C. Carney Strange, Ph.D.

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Is there a room for Learning on Campus?

• C. Carney Strange, Ph.D.
• Bowling Green State University

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Bf(p,e) (Lewin) differential interactionist Pers
pective
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How do students learn, develop, and grow?
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How do we design educational environments to
enhance that process?
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• The arrangement of environments is perhaps the
  most powerful technique we have for influencing
  human behaviorevery institution in our society
  sets up conditions that it hopes will maximize
  certain types of behavior and certain directions
  of personal growth.
• (Moos, 1986)

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We never educate directly, but indirectly by
means of the environment. Whether we permit
chance environments to do the work, or whether we
design environments for the purpose makes a great
difference.(John Dewey)
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• What seems missing is an integrated perspective
  regarding the human environment for purposes of
  creating
• conditions to maximize certain intended
  effects."
• (Moos, 1986)

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The need for understanding campus environments
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How do campus environments influence the
development of students?
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• An essential challenge facing post secondary
  educators today is the creation and maintenance
  of campus environmentsthat attract, satisfy, and
  sustain students in the achievement of their
  educational goals.
• (Strange Banning, 2001)

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Theory of campus environments
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Theres nothing so practical as a good
theory. (David Hunt)
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Environmental Components Impacts
Purposes
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E-Components
Physical Aggregate Organizational
Constructed
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Physical
natural synthetic design, layout, condition
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Aggregate
collective inhabitants, their differentiation
consistency
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Organizational
structures arrangements related to purposes and
goals
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Constructed
collective perceptions of press, climate culture
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E-Impacts
Active and positive stimulate release
select limit stress - Negative and stressful
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Design-Purposes
Build Community Encourage Involvement
Promote Inclusion Safety
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Include Secure
accessibility - P homogeneous groupings - A
human scale - O relational social climate -
C
AAggregate OOrganizational CConstructed
PPhysical
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Encourage Involvement
proxemics - P thematic groupings - A
complexity - O culture of engagement - C
AAggregate OOrganizational CConstructed
PPhysical
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Build Community
territory space - P differentiated
groupings - A dynamic structures - O
artifacts traditions - C
AAggregate OOrganizational CConstructed
PPhysical
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Environmental Assessment Design
What components? Current impacts? What
purposes?
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Negative Impact Positive
Component Physical Aggregate
Organizational Constructed
Purpose
Community Involvement Inclusion Safety
Campus Design Matrix
Strange Banning (2001)
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Physical
natural synthetic design, layout, condition
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Bricks Mortar
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Sense of Place(Sturner, 1972)
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The university is a total environment, a
system of exploratory activities occurring in
various forms of order and disorder which take
place in a particular setting.
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The physical environment, that which houses the
formal learning component, simultaneously
reflects and shapes, is both a response to and a
cause of, the values and practices of an
educational institution.
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The physical environment of a given campus
should not only mirror and support the learning
process in general, but it also should reflect
the distinctive values and aspirations of those
who actually live at and use a particular
college or university
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Little wonder that when we asked students what
influenced them most during their visit to a
campus, . . .it was the buildings, the trees, the
walkways, the well-kept lawns - that
overwhelmingly won out . . .The appearance of the
campus is, by far, the most influential
characteristic during campus visits, and . .
.when it comes to recruiting students, the
director of buildings and grounds may be more
important than the academic dean.(Ernest
Boyer).
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In accepting the significance of how decisions
regarding bricks and mortar affect not only
individual programs, but also our ability as an
institution to sustain our mission, we begin to
fulfill our highest potential (Gordon Gee)
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Its about bricks, its about stones, Bout the
charm and the color of the corner I call
home. Its about ground, its about place, Bout
the purpose and the feel and the outcome of my
space. Its about near, its about far, Bout the
time and the effort and the distance to my
car. With enough time, and the right design, I
will shape and build and make things look like
mine.
Bricks and Stones (Carney Strange, 2007)
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What is good design ?
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Components of Design Philosophy
Principles Guidelines Standards

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Components of Design Philosophy
Principles Guidelines Standards

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Components of Design Philosophy
Principles Guidelines Standards

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Components of Design Philosophy
Principles Guidelines Standards

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Components of Design Philosophy
Principles Guidelines Standards

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2 Fs of Design
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Form
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Form What is its shape and dimension?
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Function
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Function What is its use?
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Form follows Function
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4 Fs of Design
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Form Function
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Form Function Filosophy
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Filosophy Why does it exist? What is Its
purpose?
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Function Form Filosophy Fantasy
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Fantasy What does it Inspire?
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Ideal campus ?
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• All Souls College, Oxford, planned better than
  it knew when it limited the number of its
  undergraduates to four four is exactly the right
  number for any college which is really intent on
  getting results.
• (Nock, 1943)

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• "The ideal college is
• Mark Hopkins at one
• end of a log and a
• student at the other.
• (James Garfield, 19th century)

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Three tribes of the Academy

Bright College Years Anne Matthews (1998)
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Profess

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Profess Learn

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Profess Learn Arrange

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Profess Learn Arrange

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Profess Learn Arrange

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Profess Learn Arrange

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Are these good designs ?