Background: The greatest increase in obesity rates have been seen with young adults in college due to their unhealthy dietary habits and behaviors. Interventions at this life stage may reduce the development of obesity related health concerns. There is an evident need for nutrition and lifestyle interventions yet there is limited research on the implementation of comprehensive nutrition programs for college students. Objective: This research study has a dual focus. We aim (1) to describe nutrition services offered through the Georgia State University Student Recreation Center to include nutrition assessment in a college population. Specifically, measured energy needs (Korr ReeVue™ Portable Indirect Calorimeter) were compared with estimated energy needs (predictive equations) and nutrition software (BioEx Nutrition Maker Software© Plus 2.0). In addition, this study aims (2) to survey what types of nutrition services are offered by campus recreation centers that are part of the Urban 13 research-sharing institutions. Methods: (1) Twenty-three healthy weight (n=8) and overweight/obese (n=15) 18 -37 year old males (n=11) and females (n=12) that were members of the Georgia State University student recreation center and had undergone indirect calorimetry. Paired samples t-tests were used to compare the means of measured resting metabolic rate (RMR) with RMR estimated from the Harris-Benedict and Mifflin-St. Jeor equations. Measured and estimated RMR were used to calculate total energy expenditure (TEE). Paired sample t-tests were also used to compare the means of each calculated TEE. A p-value ≤ 0.05 defined significance. (2) The 21 campus recreation centers of the Urban 13 were asked to complete a five-question survey by email or phone. Survey results were tabulated based on result frequencies. Results: (1) A statistical significance (p < 0.003) was found when comparing the means of measured RMR (1627 ± 393 kcal/day) with RMR estimated with the Harris Benedict equation (1781 ± 321 kcal/day). Significant differences (p < 0.001) were found between TEE calculated via measured RMR (2153 ± 534 kcal/day) and TEE calculated with estimated RMR via the Harris-Benedict equation (2354 ± 420 kcal/day) and Nutrition Maker© Plus 2.0 (2623 ± 582 kcal/day). Results were not statistically significant when comparing the means (p=0.308) of measured RMR (1626 ± 393 kcal/day) with RMR estimated with the Mifflin-St. Jeor equation (1677 ± 287 kcal/day), or between the means (p=0.317) of calculated TEE from measured RMR (2153 ± 534 kcal/day) and the Mifflin St-Jeor equation (2218 ± 381 kcal/day). (2) Of the 21 schools evaluated, seven stated nutrition services were provided through the campus recreation center. Of the seven schools, five staff an RD at the recreation center, and two schools, including Georgia State University, staff an RD and offer indirect calorimetry. Conclusions: To our knowledge, this is the first study to describe nutrition services offered at a campus recreation center. In the absence of indirect calorimetry, the Mifflin-St. Jeor equation is the best method to estimate energy needs for a college population. Nutrition services provided by an RD are limited at campus recreation centers of the Urban 13. Furthermore, only two campuses, including Georgia State University, provide nutrition assessment via indirect calorimetry.

The implementation of a tobacco-free policy is the leading recommendation among health institutes for reducing the harms associated with tobacco exposure–for both smokers and nonsmokers–on college campuses. Despite the health benefits associated with tobacco-free policies, compliance with these policies remains a serious challenge on college campuses. Interventions aimed at increasing smokers’ willingness to comply with tobacco-free policies are essential for improving public health. Guided by the theory of planned behavior (TPB), the purpose of this study was to (a) investigate the factors associated with tobacco-free policy compliance among undergraduate students and (b) design and evaluate a theory-based campaign aimed at increasing compliance with a tobacco-free campus policy. To achieve these aims the current study was conducted in two phases. Phase One was a qualitative investigation that analyzed focus group data related to messaging strategies for increasing tobacco-free policy compliance. Phase Two was a quantitative investigation that used survey data to explore variables associated with tobacco-free policy compliance and to test the effectiveness of a campus-wide print-based campaign. Results from Phase One suggest various ways to target the TPB variables in messages in order to improve tobacco-free policy compliance. Results from Phase Two suggest the psychological variables and the physical variable of nicotine dependence are not related to tobacco-free policy compliance behaviors; however, social variables, quit attempts, and daily cigarette use are predictors of compliance behaviors. Similarly, the TPB variables had mixed results for relating to tobacco-free policy compliance behaviors. In addition, the campaign materials were supported as effectively improving tobacco-free policy compliance behaviors, both through individual level survey reports of compliance and observed compliance behaviors on campus. Although the campaign materials were designed around the TPB variables and were supported for improving compliance behaviors, above average campaign exposure was only found to improve normative beliefs from pre- to post-intervention. In addition to theoretical and practical implications offered from this study regarding tobacco-free policy compliance behaviors, this study also provides critical insight into the current compliance behaviors on the University of Kentucky’s campus.

abstract: One in five college women report being sexually assaulted (National Sexual Violence Resource Center, 2015) with college being the time when men are more likely to commit a sexual assault (Burgess, 2007). Victimization detracts from their college experience, leading to poor academic performance or less institutional commitment. College women who are victims of sexual assault are also at a higher risk of participating in risky sexual behavior. To reduce the prevalence of sexual assault at universities, it is important to develop effective prevention programs that can target and change attitudes and beliefs that contribute to the continued perpetuation of sexual violence on college campuses. Although there are multiple studies that examine the perspectives of sexual assault among college students, specifically rape myths, the majority of that research is quantitative and does not provide an in depth understanding of their beliefs and the potential factors that contribute to those beliefs. The purpose of this study was to provide an in depth analysis of the attitudes and beliefs about sexual assault among college students. Twenty-five female and 20 male college students participated in semi-structured focus groups or interviews. Open coding was used to gain an understanding of their beliefs concerning sexual assault. Results demonstrated that students possess multiple and often contradictory beliefs about sexual assault and issues that contribute to those beliefs that can be addressed and changed using sexual assault prevention. Three of those broad themes included barriers to talking about sexual assault, social and cultural norms that contribute to sexual assault and how college students communicate their sexual needs and desires, including consent. This research reveals that researchers and advocates do not have a complete understanding of perspectives of sexual assault among college students. Prevention programs may have been developed based on incomplete information and assumptions about what college students believe. Therefore, this study provides information that can be used to develop intervention programs that specifically target the most relevant ideas about sexual assault that are most relevant to the experiences of college students. / Dissertation/Thesis / Doctoral Dissertation Social Work 2018

On college campuses, Title IX is used to prevent sexual assault. As sexual assault is experienced predominately by women, this research seeks to examine a relationship between gender and opinions on the Title IX changes of 2017, which rescinded protections for victims of sexual assault. To answer this, a thematic content analysis was conducted on online news article comment forums. The results indicated that men were more likely to support changes to Title IX guidelines, and women were more likely to oppose these changes. Drawing on these differences, administrators on college campuses can be prepared for new programming and new policies can be informed from the public opinion.

No description available.

The purpose of this study is to identify students’ awareness, knowledge, and perceptions of the mandatory reporting policy related to Title IX of the Education Amendments of 1972 (Title IX). Mandatory reporting requirements are being implemented in higher educational institutions; however, existing literature does not examine students’ perceptions or their knowledge of the specific requirements that apply exclusively to them. This exploratory study examines the perceptions of college students at Virginia Commonwealth University (VCU) in Richmond, Virginia. Drawing on survey data (N = 501) from a large, public research university, the study explores two outcome variables: students’ awareness of the mandatory reporting policy and students’ knowledge of the university’s Title IX and mandatory reporting policy. It is hypothesized that variation across such views may be predicted by several factors, such as rape myth acceptance, knowing a victim of sexual misconduct, knowing an individual falsely accused of sexual misconduct, and demographic characteristics. Most of the students were aware of the university’s mandatory reporting policy, but they were not especially knowledgeable about the specifics. An overwhelming number of students support the use of mandatory reporting on college campuses for sexual misconduct, but fewer individuals stated they are more likely to disclose personal sexual victimization with an enacted mandatory reporting policy. Being knowledgeable about the university’s mandatory reporting policy was positively associated with higher general support of mandatory reporting. In addition, being aware of the enacted mandatory reporting policy also emerged as statistically significant and positively associated with perceptions of disadvantages and advantages of the mandatory reporting policy. Other findings and implications are discussed.

As the world's energy demand increases, it is generally known that conventional energy systems will not sustain future civilizations without repercussions to human and environmental health. Transitioning from current energy systems to those with renewable sources will be challenging and will potentially alter landscape aesthetics. However, the design of renewable technology can minimize adverse effects and can even improve the quality of living in addition to producing electricity. Wind turbines located so that landscape quality is preserved, electricity generators embedded in play equipment, or the use of solar panels to shelter people are examples of how renewable technology has been aesthetically used to improve the quality of life. To test these new ideas, this research thesis searched for examples of how landscape architects can use aesthetics to integrate renewable energy into three types of locations: regions, urban areas, and university campuses. In chapter one, analyses of methods from the Western Renewable Energy Zones (WREZ) initiative in the United States and the South Limburg project in the Netherlands reveal examples of how landscape architects can use aesthetics in visual impact studies and scenarios, which help integrate renewable energy into regions. In chapter two, an analysis of urban renewable energy projects resulted in a series of strategies for using aesthetics and amenities that landscape architects can apply to urban projects which utilize renewable technology. Chapter three presents results from a study of a design for the Ball State University campus in Muncie, Indiana, which produced a method for how landscape architects can use renewable energy products as aesthetic and unique sources of energy generation for a campus community. The subject of renewable energy is developing in the field of landscape architecture, and this research asserts that the use of aesthetics and amenities is a viable method for integrating renewable technology into landscapes. Using readily available products or customizing technology to fit the needs of a project are two options for designers who work with renewable energy to provide aesthetics and amenities. The consideration of both regional and urban scales is important to developing reliable renewable energy systems and a better quality of life. / Renewable energy, aesthetics and landscape architecture -- Aesthetics in regional renewable energy planning -- Strategies for aesthetic applications of renewable energy -- Design method for using renewable energy products -- Conclusions on using aesthetics in renewable energy design. / Access to thesis permanently restricted to Ball State community only / Department of Landscape Architecture

Classrooms, libraries, student unions, and university campuses shape students’ learning experiences. These physical learning spaces set the stage for college student engagement and academic performance. Most of the research about the role of physical spaces in learning lacks the student perspective. The goal of this study was to offer a student-centered vision of ideal learning spaces. Students are the learners for whom learning spaces are designed, and this thesis examines the way students of one summer class at Oklahoma Baptist University conceptualized and interacted with their learning spaces. Data collection included surveys of the students, a focus group with members of the class, participant observation in the classroom, and interviews with students and the professor. Students viewed physical spaces as the backdrop for human action and chose spaces that supported their learning styles and goals. Students described supportive spaces as warm, purposefully crafted spaces, and full of other people who were seriously pursuing the same goals. This thesis explores the ways students conceptualized and interacted with learning spaces as a network of support for their learning and provides recommendations for the design of learning spaces that facilitate this support.

No description available.

Informed by post-humanism, my research examines the entanglement of more-than-human forces at the Bread Loaf School of English. The oldest professional development institution of its kind, the Bread Loaf School of English has invited teachers to spend six-weeks each summer studying at its mountain campus since the summer of 1920. When the physical campus was forced to close indefinitely on the eve of its one-hundredth anniversary at the start of the pandemic, the loss of this physical space prompted meditations on over a century of institutional tradition as teachers shared their stories of the mountain campus. Bread Loaf’s landscape is teeming with narrative—stories that blossom like wildflowers each summer before fading with the coming winter. Within those narratives, like the Deleuzoguattarian “orchid and wasp,” the human and non-human transform one another in an intra-active entanglement of bodies. What happens when we pause and attempt to follow the threads of these entangled narratives in order to better understand how more-than-human bodies meet, collide, and contaminate one another over time to constitute the assemblage of the Bread Loaf School of English? The rich tapestry that begins to unfold offers a model for more-than-human storytelling well beyond the mountain, spanning the manifold landscapes teachers return to at the end of the summer.