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Making their place: Identifying the ...

Mallon, David J., III.

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Making their place: Identifying the transformation of college space to student place, a study of individual student placemaking.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Making their place: Identifying the transformation of college space to student place, a study of individual student placemaking./
作者:	Mallon, David J., III.
面頁冊數:	224 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3728037
ISBN:	9781339133409

Making their place: Identifying the transformation of college space to student place, a study of individual student placemaking.
Mallon, David J., III.

Making their place: Identifying the transformation of college space to student place, a study of individual student placemaking. - 224 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2015.

The constructed environments of higher education are necessary for conducting the educational process of the collegiate experience. Whether the focus is on the brick, steel, and glass of a building or the bits and bytes of a distance education server, how and where a college or university places its learning environment and interactions are important components of the educational curriculum. The 'where' shapes the context of learning itself and grounds the educational process in reality. Developing an understanding of how the campus environments can affect student learning is important for creating a context for the learning culture of higher education.

ISBN: 9781339133409Subjects--Topical Terms:

641065
Higher education.

Making their place: Identifying the transformation of college space to student place, a study of individual student placemaking.
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245 1 0 $a Making their place: Identifying the transformation of college space to student place, a study of individual student placemaking.
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500 $a Adviser: Thomas F. Nelson-Laird.
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520 $a The constructed environments of higher education are necessary for conducting the educational process of the collegiate experience. Whether the focus is on the brick, steel, and glass of a building or the bits and bytes of a distance education server, how and where a college or university places its learning environment and interactions are important components of the educational curriculum. The 'where' shapes the context of learning itself and grounds the educational process in reality. Developing an understanding of how the campus environments can affect student learning is important for creating a context for the learning culture of higher education.
520 $a This dissertation research study describes a story of how space and place, people and presence, and knowing and learning, come together on a urban university campus to create optimal conditions for student success. Of particular emphasis will be the focus on the experiences of individual students, rather than groups or populations. As a qualitative descriptive study, the dissertation presents a individual students' experiences in an interpretive structural framework to answer the question of how college spaces become student places. It is intended to resonate beyond the borders of the local campus and inform higher educational professionals interested in helping students to make place on their campuses.
520 $a Five themes emerged to describe student placemaking -- awareness, architecture, activity, attachment and achievement. The awareness theme described the students' histories of previous learning environments, the factors that led to college choice, and their discovery and identification of meaningful campus spaces. Awareness of the institution stemmed from convenient proximity to most of the students. Intentional re-imagining of older, bland spaces into functional destinations embodies the prevailing thoughts on institutional architecture. Student activities in meaningful campus spaces were categorized into academic, social, functional and fundamental behaviors. Through a variety of sensory and emotive descriptions students shared how they became attached to certain spaces on campus, and this contributed to the degree to which this type of experience added value to their achievements as members of the university community.
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