- Oct 2016
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www.nytimes.com www.nytimes.com
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bewildering.
according to Marriam-Webster bewilder means to confuse (someone) very much. http://www.merriam-webster.com/dictionary/bewildering
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libjournal.uncg.edu libjournal.uncg.edu
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permeable
the word permeable means capable of being permeated : penetrable; especially : having pores or openings that permit liquids or gases to pass through according to the Marriam Webster dictionary http://www.merriam-webster.com/dictionary/permeable
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It is this holistic view of a campus’ spatial patterning and the student’s relationship with the natural and built environment or its landscape that is capable of having an effect on student learning
If this is so, then why is the majority of classrooms (if not all) inside? Wouldn't this actually be a distraction for the student in a learning environment? Since there is to many things happening around the student might not be concentrated.
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Today the campus open space still remains a significant center for teaching and learning for students in natural resources management, sustainability/ecology, agriculture, forestry, etc. and more recently, a focus on environmental education and sustainable practices
This topic sentence relates to the essay because it depicts how the students need to interact with nature, and a whole community outside of classrooms. As mentioned, the student is not closed up in a room where ideas cannot be created or found. It is good for the student to get some learning outside of a classroom, especially if it has to do with their major.
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Such an approach also goes beyond advertising the aesthetic value of the campus open spaces for student recruitment purposes to recognizing the entire campus landscape as a learning space and advertising its educational value – that is emphasizes something deeper than what meets the eye
This reminds me of the Schindler reading. To everyone else a simple object has only one meaning but Schindler exposes the hidden meaning behind everyday objects. In this case, the landscape and open spaces on college campuses are looked upon as something that is just pleasing to the eye but in this reading we discover that their is a deeper meaning for why the landscape and open spaces on college campuses really do exist
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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
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A holistic approach to the built and natural campus spaces and their flexible and permeable boundaries in students’ campus experiences begins to acknowledge that student learning is dynamic, in which one’s ideas are enriched through structured classroom encounters including serendipitous unstructured non-classroom campus encounters
Allowing for outdoor learning experiences can also enrich the classroom learning experience because people have different experiences outside the classroom and when a student can connect their outdoor learning experience with a conversation that is happening in a classroom is allows new perspectives to be heard in a classroom setting
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Such holistic landscapes can impact student learning because they provide multiple everyday opportunities for multi-sensorial, student-nature encounters– an important precursor to activating the attention restoration cycle
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A wide range of natural settings in and around a college campus can play a role in student learning and engagement. Perceived greenness of different campus spaces can influence students’ perceived restorativeness in them. Student perception of the surrounding campus landscape and the opportunities it offers for intentional and unintentional learning or recreational engagement/activity might influence their overall campus experience.
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Subsequently, we expand the campus ‘learning environment’ to also include a university’s open space, we also include in our definition of nature, the concept of a “landscape.”
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By preserving and suitably integrating open spaces into the green infrastructure, universities can add value and quality to the campus environment by: forging a campus identity, creating a sense of community, curbing escalating campus density, serving social and recreational needs, providing environmental benefits, and facilitating fundraising and recruitment of both faculty and students
To some people open spaces hold no meaning and are looked upon as something that needs to be developed but open spaces do have a purpose
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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
The rhetoric of how campus spaces are designed the way they are
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Today’s university must be resilient spaces in which the learning environment encompasses more than technology upgrades, classroom additions, and its academic buildings – in fact, the entire campus, including its open spaces, must be perceived as a holistic learning space that provides a holistic learning experience
This is important because it not enough to have high tech classroom and the most recent technology on campus but it is the environment of the entire campus space itself has to have learning environment feeling to it
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Questions of where, when, how, and with whom today’s college students learn, confront the traditional notions of how university spaces are designed and used for effectivenes
This is a very interesting question that the author has ask.On our very own campus quad along with other study spots around campus we can see how this question is answered
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