Students’ Perspective

Improving the Learning Environment

Community of Inquiry

Community-centered Learning Environments

Strategies for Building Relationships With Students

Improve Your Learning Environment

In AI, climate, and many domains impacting their futures, the pace of change is speeding up fast — requiring new skills, mindsets, and modes of learning. How is higher education evolving to keep pace? For perspective, they spoke with two social entrepreneurs connected to the Learning Planet Institute (LPI): François Taddei, a researcher in evolutionary systems biology now building up a new kind of university as LPI founder; and Stephen Friend, a cancer researcher, co-founder of Sage Bionetworks and 4YouandMe, and LPI collaborator. (Bios below.)

Ashoka: Francois and Stephen, both of you are scientists by background. When did you start to see beyond research as the end goal?

François Taddei: In my case, I studied the evolution of cooperation – what happens when individuals over-exploit the common resource so much so that at some point there is no more resource and a whole population collapses. I studied this phenomenon with bacteria. Fast forward some years, and I was in New York when September 11th happened. I saw the towers go down – and realized in the weeks that followed that I needed to start thinking not only of science for the sake of science and technology for the sake of technology, but what humans do with it. You can use a plane to fly or to destroy a tower.

Stephen Friend: And for me, I trained as a pediatrician and later cancer researcher. Along the way, I began to see that as key as scientific questions are, they are often adjacent to very important questions that are non-scientific, non-technical. Questions having to do with how they work with each other, how they tackle shared problems, how they build solutions. If they want to heal each other and the planet, these questions become central. And they align with the powerful effort that François is leading – the Learning Planet Institute.

Ashoka: How are these skills of cooperation being enabled by the learning environment you are building? Tell us more about your approach.

Taddei: What we've been building is co-designed by students, for students. This is the most important innovation, especially in the French setting. We’ve doubled in size every 18 months for nearly 20 years, and now they are going beyond the walls of the institute we've built — that has 7,000 square meters in Paris — and we’re collaborating with UNESCO, UN University and about 600 organizations. Tens of thousands of people around the planet are joining forces so that everyone can learn to care for self, others, and the planet.

Ashoka: Why is this important now?

Taddei: Because humanity is at a turning point. For a long time, they solved problems faster than they created them. But at the moment the reverse is true. Something has gone wrong because there are unintended consequences they have not been able to anticipate — climate change is one example.

Ashoka: AI is another one — they are seeing rapid advances in AI and, as you say, a plane can be a tool to fly or a tool to destroy. How is higher education responding to all this?

Friend: The main education framework has universities largely ensuring that people know facts. Now think of a ladder between facts, relationships, and consequences — and imagine a powerful AI assistant facilitating learning of facts, whether it's in chemistry or climate science or medicine. This opens a way of getting to the things you really want people to have their own input on — nurturing relationships and positive consequences. If universities are to stay relevant, they must design for this change. This is what the Learning Planet Institute is doing.

Taddei: Adding to this point, in the age of AI, they have to think not only of the coevolution of human and artificial intelligence, which is already a very complex challenge. But also of the ethics of those who code the machine — and more broadly, the ethics of their species. They humans are the product of evolution, but they are a conscious product — and they know they may make ourselves extinct. So this is a special moment in the history of life. It was not like this a few centuries ago. Hopefully we'll find a solution, enjoy a surprising future, and avoid the worst scenario. But they have to take a step back and think about these issues differently.

Ashoka: How might students learn from and engage with urgent questions of climate, AI, and human agency?

Friend: Most education is completely built to supply you a way of using the past to move into the future — as if the past were the cornerstone for what will come. Add to this the reality that universities are still largely cloistered from the real world. But it doesn’t have to be this way. What if all students had access not just to knowledge, but also to skills and ethics — plus the ability to work within a community on projects they are passionate about.

Taddei: Historically, ethics have been confined to the people you interact with, typically your tribe or family, then progressively extended to others, to the city walls, where they defined citizenship, and then progressively to the national scale. But think of women, children, migrants across history — the notion of citizen has not been very inclusive. Also, city walls separated humans from nature. Now they need to calibrate ethics to the planetary scale and think in terms of planet citizenship and the long-term consequences of their actions. They have to go from students competing on yesterday's knowledge to learners cooperating on challenges so they can build the future. This suggests a different paradigm for universities, right? And they know from evolution that if you evolve slower than your environment, you might become obsolete before you know it. This might be true of your profession, the way you learn, the way you teach. They are in a fast-changing environment, and they have to learn differently.

Ashoka: A good segue to what’s ahead for the world’s learners. 20 years out, how will people of all ages learn?

Friend: Most importantly they will be embedded within a community alongside those considered teachers and other learners. Their ability to work together and collaborate in real time with others will feel quite different than today. Notions of success will look different — it won’t be about getting the number one position in the class.

Taddei: Agree! Learners will be solving real-world problems – from elementary through university and beyond. Empowered by collective intelligence, they will contribute their solution to the common pool of solutions. Learning will be more fluid, not confined to a specific setting like a classroom, but out in the real world where they are facing personal challenges, community challenges, and planetary challenges. And last, learning will be guided by such questions as: How can I serve the interests of everyone on the planet, including other species? How can I be a good ancestor?

François Taddei and Stephen Friend are Ashoka Fellows. You can learn more about François here and Stephen here.

Our Student Affairs professionals are committed to enhancing the student experience and advancing student success by providing activities, leadership opportunities, services and guidance that are necessary to support the rigorous academic learning environment at UAB. They have a responsibility to contribute to students’ educational achievement while equipping them to serve as leaders in a global society. Additionally, the services they provide help to minimize obstacles that inhibit students from performing well academically.

By engaging students in learning and self-discovery beyond the classroom, they intend to help students develop values and ethical standards, foster an environment of cultural humility, establish educational partnerships that enhance student learning, and build safe and inclusive communities necessary for student success.

Some of their important services include university recreation, counseling, career development, health services, housing, leadership, dining and student advocacy. Our expertise centers around the highest standards, high impact practices, reducing barriers to student success and promoting safety and wellness.

As they embark in preparing the future generations of employees, caregivers, leaders, and researchers for life beyond graduation, the co-curricular opportunities provided by Student Affairs are both necessary and valuable. Current research and trends suggest that the effort placed on establishing and encouraging student learning in and out of the classroom – in some cases over instruction – is the best way to insure students’ passion for lifelong learning.

Underlying the practice of student affairs are a number of core values centered on the students’ holistic development and maturation. These values include studentcenteredness, student advocacy, empowering students to create positive change, collaboration, accountability and integrity. In carrying out their values, they will Excellerate student engagement, retention and persistence to graduation.

Lofty as this may sound, it is not rocket science. Simple practices, simple shift policy positions and worldviews can make a world of difference in their schools. While administrators, teachers, and even students worry about how to respond to book challenges and critical race theory allegations, the main concern of school administration and faculty is the students.

Concern about student academic progress, student social and emotional maturation, and school atmosphere remain the priority. A strong school community that is able to meet its students' needs has an easier time dealing with curricular changes. Students' sense of belonging and school atmosphere are a huge concern when it comes to striving for students' academic achievement and general well-being.

Bronfenbrenner's theory of ecological systems supports the prioritisation of the classroom environment. The theory suggests that a child's best opportunity at academic success is an environment that respects, supports, and celebrates their identity. Alignment between a child's home environment, social environment, and school environment creates a sense of safety, belonging, and familiarity which, in turn, allows the student to better contextualise curriculum and prepare to learn.

The classroom environment is an integral part of the learning process. A respectful classroom environment is a space where all students feel safe, comfortable, and valued physically, academically and emotionally. There are many parts to fostering a respectful environment: student-teacher relationships, peer status, and classroom management among others.

Positive learning environment

Positive, productive learning environments are key to students' academic, emotional and social success in school. Unfortunately, positive learning environments don't just happen on their own-they must be created. There are many components that go into making a positive learning environment for students.

For starters, positive learning environments should offer a climate of safety, where risk-taking is encouraged, there is open authentic conversation, trust and respect are fostered, and positive interaction is the norm. The best time to start developing a positive learning environment in any classroom is during the first days, weeks, and months of the school year, while the learners' minds are still fresh. There are various positive action strategies, and several simple tips, that teachers, educators, and even parents, can use for creating a positive, productive learning environment for students.

These strategies are able to combine the need for positive learning environments that foster improved academic performance, with the ability to promote students' social and emotional well-being and progress inside and outside the classroom.

Sense of community

Very many studies have shown connections between these strong relationships and a sense of belonging in the classroom. A 2019 research study done by Cecilia Cheung, an Associate Professor of Psychology at the UCR Graduate School of Education, aimed to shed light on teacher-student relationships. The study hypothesised that a positive student-teacher relationship was crucial for smooth school adjustment. The study surveyed over 300 students in different schools, three times over the course of 18 months. The students answered questions about their parents' involvement in their education, the quality of their relationships to their teachers, and how they felt they were adjusting to school (focusing on themes of school belonging, engagement, and perception of competence).

Positive relationships between teachers and students were associated with school adjustment as demonstrated through school engagement, valuing of education, and student perceptions of their own competence in the classroom. These studies demonstrate and summarise the common finding that students with positive relationships with their teachers are more likely to engage in school and, as a result, have a better chance at academic success. The study pointed to the benefits of strong, meaningful teacher-student relationships and the positive correlation those benefits have with a sense of community and belonging within the classroom.

Peer Relationships

Another important relationship dynamic within the classroom is peer relationships- relationships and dynamics amongst students and their peers. The dominant group, or the group that sets the norm for behaviour, is often referred to as the peer group. Multiple studies have been conducted in order to explore these relationships and their effects on different students.

One such mixed method study by scholars: Kiefer, Alleyn, and Ellerbrock in 2015, looked to explore peer relationships as they related to student motivation, classroom engagement, and school belonging. The study's participants were all teachers and students from the same urban middle school in the US; participants were observed and surveyed. One major finding was that all participating educators and a majority of students perceived peer academic support and emotional support as central to supporting student needs for relatedness and promoting classroom engagement and school belonging

. Students are often concerned with how they are perceived by peers because it is their peers who decide what students are popular; this concern can affect their relationship with their teacher and their peers as students act out to seem cool or try to remain invisible to the peer group. It is hard for students to navigate these relationships in ways that are genuine and meaningful to them.

How to foster community

Another factor to explore when it comes to a respectful classroom environment is a teacher's classroom management. Classroom management involves a teacher's policies, procedures, and guidelines for learning and behaviour within the classroom. Scholars Talia Sandwick, Josephine Wonsun, and Hassoun Ayyub conducted a research study in 2019 on Lessons for building restorative justice school cultures. They focused on five New York City schools and their specific classroom and school-wide community-centred practices. These schools used strategies in line with restorative justice practices in order to respond to student needs. Such practices included 'one-on-one student check-ins or restorative conversations; mediation; mentoring; varied community-building strategies; multiple forms of talking circles (e.g., community building, harm, support, re-entry, etc.); and ongoing counselling. Though schools emphasised different practices, all practices contributed to a more harmonious school and classroom atmosphere. Teachers had the opportunity to structure restorative justice practices into their daily routine and use these practices as needed. In focusing on the individual students, teachers are able to better understand and accommodate students as well as show that the individuals are valued. When students are and feel valued, fostering a respectful classroom environment becomes natural.

Reinforcing positive behaviours

Other proven positive action strategies include: making learning relevant by adjusting teaching methods and strategies to meet the needs of students on an individual basis, developing a code of conduct (setting the stage for appropriate classroom behaviours), Intrinsic motivation (Feeling good about themselves is an intrinsic motivator to students-especially elementary age students-and positive actions help children feel good about themselves), reinforcing positive behaviours (Certificates, stickers, toy prizes, tickets, tokens and other reward systems are great ways to recognise students and reinforce positive behaviour and achievement in the classroom), responding with positivity (Interacting with students in a positive manner, exhibiting positive behaviours, and maintaining a positive attitude) and employing a positive actions curriculum (positive actions lead to a good feeling and positive self-image. Positive actions such as nutrition, property exercise, and sleep which lead to a healthy body. Positive actions such as problem-solving, decision-making and thinking skills develop the brain and make us smarter. Positive actions such as kindness and being respectful allow us get along with others. Actions such as time management and managing their emotions help us better manage their own affairs. Positive actions such as admitting mistakes and taking responsibility for their actions allow us to be honest with others and ourselves. Goal setting lead to personal growth and improvement).

Multiple research findings prove that fostering relationships and creating positive learning environment is key in effective teaching and learning. It greatly contributes to a feeling of belonging in the classroom, which is a large part of fostering a respectful environment. In addition, inclusive and student-centred classroom management styles create and encourage a respectful learning environment as well. Finally, fostering an environment where all students and educators feel valued leads to higher academic achievement and sense of belonging. It is now up to educators to take up the task and ensure a positive learning environment in their schools.

These awards are a celebration of student involvement and collaboration with the department. They are an important provision in valuing the hard work students put in to Excellerate their experience and the Geography student community.

The awards are named in honour of Prof Robert Estall, whose legacy gift to the School funds the cash prizes. Prof Estall was Professor of Geography at LSE until 1989, and an Emeritus Professor thereafter. He was also an undergraduate student at LSE from 1952-55, and completed his PhD here in 1964.

Our 2020 awards went to:

Undergraduate prizes

Outstanding Contribution to the Department
Emily Douglas (winner)

Outstanding Services to Societies
Muhammad Shafay Sohail  (winner)
Ser Jin Tan  (runner up)
Daniel Giesemann and Issam Jamaleddine (highly commended)

Outstanding Support to Students
Lorenz Reinemer and Aarushi Arora  (winners)

Outstanding Collegiality
Auriane Moch (winner) 
Sarah Tan and Milan Shah (runners up)

Support to the Department
Saskia Straub (winner)
Natalie Yu (runner up)

Social Media
Mohammed Altab (winner)

Master's prizes

Outstanding Services to Societies
Suzanne Greenwood and Alice Bessonnet (winners)
Angela Estrada (highly commended) 

Outstanding Support to Students
Benedikt Stranak (winner) 
Sarah Pagel (runner up) 

Support to the Department
Elena Castellano (winner) 
Beth Crankshaw (runner up) 

To consolidate RIT’s official student club, group, and organization websites, Student Affairs now offers RIT CampusGroups. RIT CampusGroups is a robust student engagement platform that allows students to:

• Search for clubs and events
• Promote events
• Keep track of events and sync them to their calendar
• Easily check-in at events
• Share updates and photos
• Check the latest news from their group or organization
• Connect with classmates
• Register for events
• Purchase tickets for events

The tool allows recognized student groups to easily promote their clubs/events, communicate with members, track attendance at events, collect information through forms, and more. The tool also allows for customized styling to their web pages if they have web development experience.

For more information about CampusGroups, please email ritcampusgroups@rit.edu.

Welcome to Connecticut College! The following information is to help you as you make the transition to college and to better understand how Student Accessibility Services can support you.

Jump to:

Differences Between High School and College | When to Contact Student Accessibility Services | How to Register | Process | Housing Accommodations

When to Contact Student Accessibility Services

Fall Semester Arrival: Housing accommodation requests and documentation must be submitted through AIM by May 15 in order to receive Housing accommodations for the fall semester.

Spring Semester Arrival: Housing accommodation requests and documentation must be submitted through AIM by January 2 in order to receive Housing accommodations for the spring semester.

Can you tell us a bit about your PhD and research?

In my research I am looking at how pavement dwellers associate with the idea of 'home' in their everyday lives. I recently finished a year-long fieldwork in Mumbai (Mahim to be specific) where my research took a crucial turn.

Before, I was conceptualising these pavement dwellers and similar groups living on Indian streets as 'homeless'. However, my fieldwork and close interactions with the community of pavement dwellers made me realise that the trope of 'homelessness' is absent in their everyday practices. In fact, framing them as 'homeless' takes away the agency of their efforts to address the extreme vulnerabilities in their everyday life.

This is not to say that the lives they live are ideal, or to romanticise their daily struggles and hardships. What I want to draw attention to is the fact that the construction of the idea of 'home' itself is fraught with contradictions.

The experiences of 'home' are varied and I see the efforts to hold on to the notions of ‘home’ are strategies of addressing the precarious environment that street living entails. I also want to draw focus to the fact that the conceptualisation of terms like 'homeless' is a Western concept and in the Indian context these terms need re-framing. 

What is the best part about being a Graduate Teaching Assistant in the Department?

This is my first time teaching, and there are several (mostly great) things to say about the experience. First, as a GTA I have immense support from the faculty members leading the courses, my colleagues who have taught the courses before and are currently teaching with me, and the professional services staff. These people are not only very advanced in their field of knowledge but are very approachable. They have been really open to suggestions and forthcoming with help to address any challenges I face. I was super anxious before beginning teaching, but the training from the TLC has been useful.

Second, I am really enjoying teaching the courses GY100 (Introduction to Geography) and GY140 (Introduction to Geographical Research) because they are exposing me to the fundamentals of critical theory in Geography. The first course addresses the 'what' and 'why' of the discipline and the second addresses the 'how'. I have a background in Sociology and Urban Studies and my previous research focus has been interdisciplinary. I did not realise that what I have been doing so far is so intimately linked to Geography. These courses are helping me make crucial connections with my research. 

The thing that keeps me most motivated is the interaction with students. They are really lively, chatty and responsive. I am learning the discipline with fresh perspective from the students. The interactive nature of the classes helps us to understand each other better. For example, in a accurate class they were asked to think of a place and explain why they feel connected or detached to it. Very interesting insights emerged from this sharing of experiences, one of them being the gendered experiences of places. What was great was the precise connections they were making with the text while describing their experiences. 

Where is the most memorable place you have visited?

I love travelling, so every place I have visited has had an impact on me. The experiences have been enriched because of the company that I have travelled with. I travel a lot with my family and friends.

But if I had to pick a place, it would be a solo trip I made to Japan when I was really young. I was excited for several reasons, particularly as I sensed freedom and responsibility at the same time.

I know you asked for one, but I will cheat and say that one image that is imprinted on my mind and will be forever was from a accurate trip to Nubra Valley, in Ladakh. I have never seen such a stunning star-filled sky. It still gives me goose bumps.