by increasing social connectedness. Researchers have also hypothesized that informal learning spaces--nonclassroom spaces (NCSs)--can facilitate learning by supporting social connectedness. This study uses qualitative methods to explore the way nonclassroom spaces facilitate learning-related activities within a recently established learning community at Michigan State University. Our findings suggest that NCSs function as social hubs, help make intellectual and creative work visible to the larger learning community, and provide access to important resources. More generally, NCSs help to facilitate community formation and identity.
A Practical Approach to Enhancing a Healthy School Community by Adopting the WSCC Model
Author: Moyer, Matthew T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Wellness,School Districts,Health Promotion,Models,Change Strategies,Holistic Approach,Life Style,Elementary Secondary Education,Workshops,Program Development,Program Implementation,Staff Development

The introduction of the Whole School, Whole Community, Whole Child (WSCC) model has challenged professionals working in school health to inspire school districts to embrace WSCC's philosophical and practical components. Adopting the WSCC model to foster wellness priorities in school districts encourages healthy people and healthy environments to support academic achievement. Building upon the District's existing coordinated school health practices and two emerging themes, proactive measures from the District and school administrators, the District Health and Wellness Coordinator, and the school health education faculty from a local college envisioned the roll-out of the WSCC model as an opportunity to refocus and recharge the District's commitment to wellness priorities and stimulate the teacher's role to foster a healthy school setting. The successful experiences of early adopter school districts during the roll out of the WSCC model can provide guidance to others as they plan to introduce the model and advocate for its adoption. This paper models one strategy to introduce the WSCC model to districts; and provides participants with functional knowledge and ideas for practical application. With a focus on merging academics with health, the staff was recognized as the change agent and practices were instituted to rebrand the district's wellness program.
Advocating for Health and Safety through Social Media--Linked In!
Author: Carreon, Amie Klein
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Drinking,Social Media,Health Promotion,Safety,Health Behavior,Alcohol Education,Peer Influence,Advocacy,Leadership Responsibility,Program Development,Program Implementation,Program Evaluation

Excessive drinking among college students, which is influenced by an array of factors ranging from campus norms to membership in student organizations, has been linked to consequences including motor vehicle accidents, cognitive deficits, arrests, overdoses, assaults, and death. Considering the severity of consequences related to drinking, education on alcohol safety is essential. Communicating alcohol safety messages via social media outlets serves as a platform for members of campus-based student organizations to influence their peers to practice safe alcohol behaviors, which may lead to a decrease in negative alcohol-related outcomes for college students. This teaching technique will engage participants to develop social media messages to advocate for and promote alcohol safety. The leadership qualities of communicating, listening, and having relationships will guide participants as they create advocacy messages for alcohol safety that can be shared on social media outlets.
Using Story Structure for Lesson Design in Teaching about Sexual Assault
Author: Erbe, Ryan G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Sexual Abuse,Crime Prevention,Undergraduate Students,Knowledge Level,Student Attitudes,Quasiexperimental Design,Mixed Methods Research,Prevention,Law Enforcement,Student Responsibility,Drinking,Pretests Posttests,Rape,Program Effectiveness,Teaching Methods,Health Education,Films,Story Reading,Males

The present pilot study examines the use of story structure for lesson design to promote student engagement in a lesson focusing on sexual assault prevention. The effect of the story-based lesson on undergraduates' knowledge and perceptions of sexual assault was studied using a quasi-experimental mixed methods design. Results of the study indicated that using story structure for designing and implementing the lesson increased students' concern about sexual assault and influenced attitudes about prevention away from law enforcement and punishment towards personal responsibility with respect to consent and alcohol use. Recommendations for college health education are discussed along with recommendations for future research.
Health Education Doctoral Degree Programs: A Review of Admission and Graduation Requirements
Author: Dagenhard, Paige
Date: 2016-00-00
Type: Journal Articles
Subjects: Health Education,Doctoral Degrees,Graduation Requirements,Doctoral Programs,Admission Criteria,College Admission,Universities

A study of university graduate bulletins was conducted to determine admission and graduation requirements for doctoral degree programs in Health Education. Thirty-nine programs were identified. From that list, programs were delimited to PhD and DrPH degrees in Health Education or had required core courses in Health Education. Seventeen programs fit the inclusion criteria. Emails were sent to university program chairs to gather additional information not included on university websites. The most common degree offered was a PhD in Health Education. Eleven of the programs required a GPA of a 3.0 in a master's degree program when applying. Thirteen required the Graduate Records Examination (GRE). No programs required CHES/MCHES certification for admission or graduation. Program credit hours ranged from 70-73 among institutions. All 17 programs required a dissertation be completed for graduation, although the dissertation processes varied. Overall, there was significant variation between the programs studied. Utilization of the information in this study can occur both in student advising about doctoral programs in Health Education and in the initial process of determining doctoral program course work for meeting national graduate level competencies.
Comparison of US and Indian College Students&apos; Health Behaviors That Contribute to the Development of Chronic Diseasess
Author: Rhodes, Darson
Date: 2016-00-00
Type: Journal Articles
Subjects: Health Behavior,Chronic Illness,College Students,Risk,Student Surveys,Human Body,Nutrition,Performance Factors,Comparative Analysis,Comparative Education,Foreign Countries,Statistical Analysis

Heart disease, cancer, stroke, diabetes, and respiratory diseases are the leading chronic diseases worldwide. For American college students, specifically, behavioral risk factors for chronic disease include: insufficient sleep, inactivity, unhealthy eating habits, poor mental health, substance abuse, unhealthy relationships, and unsafe sexual practices. Although little has been reported in the literature, and no national assessment was conducted of college-aged students in India; there is some evidence that that this population may also engage in the behavioral risk factors of alcohol and tobacco use. A convenience sample of English-speaking, college-aged students from a medium-sized, rural university in India and a medium-sized, rural university in the United States participated in a survey about their behavioral health risks for chronic disease. The chronic disease risk factors of substance abuse, physical inactivity, and poor nutrition were similar between the two respondent groups; however, choice of substance to abuse (US- alcohol, India- tobacco) significantly differed between the groups. Health promotion intervention programming for college-age students in both countries would be similar and should focus on decreasing personal risk factors and promoting protective factors for chronic disease prevention.