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Recognizing Campus Landscapes as Learning Spaces
Journal of Learning Spaces
  • Kathleen G Scholl, University of Northern Iowa
  • Gowri Betrabet Gulwadi, University of Northern Iowa
Document Type
American higher education institutions face unique twenty-first century changes and challenges in providing good, holistic learning spaces for the diverse and evolving needs of today’s college student. Continued enrollment growth, societal and technological changes, financial challenges, and a need for increased universal and open access create ever more diverse, changing and complex US university systems. In 2009, 20.4 million students were enrolled in 2- or 4-year colleges and universities. By 2019, enrollments are expected to rise 9% for students under age 25, and rise 23% for students over the age of 25 (Snyder & Dillow, 2011). 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 effectiveness (Hashimshony & Haina, 2006). Therefore, we propose that the natural landscape of a university campus is an attentional learning resource for its students.
School of Kinesiology, Allied Health, and Human Services
School of Applied Human Sciences

First published in Journal of Learning Spaces, v. 4 n.1 (2015), published by University of North Carolina Greensboro.

Original Publication Date
DOI of published version
UNI ScholarWorks, University of Northern Iowa, Rod Library
Date Digital
©2015 Kathleen G. Scholl and Gowri Betrabet Gulwadi
Creative Commons License
Creative Commons Attribution 3.0
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Citation Information
Kathleen G Scholl and Gowri Betrabet Gulwadi. "Recognizing Campus Landscapes as Learning Spaces" Journal of Learning Spaces Vol. 4 Iss. 1 (2015)
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