Environmental Influences and Student Success



Environmental Influences and Student Success

October 26, 2007 by Peter Rosenberg

Higher ed consultant Peter Rosenberg presented a session and facilitated a day-long dialogue on how to shape environmental influences for optimal learning. The gathering had three parts:

• Introduction to Ecology of Learning

• Images of WWU (slide presentation and discussion)

• Workshop on classroom environment

Part 1: Theory

The theory of Campus Ecology has evolved through four stages:

1. Unenlightened (if a student doesn’t fit in with the environment, it’s his/her fault—eliminate the problem by getting rid of the student.)

2. Adjustment (accommodate setting to fit individual needs as they arise.)

3. Developmental (recognition of varying student levels/needs in the 60’s-70’s resulted in trying to plan for differences ahead of time)

4. Ecological (80’s) view relies on considering learning needs ahead of time and being deliberate about setting up an environment most conducive to optimal learning for everyone.

Peter suggested that we always start with an ecological approach and move backwards and draw on earlier stages – if needed. For example, a situation might best be addressed by getting a student to leave, but that should be the action of last resort, not the first. Some emergent questions:

• How can we be good stewards of the environment?

• How do we learn where students are at?

• Aren’t there some elements of the environment that all students need, no matter where they’re at?

A guideline to keep in mind when planning a learning environment:

Behavior = (function) of person interacting with environment

Personal Characteristics: We need to recognize personal characteristics, though we may not be able to change them. Consider how we, as individuals, can influence our environments.

Environmental Influences

Keeping in mind the myriad features of personhood (age, race, religion, learning styles, etc.), we need to also consider the many features that count for “Environmental Influences.”

Environment is more than just physical space and includes all the following:

• Safety

• Accessibility

• Beauty/Aesthetics

• Temperature

• Media

• Lighting

• Peer influence

• Institutional pressure

• Family pressure

• Policies/protocols

• Physical space, including size, set-up, noise, furniture, cleanliness, odor

• Comfort/ambiance

• Time of day

• Attendance

• Demographics

Part 2: Images of WWU’s Learning spaces

Peter has gathered a large gallery of slide images taken at WWU that demonstrate some of our outdoor and indoor learning spaces.

We have some very good outdoor spaces that build a sense of community such as Red Square and the Performing Arts Center (PAC). Unfortunately, they are spaces that can only be utilized at certain times of the year, and sometimes good spaces get blocked off (e.g. the Old Main lawn). How might we update those spaces to accommodate the rainy times of year? Also, we suffer from not having many indoor spaces that build community or interactive learning.

Questions to consider:

How is our academic space inviting?

And how appropriate is our space for what we do?

How do we balance aesthetics with function?

How do we ensure more open time/open space for expression (for everyone)?

Notice our artifacts; are they inclusive? Do they represent our identities?

Some suggestions

For signs: better to print them out, so they’re clear, easily readable. Art should reflect the use of the space.

Practice “anding,” that is, adding to what’s already there to make the environment more positive. Example: Add more temporary artwork that is relevant to make a learning space more inviting.

We need both kinds of spaces—that is, student or faculty/staff-only spaces as well as communal spaces).

Consider making communal spaces out of some currently unused spaces (e.g. OM 300-level floor lounge?).

Consider the value of changing an appearance. Images create and shape learning expectations.

There is value in naming challenges ahead of time and inviting students into helping make it better. Ask students what works best for them, both inside and outside of class.

Part 3: Workshop

In smaller dialogue groups, participants addressed four different kinds of spaces: classroom space, common space, office space, and virtual space. The following notes were taken from the group record sheets.

Classroom Space:

Some Suggestions:

• Acknowledge less-than-optimal conditions—have a conversation

• Brainstorm with students about how to enhance space—“creative talk”

• Try changing things

• Consider using a “u” shape “rather than a circle” to accommodate dialogue and lecture

• Do name plaques/badges/placards to get names down. It matters!

• Use small groups where appropriate

• Use Think-Pair-Square, small groups then return to big group

• Continually ask class for ideas, resources, materials, and artifacts

• Consider bringing in music, but find choices that would satisfy everyone.

• Urge architects and building planners to build in flexible spaces and movable furniture

Lingering Questions:

• How can you have a classroom space that different courses/people can own?

• What makes straight rows the default arrangement?

Common Space:

Questions to consider in reducing environmental barriers

• What interferes with learning?

• What creates exclusion?

• What distances students from your services?

Questions to consider in creating environmental enhancers:

• What would create a more positive learning environment?

• What creates a more inclusive learning environment?

• What creates a more engaging atmosphere?

Some Environmental Enhancers:

• Comfortable and mobile seating

• Proximity to resources

• Lighting

• Signage

• Flexibility and diverse use of space

• Ongoing assessment and evaluation of space

• Whiteboards

• Technology

• Open all hours (study space)

• Inclusive words and images

• Non-reserved spaces for groups

• Leave space the way you found it

Office Space:

Questions to consider:

What does my office look like from the outside? Easy to find?

What does my office look like once you get inside? Does it reveal my professional & personal identity?

What is it like to be in my office?

Optimal office features:

• Confidentiality

• Visual contact

• Safety

• Noise

• Lighting (natural/artificial)

• Storage

• Organization- functional and aesthetic

Virtual Space:

• Need to reduce barriers to use.

• Ability to use virtual space lags behind current technology.

• Blackboard convenient for instructors, but not students.

• Portals separate for students and staff/faculty make it difficult to collaborate and schedule events together.

• Useability tested interfaces

• Email system horrible for students, lacks configuration options.

• Difficult to find info on the web

• Functionality lost from paper-based browsing to online view/search

• Search features need to be robust, accurate, intuitive.

• Information confined to 17” screen – need to consider that limitation.

Want virtual spaces that are more inclusive:

• Learning commons

• Dynamic real time direct chat/communication

• Tools led and directed by all students, staff, faculty

• Have a shared scheduling tool.

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