Photo by Cole*
Findings
The student/participants of my research project were asked to photograph the various spaces that they used during the day - spaces that boosted their wellbeing, and spaces that they avoided or that remained a mystery to them. As the images came in, I saw some familiar spaces, such as the Japanese Garden, the Outdoor Courtyard, the Campus Coffee Shop, the study alcoves, the closed Dining Hall, the painting classroom and my own art classroom. I also saw spaces that I had not seen before, such as the Math Center, the Veterans Center, the Reflection/Meditation/Prayer Room, some classrooms and faculty offices and “out of the way” study areas. A space that boosts the wellbeing and sense of belonging for one student does just the opposite for another depending upon individual experience, past and present. What brings anxiety for one, brings comfort to another (Samura, 2018). Prosperity realized this while taking photographs of his important spaces, with negative and positive flashbacks resulting from the images. What surprised me the most during my interviews is that each of the six participants were able to express to me how they used the specific spaces and why they were important to their success as a student.
The use of campus space is important to student wellbeing, however, students need help discovering what services are available to them and where certain spaces are located. Students do not remember all the spaces they see, or where they are, during their formal tour when they are visiting the college. Shiloh remembered learning about the gym during his campus tour but could not find it when he tried to look for it. Some of the students in my research project did receive help in learning about spaces. Dentistry D’s academic advisor informed her about the Veteran’s Center right away. Thus, she started going to the Veterans Center as soon as the semester began. Being a ten-year veteran, she sees it as an important place where she can connect with people that she will have things in common with. It is also a resource, providing information about campus, and the snacks available there are always much appreciated.
Students also learn about spaces from their friends. Prosperity already knew about his favorite hangout space before he came to Midwestern because a couple of his friends were already using it. Taz learned about the reflection/meditation/prayer room from her community of friends. However, when students come to the college independently, it is as if they are on their own. With the campus described as a maze, students experience frustration when they try to find places. I have seen this across my teaching career, at two-year and four-year schools, students often came to class late on the first day, or missed class altogether, because they could not find the classroom.
When students come independently, spaces near their classrooms are places where they found a place to work and be. When Ariel accidentally came to one of her classes an hour and a half too early, she found her perfect spot to spend time, which was near the classroom. For the rest of the semester, when Ariel wanted to work, but not study, she would return to this buzzing, open, brightly lit space. It is an open space and a hallway, with plenty of passersby to keep her feeling a part of campus activity. As discussed by Wu, Kou, Oldfield, Heath, & Borsi, (2021), open space with a lot of natural light, does bring feelings of relaxation and rejuvenation.
Rosemarie enjoys using the wide tables outside of the art classrooms - they are large enough to support a painting she is working on, and the tables’ proximity to the bathroom’s water source makes them convenient. They are large enough for four people to work at, but not large enough to feel anonymous if you do not know the others. She wishes there were smaller tables mixed with the larger ones and believes this would make the space feel more welcoming. Corroborated by the work of Samura (2018), providing a wider variety of seating options cues each student that there is place for them. "Spatial cues" alert people how to use the space (Samura, p.6, 2018).
However, if a student has not yet had a class in an area, they continue to be unfamiliar with the area. When Shiloh reflected upon what he learned about his connection to campus space, he realized that because he had not yet had a science class, he was unfamiliar with the Science Wing. Additionally, in the wake of the COVID-19 pandemic, many courses were offered only online. Even if a student is in their second year at Midwestern, this does not mean they are familiar with the campus. For many, half of their classes have been strictly online. Faculty and staff must be intentional in helping new and returning students discover the whole campus (Horn & de la Rosa-Pohl, 2022).
Faculty-student interaction, especially for students from underrepresented groups, improves student success (Chang, 2005). However, community college students tend not to visit their teachers during office hours and more often connect with them during class (Chang, 2005). Three of the students, Shiloh, Prosperity and Rosemarie, shared with me the importance of their own sense of belonging when they spent time talking to their teachers outside of class. Often students are unable to connect with their professor because of a distance created by a social, economic or cultural gap (Chang, 2005).
Professor Anwhistle was able to close this gap by being transparent about her whole life; Roz, the painting teacher, closed the gap by opening up her painting studio and giving insight to Rosemarie about what life as a working artist looks like, and Prosperity’s writing professor closed the gap by taking the time to listen to him. Even though it felt like it took forever to find the writing professor's office, when Prosperity finally found it, he visited many times. He felt as though, in addition to talking about the progress of his writing, he was able to talk about life issues - things that were bothering him or hitting him hard, and he always left feeling better. By photographing offices or classroom spaces, the students attempted to photograph the unphotographable - their relationship with a faculty or staff member. The photographs were a catalyst, encouraging students to discuss important topics that cannot be photographed (Clark-Ibenez, 2004).
Flexible, academic and informal learning spaces were also shown to be of value. Shiloh enjoyed the flexibility of the Math Center, which is a drop-in center rather than the Tutoring Center where you need to make an appointment. Never knowing when he would need help, he appreciated being able to go in between classes, do his math homework, and receive guidance when he needed it. There, he was also able to meet other math students. Ariel appreciated the table layout of the Art classroom, which encouraged open conversation. Pointed out by Veltri, Banning, & Davies (2006), classroom spaces that discourage student interaction are seen in a negative light by students. Once again, spatial cues alert students how to use the space (Samura, 2018). Ariel saw the art classroom, an open, light filled, space with work tables as a relaxing space that encourages open communication. The open space, open seating, and open conversations created a supportive learning environment for her.
I was surprised how many restorative spaces were photographed. Restorative spaces are as important as academic and informal learning spaces. Spaces that reduce stress, “restorative environments are places to relax, rest, recuperate, unwind and feel safe” (Banning, Clemons, McKelfresh & Gibbs, 2010, p. 907). Each student shared their restorative space. Prosperity depicted his hang out spot where he often laughed with his friends. The Japanese Garden, favored by Dentistry D, was where she found moments of peace during the day. Rosemarie found a sense of belonging at The Art Wing and art gallery and the Outdoor Courtyard. The Campus Coffee Shop reduced Ariel’s stress levels. Taz was able to practice her faith in the Reflection/Meditation/Prayer Room, and Professor Anwhistle’s faculty office was where Shiloh felt welcomed. Restorative spaces are most often part of the natural landscape or outdoor spaces (Banning, et al., 2010), however, as gleaned here, much of the built environment on Midwestern’s campus is seen as restorative, as well. For Taz, what she learned about her connection to campus space is that for her, people make the space – so it is very important to have spaces where students can meet, hangout and talk, (Wu, et al., 2021).
*Cole is a pseudonym for a student who took photos but did not participate in the interview process.