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!