Thesis: Well-designed and connected networks of indoor and open spaces on campuses can be key, yet typically overlooked catalysts, in student learning and a strong influence on students’ initial and longstanding experiences that promote a sense of belonging to the learning community
(Paragraph 9)–A.)Thus, a well-designed campus was an integral part of the educational experience of students, one equal in importance to the students’ academic subjects and connected to higher education’s mission
- After a period of prolonged cognitive demands and mental saturation, difficulties in concentrating, reduced performance on tasks, higher rates of irritability and tension, and more impulsive and hostile behavior may arise (Kaplan, 1983; Kaplan & Kaplan, 1982; Tennessen & Cimprich, 1995).
(Paragraph 12)–B.)Interaction with natural environments (especially green nature) employs faculties of concentration not normally used – involuntary ones – thus allowing the neural mechanisms underlying directed attention a chance to rest and replenish.
- Interaction with nature, in particular, can help to maintain or restore cognitive function such as direct attention, problem solving, focus and concentration, impulse inhibition, and memory, which can become depleted from fatigue or with overuse (Hartig, et al., 2014; Kaplan & Kaplan, 1989).
Public areas and outdoor learning environments, including nature trails and ecological study areas, lend more opportunities for community interaction and social encounters that foster a sense of belonging, whereas quiet areas provide a place for students to refresh themselves, have a temporary escape, or quiet reflection, affording an enriched and enjoyable campus life