Syllabus Design

Group 5 Syllabus:  Environment & Context in Learning

Amber Davidson, Rebecca Lawrence, Keith Monfreda, Jason Wiley

Ball State University

EDAC 635: Strategies for Teaching Adults

Dr. Bo Chang

Fall 2021

Group Members	Roles	Commented On
Amber Davidson	Rationale (Collaboration) / Module 1 / Module 5 / Module 6 / Objectives (Collaboration) / Table (Collaboration) / Discussion Guidelines	Group 1
Rebecca Lawrence	Module 3 / Module 4 / Image Descriptions / Editing	Group 2
Keith Monfreda	Module 2 / Module 8 / Intro (Collaboration) / Rationale (Collaboration) / References (Collaboration)
Jason Wiley	Template / Introduction / Syllabus (Collaboration) / Policies / Grading / Module 7 / Objectives (Collaboration) / Table (Collaboration)	Group 2

Introduction

A community educator may be called upon to facilitate learning in different environments and different situations with learning contexts. This course is designed for students to gain an understanding of how different aspects of the environment impact the efficacy of learning processes and will provide concepts and strategies to create effective learning environments.   

Learning objectives are aligned to the different types of environmental and contextual areas:  physical, technology, accessibility, cultural, power, knowledge, and real-life. Each area of the environment is separated by module in order for a dedicated focus of the content. The last module provides case studies in which to apply analysis of a learning environment using the concept and strategies learned.

Rationale

Adult education can occur in a multitude of environments and contexts. As a facilitator in the community, you may not have control over the physical space provided or the arrangement of equipment in the space. (Lawson, 2016). And working with a variety of adults in the community brings many visible and invisible contexts to the learning experience (MacKeracher, 2004).

Environmental factors influence students’ motivation which, in turn, influence their anxiety, learning, and performance. Facilitators working with variable learning environments and audiences it is important to critically think about and plan for the environment and context of the experience (MacKeracher, 2004). 

The aspects of the learning environment that are visible include the physical space in which the learning experience will take place, the technology used to assist the learning experience, and the accessibility of the space and technology to the participants. 

In the physical space, the placement of the tables and chairs for a meeting or class will determine the level of communication and participation (Lawson, 2016). In addition to how learners are arranged in the space, the sensory environment such as sound, light and temperature will need to be considered and adjusted for the learners (MacKeracher, 2004). By considering these placements and how a participant may respond to the physical setting, the facilitator can adjust the comfort level relative to personal interactions.

The technology used to facilitate a learning experience can be beneficial when it is well integrated into the experience but can be a barrier to accessibility and an obstacle to learning. A technology that helps expand the learner's agency provides a more effective learning environment than a technology that requires new and additional effort to use (MacKeracher, 2004).

A facilitator of community education will encounter learners with differing physical, mental, and neurological abilities and it is important to be able to adapt the learning environment to their needs. Some differing abilities may be visible and some may not. A facilitator should create a learning environment in which all learners can express themselves (Lawson, 2016). 

There are also aspects of the learning environment that are less visible. These are expressed through the culture and experiences of the facilitator and learner, the relation of power between the facilitator and learner, and the validation of the knowledge received and gained in the learning experience. 

The culture of learners’ social expectations and how their relationships are expressed in various contexts are important considerations for the learning environment. Learning is influenced by culture since it provides “tools, habits, and assumptions that pervasively influence human thought and behavior” (Tweed & Lehman, 2002, p. 89).  When we encounter different cultures, the differences may be unknown, and the uncertainty may increase our stress and anxiety.  “When we do not understand the cultural differences between ourselves and others ‘offense can be unwittingly given or taken’ (Noble, 2000, p.9)” (MacKeracher, 2004, p. 194).

When a difference in culture exists between the facilitator and learner or even between learners it often results in an imbalance of power (MacKeracher, 2004). This potential is important to consider because many times people may not be aware of their own privileges and power in situations that can cause power imbalances and discomfort. Facilitators must “provide an environment in which learners can find their voice in a supportive and safe atmosphere (Tisdell, 2000)” (MacKeracher, 2004, p. 196). According to MacKeracher (2004), the interactions among individuals in the learning environment “create a learning context in which power, its sources, and uses, become crucial elements” (p. 196). 

The learning environment will include knowledge and information brought by the facilitator and learner. This environment is rooted in epistemologies, or systems of knowledge that are the result of resources, experiences, and interactions (MacKeracher, 2004). Individuals have an unconscious system of beliefs that affect how they comprehend, solve problems, and react to challenging tasks. These beliefs are “likely to affect reasoning, learning, and decision making and to have both direct and indirect effects on learning” (Muis, 2004, p. 320).

The final aspect of the learning environment that will be considered is the real-life environment or situated learning. In a situated learning environment, real-life experiences are valued, and students learn through an active experience of doing and knowing (Mackeracher, 2004). MacKeracher (2004) states “all knowledge is contextually situated and is fundamentally influenced by the activity, context, and culture in which it is developed and used (Brown, Collins, & Duguid, 1989)” (p. 201).

Syllabus

Course No. & Title:  EDAC 512 - Effective Learning Environments for Community Education

Term/Date of Course:  Summer 2022

Course Description:  This eight-week, asynchronous online course will provide facilitators of community education with strategies for creating effective learning environments.  

Location & Term:  Online/Asynchronous (May 16 - July 18)

Prerequisite(s):  Graduate Student

Required Textbook(s):  None

Course Objectives:

1. Distinguish between each aspect of the learning environment and analyze how each of them affects student learning.

2. Analyze how the physical environment, including furniture layouts and technology, impact participants in a learning system.

3. Understand the importance of accessibility in the classroom

4. Identify and address common accessibility needs and issues

5. Identify how the cultural environment can affect learning and the classroom

6. Develop skills for managing the cultural environment of learning

7. Identify and analyze the effect of the power environment on workplace and educational learning.

8. Analyze the strategies, teaching principles, and techniques that can be used to create an inclusive learning environment that will help enable all students to meet their potential.

9. Develop awareness on the dangers of having a limited perspective and stereotyping.

10. Identify and analyze the effect of the knowledge environment on workplace and educational learning.

11. Analyze the different epistemologies and theories of learning and how they can be applied to teaching.

12. Distinguish between the dominant knowledge system and the knowledge systems developed by marginalized groups.

13. Identify and analyze the effect of the real-life environment on workplace and educational learning.

14. Understand, address, and apply the different environmental realms in a mock scenario.

Course Outline & Schedule

Module	Activities	Objectives
Module 1: Introduction Start: 05/16 Due: 05/22	1.  Virtual Meeting with Instructor.  Please contact the instructor this week with a time to virtually meet 1-on-1 for sometime during Week 1 or Week 2.  This will be a short meeting to get to know you and answer questions or talk about concerns. Please schedule a meeting by 05/22. 2.  Watch:  Innovative Spaces and Learning: the Truth About Classrooms. Nassz, K. (2018, November).  Link:  https://www.ted.com/talks/kathy_nassz_innovative_spaces_and_learning_the_truth_about_classrooms 3.  Read: Teaching Model for the Brain. (2014)   Link:  https://drive.google.com/file/d/1cBSlZ7PDQyldiSCCz0W4wHFwUkxJCDxA/view?usp=sharing 4.  Discussion:  Please answer both prompts below.   Prompt 1:  Introduce yourself, describe your connections to education, share any hobbies or interests you have outside of education, and share something unique or interesting about yourself. Prompt 2:  After reading the Syllabus, discuss your initial thoughts about how the 5 aspects of the environment (physical, cultural, power, knowledge, and real-life) affect learning.  You must talk about and give examples from at least two different aspects of the environment.  Feel free to share personal experience examples. Initial Post due 05/19 Comments due 05/22	1.  Distinguish between each aspect of the learning environment and analyze how each of them affects student learning.
Module 2: Physical Environment  Start: 05/23 Due: 05/29	1. Read: Physical Learning Environment   From The adult learning environment: Importance of physical features RS Vosko, R Hiemstra https://roghiemstra.com/phylearn.html  2. Watch:  How to Set Up a Classroom, Training Room or Learning Environment https://www.youtube.com/watch?v=ZxhY-Zef1HI&t=268s  3.  Read:  Classroom Seating Arrangements https://poorvucenter.yale.edu/ClassroomSeatingArrangements  4. Review:  Training Room Equipment List https://www.go2itech.org/HTML/TT06/toolkit/coordination/print/pretraining_planning/EquipTrainingCenter.doc 5.  Discuss:  Download this PDF of training room layouts. https://www.haverford.edu/sites/default/files/Office/Room-Layout.pdf. Select two styles and describe the advantages and disadvantages for each and what audio/visual/computer technology would be needed and appropriate.  Initial Post due 05/26 Comments due 05/29	1. Analyze how the physical environment, including furniture layouts and technology, impact participants in a learning system.
Module 3:  Accessibility Start: 05/30 Due: 06/05	1. Read: Chapters 1-2 - Introduction and What is Universal Design (pp 1-29a) in Universal Design: Principles and Modules https://ebookcentral.proquest.com/lib/bsu-ebooks/detail.action?pq-origsite=summon&docID=1388846 2. Watch: When We Design for Disability, We all Benefit https://www.ted.com/talks/elise_roy_when_we_design_for_disability_we_all_benefit 3. Complete: "Checklist for Course Accessibility" based on either a previous course or this one https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Checklist-for-Course-Accessibility-1.pdf 4. Discuss: Identify 3 different accessibility concerns you have noticed in your classroom, work, or daily life that you hadn't noticed before. Then comment on possible ways to address two of the concerns that others had posted such as accommodations or alterations that could be done. Initial Post due 06/02 Comments due 06/05	1. Demonstrate an understanding of the importance of accessibility in the classroom 2. Identify and develop solutions for common accessibility needs and issues
Module 4:  Cultural  Start: 06/06 Due: 06/12	1. Read: Cultural Differences from Lumen Learning https://courses.lumenlearning.com/edpsy/chapter/cultural-differences/ The Importance Of Diversity & Cultural Awareness In The Classroom https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-in-classroom/ 2. Discuss: Pick one of the prompts to answer, then comment on two of your classmate's answers Prompt 1: Come up with 2 different scenarios, either from your experience or hypothetical, where culture affected the learning process and how you can address them. Prompt 2: Come up with 2 different ideas that can be used to mitigate common issues with the cultural environment in classrooms before they occur. Initial Post due 06/09 Comments due 06/12	1. Recognize how the cultural environment can affect learning and the classroom 2. Develop and demonstrate skills for managing the cultural environment of learning
Module 5:  Power Start: 06/13 Due: 06/19	1.  Read: Chapter 2-Strategies for Inclusive Teaching (p. 16-36) in Teaching for Inclusion: Diversity in the College Classroom. Link: https://www.fau.edu/ctl/Diversity_in_the_College_Classroom.pdf 2.  Watch: The Danger of a Single Story. Adichie, C. (2009, July) Link: https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story 3.  Read: Managing Hot Moments in the Classroom article. Warren, L. (2000).  Link:  https://www.elon.edu/u/academics/catl/wp-content/uploads/sites/126/2017/04/Managing-Hot-Moments-in-the-Classroom-Harvard_University.pdf 4. Complete the Reflection & Free Write Worksheet (Due 06/26) Link:  https://docs.google.com/document/d/1DJ_5hRgx2CuVfbkAOZaQoD2a_76icBYB1S1FF7SKxvM/edit?usp=sharing Initial Post due 06/16 Comments due 06/19	1. Identify and analyze the effect of the power environment on workplace and educational learning. 2. Analyze the strategies, teaching principles, and techniques that can be used to create an inclusive learning environment that will help enable all students to meet their potential. 3. Develop awareness on the dangers of having a limited perspective and stereotyping.
Module 6:  Knowledge  Start: 06/20 Due: 06/26	1.  Read:  Chapter 2-The nature of knowledge and the implications for teaching (p. 59-100) in Teaching in a Digital Age by A.W. (Tony) Bates. Link:  https://opentextbc.ca/teachinginadigitalage/ 2.  Watch:  Epistemological Elitism & The Power of Perspective. Steams, G. (2020, September)  Link:  https://www.ted.com/talks/grace_stearns_epistemological_elitism_the_power_of_perspective 3. Discussion:  Choose at least 2 of the following questions to fully discuss. Question 1:  Briefly summarize each of the epistemologies discussed by Tony Bates and give an example of how they can be applied to teaching (behaviorist, cognitivist, constructivist, and connectivist). Question 2:  What epistemological position drives your teaching? Does it fit with any of the epistemological positions described in Chapter 2? How does that work out in practice in terms of what you do? Please give an example. Question 3:  Briefly describe the subject area(s) and level in which you are teaching or will be teaching. Do you agree that academic knowledge is different from everyday knowledge? If so, to what extent is academic knowledge important for your learners? Is its importance growing or diminishing? Why? If it is diminishing, what is it being replaced with – or what should replace it? Question 4:  Reflect on the video for this module.  What aspects of the video were significant to you?  How does this video address the use of knowledge in the classroom or in education?     Initial post due by 06/23 Comments due by 06/26	1. Identify and analyze the effect of the knowledge environment on workplace and educational learning. 2.  Analyze the different epistemologies and theories of learning and how they can be applied to teaching.   3.  Distinguish between the dominant knowledge system and the knowledge systems developed by marginalized groups.
Module 7:  Real-Life  Start: 06/27 Due: 07/03	Graded Deliverables 1. Complete Module 8 - Real-Life & Context Link:  https://youtu.be/U_gRbvHntSw 2. Discussion:  Describe personal experiences of how the real-life environment had an effect in the classroom and/or workplace.  Identify how these experiences were positive and negative. Initial post by 06/30 Response post by 07/03	Identify and analyze the effect of the real-life environment on workplace and educational learning.
Independence Day Break	No coursework 07/04 through 07/10	N/A
Module 8:  Summary  Start: 07/11 Due: 07/17	Learning Environment Case Study  Each Case Study provides a learning context with the type of facilitator, learning experience and location, as well as an image that represents the space used for each experience.  Select one case study. As the facilitator in the case study, what would be your strategies for creating an effective learning environment?  Physical environment Accessibility environment Cultural environment Power environment Knowledge environment Real-life environment Case Study 1: You are an adult literacy instructor volunteering for a literacy coalition. The class will be held in a public library meeting room (see image) at 6:30pm. You have two students of similar age and experience beginning their first literacy session with you.  https://www.indypl.org/blog/for-adults/book-a-study-room  Image Description: A table in a meeting room, there are 4 white and black chairs around a rectangular table that sits in front of a large window. Case Study 2: You are a self-employed Diversity, Equity, and Inclusion trainer contracted by a school district to provide a DEI training for all teachers and administrators in the school district. The training will be held in the school district office training room (see image) at 9:00am. You have 30 elementary school teachers and administrators taking this required training.   https://ohio4h.org/sites/ohio4h/files/imce/gehres.jpg  Image Description: A large meeting room, there are tables in a large open square with chairs around the edges set up so that the chairs are all facing the center. There is a double whiteboard on the far wall, white fluorescent lights on the ceiling, and a carpeted floor. Case Study 3: You are a family outreach coordinator working for a county health department on vaccine education. The class will be held in a church community room (see image) at 7:00pm. You have 20 families of various sizes and compositions interested in learning more about vaccinations.   https://exploringupstate.com/wp-content/uploads/2015/07/IMG_4406.jpg  Image Description: A meeting room set up in a community church. There are four tables set up touching in a rectangle with white folding chairs set up around them. The room is lit with dim fluorescent lights, there are three support beams throughout the middle of the room, and the flooring is tile. Case Study 4: You are an extension educator with a university working on agricultural education. The class is held at a rural extension office space (see image) at 12:00pm. You have ten senior citizens enrolled in a master gardener class. http://www.swva4hcenter.org/facility-rentals  Image Description: An office lobby meeting space. There are several couches set up around a coffee table, next to them there is a bookshelf. In the middle of the room, there is a standard long table with 5 chairs around it. There is a refrigerator and microwave against the wall. The room has a large double door on one wall and a hallway leading from it on the other. It is well lit with fluorescent lights and windows and is carpeted. Case Study 5: You can create your own Case Study by selecting an example image and details of who are the learners and what is the learning context and location. Initial post due by 07/14 Comments due by 07/17	1. Understand, address, and apply the different environmental realms in a mock scenario.

Start dates are always Monday at 12:00AM (EDT) and discussion post due dates are always Thursday at 11:59PM (EDT) and classmate reply posts are due Sunday at 11:59PM (EDT).

Course Grading:

Assessment Item	Points
Module 1 - Introduction	8
Module 2 - Physical Environment	14
Module 3 - Accessibility Environment	14
Module 4 - Cultural Environment	14
Module 5 - Power Environment	14
Module 6 - Knowledge Environment	14
Module 7 - Real-life Environment Discussion	14
Module 8 - Summary	8
Total Points	100

Grading Scale

A

94-100%

B+

87-<90%

C+

74-<77%

D+

67-<70%

F

<61%

A-

90-<94%

B

84-<87%

C

74-<77%

D

64-<67%

B-

77-<80%

C-

70-<74%

D-

61-<64%

Grade Availability

All grades are available on Canvas (LMS). To protect the privacy of students, the professor does not discuss or distribute grades via email, postal mail, or telephone. 

Course Policies

Attendance, Participation & Timeliness:  Regular participation and timeliness are important to student academic success.  Students must be self-motivated and disciplined to meet all due dates throughout the course.  Attendance is linked to participation due to the asynchronous nature of the course.

Students with Disabilities:  Some elements of this course may not be accessible to students with some types of disabilities. If you need course adaptations or accommodations because of a disability, please contact me as soon as possible. Ball State's Office of Disability Services coordinates resources for students with disabilities. Documentation of a disability needs to be on file in that office with appropriate information provided to the professor by the Office of Disability Services before accommodations can be provided.  The Office of Disability Services can be contacted at (765) 285-5293 or dsd@bsu.edu.

Academic Integrity:  Adhering to the highest of ethical standards is critical for all involved in the educational process.  As such, Ball State University has established a Student Academic Ethics Policy regarding student expectations.  The expectations outlined in this policy will be followed in this course.

Diversity Statement:  Ball State University aspires to be a university that attracts and retains a diverse faculty, staff, and student body.  We are committed to ensuring that all members of the community are welcome, through valuing the various experiences and worldviews represented at Ball State and among those we serve.  We promote a culture of respect and civil discourse as expressed in our Beneficence Pledge and through university resources found here:  Multicultural Center.

Professor’s Note:  The professor reserves the right to modify the class outline/syllabus if in his/her judgment such modification would improve the operation (teaching/learning process) of the class (i.e., assignment modifications, correcting typing errors, grading scale adjustments, policy changes, etc.). The professor will notify students in advance of any changes. The current edition of the Faculty and Professional Personnel Handbook and/or other official University documents will guide all other decisions not specifically addressed by the professor in this syllabus.

Discussion Guidelines:  Please be sure your discussion posts are: 1) on topic and related to course material, 2) respectful and considerate of others, 3) review posts before submitting, and 4) take responsibility for the quality of the discussion. Also, please ask for clarification if you are ever confused about someone else’s post and build upon one another's comments to work toward shared understanding.  Critique the ideas within posts, not the people.   

Reflection

Highlights:

One of the unique features of our course is the introduction module.  Rather than a discussion or video introduction, we have set up a way to speak directly with the professor in order to become familiar and ask questions.  This one-on-one aspect also allows for questions to be asked without judgment and to understand expectations for the course.  Another unique feature is that we did not limit ourselves to strictly discussions and videos, but also provide activities where the students are able to utilize worksheets and other visual aids.

Process:

Our group split tasks per the group plan via a Zoom call.  We worked individually on the first half of the syllabus before following up after two weeks for another Zoom meeting in order to reassess progress and collaborate on specific sections.  The remaining portion of the syllabus was completed individually with each member reviewing and revising before it was posted to the group blog.  An area that took discussion was how to determine our focus audience for the course.  We had to ask ourselves if it was for educators, graduate students, or a generalized course.

Tables

	Aims you wish to achieve in your design	Main Theoretical Ideas	Main Activities in Syllabus	Main Methods, Tools, Strategies in Syllabus
Module 1: Introduction	Create an initial positive cultural environment for a new course.	Initial interactions amongst unknown peers can be stressful and limit participation.  By having one-on-one meetings with the professor and introducing themselves to the class, students are able to start developing a new and positive cultural environment.	Students schedule one-on-one meetings with the professor. Students participate in discussion forums for introducing themselves along with initial impressions of the five areas of environmental learning.	Conferencing technology (Zoom) is used to provide interaction in an audio and visual format Discussion forums are used as a technology that allows audio, video, and text communication as a means of accessibility
Module 2: Physical Environment	Provide learners with how room layouts can have a direct impact on participation in a learning system as part of the physical environment.	The physical environment can directly impact how a learner or instructor participates in the learning process.  This also includes what technology is common in learning environments.	Video references for viewing to gain an understanding of room layouts and technology as parts of the physical environment. Students participate in a discussion forum related to positives and negatives that can be drawn from room layout examples.  Students also analyze what technology may need and appropriate.	Video activities for audio/visual information Website reading activity for visual information Discussion forum activity with a reference sheet for communication amongst peers
Module 3: Accessibility	Understand the importance of accessibility in the classroom. Identify and address common accessibility needs and issues. Create an accessible virtual environment for students.	Accessibility plays into the physical and cultural environments.  Accommodations are made for easier access through adjustments with technology or physical adjustments to the layout or positioning of the room.  Accessibility, in itself, is also a culture that must be taken into consideration in order to provide the learner with an efficient, positive learning system to participate in.	Students read individually on universal design. Students watch a video on designing for disabilities. Students analyze and discuss room layouts in a class forum.	Video activities for audio/visual information Website reading activity for visual information Discussion forum activity with a reference sheet for communication amongst peers.
Module 4: Cultural Environment	Identify how the cultural environment can affect learning and the classroom. Develop skills for managing the cultural environment of learning. Create and maintain a safe virtual cultural environment.	Cultural differences amongst peers or colleagues can result in misunderstandings that interrupt the learning process.  Being aware of the diverse backgrounds of others can limit interruptions to the training or educational process.	Students read two websites related to cultural differences and diversity & cultural awareness. Students narrate examples where diversity of cultures would impact learning.	Video activities for audio/visual information Website reading activity for visual information Discussion forum activity with a reference sheet for communication amongst peers Discussion guidelines addressed in Syllabus
Module 5: Power Environment	Acknowledge the impact power has on the learning environment.  Create a supportive and safe atmosphere for learners.	The interactions among individuals in a learning environment create a learning context in which power, its sources, and uses, become impactful elements on learning.	Students must schedule a 1-on-1 meeting with the instructor to take place within the first two weeks of class.  Students must also follow the Discussion guidelines as described in the syllabus to create a safe and inclusive online learning atmosphere.	1-on-1 meetings during Module 1 Discussion Guidelines addressed in the Syllabus  Monitor student comments
Module 6: Knowledge Environment	Respect, acknowledge, and value the different knowledge systems each learner holds.	The unconscious system of beliefs that each student and facilitator holds has an effect on how they comprehend, reason, learn and make decisions.	The learning activities incorporate videos and readings from many perspectives, cultures, and epistemologies.	A constructivist approach to learning is used by encouraging students to construct new knowledge, meaning, and understanding through assignments like the activities and reflection worksheet from Module 6 and all of the discussions.
Module 7: Real-Life & Situational Context Environment	Acknowledge how real-world experiences can shape or have an effect on our learning processes	Real-world and the situational contexts in which learning is processed.	Students share narrative experiences with their peers related to life experiences and how it formed their perceptions or affected their ability to learn.	Discussion forum for narratives Video media for contexts Real-life application of unit in Summary Module
Module 8: Summary	Understand, address, and apply the different environmental realms in a mock scenario.	By analyzing all environmental factors, the learner is able to apply these concepts to develop a more efficient learning process that attempts to limit interruptions.	Students select pre-designed scenarios to analyze and discuss the different ways that the environment is affected.	Roleplay for cognitive analysis Discussion forum for communication thoughts, concepts, and ideas with peers

References

Adichie, C. (2009, July). The danger of a single story. TED. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story

Bates, T. (2016). Teaching in a Digital age: Guidelines for designing teaching and learning. SFU Document Solutions.

Culturally Relevant Pedagogy. (2009). In E. M. Anderman & L. H. Anderman (Eds.), Psychology of Classroom Learning: An Encyclopedia (Vol. 1, pp. 302-307). Macmillan Reference USA. https://link.gale.com/apps/doc/CX3027800087/GVRL?u=munc80314&sid=bookmark-GVRL&xid=4f50187d

Drexel University School of Education. (n.d.). The importance of diversity in the classroom. School of Education. Retrieved October 20, 2021, from https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-in-classroom/.

Forber-Pratt. (n.d.). Course Accessibility Checklist. Retrieved October 20, 2021, from https://seotest.ciberius.info/seo--cft.vanderbilt.edu/wp-content/uploads/sites/59/Recommended-Guidelines-for-Selecting-a-Service-Site.doc.

Haverford. (n.d.). Room Layout. Retrieved October 20, 2021, from https://www.haverford.edu/sites/default/files/Office/Reslife/Room-Trading-Form.pdf.

Hoose, N. A.-V. (n.d.). Educational psychology. Lumen. Retrieved October 20, 2021, from https://courses.lumenlearning.com/edpsy/chapter/cultural-differences/.

MacKeracher, D. (2004). Making sense of adult learning. University of Toronto Press.

Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of Research. Review of Educational Research, 74(3), 317–377. https://doi.org/10.3102/00346543074003317

Nassz, K. (2018, November). Innovative Spaces and Learning: the Truth About Classrooms. TED. https://www.ted.com/talks/kathy_nassz_innovative_spaces_and_learning_the_truth_about_classrooms

Null, R. (Ed.). (2013). Universal design : Principles and models. ProQuest Ebook Central https://ebookcentral.proquest.com

Roy, E. (2015, September). When we design for disability, we all benefit. TED. Retrieved October 20, 2021, from https://www.ted.com/talks/elise_roy_when_we_design_for_disability_we_all_benefit.

Steams, G. (2020, September). Epistemological Elitism & the Power of Perspective. TED. https://www.ted.com/talks/grace_stearns_epistemological_elitism_the_power_of_perspective

Symonds Training. (2020, March 19). How to Set Up a Classroom, Training Room or Learning Environment [Video]. YouTube. https://www.youtube.com/watch?v=ZxhY-Zef1HI&t=268s

TEDx Talks. (2019, March 6). Mentorship & Workplace Equity Takes Work | Janice Omadeke | TEDxGraceStreetWomen [Video]. YouTube. https://youtu.be/U_gRbvHntSw

Teaching Model for the Brain. (2014). In S. Feinstein (Ed.), From the Brain to the Classroom: The Encyclopedia of Learning (pp. 447-452). Greenwood. https://link.gale.com/apps/doc/CX6589200105/GVRL?u=munc80314&sid=summon&xid=93b3df30

“Training Coordination - Pre-Training Planning: Equipping a Training Center”. I-TECH, 2006, https://www.go2itech.org/HTML/TT06/toolkit/coordination/print/pretraining_planning/EquipTrainingCenter.doc

Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57(2), 89–99. https://doi.org/10.1037/0003-066x.57.2.89

UNC-CH Center for Teaching and Learning. (1997). Diversity in the college classroom. Retrieved October 20, 2021, from https://www.fau.edu/ctl/Diversity_in_the_College_Classroom.pdf.

Vosko, R. S., & Hiemstra, R. (1988). The adult learning environment: Importance of physical features. International Journal of Lifelong Education, 7(3), 185-195.

Warren, L. (2000). Managing Hot Moments in the Classroom. NEA Advocate. https://doi.org/http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html

Yale: Poorvu Center for Teaching and Learning. (2017). Classroom seating arrangements. Retrieved October 20, 2021, from:  https://poorvucenter.yale.edu/ClassroomSeatingArrangements.