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PROMOTING WELL-BEING THROUGH PHYSICAL SPACESAmerican College Health Association
June 1, 2017
Introduction
Kelly Hogan StewartDirector, McDonald Center for Student Well-BeingUniversity of Notre Dame
Tom SzigethyAssociate Dean and Director,Duke Student Wellness CenterDuke University
Agenda
Learning Outcomes
1. Define and review current environmental psychology research and theories and how it promotes and supports campus well-being through physical space.
2. Educate and discuss guiding design principles used within two research based institutions while creating well-being spaces on campus.
3. Explain evaluation and assessment metrics used while assessing environmental space.
We invite you to relax into this space and enjoy the
next 90 minutes with us
Reflective Activity-
Part I
Theoretical Research
Theoretical Research-
Theory
Looking to the Literature
Public Health – Importance of the built environment
Higher Education – Characteristics of productive learning environments
Environmental Design Restorative Spaces and Attention Restoration
“Buildings affect our psyche as well as our bodies; they can be inspiring and supportive of daily activities, or they can deplete the
spirits...” (Heerwangen, 2008)
Theoretical Research-
Outcomes
PHYISCAL ENVIRONMENT
RESTORATION
LEARNING
MOOD
CREATIVITY
SOCIAL CONNECTION
PRODUCTIVITY
Theoretical Research-
Theory
"A creative man is motivated by the desire to achieve, not by the desire to beat others." - Ayn Rand
Theoretical Research-
Restoration
A restorative environment encompasses four qualities:
the capacity to capture one’s fascination,
a sense of escape,
extent and depth of an experience
compatibility of the environment to serve the individual’s purpose
Theoretical Research
Where does your energy come from?
Relaxing into Space
Finding your core
Head vs Heart (where do we live and why)
Space allows people to live in their true authentic selves
The experience (sensation) of wellness
Theoretical Research-Data Points
Notre Dame Duke U. NationalReference
Stress Stress Stress
Anxiety Anxiety Anxiety
Sleep Sleep Sleep
Extra-Curricular Extra-Curricular Depression
Cold/Flu/SoreThroat
Cold/Flu/Sore Throat
Cold/Flu/Sore Throat
Top Academic Impediments per NCHA survey(self reported)
A Wellness Framework
The Wellness of SpaceDesign Principles
Space and Wellness
Guiding Principles/Design elements
Police– what inspires or hinders safety?
Churches – spirituality
Gyms – exercise
Restaurants – nutrition
Spa - relaxation
Design Elements
Senses Application
Smell Essential Oils
Visual Color/Art Work
Touch CrystalsRain Stick
Hearing Singing BowlsBaoding Balls
Taste TeaHealthy Snacks
Purpose-Creating a New Space
To revitalize former clinical space to a student-focused space that proactively supports well-being
Mentality of “feel good, do good”
Overall design that feels like a “home away from home”
A space that promotes student flourishing, in all dimensions
To pilot-test our enhancements to understand how we can infuse well-being into physical space
To align our space with the department mission, empirical evidence, and the dimensions of well-being
Strategic opportunity to enhance both student well-being and the student experience
Why Renovate Now?Space: A challenge for brand recognition and growth Office History Location
Perception -“Saint Sick” Closed-off 1:1 “clinical” spaces which are prohibitive to new scope
Inspired by Student-led proposals Academic collaborations:
Art, Art History and Design School of Architecture School of Psychology
Alignment with new department strategic mission Create environments in which students can thrive and flourish Evidence exists in best practices/literature from fields that inform our work
The Wellness of Space
Design PrinciplesFEATURE BRIEF RATIONALE
Light Affects comfort, alertness, sleepiness, and environmental stressors
Provide natural light as much as possible
When not possible, provide light that supports the desired outcome of the individual space
Temperature Affects comfort, mood, and levels of distraction
Building temperature is not easily manipulated
Provide blankets, fans, and other measures of comfort
Color and Art Affects stress levels, mood, and processing
Utilize art that is stimulating or calming as appropriate to desired outcome of individual space
Utilize art to communicate healthy messaging
Utilize art to provide students with sense of “home away from home”
Utilize paint colors to brand McWell, create sense of comfort and calm
Nature Affects stress levels, comfort, and satisfaction
Bring elements of nature into all spaces
Utilize nature in facilitated programming and stress relief activities
Inclusivity Space should be accessible to all, and all should feel welcome
Invite feedback from key campus partners
Invite ongoing student feedback and evaluation
Furniture Affects fatigue/drowsiness, comfort, and ability to collaborate
Provide furniture that is comfortable, functional, versatile, ergonomic, and appealing
Development Process
• Academic Partnerships
• Student Focus Groups
• Key Campus Stakeholders
Gather Input
• Literature Review (Public Health, Higher Education, Environmental Psychology
• Benchmarking Study
• Interiors Project Team
• Academy
Research
• Shared design with campus partners
• Engaged students
• Provided activities and resources throughout space
Design & Implement
Conceptualized visions for each space• Three student spaces, revamped greeting center and waiting area • Small updates to personalize office spaces
Developed initial layouts for each room• Based on literature, student feedback, and department scope
Created lists and purchased necessary supplies/materials for each design• Utilized campus resources first (campus surplus, furnishND)• Shopped sales and discount stores• Worked with internal Interior Design Group
Updates occurred steadily over summer• Updated designs as necessary, based on feedback from campus partners
Designing and Implementing
Enhancing Department SpaceRoom-by-Room
Staff Office Space
Messages our space sends
Smaller pieces – promote gathering and community
Soften space through design
Color
CURRENT
CURRENT
BEFORE
Common Spaces: Hallway
Key Points:
• Closed doors and add signage
• Added gratitude wall
• Brand well-being icons
• Add color and brighten space
• Engagement through tangibles (aromatherapy)
BEFORE CURRENT
Common Spaces: Hallway
Common Spaces: Resource Hub
• Waiting room or wellness space?
• Food
• Resources
• Collaborate and recharge
DURING
CURRENT
The Living Room Promotes intellectual and social well-being. Intended as a space for group study, meetings, fireside chats/soulful sitdowns.
The Break Room
Promotes emotional, social, and intellectual well-being. Intended for structured and free-play stress relief activities for individuals and small groups.
The Fort
Promotes emotional, spiritual, and intellectual well-being. Intended as a place to engage in reflection, prayer, mindfulness, and relaxation. Features nature theme, designed to provide attention restoration.
BEFORE CURRENT
Design Principles
DUKE
Foundational elements of the space; design and processes
Duke Design
Duke Design
Duke Design
Duke Design
Duke Design
Duke Design
Duke Design
Duke Design
Duke Design
Duke Design
Evaluation & Assessment
Evaluation, Assessment
&Measurement
Elements of measure
1. Typical –1. Attendance
2. satisfaction
2. Creative2. Recipes created for aromatherapy
3. Stones/crystals taken (represent?)
4. Gratitude lists/walls (happiness research)
5. Statements of why space is used
6. Photographs
7. Social Media
8. Smiles
Dukeoutcome measures
serving WELL students
Methods:
Weigh stones
Cards to chart recipes
Tabling involvement and use
Traffic thru Center
Student Groups on Topic (NAMI, Peer for You, Know Your Status, PASH, Buddhist Meditation Group, Recovery Support, DSG, Arts Annex, Student Interns)
Results of Tangibles
First Year – stones and crystals (self-confidence and social)
Second Year – aromatherapy (calmness/reduce stress)
Third Year – tibetan singing bowls/baoding balls (relaxation)
Evaluation Process
Layers of evaluation
1. Observations
2. Frequency of Use
3. Pre/Post surveys:1. Perceived affect
2. Experience with environment
3. Qualities achieved
4. Net Promoter Score
4. End of Semester feedback
Assessment Outcomes- Quantitative
0
10
20
30
40
50
60
70
% o
f R
espo
nd
en
tsChange in Perceived Affect,
Pre-Post McWell Visit
Pre Post
Assessment Outcomes-Quantitative• Students are returning.• Nearly 19% of students who are reserving space indicate that they are also visiting to gather other
McWell resources (essential oils and information from our Resource Hub). • Nearly 20% report that they are also in to partake in McWell refreshments (berries, coffee/tea, trail
mix).
New Visitor
33%
Returning
Visitor
67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Net Promoter Score
Detractors
Passives
Promoters
Assessment Outcomes-Qualitative • Comments from past visitors (post-visit survey)
• This place is amazing! Thank you for giving us such a welcoming place to relax!
• Love it here – I’ll definitely be back!• I love love love the break room!• Very friendly staff
• Comments from past visitors (verbal feedback)• This feels like home!• This is better than home, I wish I could live here.• This is awesome, I’m going to move in!• Can staff reserve the space as well?
• Campus Connections/Communications• Highlighted on the front page of the Office of
Sustainability’s Website• Featured in the student newspaper in mid-September• Visits by top-level ND Administrators
ReflectiveActivityPart II
Tips for Implementing
Remember…..Small Changes = Big Impact!
Add (some nature-inspired elements) Photos, paintings, murals
Fountains (table-top)
Plants-(real and/or artificial)*
Calming colors to the walls
Consider: five senses
feng shui principles
Add: Personal elements to work space
Softer lighting and Natural light
Music (soft or live), nature sounds
Soft elements to existing furniture (blankets, pillows)
Area rugs (comply with ADA)
Arrange existing furniture for the mood you desire (conversational/collaborative or meditative/introspective)
Wrap Up
Kelly Hogan Stewart
kellyhogan@nd.edu
Tom Szigethy
ts86@duke.edu
Additional Resources
REFERENCES
Black, T., Dhaliwal, R., Stanton, A., and Hutchinson, C. (2014). A rationale to address well-being through physical spaces in post-secondary settings. Retrieved 6/9/2016 from www.sfu.ca/healthycampuscommunity/physical spaces
Heerwagen, Judith. (2008). Psychosocial value of space. Retrieved 6/9/2016 from https://www.wbdg.org/resources/psychspace_value.php
Oblinger, D. (2006). Space as a change agent. In D. Oblinger Learning Spaces. Chapter 1. Educause. Society for Experiential Graphic Designers. Website: https://segd.org/
Swinburne University of Technology Evaluation of Learning Spaces Project http://www.swinburne.edu.au/spl/learningspacesproject/database/index.html
Summary of Updates
Underlying currents: Serves as a “home away from home” Engages the five senses, allows humans to be humans Strives to be as sustainable as possible Research-based, continuous evaluation process A place to educate students about the 8 Dimensions of Well-Being
through tools and customized resources
To all spaces: Existing space tailored through aesthetic enhancements,
intentional design features and calculated functionality Softer lighting Addition of paint – brand colors woven in Addition of plants (real and artificial) Intentional design depending on the function of the room Small changes = big impact!
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