Campus Design and the Community College Experience- An Exploratio

City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 6-2020 Campus Design and the Community College Experience: An Exploration of Stress, Belonging and Scholarly Identity Vanita Naidoo The Graduate Center, City University of New York How does access to this work benefit you? Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/3701 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY) Contact: AcademicWorks@cuny.edu CAMPUS DESIGN AND THE COMMUNITY COLLEGE EXPERIENCE: AN EXPLORATION OF STRESS, BELONGING AND SCHOLARLY IDENTITY By VANITA NAIDOO A dissertation submitted to the Graduate Faculty in Urban Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2020 © 2020 VANITA NAIDOO All Rights Reserved ii Campus Design and the Community College Experience: An Exploration of Stress, Belonging and Scholarly Identity by Vanita Naidoo This manuscript has been read and accepted for the Graduate Faculty in Urban Education in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy Date _ Anthony G Picciano Chair of Examining Committee Date _ Wendy Luttrell Executive Officer Supervisory Committee: Anthony G Picciano David Bloomfield David Chapin THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Campus Design and the Community College Experience: An Exploration of Stress, Belonging and Scholarly Identity by Vanita Naidoo Advisor: Anthony G Picciano This mixed methods research study examines factors that influence the development of scholarly identity at a community college campus It uses survey methods and a focus group with undergraduate students at the Bronx Community College (BCC) campus to examine how campus design relates to a sense of belonging, the process of reflection, and the development of a scholarly identity Academic attrition and low performance are challenges at urban community colleges The study aims to address how campus design, specifically green space, impacts undergraduate students at a community college It seeks to better understand the experience of the diverse student population at CUNY, while informing discourse on how campus design works to promote belonging, allow for reflection, and develop scholarly identity iv ACKNOWLEDGMENTS This study is the product of years of reading, thinking and talking about ideas related to campus design The Urban Education program at the CUNY Graduate Center nurtured my scholarly interests and allowed me to further that exploration My advisor, Dr Anthony Picciano guided me through my experience as a doctoral student and welcomed me as a colleague in his academic community I am grateful for the warmth and generosity he and Elaine have extended to me over these last few years To David Chapin and Dr David Bloomfield, you have shaped this study in very different and necessary directions Thank you for your support Facilities, Planning, Construction and Management at CUNY, specifically Dr Megan Moore-Wilk provided unlimited access to archival documents related to the purchase of the NYU Heights campus In addition, Dr Moore-Wilk shared her extensive knowledge of the Bronx Community College campus design and connected me to anyone that could help move my study forward She went above and beyond in ways I can only hope to repeat for someone else one day My deepest gratitude to the CUNY Doctoral Students Research Grant (Round 14) that provided funding for my study Bronx Community College welcomed my research and was very supportive of this study President Isekenegbe opened the campus to me and Associate Dean of Student Development, Dr Manny Lopez, provided a network of resources A special thanks to the Associate Dean of Academic Affairs for Curriculum Matters and Academic Programs, Dr Alexander Ott, whose genuine kindness and enthusiasm for my research was always apparent in our interactions Thank you for making the data collection process more interesting than stressful I greatly appreciate everything Maria H Velez did to assist me with my study, specifically her support with survey participants And the students at Bronx Community College, who were generous with their time and made my research possible Thank you for sharing your experiences and turning these ideas into a study v CONTENTS Abstract Acknowledgements Tables iv v viii CHAPTER ONE: HISTORY OF POSTSECONDARY EDUCATION Introduction Defining the American Higher Education System A Brief History of CUNY A Bronx Tale: The Community College Rationale for Study 15 22 28 CHAPTER TWO: LEARNING SPACE Introduction Stress Belonging Scholarly Identity Symbolic Qualities of the Campus 31 35 38 40 54 CHAPTER THREE: METHODOLOGY Stage One (Survey) Stage Two (Focus Stage) 61 61 CHAPTER FOUR: FINDINGS Survey Analysis Focus Group Analysis 65 80 CHAPTER FIVE: DISCUSSION Time The Oasis 105 108 CHAPTER SIX: CONCLUSION Uses of Green Space Future Areas of Analysis 110 113 Appendix References 116 124 vi FIGURES Figure 5.1 Gender Figure 5.2 Major Figure 5.3 Race Figure 5.4 Semesters Figure 5.5 Time on Campus Figure 5.6 Time Regularly Spent Outside On Campus Figure 5.7 Time Spent Outside Near Green Spaces On Campus Figure 5.8 Time Spent with Friends Near Green Spaces On Campus Figure 5.9 Time Spent In Green Spaces Like Parks Or Gardens In General Figure 5.10 Comfort at College Figure 5.11 Place on Campus Visited Regularly Figure 5.12 Locations Visited on Campus Regularly Figure 5.13 Comfort in that Place on Campus Figure 5.14 Socialize with Friends on Campus Figure 5.15 Time Spent Alone Figure 5.16 Stressed While at College Figure 5.17 Stress Inside Buildings Figure 5.18 Stress Outside Buildings Figure 5.19 Stressed about College in General Figure 5.20 Identify as a Scholar or a College Student Figure 5.21 How Often You Think about Course Content while on Campus Figure 5.22 Discuss Course Content other with Students on Campus Figure 5.23 Discuss Course Content with Faculty on Campus Figure 5.24 How Regularly Student Eats on Campus Figure 5.25 How Reg Student Eat/Talk/Relax on Campus Nice Weather Figure 5.26 How Much Student Enjoys Attending College Figure 5.27 Overall Happiness vii 66 66 67 67 68 68 69 69 70 71 71 71 72 73 74 75 75 75 76 76 77 77 78 78 79 79 80 IMAGES Image 5.1 BCC Campus Image 5.2 BCC Campus Image 5.3 North Hall and Library Building Image 5.4 BCC Campus Image 5.5 Colston Hall Image 5.6 North Hall and Library Building Image 5.7 North Hall and Library Building Image 5.8 North Hall and Library Building Image 5.9 BCC Campus Image 5.10 Gould Memorial Library Image 5.11 Muister Hall Image 5.12 Hall of Fame for Great Americans 91 92 93 93 96 97 97 98 99 101 104 105 viii GLOSSARY Academical Village – is a concept created by Thomas Jefferson that emphasized the idea of community and that fostered meaningful exchange between faculty and student It was a location that was defined by an academic experience, unique to this environment Affordance – what an object offers a person, what it provides or furnishes Positive and negative affordances are delineated in terms of what one may be able to with an object versus how an object creates an obstacle or barrier Attention Restoration Theory – the experience of fascination (effortless attention) allows directed attention to stop for recovery Natural environments are rich in the characteristics necessary for restorative experiences that lead to recovery from fatigue Backyard Space – a space, designated for faculty, staff and students that is defined by its threesided enclosure and is a private space used for more intimate encounters between smaller groups of people either talking or eating on campus The effect of a cozy or quiet atmosphere is increased by being located behind a building Cottage System – an American construction of campus buildings that separates structures to form a patchwork of academic units that are “park like” in structure Directed Attention – involves effortful attention Fascination – involves effortless attention Front Porch – outdoor spaces that lead directly into frequented buildings such as departments or common areas They have a physical and psychological quality that offer ques for the student to transition from one type of behavior to another Front Yard – spaces where students feel it is acceptable to relax, sunbathe or mediate in a public space on campus because it is familiar and they are surrounded by people they know or recognize Hard Fascination – a characteristic of active settings when one watches an energetic activity High-Users – those who engage in regular use of green space on campus Home Base – a building or other space on a campus map students consider a “home” and visit routinely Home Turf – a space that campus users inhabit regularly ix 17 How often you spend time alone on campus? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 18 How important is it for you to have spaces on campus that make you feel relaxed? a) b) c) d) e) f) 19 Not at all Not very important Somewhat important Pretty important Important Very important How often you feel stressed out while you are at college? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 20 How often you feel stressed out while you are inside buildings on campus? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 21 How often you feel stressed while you are outside building on campus? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 120 22 How often you feel stressed out about college in general? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 23 How strongly you identify as being a scholar or a college student? a) b) c) d) e) f) 24 Not at all Not really Somewhat Pretty much A lot Completely How often you think about course content while you are on campus? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 25 How often you discuss course content with other students while you are on campus? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 26 How often you discuss course content with faculty while you are on campus? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 121 27 How often you eat on campus? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 28 When there is nice weather, how often you you eat, talk or relax outside on campus? a) Never b) Not often c) Sometimes d) Pretty Often e) Regularly f) Always 29 How much you enjoy attending college? a) b) c) d) e) f) 30 Not at all Not very much Sometimes Pretty much A lot Very much Overall, how happy are you? a) b) c) d) e) f) Not at all Not very much Sometimes Generally Pretty much Very much 122 APPENDIX B Focus Group Questions Do you enjoy being a student? Are you the first person to attend college in your family? How you feel about your campus? Do you like spending time in the green areas on campus such as: The grassy spaces The areas with trees The benches around the quad The areas that are covered by grass outside the buildings When you are outside, are you usually with friends or alone? What are some words you would to describe how you feel inside the buildings on campus? What are some words that you would to describe how you feel when you are outside of the buildings on campus? When you are outdoors on campus, where you spend time? Can you show me where that is on our walking tour? 10 Can you identify some of the places where you spend time outdoors on campus and tell me what you – for example: Sitting alone and reflecting or people watching or meditating Sitting alone and listening to music Sitting alone and eating Sitting and reading or reviewing coursework Sitting with friends and talking Sitting with friends and eating Standing alone and waiting for friends Standing with friends and talking before or after class Playing sports with friends Laying down and sunbathing Other 11 Do you have friends that you spend time with on campus? 12 Do you complete assignments, presentations or homework with them? 13 Are you able to talk to professors or staff while you are outdoors on campus? 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