Tag: Hecker Greenough K

Taylor Bryant & Kylie Greenough

Engaging in Mindfulness During Conflict

This paper surveys literature pertaining to conflict and mindfulness as separate topics, as well as gives an overview of our study. This paper additionally includes preliminary results of the study that disproved our hypothesis stating that those who engage in the practice of interpersonal mindfulness will be more likely to achieve integrative outcomes during a conflict. The paper concludes by offering discussion for how these results are significant within the communications field and their application to our relationships. Furthermore, this paper is finalized by stating the limitations of this study and gives suggestions for how this study could be improved upon replication.

COMM 413, Advanced Interpersonal Communication

Doyle Srader

L203

10 AM – Noon

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Daniel Gerlach & Kylie Greenough

The Environments of Public and University Libraries and their Implications on Study Spaces

Many people understand that libraries are intended to be subdued, tranquil places of study, but how do the physical building and its design choices influence how we communicate in these spaces? In an exploratory study, we set out to determine the differences between the UofO Knight Library and the Eugene Public Library as two unique study/learning environments and observed the environmental factors and their effects on interpersonal communication in these spaces. From our observations, we learned there are several notable differences between the design choices of the university and the public library buildings that impact how people interact. These findings are significant as they have implications on how we construct our study spaces here at Bushnell in addition to any designs for quiet learning spaces in the future.

COMM 430, Nonverbal Communication

Doyle Srader

Bucher Room

10 AM – Noon

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Kylie Hecker

How does water support student cognitive function? 

Water is essential to all beings and greatly affects how the human brain functions, mostly in children. Multiple studies show that water impacts a students cognitive function particularly in the classroom. A lack of water hinders there ability to pay attention, and to properly absorb information. Students are not drinking water because they often fear the safety of the water, water isn’t accessibly offered in their schools, or often time they prefer other beverages like soft drinks . So how do we encourage them to drink water? Make it more easily accessible, make it fun by adding fruit, and make an emphasis on it are a simple few options out of many. 

EDUC 330, Child Development 

Brian Kaelin 

L203, poster #12 

10 AM – Noon 

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