Gracious Spaces
Molloy Faculty Mentor
Madeline Craig, Katherine Patterson, Francine Wisnewski
Presenter Major
Childhood Education
Presentation Type
Poster
Location
Wilbur 2nd Floor Corridor, Wilbur Arts Building, Molloy University
Start Date
1-5-2026 10:30 AM
End Date
1-5-2026 11:15 AM
Description (Abstract)
Campus spaces are an essential part of the college learning experience. This project specifically examines the wants and needs of pre-service teachers as they prepare to become teachers. Additionally, this focus highlights the importance of community and learning spaces for teacher candidates within a university setting. The researchers will explore the ways teacher candidates utilize Kellenberg 324 (The Dr. Joanne O’Brien Room) for both academic and social purposes. Furthermore, understanding these patterns of use will provide insight into how such spaces can better support teacher development. The literature review includes how spaces are used by college students and pre-service teachers (teacher candidates). The theoretical framework of this literature review includes Vygotsky’s sociocultural theory, Maslow’s hierarchy of needs, Nel Noddings’ ethics of care, and multisensory learning. This research posits that interactions within the Dr. Joanne O’Brien Room will encourage collaboration, reflection, and meaningful interactions among future educators. At this time, no human participants or participant data are included in the presentation; however, the researchers are currently working with the Institutional Review Board (IRB) to obtain approval to incorporate participant data, including sign-in sheets, in future stages of the study.
Related Pillar(s)
Community, Study
Gracious Spaces
Wilbur 2nd Floor Corridor, Wilbur Arts Building, Molloy University
Campus spaces are an essential part of the college learning experience. This project specifically examines the wants and needs of pre-service teachers as they prepare to become teachers. Additionally, this focus highlights the importance of community and learning spaces for teacher candidates within a university setting. The researchers will explore the ways teacher candidates utilize Kellenberg 324 (The Dr. Joanne O’Brien Room) for both academic and social purposes. Furthermore, understanding these patterns of use will provide insight into how such spaces can better support teacher development. The literature review includes how spaces are used by college students and pre-service teachers (teacher candidates). The theoretical framework of this literature review includes Vygotsky’s sociocultural theory, Maslow’s hierarchy of needs, Nel Noddings’ ethics of care, and multisensory learning. This research posits that interactions within the Dr. Joanne O’Brien Room will encourage collaboration, reflection, and meaningful interactions among future educators. At this time, no human participants or participant data are included in the presentation; however, the researchers are currently working with the Institutional Review Board (IRB) to obtain approval to incorporate participant data, including sign-in sheets, in future stages of the study.
