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Author: C. Carney Strange Publisher: John Wiley & Sons ISBN: 1118823524 Category : Education Languages : en Pages : 373
Book Description
Understand the design factors of campus environmental theory that impact student success and create a campus of consequence Designing for Learning is a comprehensive introduction to campus environmental theory and practice, summarizing the influence of collegiate environments on learning and providing practical strategies for facilitating student success through intentional design. This second edition offers new coverage of universal design, learning communities, multicultural environments, online environments, social networking, and safety, and challenges educators to evaluate the potential for change on their own campuses. You'll learn which factors make a living-learning community effective, and how to implement these factors in the renovation of campus facilities. An updated selection of vignettes, case scenarios, and institutional examples help you apply theory to practice, and end-of-chapter reflection questions allow you to test your understanding and probe deeper into the material and how it applies to your environment. Campus design is no longer just about grassy quads and ivy-covered walls—the past decade has seen a surge in new designs that facilitate learning and nurture student development. This book introduces you to the many design factors that impact student success, and helps you develop a solid strategy for implementing the changes that can make the biggest difference to your campus. Learn how environments shape and influence student behavior Evaluate your campus and consider the potential for change Make your spaces more welcoming, inclusive, and functional Organize the design process from research to policy implementation Colleges and universities are institutions of purpose and place, and the physical design of the facilities must be undertaken with attention to the ways in which the space's dimensions and features impact the behavior and outlook of everyone from students to faculty to staff. Designing for Learning gives you a greater understanding of modern campus design, and the practical application that brings theory to life.
Author: C. Carney Strange Publisher: John Wiley & Sons ISBN: 1118823524 Category : Education Languages : en Pages : 373
Book Description
Understand the design factors of campus environmental theory that impact student success and create a campus of consequence Designing for Learning is a comprehensive introduction to campus environmental theory and practice, summarizing the influence of collegiate environments on learning and providing practical strategies for facilitating student success through intentional design. This second edition offers new coverage of universal design, learning communities, multicultural environments, online environments, social networking, and safety, and challenges educators to evaluate the potential for change on their own campuses. You'll learn which factors make a living-learning community effective, and how to implement these factors in the renovation of campus facilities. An updated selection of vignettes, case scenarios, and institutional examples help you apply theory to practice, and end-of-chapter reflection questions allow you to test your understanding and probe deeper into the material and how it applies to your environment. Campus design is no longer just about grassy quads and ivy-covered walls—the past decade has seen a surge in new designs that facilitate learning and nurture student development. This book introduces you to the many design factors that impact student success, and helps you develop a solid strategy for implementing the changes that can make the biggest difference to your campus. Learn how environments shape and influence student behavior Evaluate your campus and consider the potential for change Make your spaces more welcoming, inclusive, and functional Organize the design process from research to policy implementation Colleges and universities are institutions of purpose and place, and the physical design of the facilities must be undertaken with attention to the ways in which the space's dimensions and features impact the behavior and outlook of everyone from students to faculty to staff. Designing for Learning gives you a greater understanding of modern campus design, and the practical application that brings theory to life.
Author: Amy J. Binder Publisher: Princeton University Press ISBN: 0691145377 Category : Education Languages : en Pages : 424
Book Description
Conservative pundits allege that the pervasive liberalism of America's colleges and universities has detrimental effects on undergraduates, most particularly right-leaning ones. Yet not enough attention has actually been paid to young conservatives to test these claims-until now. In Becoming Right, Amy Binder and Kate Wood carefully explore who conservative students are, and how their beliefs and political activism relate to their university experiences.Rich in interviews and insight, Becoming Right illustrates that the diverse conservative movement evolving among today's college students holds important implications for the direction of American politics.
Author: Antar A. Tichavakunda Publisher: State University of New York Press ISBN: 1438485921 Category : Education Languages : en Pages : 378
Book Description
An in-depth ethnography of Black engineering students at a historically White institution, Black Campus Life examines the intersection of two crises, up close: the limited number of college graduates in science, technology, engineering, and math (STEM) fields, and the state of race relations in higher education. Antar Tichavakunda takes readers across campus, from study groups to parties and beyond as these students work hard, have fun, skip class, fundraise, and, at times, find themselves in tense racialized encounters. By consistently centering their perspectives and demonstrating how different campus communities, or social worlds, shape their experiences, Tichavakunda challenges assumptions about not only Black STEM majors but also Black students and the “racial climate” on college campuses more generally. Most fundamentally, Black Campus Life argues that Black collegians are more than the racism they endure. By studying and appreciating the everyday richness and complexity of their experiences, we all—faculty, administrators, parents, policymakers, and the broader public—might learn how to better support them. This book is freely available in an open access edition thanks to TOME (Toward an Open Monograph Ecosystem)—a collaboration of the Association of American Universities, the Association of University Presses, and the Association of Research Libraries. Learn more at the TOME website, available at: openmonographs.org, and access the book online through the SUNY Open Access Repository at http://hdl.handle.net/20.500.12648/7009
Author: Krista M. Soria Publisher: Springer ISBN: 3319948369 Category : Education Languages : en Pages : 515
Book Description
This book examines campus climate data collected from undergraduates at several large, public research universities across the nation to enhance understanding of the long-term impact of campus climate on student success. Many universities have refocused their attention and energy on campus climate, defined in this volume as students’ perceptions of how welcoming and respectful their campus environments are for students from different social identities. As structural diversity continues to grow more complex on college campuses around the nation, campus leaders have begun to take more steps to understand campus climate and address persistent inequalities, acts of discrimination, and violence against students from diverse backgrounds. The authors in this volume address initiatives to improve campus climate and provide empirical evidence on the effectiveness of those programs.
Author: William Kenneth Stob Publisher: ISBN: Category : Christian universities and colleges Languages : en Pages : 0
Book Description
The purpose of this study was to investigate, compare and contrast the perceptions and expectations of second-semester freshmen in regard to several aspects of the campus environment at three church-related liberal arts colleges in western Michigan. The review of the literature traced the origins and the development of private church-related higher education and outlined some rationale for the continuation of pluralism in American higher education. The review further indicated that church-related higher education appears to be caught in a period of self-doubt and uncertainty. Some studies have been conducted to assess the condition of church related higher education in America today, but a great deal more must be done to make an adequate assessment. As a means of assessing the environments of the three colleges in this study. The College and University Environmental Scales (CUES) by C. Robert Pace (1963, 1969) were adapted to measure the responses of the students. In addition to the five scales of the CUES (Practicality, Community, Awareness, Propriety and Scholarship), a Religious scale was developed. Added to the five major scales from the CUES and the newly created Religious scale were two of Pace's subscales. Campus Morale and Quality of Teaching and Faculty-Student Relationships. Two forms of the Instrument were used. Form A was designed to measure student perceptions of the campus environment while Form B was designed to measure student expectations of the campus environment. At each of the colleges, approximately 20% of the freshmen were selected as the sample. Ten percent were asked to give their perceptions of the campus environment, using Form A, and 10% were asked to share their expectations for the campus environment, using Form B. The data generated by the study were assessed In several ways. Student perceptions and expectations regarding their campus environments were assessed. Comparative data among the colleges In the study and between the two forms of the Instrument were examined. Finally, comparative data among the three colleges in the study and similar colleges In the national reference group of Pace were discussed. The study revealed that all three schools In the study scored low on the Practicality scale. It also showed that students at all of the colleges In the study have come to expect sound scholarship at their colleges and have found It. The scores on the Community scale Indicated that a sense of community was fair to good on the three campuses In the study, while the scores on the Awareness scale were somewhat lower than those at similar schools In the national reference group. Of particular concern was the fact that expectation scores on this scale were considerably higher than perception scores. The colleges scored very similarly regarding perceptions and expectations on the Propriety scale. The religious dimension, as defined by scores on the Religious scale, was Important at two of the schools; and It would seem very Important for the moderately denominational school and the strongly denominational school to maintain their religious commitment and Identity. The religious dimension was not nearly as Important In the nominally denominational school. In conclusion, while the scores on the scale Quality of Teaching and Faculty-Student Relationships appeared to be high at all three schools, the scores on the Campus Morale scale appeared to be sufficiently low to cause concern.
Author: Vanita Naidoo Publisher: Taylor & Francis ISBN: 1000683850 Category : Education Languages : en Pages : 107
Book Description
This book presents a rich case study examining physical and spatial factors of urban campus design that influence student experience and wellbeing. The text details important historical context illustrating the foundational concepts and purpose of college sites in the United States and maps economic reforms and policies which have driven the development of today’s inner-city campuses. Focusing on Bronx Community College, New York, and looking specifically at how the presence or absence of green space impacts students, the text then draws on diverse student voices to examine how students use open spaces, and how this influences their sense of belonging, stress reduction, and scholarly identities. The author’s historical and qualitative research presents original insights and relies on a rich body of textual and on-site investigation. This book will be a valuable resource for researchers and academics with an interest in urban education and higher education. It will be of particular interest to those with a focus on multicultural education and education policy.
Author: C. Carney Strange
Author: C. Carney Strange
Author: Amy J. Binder
Author: Antar A. Tichavakunda
Author: Willie Daniel Kyles
Author: Krista M. Soria
Author: James Morris Hinzdel
Author: William Kenneth Stob
Author: Vanita Naidoo
Author: Terry F. Lunsford
Author: Lewis Riley Hodges