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This chapter will consider the spatial implications in disrupting hierarchies and shifting identities in the undergraduate environment and explore the extent to which space can act as an agent of change in this process. Drawing on research and empirical evidence, the chapter explores the link between the re-design of learning and the design of the physical space. As this chapter will illustrate, when the active learner is centrally positioned in the learning spaces of the future, space can support relational and dialogic learning experiences and promote learner agency and reflexive learner engagement in a way that has the potential to become a platform for transformative educational change. As educational spaces are re-conceptualised, recognising a fundamental shift has taken place in how, when and where we learn, it can be argued that space is acting as an ‘agent of change’ facilitating change in pedagogic practice, relationships and methods.

Community renewable energy has been widely advocated as a mode of implementation of sustainable energy technologies that contrast in various ways from those of public or private sector utilities (Walker & Cass, 2007). Community energy projects have been established in many countries around the world, including various parts of Europe (DTI, 2004; Lauber, 2004; Madlener, 2007), the United States (Hoffman & High-Pippert, 2005, 2009), Australia (Moloney, Horne, & Fien, 2010) and Japan (Maruyama, Nishikido, & Iida, 2007), forming part of a more distributed rather than centralised pattern of energy generation. For Seyfang and Smith (2007) they potentially represent examples of ‘grassroots innovation’, forms of niche-based social experimentation with wider significance for the emergence of forms of transition towards sustainable socio-technical systems (Smith, 2007).

This essay explores an instructional application of Wikipedia within the context of an undergraduate capstone course in historical studies, entitled “Revisiting the Weather Underground.” I wanted student research writing to find a wider audience than the classroom, so devised an assignment which called upon students in this senior seminar to research, write, and publish (via Wikipedia) biographies of individuals associated with this antiwar, anti-imperialist organization. Course membership included both traditional-aged college students and returning students. None had prior experience with social history, biography, publishing, or writing/editing on Wikipedia. Despite the fact that all participants (and I include myself here) had a steep learning curve when it came to the technology necessary to address a reading public through Wikipedia, the students rose to the challenge. The use of Wikipedia as venue shaped the manner in which students thought about their biographical subjects (some of whom could conceivably – and do, in fact – read and respond to the biographies), their subject matter (the Weather Underground), their audience (which included Wikipedia readers and editors internationally), their responsibilities as researchers to be accountable for their characterizations of others’ life stories, their accountability in sourcing information, and their sense of authorship (which all needed to learn to share with strangers encountered through Wikipedia). In reflecting on the assignment, students valued the experience as authentic scholarly communication and lasting historical learning. The featured assignment demanded close partnerships among students, faculty, librarians, educational technologists, and Wikipedia editors/administrators, and served also to dramatize the perils and possibilities of shared inquiry.

With the turn of the century, the Earth's natural resources continue to be stretched as nonrenewable resources continue to dwindle and as the population continues to grow. Academia is no exception with human and teaching resources remaining a constraint for all universities including financial resources. Higher education (HE) leadership struggles to contain costs by reducing unnecessary expenditures while trying to ensure that quality remains a top priority. Innovative pedagogy is one way that institutions can help bridge both scarcity and quality and address the growing demand for quality education. New technologies, designing of new curriculum which is relevant and can address the realities of economic demands, have become a high priority in HE. Educators, policymakers and stakeholders have to embrace this transformational change for the progress of their institution. This book addresses such innovative changes that are being initiated by academics around the world. The focus of this book remains on innovative pedagogy, success stories of such interventions, impact on students while reinventing the learner-centered approach and its implication on the future. The authors of this book address the successes and the challenges they have faced.

As the first decade of the 21st century drew to a close, the threats associated with economic crises, social inequalities, and human-induced environmental change focused unprecedented attention on global development trajectories. While questions about how the nature and impact of economic growth should be managed have long featured in environmentalist thought, the stark conditions created a new policy landscape of opportunity for alternative development strategies. National governments around the globe began to disseminate policy statements calling for ‘green growth’ and some, for example the United States, even developed stimulus packages aimed at restructuring economies towards a low carbon future. At the same time international non-governmental organisations such as the United Nations Environment Programme (UNEP) have developed entire initiatives focused on shaping what has come to be termed the ‘green economy’ (UNEP, 2011). Even large multinational corporations, such as Shell and their dialogues mechanism, are engaging with green economy discourses. New partnerships are emerging across governance sectors with Microsoft Corp and UNEP signing an agreement in 2009 to share knowledge collaboratively around green economy issues. In the United States, the BlueGreen Alliance is consolidating activity of labour unions and environmental organisations in order to maximise the number and quality of jobs in the green economy. With such a broad spectrum of actors and interests involved, it is unsurprising that there is no one agreed vision for a green economy. Some argue for development scenarios that promote reduced or no-growth pathways (Scott-Cato, 2009), others see the current crises creating innovation opportunities for new growth in different areas through processes of ‘creative destruction’ (Florida, 2010).

Purpose: Lesbian, gay, and bisexual (LGB) young adults smoke at rates much higher than the general population. Young adults, in general, are less likely to seek medical help for smoking cessation and LGB individuals are less likely to seek health care generally. Alternative methods to encourage smoking cessation are necessary. This research seeks to establish whether LGB young adults in California would be willing to use social media for smoking cessation.

Approach: We conducted 41 qualitative interviews among LGB young adults in the San Francisco Bay Area and Los Angeles in Fall 2014.

Findings: The results suggest that our participants were interested in a LGB-focused social media intervention, as long as the intervention was private or anonymous and moderated. Further, across topical areas our participants spoke extensively about the import of social connections. We may be able to leverage these connections to encourage cessation.

Research Limitations: This is a qualitative, non-generalizable dataset from a fairly limited geographic area.

Public Health Implications: Online smoking cessation interventions aimed at young adults would benefit from further testing with LGB young adults to ensure efficacy among this population. In addition, states and localities concerned about young adult LGB smoking might benefit from investing in an online socially mediated cessation forum. Online interventions could be scalable and might be useful for other groups who regularly face discrimination, stigma, or other stressors that make successful smoking cessation difficult.