essay on beautification of college campus

Campus Beautification Day Essay

I am currently an undergraduate student at Rutgers, The State University of New Jersey where I am majoring in finance. As a student here I have noticed that students are exposed to unappealing and unclean surroundings on each campus. Trash is commonly found on sidewalks and pathways and the landscape lacks a sense of beauty. College students want to be in a comfortable setting as they pursue their education and an absence of this will lead to unhappiness, distraction, and unwillingness to learn. To resolve this problem, I propose that Rutgers, The State University of New Jersey hold a Campus Beautification Day to create a beautiful and clean environment for all students attending the university. By initiating activities such as cleaning up areas, planting flowers and trees, and painting in a variety of locations, students’ college experience will be enhanced and unimpaired by the university’s lack of cleanliness and attraction. For all these reasons, I believe that Campus Beautification Day will be a valuable asset to Rutgers, The State University of New Jersey. Problem The Problem at Rutgers, The State University of New Jersey is that students are constantly exposed to unsanitary and unattractive areas while inside and outside the universities’ facilities. All types of litter are frequently found on the ground and inside campus buildings and left there as students go through their day. Trashcans are overfilled and sidewalks and pathways are covered with cigarette butts. Furthermore, certain campuses lack natural beauty and have a barren, desolate look to them, with buildings looking worn down and outdoor trees and plants not being properly taken care of. According to Campbell, “about 88 percent of the 1,841 students polled re... ... middle of paper ... ...mplished and more students will be taking leadership positions and involving themselves in community service projects and programs. Furthermore, an increase in student involvement will garner greater attention from the media and prospective students who will then see Rutgers, The State University of New Jersey as an institution that cares for the public and provides fantastic opportunities. The university’s reputation will thus be elevated and more students will want to enroll. I hope you have enjoyed reading this proposal. I would like very much to establish Campus Beautification Day at Rutgers, The State University of New Jersey. I strongly believe that this program will help enhance the university’s aesthetic appeal and cleanliness.. I may be reached by phone at 732-609-7657 or by email at [email protected]. Thank you again for your consideration.

The Birth Of The City Planning Ideal: According To Park Dixon Goist

In his book Modern Civic Art, Robinson discussed various ways to beautify the city from avenues to small streets, the tenements, the administrative center, and the furnishings of the streets, comprehensive planning, parkways and so forth. Some of his ideas were only good on paper at that time but as the city evolved most of them have now come into fruition. He explained that the backyard should be as beautiful as the front of the house as well as the inside. (Robinson, 1903 p. 241)

National Junior Honor Society Essay

I’m so happy to be given the opportunity to join National Junior Honor Society(NJHS). I would love to be a member. I think it is important for kids to be involved in the community. Also, myself personally it would be an honor to be a face for our school.

Campus Climate Essay

The campus climate topic in Indian higher education is a relatively a new subject; whereas, in the U.S., the campus climate issues have been explored for more than two decades through different theoretical lenses. Therefore, research and literature on the campus climate facilitates a direction to study the topic in Indian higher education settings. It is well documented that higher education in the U.S. has identified, studied, and acknowledged that students from the various subordinate identities are facing a range of issues in the college environment. Along with the scholarly research, higher education institutions and scholars have created institutional interventions and innovative approaches to improve the campus climate and learning outcomes

Persuasive Essay: Improving Smoking Boxs On Campus

Improving smoking boxes on campus can improve overall environment on campus. Every day in our daily campus lives, we can easily see people smoking outdoors. Smokers would just go anywhere they want to smoke even when it says it is forbidden to smoke or there are no trash cans. Smokers argue that it is their rights to smoke wherever they want but for non-smokers smoking outdoors can be a source of stress. Not few non-smokers hate the smell of smoke. Some even complain that cigarette smoke give them headache. Our university built two smoking boxes on campus for smokers but they do not use them, arguing that they smell bad and that they are not well maintained. If we were to improve the current status of smoking

Texas Woman's University Parking Problems

Being a student at Texas Woman’s University I am aware of some of the problems that occur on campus. Unfortunately, the parking situation here on campus sticks out like a sore thumb. Whether you can’t find an open parking space anywhere on campus or whether you just can’t justify paying $70.00 for a parking permit when it doesn’t guarantee you a parking spot. Not only are students fighting traffic to find a parking spot, but they are also having to park long distances from their class, which can become a major problem in the middle of winter in Texas. All of these problems faced by students that attend this university all boil down to how more parking needs to be added to this university. Throughout this essay I will inform you about a possible

National Honor Society Essay

The National Honor Society is a very prestigious organization that I would love to be a part of. It was an honor to be nominated as a candidate. I am currently a sophomore in high school, and I have always wanted to be a member of the National Honor Society. As I look back over the years and think of the times I have attended the ceremonies and saw all the awards the members received, I recall saying to myself “That’s going to be me one day.”. I asked my teachers about all the requirements that had to be met to be a National Honor Society member and I made it my main goal to meet each and every one.

Cheerleading Personal Statement

Next year, as I embark my first year at university, I hope to fully integrate myself into the community by getting involved in the Students' Union, joining the cheer team, volunteering where I can and making many new friends along the way. At university, I hope to maintain a high grade point average, granted that my education is extremely important to me and that I am extremely ambitious about achieving my goals.Therefore, I will commit lots of my time to my studies in hopes of being a successful student. Nevertheless, I am still looking forward to being a part of the community by devoting my extra time to helping those around me. In classes, I intend on being an active learner, a respectful student, and a helpful classmate; someone who is always willing to lend a hand to others. Through engaging in my community, I hope to bring joy to others around me by spending my time supporting local events, volunteering for fundraisers, and helping plan and organize campus activities.

As a student at Northvale Public School, I have grown up with my older siblings being inducted into an organization called the National Junior Honor Society. I had seen all the hard work and dedication they put into their school work and activities just to get into this society, making me want to be just like them. Then a few weeks ago, I found a note on my desk in homeroom telling me that I had been nominated to be apart of this society. Through citizenship and character, leadership, and service, I intend on being inducted into the society I have heard so much about. Though it will take a lot of effort this school year, being a part of this society is a dream of mine that I will make sure to come true.

...ricts, I can’t ignore the fact that districts such as mine, which has already lost so much of its funding, are in need of inexpensive ways to increase efficiency. Another technique implemented in Japan is the use of students as janitors: each day a group of students is assigned to clean their classroom. I believe that if the number of janitors in our schools must be reduced the students should play a part in keeping their environment tidy, be it out of goodwill or punishment. I see this as a great, economical opportunity to maintain the school’s image and promote service.

Becoming an intrical part of the National Junior Honor Society would be a great privilege. NJHS established in 1929. From its conception, it has validated five guiding principles, which are; enthusiasm for scholarship, desire to render service, leadership, responsible citizenship, and development of character. Thus, I would not only like to join for the academic recognition, but to further develop and challenge myself within these areas. For many years, NJHS has paved a road to success for many alumni. Hopefully soon, I will be counted amongst them.

High School Class Day Essay

Good morning teachers, faculty, administrators, family, friends, and of course students. It is a great privilege to be standing here today and representing our class on our eighth grade Class Day. Can you believe it? Four years ago, most of us walked into this school as nervous as we were the first day of school. We were the tiny fifth graders, the youngest students in this middle school, not knowing where anything was and how to navigate the school. Now, those same four years later, we’re leaving this school behind to a whole new school being just as nervous as we were when we first arrived. It has been a long four years as well as a short four years. Long because of all the tests, quizzes, finals, and projects, but short because of the lifelong friendships, the lasting memories, and the truly interesting and amazing things we learned in-between. The Abington Heights Middle School is definitely a welcoming, fun, memorable, and great school that I will never forget. These four years spent with these wonderful classmates has been an extraordinary journey with many cherishable memories.

Efforts to Reduce Smoking Among College Students

Smoking has been reduced over the past two decades, but “cigarette smoking among college students is of concern because the smoking prevalence among college students did not decrease as it did among the general population,” (Harrar et al. 121). This statement shows the significance of efforts to reduce smoking among college students. I believe college campuses would benefit from a “no-smoking policy”. This policy would serve to eliminate the harmful effects of smoking and second-hand smoke on campuses. If students and faculty are not permitted to smoke on campus, they will have to travel off campus to smoke. Therefore, if smoking on campus property is prohibited, smokers will be inconvenienced, so many students may quit or at least cut back on smoking.

Free College Admissions Essays: Landscape Architecture

¡@¡@During my freshman year, I joined the school's mountaineering club, where I served as a guide and also as president of its photography group. I went to many mountainous areas and ecological preserves, and saw that Taiwan is rich in natural resources; but I also saw that these precious resources are gradually disappearing due to poor planning and illegal land use. This realization solidified my determination to learn concepts of environmental planning and design. Due to my lengthy contact with nature while climbing mountains, I knew that landscape designers should treat nature and residential areas with respect. Over the next two years, I learned more in-depth concepts of landscape design, enhanced my basic abilities in environmental planning, and started developing an interest in urban design. I received commendations from my professors for my performance and ideas. In addition, I served as administrative head of the department student association during these two years, responsible for planning our department exhibitions and intercollegiate activities for exchanging ideas about landscape design. This experience increased my teamwork abilities and efficiency in problem solving, which will be of great help in my future pursuits.

Pets Should Be Allowed In College

Animals on a college campus can pose many problems, however most of those issues can be solved with a little time and effort from those that feel strongly about the issue. Some people say “having a pet is not fair to the other people that are in the building because they may be allergic to dogs or are afraid of them.” An easy way to fix this issue would be to have couple dorm buildings that are specifically pet friendly. Colleges all over the world are starting to welcome pets in their dorm rooms and have created living spaces for students who want to bring their pets. These schools argue that allowing students to take their dog or cat to college allows them to take a little piece of home with them which makes the transition much easier. Schools could also invest in dog parks outside and pet friendly areas that students can take their pets to use the bathroom, similar to the way apartment complexes are set up. This would eliminate any problems that people have with allergies, being scared, or simply just not wanting to deal with dogs in their dorm building. Also, for those that want to live in the pet friendly dorm buildings there should be an extra fee for having a pet which would pay for extra maintenance in those dorm buildings and the pet friendly areas

Interior Design Essay

Interior design is a complicated profession. It is sometimes referred to as interior architecture and often confused with interior decorating. It involves the design, organization and planning of an interior structure rather than just refinishing and furnishing existing interior spaces. It involves managing a business, hopefully meeting the desires of the client and delivering to them an interior environment that is both functional and aesthetically pleasing. There is a lot more to interior design than first meets the eye.

More about Campus Beautification Day Essay

Volunteerism

Volunteers can lend their skills and expertise to help with various aspects of the project, from construction to design. This type of hands-on involvement can also be a great way for people to give back to their community. There are many examples of successful campus beautification projects across educational settings. One example is the “Greening up the Campus” initiative at the University of Wisconsin-Madison.

This program has seen tremendous success over the years, with volunteers helping to install new benches and plant trees on campus. Another example is the “Urban Garden” project at the University of California, Berkeley. This project has helped transform an unused space into a vibrant garden filled with plants and flowers that students, faculty, and staff can enjoy. Overall, campus beautification projects can be an important part of the educational experience for students, faculty, and staff.

The Benefits of Campus Beautification Projects

Additionally, beautification projects can also help reduce environmental impact by using native plants and sustainable materials in their design. Mentally, campus beautification projects can help improve focus and productivity of those working or studying on campus. Having an aesthetically pleasing environment can reduce stress and distractions, allowing students to stay more focused on their studies. The same can be said for faculty who are able to stay more productive when their environment is inviting and pleasing. Emotionally, beautification projects can be beneficial by providing a sense of community and pride for those on campus. Seeing a beautiful campus is uplifting and can make the campus feel like a second home.

Getting Involved in Campus Beautification Projects

One of the most common ways to get involved is to donate money. Donations can help fund the materials needed for a beautification project, such as plants, paint, and other supplies. Donations can also help cover the costs of professional labor. Additionally, individuals may be able to donate professional services or expertise, such as landscaping or painting. Volunteering is another way to get involved in campus beautification projects.

Volunteers can help with the day-to-day tasks associated with the project, such as planting trees or painting walls. This is a great way for students, faculty, and staff to give back to their school and help make a difference in the campus environment. Finally, individuals can also donate resources to beautification projects. This could include furniture, artwork, or other items that would add beauty to the campus. Donating resources can be an effective way to make a lasting impact on the look and feel of a college or university. Campus beautification projects are an important part of the educational experience for students, faculty, and staff.

By donating their time, money, resources, or expertise, people can make a difference and help create a more inviting and pleasant environment for everyone. Campus beautification projects are an important part of the educational experience for students, faculty, and staff. These projects can have a positive impact on the look and feel of a campus, making it more inviting and pleasant to study or work in. There are many ways to get involved in campus beautification projects, such as volunteering, donating money, and connecting with local organizations. Involvement in these projects can have a positive impact on individuals and society as a whole.

If you are interested in learning more about campus beautification projects, there are many resources available online.

campus pride

Simon Gooch

"Simon Gooch is a seasoned professional with a passion for transforming the landscape of international education. With over two decades of experience in the education industry, he has excelled in roles that encompass student recruitment, market development, and educational consulting. Currently serving as the Global Sales Director for ELS Educational Services, Inc., Simon's commitment to expanding educational access is evident in his work overseeing agent sales worldwide, with a particular focus on ELS centers across the USA. His career journey also includes founding Seed Educational Consulting Ltd, a B2B and B2C agency dedicated to helping students from Africa pursue higher education opportunities in various countries. Simon's strong leadership, exceptional agent relationship management, and proficiency in opening new and emerging markets have played pivotal roles in his successful career.Simon's academic background further strengthens his expertise, a fluent French speaker holding a First-Class degree in French and Modern European Studies from the University of East Anglia. His specialties lie in customer relationship management with a clear focus on agents, parents/students, and university partners. Simon's remarkable track record in developing emerging markets, particularly in Russia, the Middle East, and Africa, showcases his ability to drive consistent and long-term growth in these regions. With a deep commitment to educational access and international collaboration, Simon Gooch continues to make a significant impact in the field of international education."

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essay on beautification of college campus

The Power Of Campus Aesthetics

“they’re putting in new sod again”.

Almost all of us at Boston College have grumbled about our University’s seemingly endless slate of beautification projects and “campus improvements.” There’s a light-hearted side to these complaints, and usually we don’t mean much by them. But many of us, myself included, have sometimes wondered: What is the logic behind maintaining a beautiful campus? Can we justify spending $78 million on a building like Stokes Hall at a time when the financial burden of college has become prohibitive for many? Expenditures like these can be quite difficult to reconcile with our sense of practicality.

Our school’s physical beauty is one of its most defining characteristics, and questions about this beauty are thus questions about BC itself. Others have recognized as much: critics such as The Heights ’ own Nate Fisher have tied complaints about University buildings to broader denunciations of BC’s philosophy and mission. Whether one agrees with Fisher or not, his basic assumption—that the way our campus looks has deep symbolic and almost spiritual meaning—rings true.

Symbolism matters. As rationally and spiritually oriented as we are, our lives are firmly bound to our physical surroundings. To truly grasp metaphysical realities, we need to see them embodied, to touch and feel them. In Christianity, this truth is expressed through the mystery of Christ’s Incarnation, and is reinforced every time we experience the Eucharist: simple bread can become God Himself. The “incarnational ethos” helps explain why Christians have always seen churches and cathedrals—built from materials as mundane as stone and wood—as capable of communicating deep spiritual realities.

The importance of symbolism doesn’t stop with churches. The places where we live, work, and study convey a message, both to us and to the world, about who we are and how we view ourselves. As Fr. Dwight Longenecker, S.J., points out , to discover what any society throughout history has valued, one needs only to find its most ornate and beautiful buildings. In today’s world, bank skyscrapers, sports stadiums, and shopping malls are often the most expensive and monumental structures we build. This speaks volumes about our civilization’s commitments, and one cannot help but feel that something in the environment we have created is out of balance.

To be sure, some of our society’s architectural and aesthetic choices are perfectly reasonable. It makes sense for a charity to allocate more money toward providing food and clothes than toward building ornate offices, and it makes more sense for a school to pay for skilled teachers than for a lavish new gym. But we need places in our society where noble enterprises are matched with inspiring physical settings. We need to be reminded, on a material level, that we are called to a higher purpose—we need soaring towers to chart paths for our spirits to follow.

So when BC builds a beautiful, new monument to the humanities, it is sending a dramatic message. It is telling society and students alike that our mission is irreplaceably important, and that we are fully committed to many more centuries of enriching the human mind and spirit. By opening an edifice like Stokes Hall, BC also extends a profound challenge to everyone who studies inside. “Live up to the calling laid out in these stones,” the University says. “Your work is so significant, so pivotal, that we created this building for you. Don’t fail in your mission, don’t let our hope in you be misplaced.” If we went to school among plain concrete buildings, overgrown gardens and mangled grass, BC would still be an inspiring place, filled with inquiry and reflection. But our higher purpose would be harder to remember. Our tenacious enterprise would sometimes feel foolish, and our confidence in the human spirit would sometimes feel inappropriate. It would be much easier to sink into the mistaken belief that our university is only a utilitarian job factory, meant simply for a hardheaded accumulation of skills.

The beauty of our school, then, is no waste. Gasson’s turrets, Bapst’s windows, Higgins’ glass roof, and Stokes’ wood paneling all function as both messages to society and as ways to strengthen our own spirits. As long as we remember that our school’s physical splendor is meant to challenge us to equally splendid intellectual and spiritual growth, the University’s investment in beauty is deeply worthwhile.

Yes, the constant rearrangement of sod, the planting and replanting of flowers, and the new staircase behind St. Mary’s can at times feel like excessive undertakings. But these highly visible and much-maligned projects make up a very small proportion of BC’s overall efforts to maintain stately buildings and grounds. The greater purpose behind the University’s commitment to aesthetics is a noble one. Grounded in a deep understanding of symbolism’s power to mold human hearts and minds, BC’s physical beauty calls us to take reflective, engaged, and energetic ownership of our education here

Featured Image by Alex Gaynor / Height Photo

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One comment on this post to “the power of campus aesthetics”.

The environment that surrounds us can lighten or deepen our mood. While I have wondered why BC spends so much money on landscaping and renovations, I have come to understand it. Our campus is beautiful. I do not want to attend a University that has old, gross, rundown buildings that are falling apart because that would be depressing. I want to attend a university that has pride in its campus like BC does. I love seeing the fresh, green grass and the newly planted flowers throughout the fall and spring. I love the amount of work that has been put into making our campus beautiful. I am proud to show my friends and family where I go to college and give them a tour of BC. Our campus reflects the message BC portrays, similar to the way our dorm room decorations show off our personalities. If you think about it, when you own a house you decorate that house to be aesthetically pleasing to your tastes. The outside must be beautiful and the perfect color and the inside must have the perfect furniture. When it all comes together the design must flow seamlessly from outside to inside and from room to room. Boston College’s campus design does exactly the same thing. Our campus is one big house. All of the outsides of the buildings flow and all of the rooms and decorations inside of the buildings match. Our campus is beautiful and while the amount of money spend on the aesthetics seems excessive, it is justified.

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5 Benefits of Campus Beautification

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benefits of campus beautification infographic

Well-planned campus beautification initiatives can help improve student enrollment and retention. Learn more about the benefits and spark some ideas to get started.

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Benefits of campus beautification:

1. create a positive atmosphere.

A beautiful, well-designed campus fosters creativity, engagement, and a sense of belonging.

2. Encourage community

Beautifully landscaped areas, inviting gathering spots, and public art installations serve as hubs for collaboration and socialization.

3. Make positive first impressions

As the first point of contact for prospective students, if a campus makes a positive impression, it can positively impact enrollment.

4. Health and well-being

Access to green spaces and well-designed environments has a positive effect on mental health and overall well-being.

5. Boost alumni engagement

Campus beautification fosters a strong emotional connection and school pride, leading to increased alumni engagement.

Get more advice

Read our in-depth blog post: Enhancing the College Experience: The Power of Campus Beautification

15 Beautiful College Campuses

Campus beauty can impact a student's college decision, experts say.

Scott Hargrove |

Campus beauty and design matter.

One way some universities are able to stand out and attract students is with the beauty of their campus. The aesthetics of a campus can sway students in their college choice.

“When you go to a college campus to decide where you’re going to get your education and spend a lot of money, you’re actually selecting your home for the next four years," says Kevin Cooke, leader of the Higher Education Center of Excellence at Gilbane, a construction company that handles building projects for U.S. colleges and universities. "What you see and what your first impression is is really important.”

But what makes a college campus beautiful? That's in the eye of the beholder, says Stefan Hyman, associate vice president of enrollment services at San Diego State University .

“I don’t know that there’s a single recipe for a beautiful campus that’s going to appear that way for every single student, because not every student has the exact same goal and priority list in terms of what they’re looking for," he says. "In general, I think if there’s one term that sums it up, it would be a campus that has some form of character."

Here are 15 U.S. colleges that are known for touting a beautiful campus with attributes such as stunning architecture, a picturesque setting or eye-popping landscaping.

Campus - drone, aerials - Pat Neff Hall - Burleson Quadrangle - Old Main - Founders Mall - 05/19/2020

(Baylor University) |

Baylor University (TX)

Baylor University features many buildings with Georgian-style architecture, giving it a uniform look across campus. Founded in 1845, the campus sits in the heart of Waco in central Texas. Pat Neff Hall, with its shiny golden cupola, stands as the the most iconic landmark. However, the campus features both exterior and interior beauty, as many buildings showcase ornate copper ceilings and other intricate designs. Waco Creek also runs through the campus and serves as a picturesque and relaxing spot for students.

U.S. News rank: 77 (tie), National Universities

Sarah Williamson |

Flagler College (FL)

Established in 1968, Flagler College 's roots trace back to 1888, when the Hotel Ponce De León was built by industrialist Henry Flagler, a co-founder of the Standard Oil Company. The hotel, which features Spanish Renaissance style architecture with a tan stucco facade and red tile roofing, was an early project of architects John Carrere and Thomas Hastings, who went on to design the New York Public Library and the House and Senate office buildings in Washington, D.C., according to the school's website . The interior features stained glass windows by Louis Comfort Tiffany. In 1968, Flagler College was established in St. Augustine, Florida, with the famous hotel serving as its main campus building.

U.S. News rank: 2, Regional Colleges South

Leverett House at Harvard University runs along the Charles River in Cambridge, Massachusetts Rose Lincoln/Harvard Staff Photographer

(Rose Lincoln | Harvard University)

Harvard University (MA)

The oldest university in the United States, Harvard University offers a glimpse into the past when it comes to architecture. There are roughly 660 buildings that make up the Boston-area campus, showcasing hundreds of years of American architecture and innovative design. Massachusetts Hall is the oldest building on campus and features early Georgian-style architecture, with "simple construction, symmetry, and modest accents," according to The Harvard Gazette .

U.S. News rank: 3, National Universities

(James Brosher, Indiana University) |

Indiana University—Bloomington

Nearly all of the buildings on the campus of Indiana University—Bloomington are made from local limestone, and the campus features about eight different styles of architecture. Many of the school's first buildings were created in what's known as Collegiate Gothic style architecture, a modified version of High Victorian Gothic, though other buildings feature styles such as Romanesque, Art Deco and Modern, according to the school's website . The building design creates a uniform look and feel as students stroll through campus, often passing through the Sample Gates, which were built in 1987 and now serve as the iconic entrance to the campus. Vibrant colors line the trees in the fall, while snow often covers the campus in the winter.

U.S. News rank: 72 (tie), National Universities

Kenyon College |

Kenyon College (OH)

The oldest private college in Ohio, Kenyon College was founded in 1824. Its Gothic-inspired buildings sprawl across a spacious 1,000-acre rural campus on a hilltop surrounded by trees and wooded areas in the central Ohio city of Gambier. Rosse Hall, built between 1829 and 1845 in Greek Revival style, is Kenyon College's first chapel, according to the Society of Architectural Historians . A fire destroyed it in 1897, and the building was later converted to a gymnasium and was renovated in 1975 to resemble its original form. It's now used as a 600-seat concert and lecture hall.

U.S. News rank: 31 (tie), National Liberal Arts Colleges

(Pepperdine University) |

Pepperdine University (CA)

“You can’t change the location," Cooke says. "Some of these colleges are very lucky to be in the location that they are." One school that can stake that claim is Pepperdine University in California. Formed in 1937 and situated atop a cliff overlooking the Pacific Ocean in Malibu, Pepperdine gives students and faculty a view most college students don't get. The university's buildings "were designed to complement the ocean-side setting by using a modern interpretation of the Mediterranean Revival style," according to the Los Angeles Conservancy.

U.S. News rank: 55 (tie), National Universities

(Salve Regina University) |

Salve Regina University (RI)

Located in Newport, Rhode Island, Salve Regina University is home to seven mansions built during the Gilded Age, which roughly spanned from 1877-1896. The 80-acre campus, which is situated on the Atlantic Ocean, also features "more than 20 historic structures that have been sensitively adapted to meet University needs while also preserving their status as treasures of the 19th and early 20th centuries," according to the school's website .

U.S. News rank: 28 (tie), Regional Universities North

Suzanne Finch | San Diego State University

San Diego State University (CA)

Like many universities in California, San Diego State University features Mission-style design in its buildings, with white stucco facades and red tile roofs that blend in with the architecture of the city. The design of the campus plays off of its sunny environment, Hyman says, with open outdoor corridors lined with palm trees, flower gardens and buildings with large windows. Hyman says SDSU uses what's called "value-sensitive design," which demonstrates an intentional effort to accommodate the values and interests of the people it seeks to attract. One unique way it does that is by providing skateboard-specific lanes for skaters to navigate across campus. "The fact that you're actually designing the campus with skateboarding in mind is such a SoCal thing," Hyman says. "So it's not just the beauty, it's the character that's displayed in the values. Whether on a conscious or unconscious level, that impacts student perception."

U.S. News rank: 151 (tie), National Universities

Credit Linda A. Cicero | Stanford News Service

Stanford University (CA)

Another picturesque California college setting can be found at Stanford University , located in Palo Alto just south of San Francisco. Featuring a blend of Romanesque and Mission Revival architecture known as Richardsonian Romanesque, the general concept for the campus design was conceived by Frederick Law Olmsted, the designer of Central Park in New York City, according to the school's website . Founded in 1885, Stanford University now spans nearly 13 square miles and is full of grassy fields, eucalyptus groves and rolling hills.

U.S. News rank: 3 (tie), National Universities

(Swarthmore College) |

Swarthmore College (PA)

Located southwest of Philadelphia, Swarthmore College is centered around Parrish Hall, a Victorian-era building constructed in 1868 that was the first building on the campus. The Scott Arboretum is a popular spot to visit, featuring gardens of hydrangeas, lilacs and tree peonies and countless other trees and shrubs, according to the arboretum's website . The campus also features an outdoor amphitheater with multiple levels of lawn-covered stone tiers shaded by tulip trees. Throughout the school’s 425 acres are many wooded areas and trails for walking.

U.S. News rank: 4, National Liberal Arts Colleges

Photo by Glenn Asakawa | University of Colorado

University of Colorado Boulder

As visually appealing as the campus itself may be, with its sandstone buildings and tile roofs in a romantic Italianate style, perhaps one of the biggest perks of attending the University of Colorado Boulder is the view of the Rocky Mountains in the distance. Fans attending evening football games at Folsom Field are often greeted with a sunset just behind the mountains, creating a picturesque setting for college football. Those with outdoor hobbies like hiking or skiing can feel right at home in Boulder.

U.S. News rank: 97 (tie), National Universities

(Matt Cashore | University of Notre Dame)

University of Notre Dame (IN)

Inspired by Notre Dame Cathedral in Paris, many of the buildings on the University of Notre Dame 's campus in South Bend are modeled after Gothic architecture. A highlight is the Main Building, with its iconic gold dome, which stands at the center of campus and tells the storied past of this famed Catholic university. The current building, built in 1879 after the previous building was destroyed by fire, is the third structure at that site, according to the school's website . Today it primarily houses offices for administration, though some classrooms remain. It previously served as a spot for teaching, dining and living. The dome, which features a 19-foot, 4,000-pound statue of Mary, was added in 1882 and re-gilded in 2005. The Fighting Irish football team dons golden helmets as a nod to the dome.

U.S. News rank: 18 (tie), National Universities

Mario Morgado |

University of Vermont

Founded in 1791, the University of Vermont is the fifth-oldest university in New England. Its 460-acre campus features buildings constructed in a variety of architectural styles. The Old Mill — which now serves as the home for the economics, English, geography and political science departments — is one of the oldest building on campus. The university's first college building once occupied the site where the Old Mill is now, but it was destroyed by fire in 1824, according to the school's website .

The campus itself sits near Lake Champlain in the middle of Burlington, which is located in northwest Vermont. Snow typically covers the campus in colder months, while vibrant and colorful trees line the campus in the fall. "I think it’s very hard to beat the four-season type environment when you think about campuses like UVM or even the Harvards of the world,” Cooke says.

U.S. News rank: 121 (tie), National Universities

Dan Addison |

University of Virginia

Founded by former U.S. president Thomas Jefferson in 1819, the University of Virginia's iconic red brick buildings and white columns were inspired by Greco-Roman architecture and Italian Renaissance architect Andrea Palladia, according to the Cultural Landscape Foundation , a nonprofit landscape heritage advocacy and education organization. Anchored by the famous Rotunda, Jefferson's Academical Village has been named a UNESCO World Heritage Site. The university’s Charlottesville campus also features examples of postmodernist architecture.

U.S. News Rank: 25 (tie), National Universities

Katherine Turner | University of Washington

University of Washington

Situated next to Lake Washington in Seattle, the University of Washington gives students a big-city experience along with a taste of just about everything associated with the Pacific Northwest – lush greenery next to a large body of water with views of mountains in the distance. From various spots on campus, particularly Rainier Vista, you can catch a view of Mt. Rainier to the south. In the spring, a line of 30 Yoshino cherry trees blossom, lining the liberal arts quadrangle with a bright shade of pink, according to University of Washington Magazine .

College students with bicycle walking on campus sidewalk

(Hero Images | Getty Images)

Other Campus Resources

Learn more about college living by checking out the U.S. News guide to campus resources . Connect with U.S. News Education on Facebook and Twitter to get more advice on making the college decision.

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4 Summer Campus Beautification Ideas for Community Colleges

Spring is upon us, which means it’s the perfect time to start thinking about revitalizing your community college campus grounds for summer. Landscaping and grounds maintenance are vital to the occupant experience on campus. For example, outdoor environments are the perfect place to study, relax, eat lunch and walk around during warm weather. In this blog, you’ll find four ways to prepare your grounds for summer and hit the ground running with landscaping.

4 Campus Beautification Ideas for Summer

1. give campus parking lots a summertime facelift..

Many community college campuses offer parking lots to students, faculty, staff and visitors as a year-round convenience. Parking lots are important, as they are one of the first things that people see when arriving to a community college campus. Unfortunately, deteriorating parking can at best be an eyesore and at worst become a safety hazard. Unrepaired cracks and potholes are tripping hazards and can cause damage to commuter vehicles.

Since many community college students and faculty will commute to campus via personal transportation, it’s important to make sure that parking lots receive proper care and maintenance throughout the year. Follow the steps within AkitaBox’s Parking Lot Maintenance Checklist for Facility Managers to get started.

Download Now - Parking Lot Maintenance Checklist for Facility Managers

2. Take steps to strengthen your pest management routine.

For many community college campuses, warm weather can mean increased pest activity. Many pests, including wasps, ants, mosquitoes, rodents, termites and flies, escape cold weather by hiding in mulch, under rocks and inside insulation. Since many pests can return with new vigor in spring, it’s important to take steps to prevent infestations before they occur.

The best way to mitigate infestations on a community college campus is to establish an integrated pest management program. Work with a trusted pest management provider that can aid in identification of outbreaks and spot conditions that encourage infestations, such as moist wood or stagnant pools of water. In the meantime, facilities personnel can keep pests at bay by repairing rips in window screens, moving garbage cans away from buildings, cleaning trash chutes, sealing building entry points and installing door sweeps.

3. Clear away dead or dying plant matter throughout campus.

Many plants on a community college campus will continue to bloom throughout the growing season if they are given a good start in the spring. First, identify if a plant is an annual or a perennial. Annual plants will not grow back from year to year, so it’s a good idea to remove all dead annual plant matter and put it in a pile for composting.

Perennial plants, on the other hand, will grow back from year to year, but require pruning for optimal growth. If you didn’t get the chance to prune back your perennials last fall, start by removing winter mulch and pruning plants down to the ground. Shrubby plants with woody stems must be cut back each spring, as buds will only bloom on new branches. With proper care and attention, your plant beds will be full and thriving in no time.

4. Promote plant growth with a layer of fresh mulch.

As you begin springtime and summertime gardening on campus, don’t forget to consider mulching your planting beds. Mulch comes in a variety of options and can help your plants thrive by protecting root systems, adding nutrients and slowing topsoil erosion. Neatly mulched beds can also improve the appearance of the campus landscape and control – or sometimes even kill – weeds.

If your landscaping could use new mulch, it’s best to wait until mid-to-late spring to allow the ground to warm up first. Layers of winter mulch should be pulled away gradually to prevent damage to new plant growth. Once warmer weather rolls around, lay down a relatively thin layer of mulch to allow springtime seedlings to grow through. A 1- to 2-inch layer of fine mulch should be sufficient, while coarsely cut mulch can be up to three inches deep. You can always apply additional mulch later in the summer to help plants retain moisture.

Free ebook for Community College Facility Managers

Are you a facility manager of a community college? Are you looking for new, innovative ways to boost efficiency of operations on your campus? If so, download the Guide to Higher Education Facility Management. This free ebook explores a variety of critical topics, including benefits of facilities data collection, affordable classroom furniture options, smart strategies for campus grounds maintenance and much more. Learn more about the ebook’s contents here .

What tips do you have for renewing and beautifying your campus for summer?

Meaghan Kelly

Former marketing content copywriter for AkitaBox.

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Facilities and Campus Services

Campus planning, campus beautification.

Planting shrubs outside a Cornell building

What is the Campus Beautification Program?

What does a gift to Campus Beautification do?
How large might a gift be?
Who selects the type of tree or area planting and its placement?
How does the university mark the location of a gift area?
When can a tree or bench be placed?
How much lead time is required?
Who maintains the area and for how long?
Who to contact?

What is the Campus Beautification Program? The Campus Beautification Program provides a means for gifts to be directed toward sustaining the excellence of the Cornell campus landscape and for the donors to be recognized for their generosity. Individuals, classes, groups, or departments are welcome to participate.

What does a gift to Campus Beautification do? It builds an endowment fund that is devoted to the enhancement of the Cornell landscape above and beyond normal everyday maintenance.

How large might a gift be? A gift of any size is welcome. If it equals or exceeds $5,000 then a tree could be planted on campus to recognize the gift. If it equals or exceeds $25,000 then a bench of a design suitable to its location may be installed. If additional landscaping is requested for a bench area, we would add $5,000 to the cost of the bench. Initial project costs are covered by the Campus Beautification gift. Funds remaining after costs have been met are transferred into the Campus Beautification Endowment Fund.

Who selects the type of tree or area planting and its placement? A designer will work with the donor to identify a location and tree type that meets the donor’s desires within the context of the Cornell University landscape plan, site conditions, and the availability of satisfactory nursery stock.

How does the university mark the location of a gift area? Donors are given a GPS coordinate of their tree or bench, and a general location on campus consisting of specific landmarks.

Plaques – Sometimes there is reason to place a plaque on a bench, or to tag or place a plaque near a tree. This is decided on a case by case basis and must be approved by the Cornell University Committee on Memorials and Named Facilities.

When can a tree or bench be placed? Most tree species have an optimal time of year when they should be dug from the ground and planted. Early spring is usually the best time to move trees.

How much lead time is required? Allow three months between the time when full payment of a gift is recorded at the University and the tree or bench is placed. In order to ensure spring planting, planning should be underway by January.

Who maintains the area and for how long? The University takes full responsibility for maintaining the gift area as part of the overall campus landscape. If a tree should die unexpectedly in spite of this care, it will be replaced in-kind within a 25 year limit. Every effort is made to locate donor recognition trees in places that are not subject to development. However there is no guarantee that a construction project will not displace a given tree or bench. Benches are taken off-site for protection and then returned, and the trees are later replaced in-kind following the project. However, if the Campus Beautification Committee feels the life of the items, which are determined to have a 25 year maximum life span have exceeded expectations, they will not be replaced. If this occurs the donor will be notified.

Who to contact? The first point of communication is:

Note: The Campus Beautification Program is devoted to central campus improvements. Cornell Botanic Gardens manages separate programs for its areas surrounding central campus.

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Home > University Libraries > Theses and Dissertations > 2523

University of the Pacific Theses and Dissertations

Campus access only.

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

The perceived impact of campus beautification in middle school students' behavior and academic performance

Kirk S. Nicholas , University of the Pacific

Date of Award

Document type.

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Educational Administration and Leadership

First Advisor

Dennis Brennan

First Committee Member

Beatrice Lingenfelter

Second Committee Member

Donald Larsen

Third Committee Member

Steve Farrar

If a school is valued, it will inspire pride of ownership among students, staff, and community members. A sustainable campus beautification effort can be a source of inspiration. The purpose of this study was to determine if campus beautification projects made a positive impact on student behavior and academic performance. This study was based on qualitative research methods. Theoretical applications compared the results of a case study involving five middle/junior high schools in Region VI of the Statewide System of School Support for the Delta/Sierra Region. Interviews measured the perceptions of one administrator and three teachers at each school site. Interview responses were coded and analyzed to discover emerging themes in the data. In general, the teachers and the administrators agreed that campus beautification projects had positively impacted student behavior and academic performance. Teachers stated that involving students in the process of improving the quality of their school environment taught pride of ownership, community spirit, and leadership skills. Students who took part in campus beautification continued to seek experiences in campus improvement. Administrators reported a positive change in student behaviors and that beautification experience benefited students from all academic levels and behavioral backgrounds. The majority of the interviewees expressed that students benefited most directly from campus beautification. Others stated that the staff was most positively affected. In either case, interviewees' overall perceptions were that campus beautification improved student behavior and academic performance. Campus beautification projects should be investigated at every school level. Projects provide a simple solution to the rising problem of aging school facilities. Schools should pursue campus beautification as a means of improving staff and student morale. District office and site administrations should support beautification efforts and allow students the opportunity to improve their campus environment. Schools should enlist parents and community members to participate in beautification projects. Recommendations for further study include the impact of beautification at the elementary and high school levels, on urban, suburban and rural schools, and into how school administrations and district administrations can best support beautification efforts.

Recommended Citation

Nicholas, Kirk S.. (2004). The perceived impact of campus beautification in middle school students' behavior and academic performance . University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2523

To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.

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Institute for Christian Teaching

Education Department of Seventh-day Adventists

CAMPUS BEAUTIFICATION:

A FACTOR IN INTEGRATION OF FAITH AND LEARNING

Larry W. Boughman

Adventist International Institute of Advanced Studies

School of Graduate Studies

Department of Education

Silang, Cavite, Phippines

Prepared for the

International Faith and Learning Seminar

Newbold College, Binfield, Bracknell, Berks, England

190-94 Institute for Christian Teaching

12501 Old Columbia Pike

Silver Spring, MD 20904 USA

INTRODUCTION

The principal thesis of this proposal asserts the need in Christian education for an integrational approach of campus beautification as it relates to the spiritual atmosphere and setting of the campus.

The historical development of campus beautification in colleges and other educational institutions can be traced to the very beginning of formal education. Some colleges and universities considered it a very important part of the total plan, others did not. Nevertheless, landscape design has proved itself to be of extreme value to the educational institution (Jellico, 1966).

Of all the arts, none takes so long to come to maturity, and none is so liable to deterioration and destruction as landscape design. However, it is one of the great arts, and this study is directed towards an exploration of this art and how it relates to the spiritual component of educational institutions.

From a historical viewpoint, right after the Garden of Eden, beautiful settings were not made but discovered-here, a clearing in the forest, there a valley enclosed by mountains, or elsewhere an island surrounded by blue and green water. In the oldest available accounts, such sports were natural, they just happened, and no work was needed to keep the places in order. Such settings often had names that indicated its location: grove, park, garden, wilderness, and meadow. When humans could find such places, they felt different because of the atmosphere surrounding them. Many chose to live in such areas because of the beauty they provided (Thacker, 1979).

Given this natural bent of most of human, it is not too surprising to note that as people have developed schools and universities through the centuries, they have become more and more aware of the values of surrounding these places of learning with beauty.

Ancient Beauty Spots

The word "academies" refers to the grove of trees planted in honor of Academus in fourth-century-B.C. Greece. Here, Plato and Socrates, sheltered from the relentless Greek sun in the cool of the shade of an olive tree, met with other inquisitive minds to discuss the nature of existence (State University of New York, 1988).

There are many references to outdoor schools in antiquity. For instance, the Old Testament records the groves dedicated to Baal, which were destroyed by the Israelites. History note that the Roman, upon arrival in Britain, remarked on the groves used by the Druids for study. Outside the walls of Athens are the groves of the Academy (an enclosure scattered with tombs and monuments)–one of the earliest places of study. This natural, untended quality of the grove reappears throughout the centuries and seems to mark the landscape as the natural side of art (Thacker, 1979).

Medieval Development

Gardens, or landscaping within the context of the academic setting of medieval times, first came about with Oxford and Cambridge colleges, where gardens and special landscaped areas were made within the quadrangle.

During the medieval period, the quadrangle evolved into the English "collegiate" system initiated at Oxford and Cambridge. Here, one notes the development of a community of specialized buildings for living, learning, and worshiping all enclosed in a common courtyard known as courts (State University of New York, 1988).

Batey (1989), commented on the gardens of Oxford and Cambridge, and pointed out that the gardens often were the inspiration needed for developing the intellect. She stated that records revealed accounts promotion the necessity of the garden of foster excellence of training. Professors and students spent long hours sitting in the gardens contemplating and meditating. The gardens were considered a source of inspiration and as part and parcel of the philosophy of simplicity and excellence for the students as well as the professors. She maintained that the gardens were regarded as essential, in fact, more necessary to the colleges than good professors.

Batey continued by saying the designs of the gardens similar to those of Oxford and Cambridge were not easily developed. Several groups had to be satisfied: Professors were consulted and each had his own idea, the supporters of the theatrical society had their ideas, and then advocates of a natural setting gave their input.

The 18 th Century

By the second half of the 18 th century, few colleges in England had any concept of campus design. Lancelot Brown (1716-1783) developed many sites with the "capability idea." He said that each site had capabilities, and in his mind, he would develop those capabilities for each particular site. It was as if the were inspired for each site in relation to its capabilities. Brown, through simple, open design, would develop the "spirit of the place." For this reason, he became known as the great landscape artist of his day (Thacker, 1979).

Often, a mound or small hill, either in the middle or more often to one side against the wall, served as a vantage point from which the attractions of the landscape might be seen. Although few of these mounts (mounds) have survived, the mounts in the gardens of Oxford and Cambridge colleges have been partially preserved within the design concept (Thacker, 1979).

Later, at Hohenheim, near Stuttgart, Germany, Herzog Eugen von Wuerttemburg (1737-1793) worked to develop a unique landscape concept for Hohenheim University by constructing the campus over the ruins of an ancient city. Here and there, fragments of the wall, tower, or archway were allowed to protrude from the greenery, given a unique statement and preserving the appearance of a subsequent settlement. It was these European models, in which the university is conceived of as a community, which provided inspiration for the American campus.

American Campus Development

Landscape architecture in America has a relatively short history compared to that of Europe, yet Americans have become increasingly aware of the need to provide and preserve significant landscapes for future generations. Some of the first gardens and landscapes of America where associated with important persons such as George Washington and Thomas Jefferson. Other landscapes of early importance surrounded such places as the capitol buildings and governors' palaces (Turner, 1989).

Colonial Period

In the early days of education, little regard was given to the development of the landscape around the school. The first type of secondary school in the colonies was the Latin Grammar School, established in Boston in 1635. It was, of course, a replica of similar schools in England. Toward the end of the Colonial Period, men like Benjamin Franklin began to see the need for a new type of education to meet the need of society. By the close of the 19 th century, the American public had endorsed a free, tax-supported public-school system that would help provide the type of setting necessary for optimum learning (Callahan & Clark, 1977).

Yale University, founded in 1701, was one of the first to be concerned with campus beautification. By 1782, the school had grown so much that the original buildings were removed to make way for College Row, an alternating pattern of dormitories and meeting halls that established a nearly continuous wall along the street. Under the influence of John Trumbull, the informal aesthetic adviser, College Row became the first example of an American campus deliberately planned to meet both functional and aesthetic criteria. The red brick dormitories and classrooms had small, symmetrical yards along College Street, bordered by a low wood fence. In the back, beyond the privies, Trumbull planted a picturesque English garden. Most campuses during this time were located in what was viewed as the virtuous countryside, detached from the temptations of the city (Stern, 1986).

In 1770, the term "campus landscape" was first used to refer to the surroundings of Princeton University. However, that term contains some redundancy. The Latin word "campus" means a field, often scattered with trees. Thus, campus literally means landscape (State University of New York, 1988).

The Jeffersonian Concept

Thomas Jefferson pioneered a new type of school tooted in a humanist conception of society. By background and vocation a countryman, Jefferson expressed throughout his life a strong aversion to the city and a preference for a rural way of living. "Those who labor in the earth," he wrote, "are chosen people of God, if ever He had a chosen people." Wherever Jefferson was, he tried to make the surroundings more beautiful (Jackson, 1970).

Acting as both educator and architect, Jefferson brought a new kind of school into being. He called it his "Academical Village," and his idea was to get the school out of the bustle, temptations, and conflicts of the city. When Jefferson founded the University of Virginia in 1817, he located it a mile outside the barely settled village of Charlottesville.

Jefferson seemed to have an interest in the setting when he stated:

It is infinitely better to erect a small and separate lodge for each professorship, with only a hall below for his class, two chambers above for himself, joining these lodges with a covered way to give a dry communication between all the schools the whole of these arranged around an open square of grass and trees. (Stern, 1986, p. 121).

The Development of the 19 th Century

In 1853, the first village improvement association was founded in Stockbridge, Massachusetts. "Improvement" meant beautifying the common, the cemetery, and the roads leading into town. The example spread rapidly, and one village after another undertook to adorn its various public areas including the campus of the local college or seminary with greenery (Jackson, 1970).

A New Awareness of Landscaping

By the 19 th century, the landscape concept design began to turn away from the natural place, from developing the capabilities of the site, and started to add artificial elements. Humphry Repton (1752-1818) introduced such things as the fountain, the greenhouse, flowerbeds, a terrace, or a drive to soften the natural designs typical of those used during the 17 th century. By the late 19 th century, some campus designers started to use design concept from the beginning when planning a new campus, but for the most part, the idea of campus beautification was new and was incorporated at only a few institutions.

A New Wave of College Founding

The second phase of college founding in the United States, starting before and continuing through the Civil War, extended the colonial aesthetics of greens to include tree-lined walkways, buildings, and plantings. These aspects of campus beatification were incorporated into the design of Bowdoin in Maine, Dickinson in Pennsylvania, Davidson in North Carolina, and Wittenberg in Ohio. An outstanding example, founded in 1837, is Mount Holyoke College in Massachusetts with more than 800 acres that include four open quadrangles overlooking a small lake and, beyond the Prospect Hills, woodlands, trails, paths, and a wildlife sanctuary.

One carry-over from Jefferson's concept can be seen in the locating of the U.S. Navel Academy. Stern (1986) remarked that, in 1845, the U.S. Naval Academy was established at Fort Severn in Annapolis rather than at the Naval Asylum in Philadelphia, reputedly on the decision of Secretary of the Navy, George Bancroft. A university man, Bancroft was convinced that a campus should be designed at a "healthy and secluded" site away from the "temptations and distractions" that necessary connect with a large and populous city.

Such examples in campus development were still relatively rare. American schools made very little progress in the area of campus beautification. They were simply places where students came to learn from the teacher. Little thought was given to the appearance of the buildings and grounds, which were officially described in 1844 in New York as "naked and deformed" (Knight, 1951).

Concerns of the 20 th Century

In the United States there are more than 3,300 campuses of higher education. For the most part these are pleasant places to visit. The landscape architect's work is visible from coast to coast, from Stanford to Amherst College with its hill top location. An extraordinary range in campus type, extent, and use of landscape reflects the climate and acreage available and speaks of cultural values. America's first colleges, Harvard, Yale, and Brown, each more than two centuries old, began with modest yards and greens, as did Dartmouth and Princeton. The landscapes of Harvard, Yale, and Brown evolved, though constrained by limited and ownership; Princeton and Dartmouth were extended generously into their rural surroundings.

Recognition of preservation of important historical sites began to grow in the 1930s. This new commitment to protect tout ensemble– the sum of the buildings and open spaces–rather than just individual structures also moved to preserve the landscape of educational institutions. Now, landscapes are considered important on their own merits, rather than principally in association with a famous person or building (Turner, 1989).

Landscapes to Create a Sense of Place

Distinctive landscapes help create a sense of place: the informality of the original Radcliffe Quadrangle versus the mannerly sculptured garden of the University of California. The enchanting Sarah Duke rose gardens at Duke University (1838) provide tranquil enclaves for quietness and meditation near the busy central campus.

Different types of trees and a variety of ground cover proclaim regional differences. Simson College (1860) was laid out to look like an urban park, a nice gesture amid prairie and farmland. The University of Miami campus (1925) is wrapped around a palm-rimmed artificial lake. All campuses are truly pedestrian precincts, which provide special opportunities to their inhabitants to experience the intertwining of architecture and landscape for aesthetic enjoyment (Dober, 1989).

The rise of the modern university brought about formal designs inspired by romantic interpretations of Gothic, Georgian, and classical architecture. Monumental enclosed quadrangles can be found at Ohio State University (1870), the University of Chicago (1891), and Southern Methodist University (1910). Typically, the concept includes a visually commanding building and open spaces.

The Emergence of an Adventist School System

During the latter part of the 19 th century, while the American public-school system was emerging, the Seventh-day Adventist denomination was beginning to develop its own educational system. In 1872, the first official Seventh-day Adventist school was established. It was housed in a little frame building, 20 by 30 feet on Washington Street in Battle Creek, Michigan (Spalding, 1962).

Since that early beginning in 1872, the Seventh-day Adventist Church has developed a worldwide educational system. In this system, there are universities, colleges, academies, and elementary schools. Many of these institutions have developed beautiful campuses, but unfortunately many have not due to lack of funds or lack of vision.

A Need for a vision

A vision is needed to develop a campus, which will bring a sense of place for Christian worship and fellowship. This vision may come from a number of individuals. It need not come from someone in administration, but his would streamline the process if this were the case. There are several major factors that need to be considered before a project of this nature is undertaken. The first and most obvious factor is the vision. Someone is needed who is skilled in campus beautification who has the ability to take a campus from its present state to a sate of development which will include the elements needed to produce the desired effect. In this case a campus, which will inspire students and faculty alike not only to perform better academically but also ultimately be drawn closer to God.

There are two basic ways of going about this. The first one is to hire a landscape architect who understands the vision and is willing to develop it into a set of drawings. The next step would be to implement these plans as funds become available. This is usually quite expensive but does speed things up considerably. The other alternative is to fine someone within the church or college with the necessary skills to oversee the development of the project. This would eliminate the need for an architect, but would place the vision in jeopardy because it would be dependent on the successful implementation and completion by one person. The danger here is losing the original vision because it is not part of a landscape master plan or the possibility of the person moving before the job is complete. It should be noted that a landscape master plan is important to the fulfillment of the vision.

The next factor, which should be mentioned, is the financial element. The beautification of a campus is certainly a positive selling point for most, but also to maintain. If funds are not available or if the administration is not willing to make them available for beautification, the next alternative is to find finds from other sources. Usually there is no problem with the idea of campus beautification it is with the financing. There are several approaches one can take. There could be a fund raising drive from the faculty, students, and local community. There could be grants from various organizations or there could be donations and bequeathments for memorial gardens. If the vision is presented in a appropriate way the funds can be generated.

Integration of Faith and Learning and the Campus

There are several ways in which faith can be woven into the beautification of the campus. Everything in nature is of God. The first book in the Bible says that it was God who created the earth. In fact, he created the whole universe. He brought into being everything that is in the sky and on the earth and in the sea.

Then he commanded, "Let the earth produce all kinds of plants, those that bear grain and those that bear fruit" – and it was done. So the earth produced all kinds of plants, and God was pleased with what he saw. Genesis 1:11-12.

It is He who made the flowers and who gave to the sparrow its song who says, "Consider the lilies," "Behold the birds." p.95. In the loveliness of the things of nature we may learn more of the wisdom of God than the schoolmen know. On the lily's petals, God has written a message for us, written in language that we can read only as it unlearns the lessons of distrust and selfishness. He has given us the singing birds and the gentle blossom to brighten and gladden our path in life. He has filled earth and air and sky with glimpses of beauty to tell us of His loving thought for us. He has surrounded us with beauty to make life bright and joyous and beautiful with the love of Christ-like the flowers, to gladden other lives by the ministry of love (White, 1956).

God cares about the way we treat the earth and everything in it. We have the ability and responsibility to protect nature and in doing strengthen our relationship with him. As Christians, we have a God-given mandate to care for the earth. God told Adam and Eve "have dominion over the fish of the sea and over the birds of the air and over every living thing that lives upon the face of the earth." God did not give this dominion so humanity could plunder the earth's resources. Rather, He intended that humans be stewards, to keep and protect the earth.

As Seventh-day Adventist educators this mandate should be taken to its fullest potential. We could make our campuses the most beautiful places on earth if we are willing. We could leave areas of the campus in a natural state for the study of animals and water life. We could plant trees, shrubs, and flowers in an attractive manner, which will draw us closer to God.

The entrance to the campuses should be well designed, making a statement to all who come onto the campus that we care about the earth and the image we want to portray. The lighting, the side walks, the streets and grounds could reflect a careful thought out plan bringing symmetry and beauty to the campus.

Creating a sense of Place

Creating a sense of place is one of the best ways to bring into reality the idea of integration of faith and learning. The campus could be divided into sections, which would be developed according to its location and its relationship with other sections. We might think of it as a big house with many rooms and each of the sections a room. In one large room could be the academic area, perhaps around a quadrangle. The grounds within this quadrangle crisscrossed with sidewalks and along these sidewalks ornamental trees, flowers, and shrubs.

In another large room could be located the faculty homes, each one unique and landscaped according to the individual taste of each occupant, but each one reflecting their love of nature and beauty.

In a smaller room could be the entrance to the campus, beautifully landscaped and well maintained, reflecting the statement, which would be interpreted by all who come to the campus.

In another room, which may be large or small is an area that is left natural, with the grass tall and the trees untrimmed. In this room could be found animals and birds and insects and if there is a stream, many kinds of water creatures to be observed and studied.

In another room there could be gardens with fountains, benches, trees, shrubs, flowers, paths, and manmade structures to support the climbing flowers and shrubs creating an area of special interest and which could be used for weddings and special occasions.

In another room, a special room, a room dedicated to meeting God, a wall of natural stone around outside in an informal manner, surrounded by trees and shrubs and flowers. Inside, a water fall and stream with fish and a fountain which creates a pleasing sound, for there is nothing like the sound of falling water to soothe the soul. Benches placed along the inside walls for sitting and kneeling for private prayer and meditation. Quite, soft, instrumental music softly in the background helping to create the sense of space. Special lighting at night could transform into a place of beauty unlike the day, drawing students, faculty, and members of the community to sit, listen, forget about the struggles of the day and be drawn to God.

THE BEAUTIFUL GARDEN OF PRAYER

There's a garden where Jesus is waiting, There's a place that

is wondrously fair; For it glows with the light of His

presence, Tis the beautiful garden of prayer.

There's a garden where Jesus is waiting,

And I go with my burden and care, Just to heart from lips words of

comfort, In the beautiful garden of prayer.

And He bids you to come meet Him there, Just to bow and receive

a new blessing, In the beautiful garden of prayer (Scroll, 1920).

The areas of the campus, which would be used to meditate and pray, would be special. Therefore, it would depend upon the size and site layout as to how many may be needed. By careful planning, the entire campus can be beautified in such a way as to bring a feeling of inspiration to the students and faculty.

Throughout history man has longed to be surrounded by beauty. The idea of surrounding an educational facility with beauty to attract students and to inspire students and faculty is not a new idea, but one that has not been wide spread. The thesis of developing a landscape to create a sense of place has developed fairly recently and the premise of developing certain aspects of a campus to deliberately enhance ones spiritual relationship is new. Using the campus as a factor in integrating faith with learning is intended to use another dimension in bringing humankind into a closer walk with the creator.

Each campus is different and located in different geographical and climatic regions. These ideas are not complete but are intended to spark an interest in this supposition and hopefully SDA campuses around the world will create such places which reflect our love for Christ because: "Eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love Him." 1Cor. 2:9.

BIBLIOGRAPHY

Balmori, Diana. (1985). Beatrix Farrand's American Landscapes: Her gardens and campuses . Dexter, Michigan: Thomson-Shore

Batey, Mavis. (1989). The historic gardens of Oxford & Cambridge . London: Macmillan.

Brewster, Sam F. (1976). Campus planning and construction . Washington, D.C.: Association of Physical Plant Administrators.

Brown, Art. (1983). Campus beautification and school gardening . Lincoln, Nebraska: Department of Education for Mid-America Conference of Seventh-day Adventist

Carnegie Foundation, (1986, January/February). How do students choose a college? Change pp. 29-32.

Castaldi, Basil. (1969). Creative planning of educational facilities . Boston: Allyn and Bacon.

Conner, Jerry. (1986, February). Landscaping, southern style. American School and University , pp. 15-18.

David, Thomas G., & Wright, Benjamin D. (1975). Learning environments . Chicago: University of Chicago Press.

DiGeronimo, Joe, & Gustafson, George A. (1985, February). Good looks. American Schools and University , pp. 36-37.

Dober, Richard. (1989). American landscape architecture . Washington, D.C.: National Trust for Historic Preservation.

Eckbo, Garrett. (1969). The landscape we see . New York: McGraw-Hill.

Fairbrother, Nan. (1974). The nature of landscape design . New York: Alfred A. Knopf.

General Conference of Seventh-day Adventist. (1977). Learners Live Here . Washington, D.C.: Department of Education.

General Conference of Seventh-day Adventist. (1978). North American Division Code, K-12 . Washington, D.C.: Department of Education.

Gonzalez, Eduardo A. (1989). Landscaping. Unpublished paper, Andrews University. Gould, Bryant, & Finci, David. (1986, April). Site plan: A first step. American Schools and University , p. 60.

Hammer, Nelson. (1988, July). Toward a safe, lasting landscape. American School and University , pp. 35-37.

Jackson, J. B. (1970). Landscapes . Amhurst, Massachusetts: The University of Massachusetts Press.

Jellico, G. A. (1966), Studies in landscape Design . London: Oxford University Press.

Kerezt, John. (1972, December). Landscape: Designing beauty in the face of change: School Product News , pp. 16-17.

Kilpatrick, Edward W. (1973). School sites: Selection, development, and utilization . Trenton, New Jersey: Bureau of Facility Planning, New Jersey State Department of Education.

Knight, Edgar W. (1951). Education in the U.S. (3 rd ed.). Boston: Ginn.

Lees, C. B. (1960). Budget landscaping . New York: Holt.

Lohmann, Karl B. (1941). Landscape architecture in the modern world . Champaign, Illinois: Garred.

Pawsey, Murice. (1982, Fall). Providing campus environmental coherence by landscaping. Planning of Higher Education ., pp. 25-29.

Postman, Richard A. (1978). Use of land design . Unpublished paper, Andrews University.

Rubenstein, Harvey M. (1969). A guide to site and environmental planning . New York: John Wiley and Sons.

Scroll, Eleanor Allen, (1920). "The Beautiful Garden of Prayer." Hymns for today, by Fillmore Brothers, Company.

Simons, John O. (1961). Landscape architecture . New York: F. W. Dodge.

Southern Union Conference of Seventh-day Adventist. (1982) School gardening and campus beautification . Practical Arts Curriculum Workshop, Southern Missionary College. Decatur, Georgia: Department of Education, Southern Union Conference of Seventh-day Adventist.

Spalding, Arthur W. (1962). Origin and history of the Seventh-day Adventist , (Vol. 1). Washington, D.C.: Review and Herald.

State University of New York. (1988). State University of New York Campus Environmental Improvement Program . (2 nd ed.). Albany: New York State Department of Education.

Stern, Robert. (1986). Pride of place . New York: Houghton Mifflin.

Thacker, Christopher, (1979). The history of gardens . Berkeley, California: University of California Press.

Turner, Paul V. (1984). Campus . Cambridge, Massachusetts: The M.I.T. Press.

Turner, Susan Louise. (1989). American landscape architecture . Washington, D.C.: National Trust for Historic Preservation.

Vircan, Lori. (1984, April). Grooming the Grounds. School Product News , pp. 27, 30.

White, Ellen G. (1900) Testimonies . (Vol. 6) Oakland, California: Pacific Press. P. 187.

White, Ellen G. (1903). Education . Oakland, California: Pacific Press.

White, Ellen G. (1923) Fundamentals of Christian education . Nashville: Southern Publishing Association.

White, Ellen G. (1956). Thoughts from the mount of blessings . Mountain View, California: Pacific Press Publishing Association.

I would like to include as an appendix a project at the Adventist International Institute of Advanced Studies (AIIAS) in the Philippines. I have the privilege of being a professor in the Education Department, and serve as the secretary to the campus development committee. The campus was started in 1989 and the faculty moved to the campus in 1991. The campus is still under development, so it gives me a once in a lifetime opportunity to be involved in its development, especially the grounds.

We are placing gates and other objects along each sidewalk to designate it as a sidewalk from a particular country. We already have one from Japan and one from Indonesia. The gates serve as entry points into the academic area, creating a sense of place. The project that I want to share with you is a meditation and prayer garden located in the center of the campus, which makes a nice statement; Christ is the center of our institution.

In June of 1991 my seventeen-year-old son was killed in a car accident and I wanted to do something in his memory, so I thought about giving the meditation and prayer garden his name. I approached the administration and told them of my plans and they agreed. I worked with the architect, engineer and contractor to develop a special place that would encourage our faculty and students to come and worship.

We thought about the things that create a sense of place for worship and decided that we needed the sound of water and the sound of religious music. We also wanted to have small private places for individual meditation and prayer. We wanted to have flowers and shrubs to add color and beauty. As a result we have a large split-level area with waterfall, stream, fish, and fountain. We have thirteen individual areas for families, small groups, couples, or individuals to meditate and pray. We have flowers and shrubs that add to the beauty. All of this is enclosed by a natural rock wall about five feet high with two entrance and exit gates. The grounds surrounding the prayer garden are well landscaped and maintained.

There are a variety of lights at night to give the garden a colorful, peaceful atmosphere for worship. Most students and faculty come very early in the morning or early in the evening to worship and meditate. The Phillip Boughman Meditation and Prayer Garden is truly a blessing to the campus and brings each one who enters its gates closer to God and their Creator.

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Campus Beautification Project

The Campus Beautification Project, initiated in spring 2001, was created to help provide a solution to the excessive amount of flyers appearing on College walls, doors, and surfaces. With the assistance of student staff and volunteers, open bulletin boards are updated and maintained, and campus grounds are canvassed for wayward postings. In addition, we assist the campus community in updating and beautifying almost four hundred glass enclosed bulletin boards across the campus.

Guidelines for Posting

All postings must have an identifiable sponsor and contact number.
All student postings should be date stamped by Student Activities, 302 Student Center, prior to copying and posting to any of the bulletin boards.
Departments do not require date stamps on flyers
Commercial ads are allowable on the General Bulletin Boards only. They do not require a date stamp.
Keep postings (no larger than 11" x 17") limited to available space.
Avoid covering other printed materials.
Do not place any postings on college walls, entrances, grounds, etc. These will be removed.

More Information

Campus Beautification Project Coordinator Office of the Vice President for Student Affairs 2113 Boylan Hall P: 718.951.5352 E: [email protected]

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School Beautification Benefits Students - Volunteer at your school

by TransAct | Mar 28, 2017 | Volunteer Management

Would you believe it if I told you just by planning one school beautification day, the morale of the students would increase? That the school days after beautification would flow smoother and be filled with more energy? That your students would have higher levels of school pride?

It’s that simple. School beautification is a great way to do all of those things and more, bringing schools and communities together. It’s a way to create and preserve both beautiful and healthy environments where learning and camaraderie is enhanced. To put it simply, think of a student walking in on their first day of school. They are dropped off by bus or car and see the main entrance of the school building. Upon their arrival they notice a dreary, un-kept main entrance. How do you think seeing this affects them?

But what if they came in and saw a beautiful, clean, and well-kept entrance? How would they feel then? Beautiful landscaping and clean facilities push students in the right direction by giving them a wonderful space to work and grow in. They come into school knowing that they’re worth something because someone took the time to take care of a place they call home for eight or more hours of the day.

Along with encouraging students to be more involved in their school day, beautification teaches students how to be more respectful of the environment and to clean up after themselves. As the community sees how well treated their nearby school is, a sense of pride will begin to consume the community. You may see an increase in event and fundraiser attendance all because of the community and their drive to keep up the school’s appearance.

In my own experience, parents and members of the community would often rally around my school in times of school beautification by donating to fundraisers and volunteering themselves. More often than not, you can find a volunteer opportunity at your local school for either weekend or after-school beautification. And remember, school beautification doesn’t mean just the outside of the school. The inside of the school needs care as well. The NEA has an article discussing many ways to keep your school clean and students happy!

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Essays on Beautification

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The Importance of Keeping College Campuses Clean

College campuses see hundreds or thousands of people every day. From instructors and students to visitors and guest speakers, your institution sees many new and similar faces. A regular campus cleaning schedule is imperative for creating a welcoming and safe environment for everyone visiting your campus.

Whether you want to impress one-time guests or keep your students comfortable, a clean institution says a lot about you. The state of your institution reflects the care you give your space and resources, and a clean campus shows that you care about student success, staff productivity and general safety.

The benefits of campus cleaning include keeping your school members safe, productive and proud to be a part of your community. Many potential students and other guests also evaluate the cleanliness of an institution before enrolling or visiting. Keeping your college campus clean has the following advantages:

Boosting Productivity

Understanding the importance of campus cleaning can help keep your faculty and students productive. People like spending time in clean locations, and research shows a link between clean environments and productivity for students. Areas free of clutter promote activities and general enjoyment. School staff and students will be more productive when sitting with their work without getting distracted by clutter.

Students also tend to model what they see, and you can encourage your students to be more productive by having institution leaders lead by example. Messy and disorganized classrooms and offices show students that cleanliness and care are not necessary for their own work or homes. They may procrastinate completing assignments, skip classes or only give half of their typical effort toward their work when they feel unorganized or messy.

Promoting Safety

Unkempt campuses can cause injuries to school participants. Students don’t want to watch for spills and puddles as they rush to class or head home after a long day, but minor accidents can quickly cause injuries if they slip and fall. Boxes in hallways, sticky surfaces and debris in doorways can create a safety hazard resulting in injuries.

You must also give attention to areas where construction is taking place. Although a new building or classroom addition may benefit your students in the long run, you don’t want to make the construction an inconvenience for your current students. Construction sites regularly see debris, mud and sawdust, and screws or other loose objects can hide in the rubble.

Students who need to pass these sites can come in contact with particles that impede their health or injure them and distract them from learning. Finding a construction cleaning service can help reduce the chance of injuries.

You should keep your exterior clean as well. Overgrown grass, large piles of dead leaves and other debris can cause those walking nearby to trip and possibly injure themselves. In the winter, large snow mounds and ice can create a slippery slope for school members to fall. Cracks in the sidewalk can tangle with shoe strings and result in twisted ankles. Landscaping and cleaning services that keep your campus looking pristine inside and out can attract attention and help keep your students and faculty safe.

Nurturing Health

Campuses house many people daily. Some will be more healthy than others. Regardless, germs are on every surface and can quickly spread from one student or staff member to the next. A clean environment promotes healthy students and staff. Regularly cleaning your campus can help reduce bacteria spread from person to person, keeping your students and staff safe and healthy.

A student who frequently gets sick may miss classes or neglect their schoolwork, potentially putting them behind their peers and compromising their ability to pass classes. Sick instructors may take a leave from work or frequently request to use their sick days, leaving students without instructors to lead their classes and impeding their academic success.

Even if your students and staff continue showing up for class and meetings, they may experience other health issues that affect their experience. For instance, a clean campus can help ease asthma and allergy symptoms. Mold, pollen and dust can gather in unkept places, making breathing difficult for those with allergies or asthma. They might frequently cough or blow their noses or get painful headaches. A clean college campus improves the air quality and makes everyday functions possible and enjoyable.

Assisting College Infrastructure

Light fixtures, electronic equipment, waterways and other resources are essential to running your institution smoothly. Without proper care, these systems can experience damage and wear that makes them challenging to use or causes them to break, impeding your operations. Removing dust, cleaning leaks and wiping sticky surfaces will keep these resources running correctly.

When you regularly clean your campus, you can identify potential problem areas before they worsen. Some maintenance problems can be costly and challenging to fix if you neglect them for too long. Additionally, furniture and carpets will last much longer if you take care of them and ensure they receive the proper cleaning. You can save significant costs by keeping your current setup clean rather than replacing it with a newer model later.

Encouraging Enrollment

Many students today expect to feel as comfortable, secure and safe in college as they do at home. A pleasant and attractive campus is essential to students and plays a part in their enrollment decision . Students want to walk through sparkling hallways, sit in organized classrooms, meet in tidy offices and experience clean restrooms.

A clean campus nonverbally communicates to students that the administration cares about them and their experience. When students see their school making improvements, they recognize that they are trying to guide them to success and provide them with the resources they need.

Additionally, when your institution tries to attract new students, a good reputation will go a long way. If students see pristine pictures on your website but attend a tour to find spills on the floors and debris cluttering classrooms, they may feel like your institution led them to believe falsehoods and may not trust your school is the best fit for them.

Clean Campuses From National Janitorial Solutions

At National Janitorial Solutions, we know that a clean space reflects how much you value your students, but finding the time to give your institution the attention it needs can be challenging, especially in high-traffic areas. Thankfully, you don’t have to. National Janitorial Solutions offers a professional and experienced team to maintain and sanitize your institution in any state. We’ve been helping organizations across the country for over 35 years, and we know how to handle various jobs from simple to in-depth.

Get in touch with us today to find out more about what we can do for your institution. We offer various services to meet your needs and keep your students and staff safe and productive.

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My College Campus Paragraph for Students

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Short Paragraph on Your College Campus (100 Words)

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Beautification Of School Essay

Student attitudes are shaped to some extent by the structures (facilities) through which they are mediated (Ferreira, 1995). In fact, building conditions can directly affect the attitudes of students or the attitudes of teachers and parents which in turn affect student attitudes. Pronghorns (1970) referred to physical settings and attitudes as follows: Physical settings-simple or complex-evoke complex human responses in the form of feelings, attitudes, values, expectancies, and desires, and it is in this sense as well as their known physical properties that their relationships to human experience and behavior must be understood.

P. 28) There is a body of research in the area of school facilities and their relationship to student and teacher attitudes. Stockyard and Maybe (1992) found that the quality Of a physical plant or environment is related to non- cognitive outcomes, such as better attitudes toward school. These outcomes may eventually relate to higher academic achievement. Christopher (1988) concluded that human nature makes people feel better about themselves when their surroundings are pleasant.

Students who have better attitudes usually learn more and work harder.

McCauley (1972) conducted a study investigating pupil attitudes toward their school buildings in the elementary level. He found that students housed in newer school buildings which were fully carpeted and air-conditioned showed more positive attitudes than students housed in older buildings. A study completed by Loving (1972) in Middle Georgia explored the attitudes Of elementary children who had moved from a traditional school to an open- space school. It was shown that the children were keenly aware of their school building and responded positively to bright and comfortable rounding’s.

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“ Very organized ,I enjoyed and Loved every bit of our professional interaction ”

In fact, these children’s attitudes were directly related to their physical surrounding. Chain (1982) compared student attitudes toward the physical environment of a school opened in 1980 and that of two older schools: one built in 1923 and the other in 1936. The main finding of this study indicated that pupils housed in a modern school building have significantly more positive attitudes toward school than do pupils housed in a much older building. Likewise, Cramer (1976) studied selected Junior High Schools in the Bibb County School District of Georgia.

School Premises Essay

He contended that pupils housed in newly renovated school facilities showed more positive attitudes. In the area of self-concept, Bowers and Burnett(1989) concluded that self- concept scores on the Piers-Harris Children’s Self-Concept Scale of students in a modern facility were significantly higher than the student scores Of those housed in an older facility. Mascot and Mint (1956) studied student attitudes in “ugly, neutral and beautiful” rooms finding significant differences corresponding to room quality in the responses (p. 466).

These researchers valued that the mean rating given by the subjects in the beautiful room was in the range defined as “energy” and “well-being” while the mean of the ratings given by subjects in both the average and ugly rooms was in the range defined as “fatigued” and “displeased” (p. 466). Furthermore, the students placed in the beautiful room expressed feelings of “comfort, pleasure, enjoyment, importance, energy and a desire to continue their activity’ (p. 466). Thus, if children have positive attitudes and look forward to attending school, it stands to reason they will do better in their classes (Christopher, 1988).

Teachers’ attitudes are also directly related to the school facility. Several studies have been conducted in the area of open-space classrooms and their effect on teacher attitudes. Lewis (1976) examined the influence of open- space classrooms and closed-space classrooms on the attitudes of teachers toward the school building. It was found that teachers housed in open-space classrooms showed more positive attitudes. Likewise, Jones (1974) concluded that teachers’ attitudes toward their students in open-space classrooms improved significantly.

Mills(1 972) agreed with Jones’ findings when he included that teachers in open-space areas exhibited behaviors that allowed greater pupil freedom and self-direction. These teachers displayed behaviors which were more permissive, supportive, warm and sympathetic toward students. As one can see, not only does the physical environment of a school affect children, teachers are also affected by the design of a school building. And so, school architects, educators and facility planners must take into consideration the impact that the design of school buildings have on student and teacher attitudes.

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Guest Essay

Is This the End of Academic Freedom?

By Paula Chakravartty and Vasuki Nesiah

Dr. Chakravartty is a professor of media, communication and culture at New York University, where Dr. Nesiah is a professor of practice in human rights and international law.

At New York University, the spring semester began with a poetry reading. Students and faculty gathered in the atrium of Bobst Library. At that time, about 26,000 Palestinians had already been killed in Israel’s horrific war on Gaza; the reading was a collective act of bearing witness.

The last poem read aloud was titled “If I Must Die.” It was written, hauntingly, by a Palestinian poet and academic named Refaat Alareer who was killed weeks earlier by an Israeli airstrike. The poem ends: “If I must die, let it bring hope — let it be a tale.”

Soon after those lines were recited, the university administration shut the reading down . Afterward, we learned that students and faculty members were called into disciplinary meetings for participating in this apparently “disruptive” act; written warnings were issued.

We have both taught at N.Y.U. for over a decade and believe we are in a moment of unparalleled repression. Over the past six months, since the start of Israel’s war on Gaza, we have seen the university administration fail to adequately protect dissent on campus, actively squelching it instead. We believe what we are witnessing in response to student, staff and faculty opposition to the war violates the very foundations of academic freedom.

While N.Y.U. says that it remains committed to free expression on campus and that its rules about and approach to protest activity haven’t changed, students and faculty members in solidarity with the Palestinian people have found the campus environment alarmingly constrained.

About a week after Hamas’s attacks in October, the Grand Staircase in the Kimmel student center, a storied site of student protests , closed indefinitely; it has yet to reopen fully. A graduate student employee was reprimanded for putting up fliers in support of Palestinians on the student’s office door and ultimately took them down; that person is not the only N.Y.U. student to face some form of disciplinary consequence for pro-Palestinian speech or action. A resolution calling for the university to reaffirm protection of pro-Palestinian speech and civic activity on campus, passed by the elected Student Government Assembly in December, has apparently been stuck in a procedural black hole since.

The New York Police Department has become a pervasive presence on campus, with over 6,000 hours of officer presence added after the war broke out. Hundreds of faculty members have signed onto an open letter condemning the university’s “culture of fear about campus speech and activism.”

Such draconian interventions are direct threats to academic freedom.

At universities across the country, any criticism of Israel’s policies, expressions of solidarity with Palestinians, organized calls for a cease-fire or even pedagogy on the recent history of the land have all emerged as perilous speech. In a letter to university presidents in November, the A.C.L.U. expressed concern about “impermissible chilling of free speech and association on campus” in relation to pro-Palestinian student groups and views; since then, the atmosphere at colleges has become downright McCarthyite .

The donors, trustees, administrators and third parties who oppose pro-Palestinian speech seem to equate any criticism of the State of Israel — an occupying power under international law and one accused of committing war crimes — with antisemitism. To them, the norms of free speech are inherently problematic, and a broad definition of antisemitism is a tool for censorship . Outside funding has poured into horrifying doxxing and harassment campaigns. Pro-Israel surveillance groups like Canary Mission and CAMERA relentlessly target individuals and groups deemed antisemitic or critical of Israel. Ominous threats follow faculty and students for just expressing their opinions or living out their values.

To be clear, we abhor all expressions of antisemitism and wholeheartedly reject any role for antisemitism on our campuses. Equally, we believe that conflating criticism of Israel or Zionism with antisemitism is dangerous. Equating the criticism of any nation with inherent racism endangers basic democratic freedoms on and off campus. As the A.C.L.U. wrote in its November statement, a university “cannot fulfill its mission as a forum for vigorous debate” if it polices the views of faculty members and students, however much any of us may disagree with them or find them offensive.

In a wave of crackdowns on pro-Palestinian speech nationwide, students have had scholarships revoked, job offers pulled and student groups suspended. At Columbia, protesters have reported being sprayed by what they said was skunk, a chemical weapon used by the Israeli military; at Northwestern, two Black students faced criminal charges , later dropped, for publishing a pro-Palestinian newspaper parody; at Cornell, students were arrested during a peaceful protest . In a shocking episode of violence last fall, three Palestinian students , two of them wearing kaffiyehs, were shot while walking near the University of Vermont.

Many more cases of student repression on campuses are unfolding.

Academic freedom, as defined by the American Association of University Professors in the mid-20th century , provides protection for the pursuit of knowledge by faculty members, whose job is to educate, learn and research both inside and outside the academy. Not only does this resonate with the Constitution’s free speech protections ; international human rights law also affirms the centrality of academic freedom to the right to education and the institutional autonomy of educational institutions.

Across the United States, attacks on free speech are on the rise . In recent years, right-wing groups opposed to the teaching of critical race theory have tried to undermine these principles through measures including restrictions on the discussion of history and structural racism in curriculums, heightened scrutiny of lectures and courses that are seen to promote dissent and disciplinary procedures against academics who work on these topics.

What people may not realize is that speech critical of Israel’s occupation and apartheid policies has long been censored, posing persistent challenges to those of us who uphold academic freedom. Well before Oct. 7, speech and action at N.Y.U. in support of Palestinians faced intense and undue scrutiny.

Our students are heeding Refaat Alareer’s call to bear witness. They are speaking out — writing statements, organizing protests and responding to a plausible threat of genocide with idealism and conviction. As faculty members, we believe that college should be a time when students are encouraged to ask big questions about justice and the future of humanity and to pursue answers however disquieting to the powerful.

Universities must be places where students have access to specialized knowledge that shapes contemporary debates, where faculty members are encouraged to be public intellectuals, even when, or perhaps especially when, they are expressing dissenting opinions speaking truth to power. Classrooms must allow for contextual learning, where rapidly mutating current events are put into a longer historical timeline.

This is a high-stakes moment. A century ago, attacks on open discussion of European antisemitism, the criminalization of dissent and the denial of Jewish histories of oppression and dispossession helped create the conditions for the Holocaust. One crucial “never again” lesson from that period is that the thought police can be dangerous. They can render vulnerable communities targets of oppression. They can convince the world that some lives are not as valuable as others, justifying mass slaughter.

It is no wonder that students across the country are protesting an unpopular and brutal war that, besides Israel, only the United States is capable of stopping. It is extraordinary that the very institutions that ought to safeguard their exercise of free speech are instead escalating surveillance and policing, working on ever more restrictive student conduct rules and essentially risking the death of academic freedom.

From the Vietnam War to apartheid South Africa, universities have been important places for open discussion and disagreement about government policies, the historical record, structural racism and settler colonialism. They have also long served as sites of protest. If the university cannot serve as an arena for such freedoms, the possibilities of democratic life inside and outside the university gates are not only impoverished but under threat of extinction.

Paula Chakravartty is a professor of media, communication and culture at New York University, where Vasuki Nesiah is a professor of practice in human rights and international law. Both are members of the executive committee of the N.Y.U. chapter of the American Association of University Professors and members of N.Y.U.’s Faculty for Justice in Palestine.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

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