How do you define diversity? Scholarly dictionaries define diversity as “the quality or state of having many different forms, types, ideas, etc.”. Textbooks define the word diversity as “the state of having people who are different races or who have different cultures in a group or organization”. I define diversity as Georgia State University (GSU). When discussing diversity at this specific University, you are forced to examine the architecture, people/ race, and organizations within Georgia State University. The University’s campus life is diverse through and through. This nontraditional, urban campus is full of complex and varying structures, buildings, and other architecture located in different locations throughout Downtown Atlanta. The student body is very integrated and you’re likely to find people of very different races and walks of life. Georgia State University’s campus promotes better learning environments through diversity. This essay will serve as an analysis of the diverse learning environment of Georgia State University and reveal the positive effects on the overall well-being of students academically, physically, and emotionally.

In order to understand the diverse lifestyle of Georgia State University and its effect on students learning environment, we must first take a look at the complex campus of the University. The built environment of GSU varies due to the unique placement of classrooms, lecture halls, and other facilities. GSU has 102 buildings and facilities located throughout the downtown Atlanta area. Each building adds to the unique built environment of the University as a whole. They each add an additional element to learning environment.

Being that the University is so expansive I chose to only focus on the descriptions and locations of buildings visited and utilized by students most frequently.

• Sparks Hall is the home of the Undergraduate Admissions office and located on Gilmer Street Southeast. This office also houses the Enrollment center, classrooms, and other laboratory spaces. Sparks Hall is an important building on the University’s campus because it’s located immediately across from Hurt Park. Hurt Park hosts huge cultural rites of passage ceremonies for sororities and fraternities at GSU. These ceremonies are often called probates. Hurt Park is also the home/ resting spot of the local homeless.

• Langdale Hall is located on Decatur Street Southeast and houses the office of the College of Arts and Sciences, many general classrooms, and also the departments of Political Science, English, Sociology, and Modern and Classical Languages. If you attend Georgia State, you can guarantee that you will take classes in this building at some point in time.

• Petit Science Center is located on Piedmont Avenue Southeast. This building is 347,000 square feet and houses programs in biology, chemistry, nutrition, nursing, physical therapy, public health, and respiratory therapy. This facility is closest to the Georgia State University MARTA station (subway/ train public transportation).

• Helen M. Aderhold Learning center is located on Luckie Street. This building serves as the location for several general classrooms and lecture halls. Aderhold happens to be one of the furthest buildings on the campus, but is near a ton of historic sites of Atlanta. The Historic Underground Atlanta, Centennial Olympic Park, World of Coke, the CNN center, and the Georgia Aquarium are within walking distance from Aderhold. Not to mention, Peachtree Street; home to more than a dozen headquarters of Fortune 500 companies

The differing locations and sprawled out nature of these buildings force students and other faculty members to venture outside of their own comfort zones. If you attend Georgia State University, you are literally slammed in the face by diversity and opportunities. There’s no secret that many Downtown and urban areas deal with the problem of an increased homeless population. Several homeless people suffer from mental illnesses beyond their control. Luckily for many of them in the Downtown Atlanta area, Grady Memorial Hospital serves as a center for salvation and mental help. Being that Grady is intertwined into the University’s campus, many college goers come in contact with homeless people on a day to day basis. For individuals entering the field of social sciences, mental health, customer service, education, or even health care; a built environment that includes the homeless promotes a better learning environment in itself. Students at GSU are able to see real world problems and become comfortable in these settings. If individuals are comfortable in these settings early on, they will be able to better apply skills in their future careers effectively. You’re learning life skills by experiencing the Georgia State University campus on a daily.

Now that we have examined the diverse architecture of the built environment at Georgia State University we can now discuss the ethnically diverse student body. Ethnically diverse refers to the classification of mankind into groups on the basis of racial characteristics. According to CollegeFactual.com (Click Here ); a prominent college resource website that accesses the college life of major colleges in the nation, Georgia State University is ranked number 76 in ethnic diversity nationwide. It’s student body composition rates far above than the national average. The Black/ African American population is 40.8%, the white student body is 28.8%, Asian- 11.6%, and Hispanic and Latino- 9.3%. At Georgia State University the ratio for male and females is also ranked above national average. Males make up 41.2% of the student body and females make up 58.8%. The University also has a high geographic diversity. The College Factual website creates these figures by accessing where students lived at before entering college (out- of state students). Students are more likely to be from 33 differing states that attend GSU. As you can see, the statistics above help enforce that GSU is truly diverse through and through.

Now that we have analyzed how the built architectural environment and ethnically diverse student body play a role in campus life at Georgia State University, we can now examine their effects and how it promotes better learning environments. In Jerry S. Hyman and Lynn F. Jacobs’ article, Why Does Diversity Matter at College Anyway, (Click Here ) authors discuss the top 8 reason why diversity is so important at college. These 8 reasons enforce that diverse college campuses promote better learning environments and aid in student success.

Diversity matters at college because it:

• Expands worldliness- College for a lot of people is the first time you’ll come face to face with different people that may not look or act anything like you. Diversity expands your scope and opens doors without even traveling.
• Enhances social development- Interacting with different people expands your social circle.
• Prepares students for future career development- As mentioned previously, successful performance in today’s diverse workforce requires knowledge and the ability to relate to different people with differing cultural backgrounds.
• Prepares students for work in a global society
• Increases knowledge base- we learn more from people
• Promotes creative thinking- You’re able to see multiple points, perspectives, and different vantage points.
• Enhances self-awareness- Learning from people with differing experiences and backgrounds than yourself helps you to be more self-aware.
• Enriches multiple perspectives- you gain a panoramic perspective and realize that your perspective is not the only one.

Better Online Living through Content Moderation

In the article, Better Online Living Through Content Moderation, Melissa King addresses the usefulness of content control features, their benefits for people suffering from various psychological and sociological issues, and also discusses the arguments of people who are against the usage of content control features.

The author begins the article by introducing types of content control features which are: content/ trigger warnings, block and ignore functions, block-lists, and privacy options. These content controls may be valuable to different people for different reasons. Some people may utilize these functions because of mental disorders such as PTSD, which causes them to avoid people or topics that may trigger anxiety. Some users may not suffer from a mental disorder, but simply choose to make their online experience less irritating.

Backlash that people who utilize content control features include often times being labeled as “weak” or “too sensitive”. The effect of such negative criticism according to King creates “a culture that pressures people to expose themselves to experiences far more catastrophic than they can handle” (2015). Content control limits the effects of attacks by online aggressors. The article as a whole aims to express that the use of these features should be encouraged rather than disparaged and discouraged.

When people receive abuse and harassment a huge argument is that the victim should be “less sensitive”. King combats and discredits this argument by introducing exposure therapy. Exposure therapy is defined as a type of therapy designed to fight severe anxiety through gradual and controlled exposure to its source. People that suggest content control users should be less sensitive are suggesting that exposure therapy is invalid. Exposure therapy does not involve interacting with strangers on the internet and enduring insults and threats. Arguments that are made against content controls also rely on myths such as online harassment only being words said on the internet with no real threat to the safety of someone or their family. This is a false argument because threats online can cause harm to the mental well being of individuals. Online bullying can cause PTSD. This disorder is not only attributed to veterans.

Tactics in which people use on the internet to silence indiviuals include: stalking, threatening, and other forms of intimidation. The only viable course of action to “dampen the assault” is through the use of the blocking tool. Abuse such as this is not rare at all and is actually seen more when assault is targeted towards women. Usually assault aimed at women can be seen more in “male-dominated” area such as video game and tech industries. The online abuse of women is well documented and such a problem that the UN hosted an event that allowed women in these industries to share detailed accounts of personal abuse that they’ve endured.

King concludes her article by stating that people should not have to be subjected to abuse, threats, and other content that threatens their mental stability. If a person doesn’t want to employ the saying of “don’t feed the trolls” they should not be labelled as being “too sensitive” or “weak”. Different people have different triggers, troubles, anxiety, and fears. The need for control blocking features are necessary for some and not for others.

Thoughts/ Sentiments Before Visiting the Digital Space: 

The Nutcracker. This is the performance that began my obsession with the Atlanta Ballet and a huge factor as to why I chose it for my digital built environment description. If you’re an Atlanta native or simply a fan of the arts then you’re definitely familiar with this company and the amazing performances they put on yearly. Before choosing the Atlanta Ballet as my digital environment I’d never visited their online site before. I imagined that their website would be full of eccentric images, colors, and sounds of syncopated orchestras in the background. My findings were actually the complete opposite of my assumptions.

Entering the Site: 

I began my digital journey by typing in Www.AtlantaBallet.Com in my search bar. I arrived at my destination quickly and began to navigate through the site. Immediately at first glance I am surprisingly shocked (Refer to Image below in right hand corner). The colors on the welcome page varied between hues of gray and white and pop up colors of orange, burgundy, and blue. My initial thoughts were disappointment and confusion. For this site to be dedicated to the arts, I expected something more extravagant and artistically eye catching. The tone of the welcome page was direct, commanding, and cold. The mood I observed while visiting this site was peaceful and insidious.

About the Atlanta Ballet: 

The first thing (besides the welcome page) that I love to visit is the “About Us” section.

Navigating the Site: 

Navigating through the site was fairly simple. Four tabs are located at the top of the page that are labeled “Atlanta Ballet, Centre For Dance Education, Subscribe, and Donate”.

Atlanta Ballet Tab: 

This is the websites equivalent to a welcome page. Under the Atlanta Ballet tab, lists of upcoming performances for the 2015-2016 season are listed, advertisements for their classes for 2 years old and up are shown, also YouTube videos of dancers, and also ads to encourage people to sign up for newsletters are seen. Also lists of sponsors are shown.

Below are just a few of the sponsors that caught my attention.

Centre For Dance Education Tab: 

Under this tab you are able to navigate and find out more about the dance curriculum, session times, prices, and also locations of the studios. The mood of the Centre for Dance Education is more cheerful and lighthearted than that of the welcome page. Colors are brighter and include pictures of children smiling and dancing (refer to the image on the right).

Subscribe Tab: 

Under the Subscribe tab people are given a more detailed description of the past and upcoming performances for the season. Several subscribe buttons are placed on this page. The tone of the site returns to that of a serious and direct one. You are given a ton of information.

Donate Tab: 

Under the donation tab site visitors are able to donate amounts of money to the Atlanta Ballet. The donation categories include:

• $1-$99- Support Atlanta Ballet

• $100-$249- Recognition on Atlanta Ballet’s website and in performance playbills

• $250-$499 Previous level’s benefits plus: 

  • Invitation to Coffee & Class
  • A 10% discount at all Atlanta Ballet Boutique locations

Other Cool Content on the Site: 

For the last set of annotated bibliographies I chose to focus on learning spaces/environments in K-12 education, Universities, art, and also social settings.

PIERCE, DENNIS. “3 WAYS MOBILE TECHNOLOGY IS TRANSFORMING LEARNING SPACES. (Cover Story).” T H E Journal 42.5 (2015): 10-15. Computer Source. Web. 24 Mar. 2016.

In the article 3 Ways Mobile Technology is Transforming Learning Spaces, the author, Dennis Pierce, reports on the unique learning spaces utilized within modern classrooms to support creativity, collaboration, and use of digital tools. Barrow Elementary School in Athens, GA is one example of a school that actively incorporates these modern “learning spaces”. Classrooms at Barrow Elementary do not mirror traditional learning environments with desks that are neatly aligned in rows. They encourage learning and freedom. Instead, the classrooms are designed with tables that are easily reconfigured for group activities, wireless access points located nearby, and comfortable seating for individual work. The goal of this new learning space is to enable learning anywhere, unleash creativity, and free teachers and students to customize their classrooms.

Naomi, Fujishima1. “Training Student Workers In A Social Learning Space.” Studies In Self-Access Learning Journal 6.4 (2015): 461-469. Education Source. Web. 24 Mar. 2016.

In the article, Training Student Workers in a Social Learning Space, Naomi Fujishima at the Okayama University in Japan investigates issues associated with training student workers in social learning spaces (SLS). Researchers evaluate the different roles of student workers and ways in which to effectively train student workers. The article begins by defining exactly what social learning spaces are. They are defined as spaces that emphasize peer support and learning. Student worker roles included: peer teaching, receptionist, assistant manager, and student officer.  The data collected suggests that managers in these environments while training student workers need to be hands on and supportive while utilizing manuals for training purposes. Researchers also suggest that managers should not only listen to student workers but take actions if necessary to address issues or grievances. Ways in which these past student workers can help aid newcomers is through the use of journals or message books that could be given along with the manual. Also digital habitats could be utilized.

Vella, Raphael. “Re-Imagining Classrooms: Educational Environments In Contemporary Art.” International Journal Of Education & The Arts 16.12 (2015): ERIC. Web. 25 Mar. 2016.

In the article, Re-imagining Classrooms: Educational Enviornments in Contemporary Art, researchers at the University of Malta discuss arguments and other research that explores the relationship between educational environments and art. Not only are the spatial dynamics of these educational spaces examined, but the ways in which knowledge is transmitted, power structures, and literacy are taken into account. The authors begin the article by introducing the complex relationship between education and art. In recent years educational spaces have invaded art and in turn affected practices in the art community; such as museum studies. Overall valuable “lessons” that are learned from established artists in the field of contemporary art, tend to have lost their credibility due to educational environments. The article concludes by presenting solutions for the overlap between educational spaces and art. The authors suggest that art education should delve deeper into the actual role of the artist and the thought process. How artists think to mold works of art and visions.

Sahin, Muhittin, and Tarik Kisla. “An Analysis Of University Students’ Attitudes Towards Personalized Learning Environments.” Turkish Online Journal Of Educational Technology – TOJET 15.1 (2016): 1-10. ERIC. Web. 25 Mar. 2016.

In the article, An Analysis of University Students’ Attitudes towards Personalized Learning Environments, researchers set out to analyze University students’ attitudes towards personalized learning environments. Independent variables that were taken into account in this study included: gender, age, year of study, University attended, actual knowledge of the environment, and participation or willingness to participate in the environment. The study consisted of 1,197 students within Institutional Technologies and Computer Education programs. Research methods utilized for the study included: correlative survey models, personalized learning environment attitude scale (PLEAS), and Turkey’s test, which is used to analyze data. In conclusion, test results showed a significant difference in University students’ attitudes toward personalized learning environments in respect to the student’s specific gender, age, year of study, actual knowledge of the environment, and participation. The University played no role in influencing students’ attitudes.

Introduction

In the article, Understanding Visual Rhetoric in Digital Writing Enviornments, Mary E. Hocks introduces the roles of visual rhetoric for writers working in digital writing environments. By addressing features such as audience stance, transparency, and hybridity; Hocks persuades the audience on the importance of teachers teaching students on visual rhetoric in this new day and age. Visual rhetoric is defined as a means for persuasion or a visual strategy. Visual rhetoric is important especially now because of the evolving nature of hypertext and multimedia writing.

Hypertext

Hocks discusses how these new interactive forms of media sometimes make it difficult for a person to separate words from visual. They’re almost interchangeable. These arguments on this new found relationship between words and visuals are backed by hypertext theorists such as software designers Jay Bolter and Michael Joyce who are the creators of Storyspace. As society and the media we consume become more progressive we call in to question what we consider writing now. With a high attention devoted to the relationship between verbal and visual meanings in digital media, Hocks calls in to question the way in which we teach writing.

Hybridity

The author suggests articulating principles of visual rhetoric in the classroom for students. Because students are now bringing high hybrid literacy to the classrooms; an increase in visual interactive rhetoric of digital documents is needed.  Writing is hybrid. It can be visual, verbal, and spatial all at once. The relationship between visual texts and verbal texts and also image and word are not binary opposites, but inseparable.

Hocks, Mary. “Understanding Visual Rhetoric in Digital Writing Environments,” College Composition and Communication 54.4 (2003): pp. 629-656.

Libraries Move Toward Gender-Neutral Bathrooms

In the article Libraries Move Toward Gender-Neutral Bathrooms, Megan Cottrell reports on the move towards gender neutral bathrooms in libraries. Libraries offer members of their communities safe spaces in general. Librarians began to notice that many of their younger patrons did not fit traditional gender norms. The need for the expansion of these “safe spaces” into public restrooms was needed. For patrons that identify as transgender or gender nonconforming need restrooms that are not limited to simply male or female. When restrooms are limited to segregated gender may feel uncomfortable. According to a 2013 study, 70% of transgender people surveyed said that they experienced discrimination in restrooms. Forms of discrimination included being ridiculed, physical abuse, having the police called, being told they could not use the facility, and being asked to leave. Not only are gender-neutral spaces important for spaces in libraries, but also in various other spaces in college spaces.

Cottrell, Megan. “Libraries Move Toward Gender-Neutral Bathrooms.” American Libraries 46.11/12 (2015): 16-17. MasterFILE Elite. Web. 27 Apr. 2016.

Should HPV vaccination be gender neutral?

Smith, Martin. “Should HPV Vaccination Be Gender Neutral?.” CMAJ: Canadian Medical Association Journal = Journal De L’association Medicale Canadienne 187.11 (2015): E337-E338. MEDLINE with Full Text. Web. 27 Apr. 2016.

For my first group of annotated bibliographies I chose to focus on the relationship between homelessness and race/gender.

Gattis, Maurice N., and Andrea Larson. “Perceived Racial, Sexual Identity, And Homeless Status-Related Discrimination Among Black Adolescents And Young Adults Experiencing Homelessness: Relations With Depressive Symptoms And Suicidality.” American Journal Of Orthopsychiatry 86.1 (2016): 79-90. PsycARTICLES. Web. 6 Feb. 2016.

The researchers at the University of Wisconsin-Madison address the relationship between the mental health status of racial and sexual minorities and their status of homelessness. While other studies examine the impact of the marginalization on adolescents and young adults, there is still a lack of clarity when researchers try to understand the developmental outcomes associated with racial and sexual minority and their status of homelessness. This study examines associations between suicidality, discrimination, and depressive symptoms of 89 Black adolescents and young adults. Results indicate that among the community of the Black homeless youth, depressive symptoms and suicidality are highly prevalent. Results also indicate that those depressive symptoms are related to racial discrimination. Factors such as a lack of safe housing, policies, and programs are identified as problems ailing the community of Black adolescents experiencing homelessness and mental illness. The need for the careful consideration and implementation of programs and policies that include the needs of people of color with mental health issues and the homeless community are suggested solutions for this study.

Shelton, Jama. “Transgender Youth Homelessness: Understanding Programmatic Barriers Through The Lens Of Cisgenderism.” Children And Youth Services Review 59.(2015): 10-18. ScienceDirect. Web. 6 Feb. 2016.

The researchers and authors address the lack of service access and acquisition for transgender and gender expansive young people.  Due to institutional practices and sex segregated programs that do not allow the articulation of their gender, the authors recognize the need for services specifically designed to meet the needs of transgender adolescents experiencing homelessness. The study investigates the lives and experiences of a group of New York city based transgender and gender expansive youth that have experienced homelessness. Authors begin by defining transgender, gender expansive, and cisgender. The phrase transgender and gender expansive are utilized to encompass a wide variety and range of expressions noted by the participants. Cisgender is defined as a systemic ideology that denies gender identities that do not align with assigned gender at birth. The results of the study discovered that the program experiences of the participants were collectively associated with institutions that did not recognize their “self-designated” genders and confirms the need for programs that support transgender and gender expansive individuals.

Finfgeld-Connett, Deborah. “Becoming Homeless, Being Homeless, And Resolving Homelessness Among Women.” Issues In Mental Health Nursing 31.7 (2010): 461-469. MEDLINE with Full Text. Web. 6 Feb. 2016.

The researchers of the University of Missouri, Sinclair School of Nursing investigate the lived experiences of homeless women and make inferences that suggest optimal social services have positive influences on their future experiences. Authors address the causes for the recent rise in homelessness among women which include: a shortage in affordable housing, increase in poverty, domestic violence, mental illness, and substance abuse.  Research indicates that homeless women are prone to perceptions of hopelessness, abandonment, and shame. Homelessness does not only affect women, but it also negatively impacts women and their children. Researchers discover that homeless women are ill-equipped to prevent and resolve homelessness. A resolution for this discovery is through the use of nurses to advocate and educate women. Nurses are encouraged to empower women through interpersonal, intrapersonal, and environmental factors. Moving from a place of homelessness to “stable housing” requires basic elements of a long-term multidimentional process that includes taking action and becoming empowered.