Student Anxiety In Active Learning Classrooms: Apprehensions and Acceptance of Formal Learning Environments

Abstract: The number of undergraduate students who report having at least one disability has been on the rise since the 1970s.  With the advent of Active Learning Classrooms (ALCs), understanding how these students experience ALCs is critical to creating a fair and equitable experience for all students.  This report examines one subset of this population: students with some form of diagnosed Anxiety Disorder.  Although over a quarter of U.S. undergraduates report a diagnosis of some kind of Anxiety Disorder, this study focused on those who sought disability accommodations in their ALC classes.  Using structured interviews, this paper identifies 11 elements of the classroom and learning experience that affect such students in these spaces.  The paper concludes with recommendations instructors can take to improve the learning experience for students with anxiety and anxiety disorders.

Orientation and Social Inclusion: Supporting Students With Visual Impairments In Active Learning Classrooms

The percentage of undergraduate students in the U.S. who report a visual disability is over 3.5%, and worldwide over a billion people claim a significant visual impairment.  As more higher learning institutions build Active Learning Classrooms (ALCs), it’s critical to understand how these students experience such a different style of learning environment.  Although many students do not register their visual impairments at the college level, this report examines students who sought disability accommodations in their ALC classes to help them succeed.  This paper identifies two dimensions, divided into 10 factors, of the learning experience in these classrooms and how students faced the challenge of these environments.  To improve the future learning experience for these low-vision students, a list of pedagogical recommendations is included