Journals@UC (University of Cincinnati)
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Reducing Prejudices through Architectural Design: Young People’s Experiences at a Child Psychiatric Center
No full textWhile the importance of appropriate mental health care for young people is increasingly acknowledged, the role of the built environment in this context receives little attention. We investigate this role in how children and teenagers experience care at a child psychiatric center. We interviewed them, their parents and caregivers using methods that addressed the young people’s lifeworld and that introduced a spatial dimension. The participants perceive the organically shaped building as a secure base that helps reduce their prejudices against mental health care and that affects their willingness to stay. They especially appreciate places where security is well-balanced with autonomy. A privacy gradient allows retreating and exploring, although the preferred balance and gradient differ among children. 
Book Review: Museums, Children and Social Action: Past, Present and Future
No full textReviewed Work:
Museums, Children and Social Action
Sharon E. Shaffer (2024)London and New York: Routledge, 200 pagesISBN 978103212058439.16 (softcover
Children’s Voices Improving Care in a Specialized Mental Health Facility
No full textThe voices of children experiencing mental health issues are essential in contributing to their well-being and driving changes in their care environments. We present the results of a dialogue conducted to hear the voices of regular patients and their parents at a hospital-based mental health center in Mexico City. This project draws on the concepts of inclusion, participatory rights, and the recognition that children are distinct from adults and are social actors capable of making decisions. We implemented a participatory action research project using play activities to invite children\u27s dialogue with university student volunteer researchers. The overall objective of the dialogue was to generate proposals to improve hospital services and care
Gifts from Dry Creek: Land as Teacher in a Place-Based Stream Ecology Curriculum
No full textThis field report grounds the experience of two coaches and ten high schoolers exploring the ecology of Dry Creek, informed by the theory that land is a teacher and gift-giver. As author/coach and co-author, we share the importance of value shifting education to address the value-system failures at the root of climate change, which threatens Dry Creek and waterways worldwide. We illustrate how a place-based and student-directed stream ecology experience integrates disciplines for climate change education. We draw upon Land Education literature to interrogate our role as settler environmental educators working to uphold multiple ways of knowing. Dry Creek shared peace, learnings, and evidence of life with participants. This field report shows how learning that foregrounds the natural world as teacher and gift-giver is a first step in the formation of reciprocal relationships with the Earth
An Early Childhood Education Faculty Community of Practice: A Model for Guiding Change
Get PDFThe term community of practice has different meanings to different users. While one group may envisage the term used for a group who come together for monthly meetings, another might view it as a professional learning model. The community of practice model that was created and used with early childhood education faculty from across Canada is outlined. The model used guided collaboration among faculty as they increased their knowledge about outdoor pedagogy, developed skills for facilitating the development of curriculum, and applied knowledge and theory to an outdoor environment. This paper identifies the four key themes that evolved in the community of practice and how each theme contributed to the development of a model for guiding change in college environments and in contributing to faculty engaging in new ways of teaching and learning with students. This paper concludes with “lessons learned” about the impact of learning and changing practices of educators in college environments.
Keywords: Early Childhood Education; Community of Practice, Faculty, Outdoor Pedagogy; Curricul
Embracing anti-racist pedagogy in a “General Audience” course
Get PDFThis personal narrative traces the author\u27s shift from inclusive teaching to anti-racist pedagogy in an introductory sociology course. The author\u27s use of surveys, diverse playlists, and interactive discussions reshaped the classroom into an inclusive, empowering space. Through real-world examples, the essay showcases the power of anti-racist pedagogy to foster critical thinking and authentic engagement. It offers a valuable resource for educators seeking to create inclusive learning environments that address intersectionality and combat systemic racism
Teaching social justice in skills-oriented courses
Get PDFMuch of the existing curriculum in journalism and writing programs has been organized around skills, with a nod to diversity relegated to at most one or two class periods. What I found to be at stake is perpetuating a culture of communicators who do not fully understand the diversity of their audiences, are not prepared to address their needs, risk overlooking key elements of our changing society, chance perpetuating stereotypes, and, most broadly, continue to hurt, harm, and oppress – through words and ignorance. For the last eight years, I have gradually revised my skills-oriented courses to teach diversity- and equity-related issues at the same time as skills in writing, communication, journalism, and digital storytelling. The student response and engagement have been inspiring and motivating
Inclusion for every size: Evolving priorities in a course on feeding behavior
Get PDFWhat do you do when you suddenly realize that in the course of “just teaching the science,”of feeding behavior, you’ve inadvertently perpetuated harmful ideology? How do you move past damaging cultural messages that you’ve picked up in academic spaces as well as the world at large? These are the dilemmas I faced when a student question opened my eyes to an ugly paradox that pervaded my course. Here, I describe the evolution of one unit within a course on "Food and the Brain" from focusing on the Obesity Epidemic to taking a critical approach of "Rethinking Obesity" and exploring anti-fat bias. 
Academic Entitlement in Pre- and Post-Pandemic College Students: A Cross-Sectional Examination
Get PDFThe COVID-19 outbreak forced college faculty across the globe to move their courses online and relax their policies and expectations for course attendance and assignments. Although these changes were clearly warranted, research has yet to examine the extent to which such pandemic related changes may have affected students\u27 perceptions of and expectations concerning their education. The present exploratory study was designed to examine this question by utilizing archival data that included a cross-section of two college cohorts: one sampled immediately before the pandemic and the other sampled two years later. Mean-level differences were examined in college students\u27 scores on measures of academic satisfaction, academic entitlement, academic locus of control, and growth mindset between those surveyed immediately before and those surveyed two years later. Results revealed that while undergraduate students are equally satisfied with the education they received prior to the pandemic compared to two years later, undergraduate students sampled after the pandemic appear to have (a) heightened beliefs that they have little autonomy over academic outcomes in their lives and (b) increased expectations that they should succeed academically regardless of their own efforts or performance