Exploring the Relationship Between Student-Centered Instruction, Classroom Space, and Students' Psychosocial and Motivational Outcomes

Harlow, A

doi:10.3102/1691506

Cited by 1 publication

(1 citation statement)

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“…While ODC as a result of active learning approaches has not been studied specifically, successfully implemented student-centered teaching has been shown to aid in students’ acquisition of transferable intellectual skills such as critical and analytical thinking, creativity, problem-solving, and application of knowledge in diverse settings (Rhodes, 2019). Additionally, active learning has the potential to yield positive psychosocial and motivational outcomes such as enhanced peer relationships and self-efficacy (Harlow, 2021). Our findings support the value in these intentional pedagogical choices made by faculty to encourage dialogue and discussion-based learning as opportunities for students to grapple with opposing ideas and increase ODC.…”

Section: Discussionmentioning

confidence: 99%

“Speaking up when I disagree”: Exploring college student activism and openness to diversity and challenge.

Taylor¹,

Burr²,

Stroup³

et al. 2023

Journal of Diversity in Higher Education

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Openness to diversity and challenge (ODC) has been identified as an important educational aim in higher education research, educational philosophy, and popular discourse. Yet, the relationship between college students’ activism orientation, their unique social positions, and their development of ODC in contexts of political polarization remains underexplored. This study explores these relationships using a mixed method (quantitatively driven + qual) approach guided by an ecological framework. Analyzing survey data collected between 2017 and 2019, we found that students’ activism orientation scores are significantly positively associated with their ODC. Our qualitative analysis revealed several factors that students perceive as supporting their development of perspective taking—(a) campus diversity, including political diversity; (b) academic course environments; (c) student organizations and campus events; and (d) informal interactions with peers—as well as several barriers to perspective taking—(a) political climate on campus; (b) politicized racism, anti-immigrant, antitrans, and other forms of unjust bias; and (c) resistance to politically conservative viewpoints. Overall, our study suggests several factors may support college students’ development of ODC, including microsystem-level exposure to diverse campus environments and informal interactions with peers within those environments, notably engagement in activism and exposure to other students’ activism. When encouraging educational aims like ODC, college and university personnel designing microsystem-level interventions should be aware of and responsive to the unique ways that students may experience these efforts depending on their social positions—and in particular their experiences of marginalization—within and beyond the campus environment.

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Section: Discussionmentioning

confidence: 99%